The present study aims at constructing and standardizing an adjustmentinventory for the measurement of capacity of adaptability of Gujarati medium secondary students. During the preparation of this inventory, five factors are taken into consideration which influences more on the adaptability of students. To verify the reliability and validity of AdjustmentInventory constructed for Secondary School Students, to verify the standardization of AdjustmentInventory constructed for Secondary School Students and to establish the norms are the main objectives of this research. In this research, the effectiveness of three most influential variables i.e. caste, area and standard are studied and fixed the criterion for making these norms fixed accordingly. Hence, the students of standards – 8, 9 and 10 of the academic year 2010 – 2011 in Gujarati medium government approved schools located at North Gujarat are the population of the research. According to the variables of this research, 3000 students have been selected as a sample. The reliability index of this adjustmentinventory is in between 0.49 to 0.91 hence the adjustmentinventory is reliable. The validity of this adjustmentinventory is between 0.51 to 0.88 that possesses high correlation; hence the adjustmentinventory is significant. The norms of standard and gender are established.
Tools Used: The AdjustmentInventory for School Students (AISS) developed by Sinha & Singh (2005) has 60 items with 20 items in each of the three areas of adjustment: emotional, social and educational. Responses are taken in ‘yes’ and ‘no’ for each item. The split- half reliability is 0.95 with product moment correlation between inventory scores and criterions ratings 0.51. For each response indicative of adjustment ‘0’ is given otherwise ‘1’ is given. While high scores on AISS indicate poor levels of adjustment, low scores indicate good adjustment. The minimum score on the AISS is 0 while the maximum score is 60.
Louis and Emerson (2012) identified adjustment difficulties of high school students within a city. Ten schools, comprising of children from urban, rural, coeducational and convent schools were chosen and a student database comprising of 500 adolescent children was prepared. From this source list, 101 boys and 103 girls within age groups 14- 18 years were chosen randomly. Students with behavioral problems, poor academic performances and health issues were excluded to ensure homogeneity. After obtaining informed consent, a self-report inventory -The AdjustmentInventory for School Students (AISS) was administered to small student groups over a period of 1 month to understand perceived adjustment. Scoring was done manually and descriptive statistics, Pearson correlations and the „t‟ test, were used to analyze data. Findings revealed that there were problems noted across emotional, social and educational domains in both boys and girls. However, there were no significant gender differences. Brief scheduled interviews with children after test administration revealed contributing stress factors that have lead to maladjustment. In conclusion, adolescents present as a vulnerable group of children and therefore this is an important implication for parents and significant other professionals who need to help students develop adequate coping skills.
problems of adjustment faced by adolescents in areas- Emotional, Social, Educational and General/ Total sphere. Educational personnel can review and plan for reforms in school educational programmes accordingly it would help in developing social and emotional maturity among the learning youth. The sample consisted of 699 students studying in high school classes in the state of Haryana. To study student‟s adjustment in the educational, social and emotional areas in relation to their personality and achievement motivation three tests - Adjustmentinventory for school students A.K.P. Sinha and R.P. Singh, Agra; Eysenck‟s Personality Questionnaire (Junior) for E and N Hindi adaptation by Dagar and Achievement Motivation Test- P. Mehta, Delhi were applied. It was found that achievement motivation has no effect on the adjustment, Extraversion has positive effect on social, educational and general adjustment and Neuroticism has negative effect on the emotional, social, educational and general adjustments. Effect of other secondary aspects on adjustment like sex and school location are also analyzed and found that rural students proved better than the urban students on social, Educational and General/Total adjustment.
The main objective of this study is to find out the level of self-acceptance and adjustment among secondary school students. Survey method was adopted to collect the relevant data for the present study. The 300 secondary school students were randomly selected in and around the Chennai and Thiruvannamalai districts of tamilnadu. Self-acceptance Scale Constructed and Standardized by Berger and Adjustmentinventory Constructed and Standardized by Bhattacharya was used for collection of the data. To analyze the data mean, standard deviation, test-test and Correlation was used.The major findings of the study reveals that most of the secondary school students have moderate level of self-acceptance and adjustment. Self acceptance of girls has been found to be higher than that of boys. Self acceptance and adjustment of urban students has been found to be higher than that of rural students. The results reveal that the Government school students have higher self-acceptance compared to their counterparts and also the Private school students have higher adjustment compared to their counterparts. The study reveals that the positive and significant relationship between self- acceptance and adjustment of secondary school students.
The present study was conducted to explore the relationship between mental health and social adjustment of the senior secondary students of Gurdaspur district. Descriptive survey method is used for the present study. Data was collected at random from 100 male (50 urban and 50 rural) and 100 female (50 urban and 50 rural) students from the senior secondary schools of Gurdaspur district. To collect the data for the study, Mental Health Battery of Arun kumar Singh and Alpana Sen Gupta and Social AdjustmentInventory of Dr. R.C. Deva were used. The findings show a positive significant relationship between mental health and social adjustment in the senior secondary school students. Keywords: Mental Health, Social Adjustment, Secondary School Students
An effective teacher helps the students in the development of basic skills, understanding, proper work habits and desirable attitude, value judgment and adequate personal adjustment (Ryan, 1969). To imbibe these qualities in the students, teachers must be well adjusted, satisfied with his job and has positive attitude towards teaching. The relevance of adjustment and favourable attitude towards teaching are very crucial to the long-term growth of any educational system. Attitude, job-satisfaction and occupational adjustment among teacher educators were associated with one another (Goyal,1980).
Problem Solving (Dimension of Life Skill) indexes by Life Skill are 47.89 and 44.28 respectively with respective standard deviation of 8.11 and 8.08. The obtained t-ratio is 3.151which is significant at 0.05 level. This shows there is significance difference between female and male students of Senior Secondary School on Problem Solving . So hypothesis is rejected. It depicts that female students problem solving ability is more good than their counterparts of male students
In addition, adolescents with SLD often have no friends (especially towards the end of the school year) because they cannot correctly interpret various social behaviors. Finally, research has shown that the social acceptance of adolescents with SLD depends on the teaching environment and their integration into it (Polichroni, 2006) . According to Polichroni (2006) , adolescents with difficulties in reading seem to have more negative self-perception, in relation to their psychosocial adjustment, than their peers. Furthermore, the rejection that they experience has a major impact on their schooladjustment as they have to make a great effort to be accepted in the school community. Finally, it is men- tioned that a holistic approach which includes psychosocial support and school intervention is needed as well (Polichroni, 2006) . Another research, by Martimanianakis (2015) , on the psychosocial adjustment of adolescents with and without SLD has brought to light important findings. The results showed lower psychosocial adjustment and self-esteem for students with SLD, as well as lower percentage of social competence and higher level of behavioral problems. However, there were no differences between the two groups of par- ticipants in school and emotional adequacy (Martimanianakis, 2015) .
The instrument utilized in this research was subjected to the approval of the team of experts from DepEd and the University of Visayas. As mentioned, the dimensions enumerated and argued in the conceptual framework were the basis for the instrument. The internal validity of the research was assured by taking into consideration the reliability and validity of the results. Reliability was checked using Cronbach Alpha using SPSS. The results should be above .80 to pass the test in reliability. The team of experts ensured the face and construct validity of the instrument. In terms of external validity, the study may not be generalizable to individuals who are not in the context similar to that of the samples. The study was designed to determine the implementation of a program in the context of the educational sector. It was important to note that the study had three major problems to address. The level of implementation was measured using a Likert scale which determined the levels by which the core goals of the School Monitoring, Evaluation, and Adjustment system were achieved or not. The instrument as mentioned was also subjected to reliability test using Cronbach- Alpha.
Description of Mathematics; The 20 items in this subtest measure knowledge of numerical concepts and arithmetic operations involved in beginning mathematics. Mathematical evaluations; numbers consist of recognition, saying, choosing, writing, quantity, relation, equivalence and simple arithmetic calculations. Each item represents a skill that is essential for successful math performance in the elementary.. With regard to the implementation and evaluation of BSSI-3, each sub-item is given a description for each item. For example: 17. item of subtest mathematic: “Uses a calculator to add and subtract”. Rationale: The calculator increasingly has become an important instrument in mathematics instruction over the years. Even young children can learn how to use this techonology to assist in performing mathematical computations. Mastery: Give the child a standard pocket calculator. Show one addition problem and one subtraction problem to the child. Both problems should involve computation of to single-digit numbers. The child must use the calculator correctly to compute the answers to both problems in order to receive full credit. Daily living skills; The 24 items in this subtest measure the basic knowledge and skills typically required for participating in day-to-day activities in school. Areas assessed include primary self-care behaviours, motor behaviours directly related to school activities and behaviours needed to function independently. Items pertain to basic information that young children must acquire during the early years. Items reflect a child's background of experience, including prior parental instruction and influence. Children do well on these items are likely to be those who are considered independent and responsible in school. Regarding the skills of daily living as 12. item: Tells own birth date (e.g.,April 4; June 6) Rationale: Bird days are generally important events in children's lives. They should be able to racite their bird date when asked. Mastery: The child must say the name of the month and day in which he or she was born to receive full credit.
According to a stratified sample of 1000 educators across the United States, teachers reported that violence affects students in several respects. These include students’ desire to attend school and participate or pay attention in class (Price & Everett, 1997). Teachers also noted that the most frequent forms of school violence constituting major problems were physically and verbally aggressive behavior. National statistics also indicate that between 1992 and 2000 approximately half of the violent crimes incurred by adolescents had taken place at school (U. S. Departments of Education and Justice, 2004). Other data reveal that rural students, in particular, are also subjected to, affected by, and engaging in aggressive behaviors. Specifically, bullying is evident among rural students and it is related to their perceptions that school is unsafe (e.g., Pellegrini & Bartini, 2000; Stockdale et al., 2002). In addition, weapons at school are a problem in a substantial portion of rural districts (Bachus, 1994). Furthermore, some rural African American students carry weapons (e.g., Cunningham et al., 2000; Estell et al., 2003).
Education is the most vital input for the growth and prosperity of a nation. It has the power to transform human beings into human resources. Every human makes efforts to adjust himself to his surroundings because a wholesome adjustment is essential for leading a happy life and gaining satisfaction. The process of adjustment becomes still more complicated when his interaction with one situation comes into conflict with the requirements of the other situation. One situation may give rise to pleasure while the other may give rise to pain. The resulting tension may cause disturbance in his psyche, produce uncomfortable physical symptoms or may even lead to abnormal behaviour. As adjustment is very important factor for developing the quality of research work and many researches were conducted in this particular variable but in there is a need to know the present condition of this particular variable. Review has been done on adjustment and its correlates. In order to make the comprehensive review, this paper included previous studied conducted from 2010 to 2018. Studied conducted mainly on adjustment and its correlates of students from high school to master level and teachers were taken into consideration.
1. Ensuring that the NCLPs have a focused time frame of 5 years with clearly defined targets. 2. Linking the child labour elimination efforts with the scheme of Sarva Shiksha Abhiyan of the MHRD an attempt to ensure that small children in the age group of 5-8 years get directly linked to school and the older children are mainstreamed to the formal education system through the rehabilitation centers. Increased efforts to provide vocational training to the older children. 3. Strengthening of the formal school mechanism in the endemic child labour areas in the country both in terms of quality and numbers in such a manner as to provide an attractive schooling system to the child labour force and its parents so that motivational levels of both the parents and such children are high and sending these children to school becomes an attractive proposition.
However, the study has limitations. The main limita- tion is the lack of an active treatment control group for comparison. However, because AjD is considered a tran- sient condition , it is useful to explore whether brief interventions like TAO can prevent the chronification of this disorder and the development of more severe symp- tomatology. Moreover, given the lack of EBI for AjD, the comparison with a waiting list control group could be the first step in the validation of psychological treat- ments for this condition. Another limitation is that the decision about whether to include participants or not is based on the AjD diagnosis made using the Diagnostic Interview for Adjustment Disorders, which is not a validated instrument. The use of other diagnostic tools, such as the Adjustment disorder new model question- naire (ADNM-20) , would have helped to corrobor- ate the diagnosis. Unfortunately, there are no diagnostic instruments for AjD adapted and validated in Spanish for the beginning of RCT.
southwest Louisiana were identified. Each high school in this particular system houses an academy in a specific field (ie: medicine, business, arts and humanities, engineering) along with its regular courses and curriculum and are engaged in the application of scoring rubrics. Any student who resides within this school system can attend any one of the academies provided the student meets the criteria for acceptance into the academy. In other words, place of residence within this geographical area does not necessarily determine school attendance at an assigned school. Further, as all of the schools in this system maintain an academy, the faculty are more diverse professionally than the typical area high school. For example, the school providing academy courses in medicine employs a veterinarian and a forensic scientist. Both of these female teachers were randomly selected for the sample population of twelve. Of particular importance to this study were schools who employ sixty to eighty core faculty members.
Clinard and Meier (1992) defined deviant behavior as be- havioral displays that violate social norms and value judgments set according to societal standards. In other words, the individ- ual acts against the legal behavior or moral standards of the social system. So-called problem students in the school atmos- phere are labeled “deviants” in the field of sociology. The be- havior they exhibit is “deviant behavior,” which often involves damaging school property and behavior that violates school rules and social norms (Liu, 2003). Adopting social control theory developed, Chiang (2003) emphasized that when an individual cannot maintain an appropriate relationship with society and other important institutions, such as the family, school, and peer groups, deviant or criminal behavior can po- tentially occur. Agnew and White (1992) indicated that one of the reasons deviant behavior is exhibited by adolescents is to alleviate feelings of insecurity and anxiety created by the gap between their anticipated and received achievements. Ollendick, Weist, Bordon, and Grace (1992) also indicated that if children lack positive peer relationships for a lengthy duration, they may engage in deviant behavior in the future. Academic accom- plishments, teacher relationships, and peer relationships are the factors that influence the display of deviant behavior.
the demands of the school environment. Although negative parenting and children’s negative reactivity have been shown to be related to children’s academic outcomes in previous and recent studies (Guerin, Gottfried, Oliver, & Thomas, 1994; Lerner, Lerner, & Zabski, 1985; Morris et al., under review), in the current study, children’s negative reactivity was significantly related to school coping and school readiness, rather than academic variables (i.e., math and language development). One explanation of these findings could be that low-income preschoolers’ negative reactivity is not yet having a direct effect on their academic achievement, but rather is related indirectly through children’s adaptive coping within the school environment. In terms of early child temperament and schooling, Thomas and Chess (1977) state that difficult children, or those characterized by intense negative reactivity and slow adaptability to new situations at school, are the children more likely to have social and academic difficulties at school. Similarly, Keogh (2003) states that the temperament factor of “task orientation”, which includes activity and persistence can influence both children’s school performance and teacher-student