10 - Chapter 3 PDF

CHAPTER-3
RESEARCH MEHODOLOGY
(METHODS OF DATA COLLECTION,
COLLECTION,
PLAN AND PROCEDURE)
3.0 INTRODUCTION
Review of relevant literature of studies pertaining to adolescent self concept, adolescent anxiety,
adolescent depression, adolescent anger and adolescent disruptive behaviour gave a lot of
information and familiarity about the different methods used by other researchers for carrying
out their studies that included methods of data collection, their sample size, the statistical
methodology adopted by them, the interpretation and representations of their results.
No doubt there are many studies already done on adolescent self concept, adolescent anxiety,
adolescent depression, adolescent anger and adolescent disruptive behaviour, to check the status
of problem individually and also correlation of the above are studied with reference to academic
performance of adolescents and also with sport related performance. The researcher however has
not come across any study conducted to find correlation of self concept with anxiety or
depression or anger or disruptive behaviour to study behavioural issues of adolescents. Then the
researcher made a proper and detailed research design.
A research design is nothing but a strategy of inquiry and investigation prepared by the
researcher to seek answers to the research problems. It gives total glimpse into the research
program. It indicates the principal features of what the researcher will actually do starting with
writing of hypotheses with their implications to the concluding analysis of the data gathered (
Kerlinger 1986- pg279)
Research design depends on a choice of an investigator and his project components based on
what is the exact focus of his / her study. This planning is usually made logically by visualising
its practicability. By going through the work done by others in the same field or the related field
of the chosen topic, researcher gets proper guidance and clarity to plan his or her research or
study. The researcher was interested in studying behavioural problems related to adolescent
children.
After serving for twenty eight years as a teacher in high school the researcher has observed the
adolescent students very closely, she has come across adolescents who were studious and
extremely well behaved showing lot of respect to teachers and their own parents. Such children
were a pleasure to interact with. On the other hand she has come across adolescents who
disrupted class room teaching-learning process, who were challenge to their teachers and parents.
The researcher wanted to find how high or low self concept influences behaviour of adolescents.
Once the problem was selected the next step was to define the objectives of the study very
clearly. The selection of procedures or steps in research was done based on the objectives of the
study. Hypotheses that are framed for the research, keeping in mind the problem of inquiry plays
a major role in preparing a research plan. The researcher has formulated null hypotheses for the
present study. These hypotheses are framed carefully with all the clarity and without any
ambiguity.
This chapter includes the method of research selected by the researcher that is appropriate for
the present study, sampling design and techniques that are relevant to this study. This was done
after selection of appropriate tools for collecting the data and relevant statistical techniques to
interpret the scores of the data.
Beck youth inventories II were selected to conduct the survey of selected adolescents to assess
the level of self concept, anxiety, depression, anger and disruptive behaviour, as Beck’s tools are
reliable and are widely used. In the latter part of this chapter the development of tool, its
reliability and validity and the what kind of information is best sought using each set of
questionnaire, how actually the tool is administered to the students is elaborated in detail. Then
how the raw scores of each questionnaire are converted into T scores is mentioned along with
reference range provided by the tool makers. What kind of statistical techniques are employed
for interpretation of reports,
A good research design must be practical in its approach and usage– it is not enough for a good
research design to be a beautiful work of theoretical art.
In this way design of research is a meticulous frame work prepared by the researcher to collect
relevant data and analyse it in a judicious way, interpret the results and then draw conclusions
from the findings, based on sampling technique. This is done by using appropriate statistical
methods and calculations.
The researcher selected survey method and decided to take a large sample size and selected the
SSC schools affiliated to Maharashtra board, in the district of greater Mumbai.
A research plan includes objectives of the study undertaken, sampling strategy adopted for the
research, tools and techniques applied for collection of data and analysis of gathered data and
reporting the findings obtained by the study and finally discussion and interpretation of the
obtained result and suggestions and recommendations to various stake holders in the system.
3.1 STATEMENT OF THE PROBLEM
Once the problem is selected, the researcher needs to state it carefully to understand her / his
task, isolate a specific problem and then go ahead with active planning of the study. This
statement of the problem is very important and it has to be very clearly stated and it must be free
from any kind of doubtfulness. Once this is achieved further process of research becomes quite
clear.
Kerlinger has identified three criteria for a good problem statement.
1. A problem should focus on two or more than two variables

2. A problem must be stated clearly without any ambiguity in interrogative form.
3. A problem must be conducive to experiential / observational testing.
When the above criteria are considered, the researcher will get a concise and clear idea of what
he / she is expected to do and can plan his / her further strategies in an effective way and focus
on the stated goal to get a right direction to the research process and frame a problem statement.
After proper thought and examining relevant studies related to the area of interest, the researcher
has come up with the following problem to be investigated further. The present study is
undertaken to explore the behavioural issues of adolescent children aged between thirteen and
sixteen studying in Std. IX and Std. X in English medium high schools of greater Mumbai. These
schools are affiliated to SSC board of Maharashtra. Behavioural issues are studied with the help
of variables Self Concept, Anxiety, Depression, Anger and Disruptive Behaviour. How the self
concept of an individual is connected to one’s anxiety levels, how low self concept influences
depression, how self concept is related to anger of a person and lastly how low or high self
concept can influence disruptive behaviour in a positive or negative way is dealt with in this
study.
Hence the title of the problem is:
“A STUDY OF CORRELATION BETWEEN SELF CONCEPT AND

BEHAVIOURAL ISSUES OF ADOLESCENTS”
3.2 DEFINITIONS / EXPLANATIONS OF THE TERMS USED
After identifying the area of research and stating the problem, defining the important terms and
explaining them elaborates various dimensions and aspects of the problem and gives clarity
about how the research problem has emerged.
3.2 a. ADOLESCENTS
Conceptual Definition
The World Health Organisation (WHO - 1997) defines adolescents as people between 10 to 19
years and youth as those who are in the age group of 15 to 24. It is known that there is a
significant gap between adolescents having relevant and accurate information and also its
translation into desirable behaviour.
Operational Definition
For the purpose of this study the term adolescents is defined as students of standard nine and
standard ten studying in English medium SSC in the city of greater Mumbai, who are in the age
group of thirteen to sixteen years.
3.2 b STUDENT
A person who is enrolled in a school or college and engaged formally in learning is called a
student.
Students considered for this study are students of standard nine and standard ten studying in
English medium SSC in the city of greater Mumbai, who are in the age group of thirteen to
sixteen years.
3.2 c SECONDARY SCHOOL

The school that runs the classes from Class VI to Class X is called a secondary school
Operational definition
Schools recognised by the Maharashtra State Education Board, providing formal education from
class VIII to Class X. These schools are also called as High Schools.
High Schools / Secondary Schools considered for this study are English Medium Coeducational
SSC Schools in Greater Mumbai district.
3.2 d SELF CONCEPT
Self concept refers to what an individual thinks about himself, his appearance, his physique, his
mental health, his intellectual capabilities, his academic performance, his emotional tendencies
and in short everything about his own self.
Self concept is defined as an individualised assemblage his or her own self perception. It is about
how one feels, thinks about his or her own endurance, feebleness, competence and shortcomings.
(Caputo, etal, 2002)
For the purpose of this study Self Concept is defined as one’s self perception of his / her social
self and also social self image assessed through Beck Youth Inventory for self concept (BSCI-Y)
having various dimensions.
3.2 e. BEHAVIOURAL ISSUES IN CHILDREN
Behavioural issues mean the undesirable behaviour that is not considered normal and accepted
one. It can manifest in different forms leading to maladjustment. Such prominent ones can be
identified as those caused due to Anxiety, Depression, anger and Disruptive behaviour.
For the purpose of this study the behavioural issues identified and assessed in school going
adolescent children using Beck Youth Inventories.
3.2 f. ANXIETY
Anxiety or worry is a mental and physiological state featured by physical, emotional, cognitive,
and behavioural aspects.(Seligman etal )
For the purpose of this study a negative emotional state characterized by nervousness, worry and
apprehension in adolescents is considered which will be assessed through Beck Youth Inventory
for anxiety (BAI-Y) having various dimensions. This inventory has twenty questions which are
designed to collect useful information about the levels of anxiety in adolescent students of
standards nine and ten studying in SSC schools in the district of greater Mumbai.
3.2 g. DEPRESSION
Depression is a condition of experiencing low mood and obsolete to any normal activity that may
have a negative impact on a person's thought process, emotions, perception of life in general,
and physical well-being (Salmans, etal,(1997). Depressed individuals may be unhappy, nervous,
blank, helpless, worried, unworthy, guilty and hurt.
For the purpose of this study symptoms of depression of adolescent students studying in grade 9
and 10, are assessed through Beck Youth Inventory for depression (BDI-Y) having various
dimensions is considered.
3.2 h. ANGER
Aggression is defined as hostile or violent behaviour or attitudes or the action of attacking
without provocation. (Concise Oxford Dictionary-Tenth Edition)
Aggressive behaviour tends to be highly firm from early childhood to adolescence and adulthood
(Huesmann, etal, 1984). Anger in formative years is taken as a part and parcel of regular
growing up. (Greydanus, etal, 1992)
For the purpose of this study the undesirable behaviour of adolescents stemming from anger, loss
of temper is taken into consideration, which is assessed through Beck Youth Inventory for anger
(BANI-Y) having various dimensions.
3.2 i. DISRUPTIVE BEHAVIOUR
Disruptive behaviour is defined as disturbed or interrupted or that which is drastically altered or
that which destroys the structure of normal behaviour (Concise Oxford Dictionary-Tenth
Edition).
For the purpose of this study the undesirable behaviour of adolescents in the class room and also
outside their class room. It is assessed through Beck Youth Inventory for disruptive behaviour
(BDBI-Y) consisting of twenty questions, having various dimensions.
Adolescence is the most difficult and challenging period in one’s life when there are so many
changes taking place at the same time. Physically children grow in size and volume, there are
hormonal changes in the body due to which secondary sexual characteristics start appearing,
children are confused and take time to accept these changes. As they grow children want to
become independent and try to assert themselves. They try to identify themselves with their
friends and peers who are going through similar set of circumstances and problems, so peer
identity becomes very important.
When they are unable to cope up their emotional changes they may become anxious. This
anxiety may be due to various factors, when this anxiety is not addressed properly it may
translate as anger or depression. Depression in children often goes un noticed as a quiet kid who
is not actively participating in activities and who does not disturb others may easily pass off as a
good child or well behaved child!
Only when children show extreme symptoms of depression like not making friends with peers,
not interested in anything-be it classroom participation or studies or even playing, just remaining
blank, indented and sunken, the teachers and parents may take a notice of this and think of their
treatment. It is unfortunate that sometimes even when the parents are aware of the problems
faced by their children they are reluctant to go to a psychologist or a psychiatrist for treatment of
their children. It is sad that in Indian society seeing a psychiatrist is still a taboo.
In short all impaired emotions like anxiety, depression and disruptive behaviour lead to various
behavioural problems in children which are ultimately harmful to the society. Since the
researcher believes that the future of any country depends upon the soundness of new generation
in the making. So all the children especially at their adolescent stage of life need to be guided
and nurtured as adolescence is a sensitive period in one’s life. Lot of responsibility of showing
right path, lies on the shoulders of parents, teachers and all other adults around the adolescents.
This is possible if the problems faced by these children are identified, analysed and remediation
is done. For doing so proper in depth research is needed in the field especially in understanding
the relationship between self concept and behavioural problems of children in general and
adolescents in particular. This is the reason why the researcher has taken up this study that
focuses on behavioural issues of adolescent children and seeks to find what role self concept of
an individual has influencing such behaviour.
3.3 OBJECTIVES OF THE STUDY
During this 21st century research has advanced from the boundary to the centre of our social as
well as economic life. The progress made in the society has been largely due to various research
activities. The main purpose of any research is to find answers to the questions by applying
systematic method and scientific approach. Every research undertaken has its own specific
purpose.
Once the researcher identifies and clarifies the problem, writes the formal statement of the
problem. Next task taken is to state the objectives, which is possible only after the research
problem is decided. Clear objectives of the study give insight into the process of data collection
like how it is to be collected and from where it is to be collected. Then the basic framework for
the scope of the research study to be undertaken is prepared. Objectives of the study further pave
a way for framing suitable hypothesis / hypotheses which may be refuted or supported by
empirical data.
The main objectives of the present research are,
• To study the self-concept of adolescent students of Standards IX and X studying in
secondary schools affiliated to SSC Board in Greater Mumbai.
• To study the Self-concept of adolescent students studying in secondary schools
affiliated to SSC Board in Greater Mumbai, based on gender.
• To study relationship between the Self-concept and Anxiety of adolescent students
studying in secondary schools affiliated to SSC Board in Greater Mumbai, based on
gender.
• To study relationship between the Self-concept and Depression of adolescent students
gender.
• To study relationship between the Self-concept and Anger of adolescent students
gender.
• To study relationship between the Self-concept and Disruptive behaviour of
adolescent students studying in secondary schools affiliated to SSC Board in Greater
Mumbai, based on gender.
3.4 HYPOTHESES
Formulating hypotheses is an important step in the process of research. Hypothesis is nothing but
an attempt of a probable answer for a research problem. The research plans are made to verify
and test the hypotheses and not necessarily to find solution to the problem.
Forming hypotheses is a brilliant insight or anticipation of a solution to the problem. These are
statements that are temporarily accepted to be true based the facts known then about the problem
in hand. It lays foundation for future plans and method of performing further research for finding
of actual truth.
For the present study the following six hypotheses were formed. All these are null hypotheses
based on the selected variables. Since it is a gender based study, comparisons of these traits in
girls with those in boys was also kept in mind while framing the hypotheses stated below.
1. There is no significant difference in the Self-concept of adolescent students of Standards

IX and X studying in secondary schools affiliated to SSC Board in Greater Mumbai.
2. There is no significant difference in the Self-concept of adolescent students of Standards
IX and X studying in secondary schools affiliated to SSC Board in Greater Mumbai
based on gender.
3. There is no significant relationship between the Self-concept and Anxiety of adolescent
students of Standards IX and X studying in secondary schools affiliated to SSC Board in
Greater Mumbai based on gender.
4. There is no significant relationship between the Self-concept and Depression of
adolescent students of Standards IX and X studying in secondary schools affiliated to
SSC Board in Greater Mumbai based on gender.
5. There is no significant relationship between the Self-concept and Anger of adolescent
students Standards IX and X studying in secondary schools affiliated to SSC Board in
Greater Mumbai based on gender.
6. There is no significant relationship between the Self-concept and Disruptive behaviour of
adolescent students of Standards IX and X studying in secondary schools affiliated to
SSC Board in Greater Mumbai based on gender.
3.5 SCOPE, LIMITATIONS AND DELIMITATIO OF THE STUDY
Defining the Scope of the study helps to avoid needless and unnecessary confusions and allows
one to be specific and precise in the process of research. The purpose of the present research is to
study the relationship between Self Concept and behavioural issues of adolescent children of the
age group 13 to 16 years, who were studying in std. IX and std. X of private aided and unaided
high schools affiliated to Maharashtra state board of secondary education. Aided schools are
those schools which receive financial help or funding from state or central government to run the
schools. Such schools may be directly run by the government or by the private bodies. Unaided
schools no doubt have permission from relevant authoritative bodies but they do-not get financial
assistance in running the schools.
Period of adolescence is crucial in the life , adolescents are neither young nor old enough to
handle themselves. In fact this stage is a period of transition from childhood to adulthood. There
are a lot of changes occurring in the body like physical growth and hormonal changes. Children
many a times are unable to handle these kinds of changes that happen simultaneously during
adolescence and become confused and worried. Period of adolescence no doubt prepares
children to face the challenges and grow up but they go through a lot of stress and confusion.
Mentally children are taxed to handle themselves. These adolescents act like rebels and question
everything around and become demanding and pose problem to all adults around. Often such
behaviour challenges the school authorities and teachers. This is commonly referred to as
‘causeless or senseless rebelling’. Adolescents get edgy with adults by not obeying them and
becoming indifferent towards them, whether it is their own parents or teachers in school. They
wait to pick up fights with their peers and engage in bullying and fighting.
Sometimes they get into depression depressed when they cannot retaliate or get what they want.
They feel lonely when they lack support from others. This happens when there is a gap between
what they expect of themselves and what they exactly are. This is a basic reality gap – where
their perceived reality is very different from their actual reality. Such expectations may be about
their sport performance, academic performance or other simple ambitions looking good and
being liked by peers, which they set for themselves. Severe cases of depression lead to suicidal
ideation.
Examination related anxiety and nervousness is another common thing observed in them. In
today’s competitive world academic excellence is their priority.
If for some reason they are not able to achieve the desired results and meet their own
expectations as well as expectations of their parents, their anxiety increases. This tempts them to
use unfair means like copying from others’ answer scripts during examination or taking study
material stealthily along during examination which is not a healthy practice. Sometimes school
children steal the note books of the best students in the class just before examination.
Extensive researches are done on anxiety, anger of adolescents, their adjustment problems and
emotional development. But most of these are about establishing correlation between self
concept (SC) and sport performance or self concept and academic performance of students.
Whenever children get into behavioural problems their academic performance gets affected and
this is a very important factor that automatically brings down their self esteem or self concept.
Research on behavioural problems in adolescents, in correlation with their Self concept is also
needed in the field of education.
The researcher has been a teacher in high school section for almost three decades where she has
been teaching the adolescent students, interacting with them on a daily basis and realised that
these children could be very loving and equally productive in their life and become assets for the
society they live in. The researcher has handled these children and helped them to resolve their
conflicts, tried to solve their emotional problems, counselled them and guided them initially as a
teacher and then as a vice principal and later as a principal in her career span. In her career she
has also come across very well behaved, emotionally stable children who were always very
confident of whatever they were doing. Such children not only performed well academically but
they had excellent relations with their peers. In contrast to this she has come across many
children over the years that were disturbed, anxious, distracted and who always were challenging
in the teaching environment of class room.
Lot of research is done on school going children, about their aggression, depression and
behavioural problems. But still we find not much change in the situation. Children often get
tensed when they reach ninth standard as the burden of study increases, they also have to think of
scoring well in tenth standard to seek admission in good colleges. The possible reason also could
be that children hardly practice writing until grade five and there is no detention up to grade
eight and when children enter high school section the children are baffled by the demands and
knowledge base required to appear for their public examination. This is the reason why we find
children developing anxiety and depression when they enter grade nine and ten. So research that
would help the adolescent children is most wanted in the field of education.
Closely observing the adolescents for the last twenty eight years, the researcher took interest in
studying the correlation between the self concept and the behaviour of adolescent students
focussing on four major symptoms namely anxiety, depression, anger and disruptive behaviour
and finding out how higher level of self concept or lower level of self concept influenced the
behaviour of adolescent children.
Thus the study aims to see whether any connection exists between self concept and anxiety,
whether self concept has anything to do with depression, anger or disruptive behaviour. Once
this is known possible corrective and useful measures can be suggested by the researcher after
studying the results obtained so that teachers and parents would be in a better position to handle
these children. Findings of the study can also be useful to the school authorities for handling the
teenagers.
The researcher decided to use those tools which are already tested, validated and used widely so
that the results obtained are trustworthy. The researcher thus selected “The new Beck Youth
Inventories™ -Two (BYI-II) for Children and Adolescents” that are designed for children and
adolescents aged seven to eighteen years are used to identify Self Concept and behavioural
issues in them.
The behaviour patterns considered for the study are anxiety, depression, anger and disruptive
behaviour and the attempt is to see how each of these variables are leveraged by self concept.
Final outcome of various dimension values were statistically calculated to assess the symptoms
of depression, anxiety, anger, disruptive behaviour and extent of self concept of each respondent.
The research was focussed on finding how self concept influences the behaviour in general and
also with reference to gender of adolescent children of the age group 13 to 16 years of age in
Greater Mumbai. That is finding out what is the extent of such relationship in case of male
adolescents and in case of female adolescents.
The purpose of this study is to observe and examine the relationship between the self concept of
adolescent children studying in Std. IX and Std. X with their behaviour based on anxiety,
depression, anger or aggression and disruptive behaviour.
These variables are assessed based on the self reported inventories administered to these
adolescent children.
Research in the above mentioned field is needed and such research will be useful for the school
counsellors, class room teachers and school authorities in understanding the adolescent students
in a better way to handle them effectively.
This study is limited to the adolescent students studying in standards nine and ten in the SSC
schools in the district of greater Mumbai
The researcher’s study is delimited to Greater Mumbai English Medium Schools only. Children
from other vernacular schools like Hindi medium schools, Marathi medium schools, Kannada
medium schools, Tamil medium schools, Telgu medium schools, Bengali medium schools, Urdu
medium schools, Gujarati medium schools etc were not considered for this study.
Only coeducational schools were taken into consideration as this is a gender based study hence
only girls’ schools and only boys’ schools were not considered for this study for data collection.
There are various other factors like economic background, family atmosphere, surroundings in
which children grow up, behaviour of adults around the growing up children that influence the
formation of self concept and influence patterns of disruptive behaviour which are not
considered in the present study.
The study is also limited to the adolescents studying in English medium SSC Schools and
adolescents from Municipal Schools, CBSE Schools, ICSE Schools, IGCSE Schools (affiliated
to Cambridge board) and I B (International Baccalaureate) schools are not considered for the
present study.
This study is limited to self perception of adolescents; it does not include the perception of the
teachers, school authorities or parents about disruptive behaviour of adolescents. Beck’s youth
inventories have listed twenty questions in each set and the respondents are supposed to think,
reflect and then give their responses. So the data received is based on how children assess
themselves. The inventory and its significance were properly explained to the respondents and
the children or the respondents were assured that they need not worry about the right or wrong
answer but to respond sincerely as per their personal experience. Feedback from parents and
teachers was not taken. No personal interviews were conducted with the children who
participated in the study. Personal interview with each and every child would have been very
unwieldy and time consuming as the sample size of eight hundred students selected for the study
is quite large. Therefore reliable self reporting questionnaires were used for this study.
3.6 METHODOLOGY OF THE STUDY
Research methods are classified as:
1. Historical Research Method

2. Experimental Research Method
3. Survey Research Method
1. Historical Research Method: Study of history is to gain knowledge about the past and
an attempt to grasp the existing or the current with the knowledge of the past and vision
for the future. For creating a successful future knowledge of the past is very essential. It
is a meaningful record of the past that holds a truthful integrated story of correlation
between persons, places and events in a particular time frame. It is not just to make
inquiry into the past but also to gain insight into future by not repeating the mistakes of
the past and using the methods that worked in the past. Historical research is about
applying the scientific inquiry to understand problems of the past. This type of research
requires cautious examination of the past, proper methodology that leads comprehension
of the past with its pertinence to the current time and the days to come. This method will
help us to avoid the mistakes that are done by others in the past and improve upon to have
a better future.
2. Experimental Research Method: This is a scientific method attempting to evaluate
something new. Here the researcher assumes that the research problem has never existed
in the past nor exists in the present. According to John W Best, experimental research is
about describing and analysing what will occur while working under carefully controlled
conditions. The experiments are based on analytical, comparative, quantitative or
qualitative methods. It is further classified as Simple experimental designs, case study
method, predictive correlation and multi-variant analysis. Experimental research method
is very useful in pursuing studies in basic sciences like physics, chemistry, biology and
mathematics. It is also useful in medical sciences and psychology.
3. Survey research method: This method is concerned with the present phenomenon or
situation that aims and tries to discover and observe the happenings that is being
explored. It is not to discover or find out something new or to find the solution to a
problem.
The survey research method is further divided into four types
(a) Descriptive survey method.
(b) Analytical survey method.
(c) School survey method.
(d) Genetic survey method
Descriptive survey method is further classified into four types
i. Survey testing method
ii. Questionnaire survey method
iii. Interview survey method
Analytical survey method is further classified as,
i. Observational survey method
ii. Factor analysis method
iii. Rating survey method
iv. Critical incident method
v. Documentary frequency method
Major purpose of survey method is to describe the problem or phenomenon or the existing
situation. It also goes beyond mere description and helps in identifying the existing problems and
the possible reasons for the occurrence of such problems. Once the problems and the reasons are
figured out it becomes easier task in giving recommendations for helping and changing the
existing situations.
Descriptive surveys lead to direct sources of knowledge about human behaviour. They are
useful in planning of various educational programs which is the most universal application of
this method.
In school situation descriptive survey method is useful for knowing about student behaviour,
behaviour of teachers, curriculum planning, teaching methodology, pedagogy, learning
objectives and organisational climate. It all depends on what is the purpose of study and what are
the variables considered for carrying out a particular research and accordingly one can choose a
questionnaire from the existing ones or one may also prepare their own inventories, conduct a
pilot study on a small group using such inventory and finding out it validity and reliability.
Survey methods collect the following data in general,
• The information of what already exists that helps in analysing meaningful facets of the
existing problem. Once the existing problem is identified and analysed, measures to
control and prevent such problems can be suggested by the researcher.
• The knowledge of facts the researcher wants to gather is gained by aspirations by
observing what already exists elsewhere or what is regarded by others in the field as
valuable.
• Instructions for discovering the possibility of achieving goals based on the opinion and
experience of experts in the field is achieved with survey method.
Main characteristics of the survey method are,
• Data can be gathered from relatively large sample at a given time which is not possible
with other methods where one to one interview and observation is required. Personal
interview and observation is possible when the sample size is small and the researcher is
constantly in touch with the subjects selected for the study, for example clinical trials.
• It is a composite representation venture and not about individual traits. It involves a
larger data so this data when analysed gives us result that may become representative of
the population from which the sample is drawn.
• Survey includes imaginative planning and vividly outlined problem which makes
research an interesting task.
• It suggests a course of further action and also helps to solve current problems by
determining the current trends.
• This type of research is more accurate and scientific, as compared to other types of
research.
• The data gathered through survey method is accurate and is subjected to parametric
treatments.
• It involves a large sample size because of which the measurement of error is reduced to
minimum.
• Findings through descriptive surveys are more authentic and the results are authentic.
• It gives a proper knowledge of psychometric test building methods.
Important things to keep in mind while using questionnaire survey method.

• Planning of a questionnaire and its development is not an easy task. Selected questions
must have universal application and also target correct responses.
• Getting sincere response from the samples. The participants need to be explained the
value of their responses and researcher has to prepare them to take interest and answer
with all the sincerity.
• Reliability and validity of the inventories is very important so one has to select reliable
tool that is tested and validated by the tool developer.
• If the researcher wishes to prepare his / her own questionnaires, then a pilot study needs
to conducted and reliability and validity of the tool must be verified.
• Large sample size is a must for successful implementation of this method.
For the present study the descriptive survey method of correlation and comparative types is used
to process the data, classify the data, analyse the data and interpret the findings of the study
undertaken so that the researcher could draw conclusive evidence from the study and arrive at
generalisations.
The study describes relationship between self concept and behavioural issues of adolescent
students and variables used in this research are anxiety, depression, anger, and disruptive
behaviour apart from self concept. All these are psychological variables. This was achieved
through the reliable, valid and standardised set of questionnaires named Beck Youth Inventories.
For assessing each variable there is a separate set of twenty questions which probes and collects
the data required. In all such five sets of self reported inventories were used to gather data on
levels of anxiety, depression, anger, disruptive behaviour and self concept.
A correlation study involves two or more sets of data from a group of subjects to determine
relationship between the chosen sets of data.
In the present research correlation technique is used to study the relationship between,
• Self concept and anxiety.
• Self concept and depression.
• Self concept and anger.
• Self concept and disruptive behaviour.
This research is about studying how self concept of adolescents influences their behaviour
patterns. That is to see how higher or better self concept affects the behaviour of adolescents.
This is achieved by studying the effect of self concept on anxiety, depression, anger and
disruptive behaviour. Once the relationship between the chosen variable was established some
measures for improving the present situation are suggested by the researcher.
There are various reasons for children to develop anxiety at that age, it may not always be related
to their academic performance or scoring in the examination, it may be due to several other
factors. Children may be struggling to find their self identity and may be trying to figure out their
future vocation, they may be conscious about their physical image and so on that can cause
anxiety in them.
When they are unable to combat with their anxiety adolescents may indulge in aggressive
behaviour. This aggression may lead to bullying other children who are physically weak and
further lead to more severe forms such as ragging. Sometimes if anxiety is not expressed as
anger it may lead to depression and cause serious damage to the personalities of adolescents. All
such imbalance can result in problematic behaviour. Erratic behaviour of adolescents cannot be
taken lightly. It may lead to serious problems if it is not dealt with in right time, as it is rightly
said nipping a problem in its bud can prevent a greater disaster. Children who begin bullying the
weaker may get into ragging. This ragging harms the personality of victims, causes serious harm
to their self esteem and severe ragging leads the victims to commit suicide. The researcher took
up this research to study the correlation between self concept and behavioural problems of
adolescents, the findings of which will be useful for the educators and other stakeholders of the
society.
This study is based on the self assessed inventories answered by the chosen sample. Eight
hundred adolescent students studying in class IX and X of SSC high schools affiliated to
Maharashtra state board of secondary education that were selected as samples for the study.
These selected subjects have answered and given their responses to all the five sets of twenty
questions in each of the five inventories. In this way each respondent has answered hundred
questions by selecting the most appropriate response that suited them. The respondents were
assured that there is no right or wrong answer for any of the hundred questions and each one can
relate to his or her personal experience and respond.
3.7 POPULATION OF THE STUDY
Population is also called universe, which is nothing but the entire observational lot that is taken
as a large array from which samples are drawn. The sample group in fact provides an estimation
of characteristics of the population. In general sense, term population means the number of
people or inhabitants of a particular region but in research methodology it has a different
meaning. It means the characteristics or traits of a specific group. It is very important for the
researcher to define his population and enumerate its characteristics in order to select sample
subjects.
In the present study the population identified was adolescent children who form a major chunk of
Indian population and who are the future of this country. Adolescent period is divided into three
stages, such as pre-adolescence, adolescence and late adolescence. From this universal
population the researcher selected the sample of adolescents studying in secondary schools or
high schools, in class nine and classes ten and who were in the age group of thirteen to sixteen.
As the researcher has always taught in the high school section, she was always interested in
studying a problem related to teenagers.
Mumbai being one of the leading metropolitan cities in India is selected for conducting the
research. There are many metropolitan cities in India, but the researcher has been working in the
schools in Mumbai, she chose to conduct the research in Mumbai city where she had started her
teaching career twenty nine years back and is now on the threshold of retirement from her
service.
In the district of greater Mumbai there are different categories of schools affiliated to SSC board
of Maharashtra like Municipal schools, State government fully aided schools, private fully aided
schools and private partially aided schools and private unaided schools. The researcher has
considered both aided and unaided schools affiliated to SSC board. Municipal schools and
government schools were not considered. Schools affiliated to central board of education (
CBSE), schools affiliated to Indian council of secondary education ( ICSE) and schools affiliated
to Cambridge university and IGCSE and IB were not considered to maintain homogeneity of the
sample.
Further these schools are girls’ schools, boys’ schools that are referred as unisex schools and
coeducational schools. The researcher has chosen only coeducational schools as this is a gender
based study.
Further these schools have different vernacular media of instruction other than English like
Hindi, Marathi, Kannada, Tamil, Telgu and Gujarati and so on.
The researcher has considered only English medium SSC schools for the study and not taken into
account any other vernacular medium schools.
Out of 38 private, aided, unaided, co-educational schools in the district of greater Mumbai, the
researcher shortlisted fifteen schools covering north, south, east and west zone of district of
greater Mumbai to get the desired samples for the study. These schools belong to different wards
as categorised by the municipal corporation of greater Mumbai but these are not run by
Municipal Corporation of greater Mumbai.
The schools where the students from more or less similar economic background study were
selected. This was done based on the similarity in fee structure and similarity in the type of
suburb the schools were located to get homogeneous sample for the study.
Population and sampling
Research is directed by using particular examples to reach some general conclusion about
something, this is called inductive thinking. Here in fact the researcher moves towards generality
from specificity i.e. observations drawn from the sample is the specific status and when it is
applied to the population it is the general situation.
Measures of the population are called as parameters while measures of the sample are known as
statistics. Generally parameters are assumed on the basis of statistical analyses of samples. These
sample representations or statistics determine the accuracy of parameters. By estimating
parameters on the basis of sample statistics, generalisations are made in research work. Mean,
median, mode, Standard deviation and co-efficient of correlation of samples observation, are
known as statistics while that of population are called parameters.
In this study the researcher has selected eight hundred adolescents studying in SSC high schools
in standard nine and standard ten, who would be representing the population of school going
adolescents of the age group of thirteen to sixteen years. Since this is a gender based study care
was taken by the researcher to select equal number of girls and boys, i.e. in all four hundred boys
and four hundred girls were selected for the study so that comparison was done in a fair way.
Randomisation
Randomisation is a sampling technique where each unit of the population gets an equal chance of
selection for making up a sample.
This method is characterised by the fact that,
• The choice of one individual does not affect or depend upon the choice of another
individual.
• The individual members of the sample are independently drawn from the population.
• There is no chance for favouritism or prejudice, no chance for subjectivity and individual
error.
• Sample drawn by this method represents the population to a large extent.
Randomisation is done by various methods. Some of the methods practiced are:
• Tossing of a coin, where a coin is tossed for head or tail and individuals are selected.
• Use of dice.
• Tippet’s tables of randomisation or use of random tables.
• Lottery system.
Advantages of random sampling method are,
• It is a practical method.
• Maintains accuracy in result analysis.
• Saves time and energy.
• It is an objective method of sampling.
• Sampling error can be estimated.
For this study the sample was selected by randomisation. In every school where the data was
collected the students from ninth and tenth standards were selected by the method of
randomisation. Sometimes they were asked to pick up the chits some of which had cross marks
and some had tick marks. Those who got tick marks were sent to another room for answering the
questionnaires. Sometimes the roll numbers were called at random without referring to their
name list and those students were considered.
In this way the sample selected was without any prejudice or bias and all the children had an
equal opportunity of being selected for the study and participating in responding to the
questionnaire in each variable considered for the study.
3.8 SELECTION OF SAMPLE
Location –Stratification of Schools
North
Greater
East West
Mumbai
South
Types of schools
English Medium High Schools
Co-educational Schools
Sample selected represents the entire population chosen for the study. In other words it forms a
subgroup from a large group and forms the basis for drawing conclusions about the large group.
The sample comprised of the adolescent students studying in std. IX and std. X of co-ed schools
run by Maharashtra State Board of Secondary Education, in the district of greater Mumbai.
It was not possible to consider all types of SSC schools or investigate the entire population of
adolescents as it would entail a lengthy process.
Since it was a gender based study, the researcher selected the adolescents studying in Std. IX and
Std. X from fifteen co-educational, English medium, SSC schools. In all eight hundred students
were selected by the method of random sampling and equal number of female and male students,
i.e. four hundred girls and four hundred boys were selected for the study by the researcher.
3.9 SAMPLING TECHNIQUE
Sampling is an indispensible component of survey method of research, without which the work
cannot progress. It is impossible and impracticable to study the entire population for any chosen
study as various factors like time, cost, and feasibility act as deterrents. And even a geographical
distance also acts as a barrier in large city set ups like Mumbai.
Concept of sampling has come into existence for making the research process easier, research
findings efficient and frugal. Research framework depends upon the sampling of the study. In
order to procure maximum information about generalisation of research data representative or
random sampling is considered as ideal method. In the present study random sampling method is
used.
There are different types of sampling techniques like,

1. Simple Random Sampling.
2. Systematic Sampling.
3. Stratified Random Sampling.
4. Cluster Sampling.
Simple random sampling is a method of sampling in which element of a population gets

independent and equal opportunity for selection. This method requires minimum knowledge of
the population and provides the researcher with appropriate data. It is free from personal error
and subjectivity. This method is free from any bias or prejudice.
Systematic sampling is an improved version of simple random sampling. Here complete

information about the population is required so that desired size of the sample can be drawn in
systematic way.
The present research is about adolescent behaviour therefore the researcher short listed the high
schools and selected students from standard nine and standard ten. She further considered co-
educational schools where she could collect data from both boys and girls as the present study is
gender based.
Stratified sampling is improvised version of the simple random sampling and systematic
sampling. In this method population is divided into strata on the basis of some characteristics that
are relevant to the chosen study or research. Then from these homogeneous groups
predetermined numbers of units are drawn. This method has 3 types,
• Proportionate stratified sampling.
• Disproportionate stratified sampling.
• Optimum allocation stratified sampling.
Cluster sampling, as the name suggests it comprises of clusters or groups of elements or items
or members from the population. It is an easier and economical method that represents the
population appropriately. It is a practical method that suits research in the field of education.
In the present study, simple Random Sampling was used for selecting the secondary co-ed
schools affiliated to Maharashtra state board. These schools were selected from north, south,
east, west parts of district of greater Mumbai belonging to different municipal wards from ‘A’ to
‘P’. This was done to cover a wide area of the district of greater Mumbai.
After short-listing the schools the respective school heads or principals were contacted to seek
permission for gathering data from their students. Most of them refused while some were good
enough to allow the same.
Adolescents studying in std. IX and std. X were selected by systematic random sampling
method, by calling out the odd roll numbers of the students, by calling out even roll numbers of
the students, by picking the chits of their roll numbers.
Then these students were given questionnaire that consisted of twenty questions for each of the
five variables considered for the study, a total of hundred questions. The selected students were
moved to a separate class room which was airy and well lighted and were made to sit
comfortably.
Care was taken to select equal number of girls and boys as this study is gender based study.
The students were explained the process of responding. They were asked to read each question
set on Likert scale carefully and tick mark the most appropriate response given there by. They
were instructed not to mark more than one response to any one single question, also not to leave
any question unmarked and not to discuss with their peers or peep into other’s responses.
They were assured that there is no right or wrong answer to the questions in each set and that
response would depend on one’s own experience and perception. The children were in fact
excited to respond to the questions and showed enthusiasm to do the needful.
Some of the students were curious and wanted to know what the researcher would do with those
questionnaires responded by them. The researcher explained that their responses would provide
very valuable information about how adolescent children think and feel in general, which will be
useful for her studies. Based on the results obtained conclusions will be drawn and suggestions
will be made which will be valuable to bring up adolescents. Children were happy and
participated in the survey enthusiastically.
The researcher visited all the schools personally to explain the purpose of her study to the school
heads and the process of responding to the adolescent children so that she could get the authentic
data from the respondents. Once the students understood the same it was easy to collect the data
without any hassle. Each child answered all the five questionnaires comprising of one hundred
questions in all. Page wise scores were added and these were called as raw scores.
But one thing need to be mentioned here is that even after taking all the above mentioned efforts
some of the students did not fill the questionnaires properly. Some of them forgot to mention
their gender as boy or girl, some of them forgot to write the standard in which they were
studying. Such questionnaires had to be discarded as there was no other option.
As and when the data was collected the raw scores of each student were counted and entered in
MS excel sheet and later all these raw scores were converted to T-scores for further data
analysis. This conversion was done using a ready table provided by the tool maker. These T
scores were further subjected to various statistical techniques like mean, median, mode and
standard deviation. The results were put in tabular form and graphical representation with bar
diagram and pie chart was done. With the help of this interpretation the conclusions were drawn.
The following table shows the list of secondary, English medium, Co-education schools
affiliated to Maharashtra board, in the district of greater Mumbai.
Table: 3.1
NATURE AND SIZE OF THE SAMPLE
LIST OF SECONDARY SCHOOLS
IX
Ward IX IX IX X X X and
Name of the school Male Female total Male Female Total X
1 Kudilal Govindram Seksaria
English High School Malad (W) KP(w) 15 15 30 15 15 30 60
2 IES high school Dadar ( Central) E/F(S)
20 20 40 20 20 40 80
3 SIES High School Sion-Matunga E/F(S)
(E) 20 20 40 20 20 40 80
4 Modern School Girgaum A/B
15 10 25 15 10 25 50
5 Sir Cowasji Jahangir High School, A/B
Tardeo. 15 15 30 15 15 30 60
6 Sir Jacob Sassoon High School C/D
Byculla 10 10 20 10 10 20 40
7 Rosary High School Mazagaon C/D
15 15 30 15 15 30 60
8 St. Michael’s High School Mahim F-N
(W) 10 10 20 10 10 20 40
9 Holy Cross English High School F-N
Lower Parel 10 10 20 10 10 20 40
10 Little Angels's High School G
10 10 20 10 10 20 40
11 St. Lawrence High School H
Santacruz (W) 10 10 20 10 10 20 40
12 B L Ruia High school Vile Parle KP-(E)
(E) 15 15 30 15 15 30 60
13 NKES High school, Sewree wadala E/F(S)
(E) 18 22 40 18 22 40 80
14 Little flower eng. Med. School H
Andheri (E) 10 10 20 10 10 20 40
15 Dr. S Radhakrishna Vidyalaya P
Borivili 7 8 15 7 8 15 30
Total 200 200 200 200 800
3.1a MUMBAI CITY MAP

City of Mumbai stretches along the coast of Arabian Sea and for the convenience of travel and
understanding the locations, the areas are divided into harbour line, western line and central line
based on railway routes. The researcher has picked the schools located in all the three lines
mentioned above and it was not possible to consider all the SSC schools in the city due to their
far off geographical distance and lack of time.
3.10 TOOLS OF RESEARCH
For conducting any research or investigation, relevant data needs to be gathered so that the
hypotheses formed can be tested. There are different types of tools that have been developed,
tested and validated so that they lead to maximum accuracy.
Sometimes the researchers prepare their own set of inventories or tools for the study they
propose to undertake. In such a situation they conduct a pilot study first before beginning the
actual research to evaluate the validity and reliability of the tool, this requires a sound technical
knowledge of tool construction. In this study the researcher has used standardised tools which
are already tested for their validity and reliability and also these tools are widely used.
The present research involves psychological variables (Self concept, anxiety, depression, anger
and disruptive behaviour) and the selected tools are set on ‘Likert Scale’ a psychometric scale
that is often used in investigation where questionnaires are employed. This scale was devised by
R. Likert hence the name Likert scale.
Likert scales are also known as summative scales as they have a list of items seeking reaction of
the subject. These scales are easily constructed when compared to other types of scales. The
items listed are usually a mixture of both positive and negative statements not just to add variety
but to reduce the tendency of mechanical response from the respondents. Here the respondent is
able to indicate his several degrees of agreement or disagreement to each item listed there in.
These scales are flexible and the responses are weighted from 0 to 3 or 0 to 4.
The researcher has used Beck Youth Inventories, second edition developed by Beck Judith S,
Beck Aaron T, Jolly John B and Steer Robert A, published by PEARSON.
The “Beck Youth Inventories™ - Second edition (BYI-II), for Children and Adolescents” are
designed for children and adolescents aged from seven to eighteen years.
Five self-report inventories are used in combination to assess self concept and symptoms of
anxiety, depression, anger, and disruptive behaviour.
Questionnaires prepared by the Pearson Company and provided by Vruddhi Foundation Centre
Sion, Mumbai are used by the researcher. These inventories are not available as on line version.
Each set of Beck Youth Inventories has four responses to be marked, never, sometimes, often
and always.
Description of the ‘Tool’
The “Beck Youth Inventories™ - Second edition (BYI-II), are five self report inventories that
may be used separately or in combination to assess a child’s experience of anxiety, depression,
anger, disruptive behaviour and self concept.
These are designed for children and adolescents from the age group of seven to eighteen. These
are easy to administer and each inventory takes about ten minutes to respond.
Observing various mental health problems in children and adolescents where there was lack of
proper tools to test and assess such conditions motivated Beck to develop these inventories. As
mentioned by Beck in his BYI, second edition manual, the earlier studies denoted existence of
psychiatric problems in children such as problems associated with anxiety (13%) and problems
associated with disorders (6%) apart from mood swings(2%). Beck after reviewing fifty two
studies conducted in the last forty years then concluded that the problems of psychopathology
increase with age as the previous studies indicated such overall growth at the rate of fifteen
percent.
In fact the individuals with disabilities education act ( 1997) of USA strongly recommends
screening of children to understand their emotional and social skills that are deterrent to the
normal functioning of such children in school set up.
Followed by this recommendation Surgeon General’s report from US health department (1999)
revealed lack of professionals who were qualified and competent to assess mental health
problems of children and adolescents. This report voiced the need to develop a set of brief
questionnaires that could be easily administered by clinicians and physicians to identify mental
health problems in children and adolescents. That is how Beck Youth Inventories were prepared.
Each set has twenty listings regarding behaviour, thinking process, combined with social and
emotional injury that may be there in children and adolescents. These statements are easy to
understand and respond. The children are required to think how often each statement is true for
them including the day on which they attempt to respond.
All these statements are about the process of thinking, feelings and behavioural patterns
pertaining to social and emotional compromises of children and adolescents.
The researcher has used all the five sets of questionnaires specifically designed to assess the
level of anxiety, depression, anger, disruptive behaviour and self concept, as the present research
involves all the five variables mentioned. Each variable has a separate set of questions to assess
its level.
Beck Anxiety Inventory for Youth (BAI-Y)
It has twenty questions that help to assess worrying tendencies in the subjects, children’s fears
and phobias about their health, about their well being, about their getting hurt, anxiety faced by
children in school during their school hours because of their peers or the general environment
and so on, which are psychological symptoms associated with anxiety. These are tapped in a
subtle way and children can easily answer them.
This includes the set of statements aimed at retrieving all the three components of fear induced
and anxious tendencies responses covering physiology, cognition and behaviour as stated in a
combination booklet of Beck Youth Inventories. Beck further feels that such traits can be
effectively assessed by self report as the individual knows best about what he is going through.
Though there are several inventories designed to measure anxiety disorders in children and
adolescents. Beck’s Anxiety inventory is widely used to measure symptoms of childhood anxiety
syndromes such as general anxiety disorder, separation anxiety disorder, social anxiety disorder,
obscessive compulsive disorder, panic disorder and phobias.
The questions are well designed to seek specific information, as given below,
• Items 4, 7, 10, 15 and 19 measure emotions and anxious cognitions.
• Items 11, 16, 17, 18 and 20 measure physical symptoms of anxiety.
• Items 5 and 13 measure social anxiety symptoms.
• Items 8, 12 and 14 measure concerns about psychological and physical integrity.
• Items 1 and 3 measure fears and phobias.
Majority of the symptoms of generalised anxiety disorders are measured by BAI-Y. Socially
anxious children suffer from fears and phobias apart from general symptoms of anxiety.
Obsessive compulsory symptoms are measured accurately from statements like, ‘I think about
scary things’ and ‘I worry I might lose control’ children with separation anxiety disorder are
always afraid that something might happen to them when they are away from their loved ones
and often show somatic anxiety symptoms. These are used for measuring anxiety levels in
normal children as well as children with clinical symptoms of anxiety.
Beck Depression Inventory for Youth (BDI-Y)
It consists of twenty statements to find out symptoms of depression in children and adolescents
that reflect the respondent’s feeling of loneliness, sadness, fear about future life and negative
emotions about oneself which indicate psychological depression. They also assess somatic
symptoms associated with depression. The questions present in this set are carefully planned and
children will not get any hint that the information gathered is about depression. This in fact helps
the respondents to answer the questions without any hesitation.
To measure depression in children and adolescents, self reported inventories are considered the
best. This is so because the person suffering from depression knows what he is going through
and he can respond to the questions to his best understanding. Though there are several
inventories to measure depression in children, BDI-Y is widely used. It features many of the
classic symptoms of depression that help in easy diagnosis. It is based on cognitive theory of
depression and measures the negative emotions and thoughts in children and how they feel about
their future and the world around.
The questions are framed by the tool makers after careful consideration of the inventories that
already existed in the relevant area. Questions are prepared meticulously to seek the desired
information from children and adolescents.
• Items 3, 11, 13 and 15 measure non positive image of the respondent.
• Item 20 focuses on negative view of an adolescent about his or her future and feeling of
hopelessness.
• Items 1 and 20 measure negative image of the world around adolescents.
• Items 5 and 9 measure physical and vegetative symptoms of respondents.
• Items 2, 4 and 16 measure the factors that lead to depression in adolescents..
• Remaining items measure emotional symptoms of depression
The important feature of Beck’s inventories is that they are used for clinical therapy as well as
for counselling purposes. Clinicians with experience opine that adolescents exhibit or show
vegetative symptoms when they suffer from severe depression. clinicians and counsellors have to
pay special attention to response to item number four regarding suicidal ideation and to response
to item twenty which speaks about hopelessness and should be careful when the responses or
greater frequency are given by adolescents. Generally Beck’s depression inventory is used in
combination with Beck’s anxiety inventory to understand depression in adolescents properly.
Actually anxiety and depression go hand in hand.
Beck Anger Inventory for Youth (BANI-Y)
Twenty statements listed here in this inventory show a child’s or adolescent’s perception of
mistreatment, feelings of anger, psychological arousal and negative thoughts about others that
help in assessing symptoms of aggression in children. By studying the responses given by the
adolescents, the level of irritation and aggression or anger in the respondents can be easily
understood.
Once this kind of negative emotion is identified, it becomes easier to help them cope with their
anger. Their anger and surplus energy can be channelized in a positive way for a meaningful
outcome.
Children with short temper can be trained in athletics and sports where they learn patience and
team spirit while obeying the rules of game / sport. There are several other inventories that are
used for measuring anger or aggression but BANI-Y are brief, valid and reliable.
This inventory is also innovative as the questions help in differentiation of emotions, feelings
and cognitions that are associated with anger. Earlier research finding support the use of self
report inventories for assessing anger in adolescents. It is so because children or adolescents
know exactly how they feel and react for their anger.
Anger in adolescents boosts their energy level, motivates them and provides a victimisation
world view to the behaviour especially if they suffer from oppositional defiant disorder. Each
and every question is well thought and seeks information about overt and covert anger in a subtle
way and most of the responses given by adolescents turn to be honest and meaningful.
Items 2,9,10,11,14,15,17,18,20 of BANI-Y measure anger effect and items
1,3,4,5,6,8,12,13,16,29 of BANI-Y measure cognitive aspect of anger when thought from angle
of clinical symptomatology, it can be noted that the above traits are also noticed in children
with other disorders like conduct disorder. Some important symptoms like loss of temper,
becoming revengeful are also measured by this inventory. Such symptoms are also noticed in
mood disorder, bipolar disorder and anxiety disorder.
Beck Disruptive Behaviour Inventory for Youth

(BDBI-Y)
Twenty items that are provided here help in assessing attitudes and behaviours of children
associated with oppositional defiant behaviour and conduct disorder and give a clear indication
of their inbuilt behaviour traits.. When it comes to behaviour of adolescent children, parents,
teachers and other adults have their own perception which is based on their observation. This
gives a kind of limited understanding of view of actual problematic behaviour. So self reported
inventories are any day more reliable, as confirmed by earlier researchers in the field. Since these
questions or statement are so subtly framed that children end up giving correct feedback when
they respond to the statements or questions.
As cited by Beck in his combination booklet, Kazdin (1987) and Sholevar (1995) opined and
suggested that self report inventories are of great importance as the information given by the
respondents would be more genuine and truthful, as children and adolescents have a tendency to
report some such conduct problems which they may hide and conceal from their own care takers
and parents and sometimes parents and care takers may not be able to notice such problems in
their children.
Usually Beck’s inventory for anger (BANI-Y-II) and Beck’s inventory for disruptive behaviour (
BDB-Y-II) are used in combination as these two traits are overlapping and most often aggression
in adolescents leads to disruptive behaviour in them, so when traits of anger are measured there
is a possibility of getting a clue of disruptive behaviour and when disruptive behaviour is
measured some information about anger may be evident..
Beck Self Concept Inventory for Youth (BSCI-Y)

This inventory is designed to explore the respondent’s self perceptions such as, potency, positive
self worth and competence. The responses help the researcher to find out the level of self concept
in the adolescent respondents.
All these five sets of inventories can be applied while studying individual cases by clinicians and
also for a group of children. They may used in combination or individually as per the needs of
study. These inventories are widely used by clinicians to study individual cases and also for
group assessment. Clinicians and researchers prefer to use Beck Youth inventories even though
there are so many other tools available.
The present study uses all these tools in combination as all the five variables are considered for
the study. The responses for each variable are collected, raw scores are calculated per page, then
these raw scores are converted to T scores with the help of the ready conversation tables
provided by the tool maker and then subjected to other statistical calculations to study the results.
These conversion tables are specifically, separately designed for the adolescents of age group
eleven to fourteen and for adolescents of age group fifteen to eighteen and are specific for each
of the five variables.
As quoted in Beck’s combination booklet, Cooper smith and Piers say that for measuring self
concept of children and adolescents, researchers often end up measuring self esteem of children
using traditional methods and try to assess child’s universal sense of self. The self esteem
inventory is another tool with fifty eight item inventory that is used for assessing self esteem in
children (grade four to grade eight) that is considered as reliable and valid by many researchers.
There other inventories like Piers-Harris Children’s Self-concept scale (which has eighty
questions) used for measuring self concept of children and adolescents. Many of such tools are
there to assess self concept as domain specific instrument to evaluate sportsmanship and athletic
competencies of children and such other aspects. Though all these were almost same in pattern
and content they lacked in having a national sample, conversion of scores and so on. To bridge
this gap Beck Youth Inventories were invented.
There are several important reasons as to why researchers choose Beck Youth Inventories II over
other tools available for assessing adolescents and children though they are standardised.
• These are short, simple and easy to administer than others.

• Though there are fewer statements/ questions than most of the other tools available in the
market, their validity and reliability is maintained.
• The time taken is less and because there are few items, adolescents and children answer
them willingly.
• To assess the traits of anger or aggression and disruptive behaviour brief and
psychometrically efficient scales are available.
• Collectively all the inventories of Beck are broad in scope in measuring negative traits of
children and adolescents.
• At individual level each inventory is a relatively specific measure of functioning.
• These inventories refer to co-morbidity of disorders of non positive affect of adolescents.
• A researcher or a clinician may choose any one of the inventories as per his need or may
use them in combination.
• Usually the inventories of anger and disruptive behaviour are used in combination to
assess both these traits.
• Also inventories of anxiety and depression are used in combination to assess both levels.
This is so because anxiety induces depression and depression enhances anxiety.
• Anxiety inventory and anger inventory is another such combination.
• Self concept inventory of Beck is used to study the level of academic or sport
achievement in children.
• Beck’s depression inventory is a very helpful tool to diagnose depression level in
adolescents who show suicidal tendencies and also unexplained fears and phobias due to
anxiety.
Development and standardisation of the tool
An initial pilot study was conducted by drawing two standardisation samples selected from two
phased community samples before developing BYI-II by the tool makers. In 1999-2000, the
nominative data based on the sample of eight hundred children who were in the age group of
seven to fourteen was taken for the first phase. A clinical sample, validity studies and school
sample of children in same age group were included. The results obtained in phase one were
published in the first Beck youth inventory manual or hand book.
In phase two normative data was collected for adolescent children aged between fifteen and
eighteen. This included two hundred standardisation sample and one hundred seventy eight
clinical samples. All these were included for discussions in phase two.
Pilot study (Age group of 7 to 14 year olds)
The important features of this pilot study were,
• Different types of clinical settings were used to select the initial items for the inventories.
• Temporary hospitalisation settings, partial hospitalisation settings, case histories obtained
from private practitioners and records obtained from out-patient clinics served as clinical
settings for the pilot studies.
• Sentences framed in the inventories were very simple such that even a second grade child
could read and understand and these were based on oral or conversational reports given
by those children who were undergoing thearapy.
• Selection of items was based on the intent of differentiating clinical and non clinical
samples and also on responses given by the children.
A community sample was given a twenty five item inventory and the responses obtained for
them helped in drawing final inventories. Five items were removed to make each inventory with
twenty items for the reasons mentioned below,
• When lower item to total correlation was found.
• Higher inventory alpha when the item was deleted.
• When the item listed did not serve a critical path gnomic indicator of that particular
disorder that was being tested.
• When the listed item did not significantly help within factor analysis.
The final inventory alphas were either improved or remained same for all the five inventories.
Community Sample
Eleven hundred children aged between seven and fourteen were selected as community sample
for phase one study. These samples were drawn from four geographical regions, north, south,
west and Midwest of the United States of America. The children were tested in different parts of
the selected zones that included both rural and urban area, in thirty places so that the
representation of the sample was authentic. Varied participation of children was made sure by
tapping different sources like private schools, public schools, community centres, data base from
churches and mailing lists.
To begin with a telecommunication company of international repute was hired to narrow down
and short list mailing lists of families with different demographic factors. The children selected
for the study were all normal ones who did not have any physical or mental ailments. It was also
confirmed that they spoke English as first language, who were able to read at second grade and
who were regular school goers. All these were confirmed by conducting telephonic interviews
with the children as well as their parents. Parents who consented for testing their children
brought them to the venue selected for testing in their own locality.
The parents were asked to fill the consent forms at the testing venue and were assured that their
name, children’s name, their mailing details was procured only for the purpose of records and
would not be used anywhere else. The responses of individual children would be kept
anonymous and child’s name would not appear on response sheets. A detailed protocol was
followed and test was administered by research assistants and other trained staff. At different
testing centres children were put into groups where maximum number was maintained ten and
sometimes even children were given the test individually depending on the reading,
understanding capability of children and other circumstances.
When the testing started the instructions were read aloud by those who conducted the test and
children were asked to read the questions by maintaining silence. In case of any difficulty in
understanding the questions they were asked to raise their hands so that they could be attended
to. In case of reading difficulty the children were seated separately and the questions were read
individually. They were assured that there was no right or wrong answer but their honesty in
relating their personal experience for responding was very important. One of the five possible
test series was administered randomly to the selected students as control of any sequential effect
on the chosen sample. A second instrument that was used in coexistent analytical study was
given to four hundred students selected for the study. Time taken for testing depended upon the
age of the students, their reading ability and completion of the questionnaire. Overall the
commencement of testing time varied from thirty minutes to one hour.
About three fourth or seventy five percent of community sample was chosen by the above
method and the remaining sample was procured by testing children from schools, churches and
community centres. All these children were normal children who received formal education in
the educations institutions and who were not under any kind of treatment for any psychological
problems. The procedure used for testing all the children remained the same.
Sample Standardisation
In all eight hundred children falling under the age group of seven to fourteen were shortlisted
from the community sample and was stratified to match the census conducted by the United
States focused on education level of parents, ethnicity, race within four age bands by sex. This
plan of stratified sampling made sure that the standardisation sample encompassed representative
proportion of children as per each demographic level taken into consideration. A detailed
analysis of data collected by the U.S, bureau of the census in 1999 served the foundation for
stratification of sample by ethnicity, race and education level of parents within age bands by sex.
The three age bands considered for the standardisation process based on the above mentioned
census survey of 1999 were,
• Seven to ten years ( boys and girls)
• Eleven to fourteen years ( boys and girls)
• Fifteen to eighteen years ( boys and girls)
And children were categorised into four bands based on race / ethnicity as
• Whites
• African Americans
• Hispanics
• Others
Reliability and Validity of the tool
The psychometric property of the BYI-II inventories is summarised in the Beck’s manual that
gives a detailed account about the tool and its administration. The reliabilities of the inventories
are discussed in terms of their internal consistency, assessed by Cronbach’s alpha coefficient and
the test –retest consistency of scores over a time of period of approximately one week
Validity is tested and discussed in terms of interrelatedness of the questionnaires or inventories,
with their relations to other similar tools used for assessing and understanding psychological
aspects and scores obtained by criterion groups and matched samples.
Reliability
Internal Consistency for the sets of tools constructed is very important to make sure that each set
of questionnaires look out for same constructs. Therefore Beck youth Inventories (BYI-II) were
made sure that the internal consistency was maintained such that items listed in each set of
questionnaire examined the same constructs. High internal consistency in the range of 0.86 to
0.91 for the children of age group seven to ten, from 0.86 to 0.92 for the children in the age
group of eleven to fourteen and alphas ranging from 0.91 to 0.96 for adolescent children in the
age bracket of fifteen to eighteen was maintained by making use of Cronbach’s alpha
coefficients for each of the five questionnaires within each of the six norm groups.
Co-efficient of Alphas used for standardisation by age and sex for the variable
self-concept
Age-Group Sex Number(N) Internal consistency reliability
coefficient (Coefficient Alpha - r )
7-10 F 201 0.89
7-10 M 199 0.91
11-14 F 202 0.91
11-14 M 198 0.89
15-18 F 100 0.92
15-18 M 100 0.91
Depression

7-10 F 201 0.91
7-10 M 199 0.90
11-14 F 202 0.91
11-14 M 198 0.92
15-18 F 100 0.95
15-18 M 100 0.95
Anxiety

7-10 F 201 0. 89
7-10 M 199 0.89
11-14 F 202 0.89
11-14 M 198 0.91
15-18 F 100 0.92
15-18 M 100 0.92
Anger

7-10 F 201 0.87
7-10 M 199 0.89
11-14 F 202 0.91
11-14 M 198 0.92
15-18 F 100 0.95
15-18 M 100 0.96
Disruptive behaviour

7-10 F 201 0.86
7-10 M 199 0.87
11-14 F 202 0.86
11-14 M 198 0.90
15-18 F 100 0.91
15-18 M 100 0.91
After studying the internal consistency of each set of inventories the next step adopted by the
tool makers was to study the standard error of measurement.
Standard Error Measurement (SEM)

The standard error measurement is a very important step that helps in estimating the amount of
error in scores observed by individuals and this is inversely [proportional to the reliability of a
scale. A smaller value of SEM indicates greater reliability and increases the confidence level in
clinicians and researchers for getting precision in their work. It is calculated by using a formula:
SEM = SD √ 1-r
Where ‘SD’ is standard deviation and ‘r’ is the reliability coefficient of the scale.
The following tables show the values obtained by the tool makers while standardising their
inventories.
Standard Error of Measurement used for standardisation samples by age and

sex for the variable Self-Concept
Age-Group Sex Number(N) SEM Average
7-10 F 201 3.36
7-10 M 199 3.39 3.37
11-14 F 202 2.94
11-14 M 198 2.98 2.96
15-18 F 100 2.83
15-18 M 100 3.00 2.92

sex for the variable Anxiety
7-10 F 201 3.15
7-10 M 199 3.29 3.22
11-14 F 202 2.75
11-14 M 198 2.76 2.76
15-18 F 100 2.83
15-18 M 100 2.83 2.83

sex for the variable Depression

7-10 F 201 2.86
7-10 M 199 3.01 2.93
11-14 F 202 2.35
11-14 M 198 2.37 2.36
15-18 F 100 2.24
15-18 M 100 2.24 2.24

sex for the variable Anger
7-10 F 201 3.03
7-10 M 199 3.17 3.10
11-14 F 202 2.59
11-14 M 198 2.62 2.61
15-18 F 100 2.24
15-18 M 100 2.00 2.12

sex for the variable Disruptive Behaviour
7-10 F 201 2.30
7-10 M 199 2,60 2.45
11-14 F 202 2.04
11-14 M 198 2.25 2.14

15-18 F 100 3.00
15-18 M 100 3.00 3.00
Test –Retest
The main intention of standardisation is to make the tools applicable universally to test the
chosen variables. Beck youth inventories were tested and retested on the chosen groups by
giving a suitable break between test and retest. The sample included male and female children
who were pre-adolescents, adolescent girls as well as boys and also boys and girls of late
adolescents.
With reference to sub-sample of one hundred five individuals reliability coefficients of test-retest
for the child standardisation sample were computed. Sixty five sub samples of individuals were
considered for adolescent standardisation sample test-retest reliability coefficients.
The retest was conducted after a gap of seven days for child sample and a gap of eight days was
considered for adolescent sample. As mentioned in Beck’s Youth Inventories manual, based on
the variability of scores on the first testing conducted by Guilford and Fruchter, in 1978 the
correlations were corrected.
Then reliabilities were reported for each of the six norm groups as stated below.
Corrected reliabilities of test-retest for children of age group seven to ten ranged from 0.74to
0.90.
• For female children it was from 0.74 to 0.88
• For male children it was 0.79 to 0.90
Corrected reliabilities of test-retest for children of age group eleven to fourteen ranged from
0.84to 0.93.
Corrected reliabilities of test-retest for children of age group fifteen to eighteen ranged from
0.84to 0.93.
Validity
Evidence Based on Internal Structure
The team of tool makers noted that the scores of inventories were significantly correlated with
each other within norm groups. The following were the observations.
• Particularly for the late adolescent age group of fifteen to eighteen correlations between
the BDI-Y, BAI-Y and BANI-Y were found to be consistently highest among all the five
inventories used for testing the psychological variables.
• There existed an underlying negative affect first factor accounting for 23% of the
variance, for an un-rotated principal axis factor analysis of items across all five
inventories for the child standardisation sample.
• When items listed in the inventories scored above 0.3 on the said factor consisted of
items of the anxiety questionnaire and depression inventory and sixteen of the twenty
questions listed on the anger inventory.
• An underlying negative affect principal factor recognised was supported in an un rotated
principal axis factor analysis of listed items of all questionnaires for the adolescent
standardisation sample.
• This analyses lead to a first factor of 34.3% of variance.
• A first factor showing 18.3% of variance was revealed when rotated factor of analysis
was done using varimax rotation.
• Items loading above 0.30 on the first factor included all twenty items on depression,
nineteen items on anxiety and twelve items out of twenty items on anger.
Inter correlations for the standardisation samples by age band and sex
Inter correlations by age, band and sex for the purpose of both child and adolescent sample
standardisation supported factors of negative effect, disruptive behaviour and non positive self
concept with reference to five BYI-II inventories.
An important structural difference noted between samples was that anger was loaded with
disruptive behaviour for children but with negative affect for adolescents. This may have given
an indication that anger is more likely to be expressed and externalised in children who have less
control over their emotions and more internalised in adolescent children as they may have
developed better control over their emotions.
Inter correlations for the standardisation samples by age band and sex
Age band Variable Anxiety Depression Anger DB

Group
7-10 Anxiety 0.68
Female Depression
N = 201 Anger 0.69 0.68
DB 0.45 0.46 0.63
Self-concept -0.29 -0.44 -0.36 -0.46
Group
7-10 Anxiety 0.71
Male Depression
N = 199 Anger 0.72 0.75
DB 0.50 0.63 0.70
Self-concept -0.23 -0.45 0.35 -0.4

Group
11-14 Anxiety 0.75
Female Depression
N = 202 Anger 0.63 0.78
DB 0.39 0.53 0.68
Self-concept -0.43 -0.57 -0.54 -0.53
Group
11-14 Anxiety 0.74
Male Depression
N = 198 Anger 0.65 0.81
DB 0.42 0.67 0.70
Self-concept -0.26 -0.54 -0.48 -0.49

Group
15-18 Anxiety 0.82
Female Depression
N = 100 Anger 0.75 0.84
DB 0.54 0.72 0.81
Self-concept -0.53 -0.66 -0.60 -0.54
Group
15-18 Anxiety 0.82
Male Depression
N = 100 Anger 0.79 0.83
DB 0.62 0.68 0.72
Self-concept -0.45 -0.59 -0.55 -0.40
Another area of important inter-inventory correlation for the child standardisation sample was
found between Beck’s disruptive behaviour inventories and Beck’s anger inventories. This
aspect was seen in the second factor of the main axis factor analysis that showed for six percent
of the total variance. Items that loaded above 0.3 on the factor included all but two of the items
on the BDBI-Y and nine out of total twenty items on BANI-Y. Some items of anger loaded on
both factors one and two. A second factor for the adolescent standardisation sample was
identified showing 12.3% of the variance and included all of the twenty items of disruptive
behaviour loading above 0.35.
The tool makers found the correlations between scores on BSCI-Y and other inventories were
significant, negative and low to moderate. They also found that all items on the self concept
inventories loaded above 0.3 on the third factor that accounted for four percent of the total
variance for the child sample. In a similar way the third factor for the adolescent standardisation
sample accounted for 8.8% of the variance and included nineteen of the twenty self-concept
items. In this way the tool makers studied and obtained inter-correlations for the standardisation
samples by age band and sex.
Evidence based on relations to other variables
The validity of Beck Youth –II Inventories with children within the child standardisation sample
was examined by asking four groups which comprised of hundred to two hundred children to
respond and complete the inventories and a second tool was also used to assess characteristics
tackled by one or more of the questionnaires. These studies were repeated for the adolescent
children in four studies incorporating the same validity instruments with adolescents drawn from
the adolescent samples.
Validity of Beck youth inventories were assessed with respect to various existing inventories like
CDI (Children Depression Inventory) , RCMAS ( Revised Children’s Manifest Anxiety Scale) ,
Piers-Harris instruments.
Beck’s inventories were used on normal children, children with ADHD disorders, children with
mood disorders and children with various mood disorders, children suffering from anxiety and
depression. The inventories were useful in all contexts and all types of children and adolescents
and thus tool makers were convinced about their questionnaires.
Administration of the tool and scoring
Each of the five Beck Youth inventories may be administered separately or in combination as per
the needs.
In the present study all the five inventories are used as the research intended to assess the
relationship between self concept with each of the other four variables namely anxiety,
depression, anger and disruptive behaviour so that behaviour problems of adolescents can be
studied and understood.
Self concept levels were studies in all the eight hundred samples and the levels of girls were
compared with self concept levels of boys. Then levels of self concept and anxiety, levels of self
concept and depression, levels of self concept and anger, levels of self concept and disruptive
behaviour were compared to find their correlation.
Setting
The inventories were given to the students in their regular class room setting. The students were
randomly picked by calling out even or odd roll numbers. The selected students were asked to
move to an empty classroom and were asked to come with a pen or pencil. They were seated in a
comfortable environment of well lighted and airy class rooms while responding to the
inventories.
Instructions
Adolescent children were asked to read the instructions given at the top of each inventory
carefully and respond to the most appropriate statement either by circling or ticking the same
with the help of a pen or a pencil. The researcher read out the instructions and assured the
respondents that there was no right or wrong answer as responses would be based on individual
experience. Then they were asked to select only one response and not to mark more than one
statement and the pupils were also told to think properly and mark their response and avoid
scribbling and cancelation on the sheets provided.
Students were also instructed not to discuss the responses with their peers as these were personal
and subjective responses. They were seated separately one on each desk so that they could think
without any disturbance. Till all the students filled in the questionnaires the researcher waited
there along with another teacher from that particular school where the data was collected.
Children were not allowed to talk or discuss among themselves and proper silence was
maintained so that they could think clearly and respond. Whenever children had difficulty in
understanding any of the questions, the researcher simplified and explained its meaning.
Time taken
Each inventory required about 6 minutes for explanation another 5 minutes to clarify the doubts
the children raised to the researcher. Students took about 30 minutes to respond to all the five
sets. There was not much difficulty in understanding the questions as they are worded in simple
language. Total time taken was about forty five minutes including time taken for giving
instructions, distributing the questionnaires, response from students and collecting them back
from them.
Scoring
After the data was collected raw scores per page were counted by adding item scores which
were, 0,1,2or 3, for all twenty items in each inventory for each and every student who
participated in the study. Then these raw were entered in an Excel sheet as and when they were
counted, which made the task easier.
Most of the students had marked only one item in each questionnaire as instructed but some of
them had marked more than one response for the same item. In all such cases, the response with
a highest point value was considered and other responses were ignored. But such marking were
very few as the researchers had personally spent time in explaining the tools to the students on
how to respond. The range of possible raw scores on each of the five inventories was 0 to 60. So
in each inventory set each child could score maximum of sixty marks.
The linear T score transformation method was selected for transforming total raw scores to
standardised scores, converting to a mean of fifty and standard deviation of ten. T scores for each
norm group were computed using means and standard deviations specific to that norm group.
This was done by referring to the conversion table which was not the same but it was different
for each variable.
Then the T scores thus calculated were interpreted to assess the severity level of each variable by
referring to the reference range of the scores provided by the tool makers and then the results
were interpreted as per the guidance given to refer to the ranges provided.
The clinical reference range provided by BYI-II was used to find the severity level. This is based
on T scores that indicate the ranges defined by units of 0.5 Standard Deviations on the BSCI-Y,
BAI-Y, BDI-Y, BANI-Y and BDBI-Y and is used for analysing the data.
The analysed results were put in the form of tables to give comprehensive values at a glance,
interpreted in bar diagrams to immediately know the comparisons and pie charts for quick
grasping of percentage of the scores.
Table : 3.2
REFERENCE OF SCORES, FOR ASSESSING SELF CONCEPT.
Scores Level of Self Concept
T ≥ 55 Above average
T = 45-55 Average
T = 40-44 Lower than average
T ≤ 40 Much lower than average
Table: 3.3
REFERENCE OF SCORES FOR, ASSESSING ANXIETY, DEPRESSION,

ANGER, DISRUPTIVE BEHAVIOUR.
Scores Severity Level
T ≥ 70 Extremely elevated
3.11
T = 60-69 Moderately elevated
T = 55- 59 Mildly elevated
T ≤ 55 Average
PROCEDURE OF THE SURVEY
Principals (heads of institutions) of secondary schools were contacted to seek permission to

administer the inventories to the students of std. IX and std. X and the purpose was explained to
them. Some of them were hesitant to administer the psychological tools and did not allow the
same, and said a firm no when they were approached.
Some authorities asked the researcher to contact them after some time and after repeated follow
ups they declined the request.
Yet some asked the researcher to leave the inventories and that they would be filled up with the
help of their teachers and the same may be collected by the researcher. But unfortunately these
inventories never came back even after repeated calls made by the researcher! In one such case
when the principal was asked for the filled in questionnaires the reply was, they are misplaced
and she could print the copies if she was given a soft copy!
Some school authorities were very cooperative and allowed their class IX and X students to fill
in the inventories but requested not to divulge the names of their students and their problems.
Those who allowed the researcher to conduct the survey, made it clear that name of their school
should not be quoted anywhere while discussing the results or while drawing the conclusions.
The researcher assured them that the purpose of data collection was to study the behaviour
problems of adolescents in general and not specific to any particular school and that the names of
schools would not be quoted anywhere while discussing the results. The researcher assured them
that the purpose of this study was to study how self concept of adolescent children influences
their behaviour. How higher or lower self concept levels are related to anxiety, depression, anger
and disruptive behaviour and how these associations influence the general behaviour patterns of
students and it is not to discuss behaviour problems of a particular school. It took a good effort
and follow up on the part of the researcher to convince the school heads to allow her to collect
the data.
Once the school head gave a green signal to go ahead, day and date was fixed as per mutual
convenience and data was gathered with help of secondary supervisors and teachers of those
particular schools.
3.12 DATA COLLECTION
City of Mumbai was stratified and the secondary schools affiliated to Maharashtra State Board,
from north, south, east and west were selected randomly in the district of greater Mumbai, to
cover the wider area and to get sufficient sample.
Purposive sampling was used in selecting co-ed schools, since the interest of the research was to
study the self concept and behavioural issues of adolescents of both boys and girls and compare
the results acquired in case of boys with the results obtained in case of girls.
Unisex schools i.e. only boys’ schools and only girls’ schools were avoided. While selecting the
schools the researcher kept in mind the economic background, area the students lived, the family
background of the students. This was easily figured out through the location and neighbourhood
of the school.
Then random probable sampling was used for gathering the data.
The total sample size was eight hundred students from fifteen high schools.
After calling out odd roll numbers and sometimes calling out even roll numbers and sometimes
by asking them to pick up a lottery (a piece of paper on which yes or no was written), the
students were selected. This ensured the process of choosing the students without any prejudice
or favouritism. Once this was done the shortlisted children were sent to another room which was
well lit and airy.
The researcher spoke in general for about five minutes with the adolescents to make them
comfortable and to develop a kind of rapport with them. Then she explained to them how to fill
the inventories and how each response is right, and how it depends on individual’s experience.
The whole process of distribution of inventories, explanation about responding to the questions,
writing of responses by the students and collecting them back from them took about forty five
minutes on average per session but in some of the schools children took time to assemble and the
process was delayed by about fifteen minutes, making it up to almost an hour to complete the
survey.
As and when the data was being collected the researcher used to calculate the raw scores for each
paper and the scores of that lot were entered in an Excel sheet. When all the data collection was
done with all the selected, short listed schools it was further subjected to calculations involved in
different statistical measures that the researcher had selected for the study and then the data was
interpreted accordingly. After calculating measures of central tendency, graphs and pie charts
were drawn.
3.13 ANALYSIS OF DATA
Fundamental purpose of description and analysis of data is done using statistical methods. Two
types of statistical applications widely used in data analysis are:
1. Descriptive analysis
2. Inferential analysis
Descriptive analysis
As the name suggests descriptive analysis helps in summarising the collected data to obtain
useful patterns. This aids in analysing the data but not for drawing conclusions with reference to
hypotheses. When the data collected is large descriptive analysis helps in interpreting the data in
a simple and meaningful way, which cannot be attained by using raw data.
The raw data may be reliable, accurate and valid but it is of little significance unless it is
systematically classified and put in a tabular form. This classified data facilitates analysis and
interpretation of data. For describing the data in a meaningful way the following statistical
methods were used.
Measures of central tendency are in fact statistical averages, which show the proneness of the
items to collect near a certain value to depict the mass of data. This helps in comparing various
distributions. Generally averages tends to lie at the centre hence the name measures of central
tendency.
Data was analysed by using the following Measures of Central Tendency to study the
distribution of scores. Mean, median, mode and standard deviation were calculated for each
variable considered for the study.
• Mean- This can be easily defined and understood because of its simplicity. It represents
the distribution as it is based on all the observations.
• Median-When the scores of data are arranged systematically in descending or ascending
order, the value that takes the middle position is called median.
• Mode- This is that value which occurs most frequently in the distribution of scores. It is
a representative major of the sample.
• Standard deviation- It is calculated to see how much the items of a collected data are
differing from the mean value of that particular group. Thus it measures dispersion from
mean.
The manual calculations of the above would have been a very tedious job, all the calculations
were done in MS Excel software.
Measures of Spread used for studying the spread out of scores were:
• Skewness- It is a measure of asymmetry in data distribution with reference to its mean
value. Skewness may be positive or negative depending on the scores.
• Kurtosis- It literally means peak or curve. As the name suggests kurtosis shows the
measure of peak of distribution giving us the assessment of how high is the distribution
around the mean.
Inferential statistical tests
Testing of the hypotheses formed is done with the method of inferential analysis of the collected
data. Statistical techniques help to determine characteristics of the data gathered from the
selected part of larger population. Generalisation arrived from this can be further extended to
larger population.
For this purpose t-test was used to compare two groups for the same variable, for example,
comparison the Self concept of adolescent girls to Self concept of adolescent boys. This t-test is
useful when random sampling is done and when population selected for study is normal.
1. Z-test
This test was used to evaluate mean differences by using the formula,
Z=M1 –M2 / SED
Coefficient of correlation (r)
Pearson’s product-moment correlation coefficient measures direction as well as strength of linear
type of relation between any two variables. It is also known as Pearson’s r.
This r was used for finding out the relationship between,

• Self concept and anxiety
• Self concept and depression
• Self concept and anger
• Self concept and disruptive behaviour of adolescents sample based on gender.
3.14 SUMMARY OF CHAPTER 3
In this chapter the researcher has described the research design that gives a comprehensive idea
about the entire process of studies undertaken. Objectives of the study that made the intention of
the study very clear without any ambiguity are mentioned here. It lists all the hypotheses framed
which give a definite direction for the study and sample chosen for the study.
The process adopted for making a selection of the adolescent sample and entire sampling
technique is discussed in detail. This chapter also has the details of the method adopted for the
study. A detailed description of the tool selected for the study is included in this chapter.
Validity and reliability of the tool, scoring of the instrument describing how the raw scores are
converted to T scores and how the T scores of each variable are interpreted based on the
reference ranges provided along with the tool are explained in detail in this chapter.
It is very important to choose the correct statistical method for calculating the results and
interpreting them. The statistical techniques that are used in the data analysis are explained here.
The analysis of the data is done in two ways, such as descriptive analysis and inferential analysis.
A brief explanation is given about the descriptive analysis, measures of central tendency and
measures of spread (Kurtosis and Skewness). The formulae that are useful for calculating are
mentioned here.
However the researcher has not done any manual calculations but has used Microsoft Excel
which is excellent useful software for calculations. Counting of raw scores on each page of each
inventory was manual and converting each raw score to T score using the ready table provided
by the tool maker was manual but rest of the calculations, like mean, mode, SD, skewness,
kurtosis and r ( coefficient of correlation) were all done in MS Excel software.
The detailed analysis of data is presented and explained in the next chapter i.e. chapter 4.

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CHAPTER-3

Kerlinger has identified three criteria for a good problem statement.

1. A problem should focus on two or more than two variables

Hence the title of the problem is:

“A STUDY OF CORRELATION BETWEEN SELF CONCEPT AND

3.2 c SECONDARY SCHOOL

1. There is no significant difference in the Self-concept of adolescent students of Standards

3.5 SCOPE, LIMITATIONS AND DELIMITATIO OF THE STUDY

Research methods are classified as:

1. Historical Research Method

Important things to keep in mind while using questionnaire survey method.

3.7 POPULATION OF THE STUDY

Location –Stratification of Schools

English Medium High Schools

There are different types of sampling techniques like,

3. Stratified Random Sampling.

Simple random sampling is a method of sampling in which element of a population gets

Systematic sampling is an improved version of simple random sampling. Here complete

LIST OF SECONDARY SCHOOLS

Total 200 200 200 200 800

3.1a MUMBAI CITY MAP

Description of the ‘Tool’

Beck Anxiety Inventory for Youth (BAI-Y)

Beck Depression Inventory for Youth (BDI-Y)

Beck Anger Inventory for Youth (BANI-Y)

Beck Disruptive Behaviour Inventory for Youth

Beck Self Concept Inventory for Youth (BSCI-Y)

• These are short, simple and easy to administer than others.

Development and standardisation of the tool

Reliability and Validity of the tool

Age-Group Sex Number(N) Internal consistency reliability

Age-Group Sex Number(N) Internal consistency reliability

Age-Group Sex Number(N) Internal consistency reliability

Age-Group Sex Number(N) Internal consistency reliability

Standard Error Measurement (SEM)

Standard Error of Measurement used for standardisation samples by age and

Age-Group Sex Number(N) SEM Average

7-10 F 201 3.36

7-10 M 199 3.39 3.37

11-14 F 202 2.94

11-14 M 198 2.98 2.96

15-18 F 100 2.83

15-18 M 100 3.00 2.92

Standard Error of Measurement used for standardisation samples by age and

7-10 M 199 3.29 3.22

11-14 F 202 2.75

11-14 M 198 2.76 2.76

15-18 F 100 2.83

15-18 M 100 2.83 2.83

Standard Error of Measurement used for standardisation samples by age and

Age-Group Sex Number(N) SEM Average

7-10 M 199 3.01 2.93

11-14 F 202 2.35

11-14 M 198 2.37 2.36

15-18 F 100 2.24

15-18 M 100 2.24 2.24

Age-Group Sex Number(N) SEM Average

7-10 F 201 3.03

7-10 M 199 3.17 3.10

11-14 F 202 2.59

11-14 M 198 2.62 2.61

15-18 F 100 2.24

15-18 M 100 2.00 2.12