1

CHAPTER -1
INTRODUCTION

1.1 INTRODUCTION

Education bestows immense benefits upon a person. A well educated

person is known the entire region. He is able to meet the conflicting
challenges. He tides over all the difficulties which confront him in day to day
living. Education cultures the individual and help him to fulfill needs.
Education develops the individual like a flower which distributes its
fragrances all over the environmental. Thus education is a conducive
process which develops child individuality in all its aspects – physical,
mental, emotional & social with this all round development he becomes a
responsible, dynamic, resourceful and enterprising citizen of strong good
moral character. Who uses all his capacities to develop himself, his society
and this nation to the highest extent by contributing his best to national
honor, national glory, national, culture and national civilization of which he
is an integral part.
Education makes a man a complete human being; it is education
which is the basis of difference between human beings and animals. But
what is education? Education is a process through which hidden
potentialities of a person come to surface. Education is a process through
which a child comes to know about his own self. It is a lifelong process.
Education as a wider term includes so many aspects like formal, non-
formal an informal education. By narrowing down its scope, we come to
formal education. Formal education is provided in the schools, college and
various institutes. In today’s area it is the base of a child’s all round
development. Formal education is provided to the children according to
their age, mantel level and their social and culture needs.
 Education develop personality of an individual in all fields and
aspects making him intelligent, learned, bold, courageous, possessing,
strong good character and it develops the ability of better adjustment of a
person human in any situations.
In everyday language, we often say that a person has “a lot of
personality.” As you can probably guess, this is not how psychologists use
the word. When I was much younger, a person going on a blind date might
be told that the person they were meeting had “a great personality.”
Psychologists don’t use the term this way either but let’s use this example
of a blind date to see what psychologists really do mean by personality.
Suppose that a friend has arranged for you to go out with someone
you’ve never met. Let’s say that you’ve seen a picture of the person. Still,
you’d like to know more about the person before you meet. How could your
friend best tell you about the person so that you‟d really have a feeling for
what he or she is like? As scientists, we‟ll approach this problem in a more
technical way but our final goal is the same. We want to be able to create an
accurate, yet practical description of what a person is like. Suppose that your
friend offered to give you a computer printout about the person you are
planning to date. The printout could contain a complete account of everything
the person has ever done. It might also include what the person would do in
the future in any possible situation.
Obviously, this isn‟t a practical solution because it would take a fleet of
trucks just to deliver the information. It would also take you years just to
look it over. What you‟d like is a brief, elegant description of the person.
“Elegant” is being used here in its scientific sense. In this context, it means
precise and exact. A good description should allow you to predict what the
person would do in a variety of situations. As scientists, we try to determine
what that description should look like. We also want to develop tests that
will create a description of each person‟s personality.
By personality then, we mean the relatively stable pattern of behavior that
the person shows in a wide variety of situations. How can we best give a
brief, elegant description of what a person is like? One approach to
describing personality that has been around for a very long time is called
type theory. 4 The term “Personality” is derived from the Latin word
persona which was the name given to the marks the actor were and the
characters they postrarsed.
According to G.W. Allport (1961), “Personality is a dynamic organisation,
inside the person, of psychophysical systems that create the person‟s
characteristic patterns of behaviour, thoughts and feelings.”
According to Allport (1971), “Personality is the dynamic organisation with
an individual of those psycho-physical system that determine his unique
adjustment to his environment”.
According to Morton Prince (1929), “Personality is the sum total of the
biological innate dispositions impulses, tendencies, aptitudes and instincts
of the individual, and the dispositions and tendencies acquired by
experiences”.
According to Child, 1968 “More or less stable, internal factors . . . make
one person‟s behaviour consistent from one time to another, and different
from the behaviour other people would manifest in comparable situations.”

1-2 TYPES OF PERSONALITY : -

(i) Extraversion the tendency to seek and engage with the company
of others.
(ii) (ii) Introversion the tendency to avoid the company of others and
to withdraw from social situations.
(iii) Neuroticism the tendency to be worried and anxious.
1-3 PERSONALITY ASSESSMENT—MEASURING
As we discussed earlier in this chapter, personality theorists want to do two
things. One is to describe what a useful personality description would look
like. The other is to create a test that will give us that description for each
person. We call this second task personality assessment. In our discussion
of psychological tests, we talked about reliability and validity. A test is
reliable if it measures something consistently. A test is valid if it measures
what it is supposed to measure. Like any other test, personality tests must
be both reliable and valid to be of any use. We have been looking at a
number of different theories about human personality. Now let‟s look at four
different ways that we might measure someone‟s personality. Personality
can be measured using direct observation, interviews, rating scales, and by
the administration of personality questionnaires. Psychological tests may
be objective or projective.

Direct Observation
Do you consider yourself a “people watcher?” Observing people in public is
a common hobby. The trouble with simply watching people is that it‟s easy
to make mistakes about what they are doing and why they are doing it. If
you see a person get angry with someone, it‟s hard to know why. They
could be angry about something that happened earlier rather than what just
occurred. They could be more or less angry than they actually appear to
be. They could even be pretending to be angry.

Behavioral Assessment—Counting Behaviors

One way of improving the reliability of observations is to do a behavioral
assessment. In behavioral assessment, an observer makes a count of
specific behaviors that people perform while being observed. In watching
children, for example, we might count aggressive acts, laughter, crying, or
helping behaviors. With a group of mental patients, we might record
disturbed speech, hallucinations, bizarre behavior, or aggression. Cognitive
psychologists sometimes ask people to count and record negative and
positive thoughts about themselves. In one study, students who suffered
from math anxiety were asked to think out loud while solving math
problems. The researchers then classified and counted their responses to
find about more about what caused their anxiety.
Situational Testing
In situational testing, a person is observed while doing a specific task. The
situation is usually fairly narrow. The purpose of this kind of testing is to find
out how someone behaves in a specific situation. The military has used
situational testing to see how people respond to difficult command
situations. In one test, officer candidates were asked to supervise a
construction crew (Murray, 1946). They didn‟t know it but the crew had
been instructed to be as difficult and insubordinate as possible. Such a test
could tell a lot about how people handle difficult situations. On the other
hand, no two people will face exactly the same test so the test will always
be somewhat unfair. Another example of situational testing is the “Shoot-
Don‟t Shoot Test” given to police officers around the country. The officers
are put in simulated situations that require them to decide whether deadly
force is appropriate. This test not only measures the personality of the
officers, it helps them train for similar situations in the real world.

Interviews
In an interview, we have better control of the situation than we do in a
behavioral assessment. To gain this, we create a more artificial situation.
The interviewer asks a series of questions and the person being tested
answers them. If it is a structured interview, the list of 8 questions is set in
advance and always asked in a specific order. In an unstructured interview,
the interviewer is free to make up questions on the spot and to follow up on
interesting comments made by the person being tested. This means that an
unstructured interview is more flexible but it may also be less scientific and
somewhat unfair. This is because each person interviewed is treated
differently.

Rating Scales
Rather than interviewing a person, we might use a rating scale. We could
ask the person, for example, to do a self-rating on a number of traits. The
rating is usually on a numeric scale (from 1 to 10, for example). If we are
worried that the person might not be honest, we might ask others to rate
him or her for us. Sometimes interviews and rating scales are combined. At
the end of some interviews, the interviewer fills out a rating scale.

Personality Structure-
According to Allport traits play a very significant role in the structure of
personality. We shall explain these traits in detail as follows-

1-4 PERSONALITY TRAITS-

As we have made it a little clear in the foregone pages that traits are some
specific mental structures in human beings. Allport says that 9“A trait
is......A generalised and focalised neuro-physic system (peculiar to the
individual with the capacity to render many stimuli functionally equivalent to
initiate and guide consistent forms of adaptive and expressive behaviour.
Allport gave some special features of traits : -
1. Traits are essential to every individual‟s life.
2. Traits are not visible but they are neuro physical structures.
3. They are not cognizable by sight but they are to be inferred by
consistency of behaviour.
4. The consistency in behaviours of human beings is based on traits.
5. Traits are not completely independent. Whatever traits are found in the
personality of man, are found to be inter-related.
6. Different people have different degrees of traits.

Types of Traits-Allport gives three types of traits-

1. Cardinal Traits- These are the traits generally found in everyone. They
may be known through historical characters too. These are the
fundamental traits of human personality. Man organises his life through
these traits. Examples of such traits are-strength, achievements and
sacrifice for others, etc.
2. Central Traits- Central traits are those tendencies of a person that can
be recognised just by looking at the person. For example, extrovert nature
of a person, extrovert mentality, sociability, enthusiasm for life, honesty and
dutifulness, etc.
3. Secondary Traits- Secondary traits include specific habits, life-style,
eating habits, tendencies and preferences, etc. According to Allport people
are different generally on the basis of the different traits of this category.
The three types of traits discussed above constitute personality which
determines the behaviour of persons.

Allport finds the constitution of personality mainly responsible fort the

behaviour of a person rather than environmental conditions. He exemplifies
this point saying that the same fire melts butter but hardens an egg. Here
fire is the same stimulus but its effects are different. Similarly, people living
in the same environmental conditions behave differently which is owing to
their personality structures. Apart from above mentioned traits Allport
discusses two more traits- individual traits and general traits. For the
people of one society or culture these traits are common. For example, to
some people of one society we may call humble and to some others as
aggressive. The thinking behind the existence of such traits is that societies
have specific cultures and specific effects. To adjust to them people adopt
common techniques. The examples of such traits are social tendencies,
worries, social customs and traditions, values, etc. 11 According to Murray-
“Personality is the continuity of those functional forms and forces that keep
expressing itself through organised, powerful processes and busy
behaviours throughout life and till death.”

1.5 CHARACTERISTICS OR FEATURES OF PERSONALITY-

1. Personality is something unique and unparallel: Every human is
different from other humans. Every human is different and unique from
others. It is true that I Learn topics. I would follow that the same family. The
notion that this is an indication that the person. Properties pattern of
interests is an organization that is different from other people. It is a
reflection of the personality traits of people in individual identity.

2. Integration of all psychophysical systems: Person all the physical,

mental, social and moral qualities are organized by themselves I have
stability. Compilation and organization means a simple sum or symptoms
add and subtract, etc. is not stored.

3. Personality is dynamic: It is not like a static or static object, however

personality enough for the real and the stability are still signs of where it
would be unfair to a person's entire life span I - or to learn to live with as it
is.

4. Product of heredity and environment: Overall personality

development requires both strong role and mutual end action is.

5. An integrated whole: Various psychological and behavioral aspects of

life organized for mediocrity is required to function. Personalities from
various sides or one side of the various procedures I compile any cause or
organization are many mental disorders.

6. Influenced by training and experiences: Positive climate-related

conditions and proper personal grooming I will assist.

7. Personality and character are not synonymous: "Personality" is a

psychologist; the person is the main relationship. "Character" is related to
strategic cultural values of society than is found. The second personality a
comprehensive, broad subject, which I as an item of this character I is
inserted. Many psychologists do not agree with the personality of the
character as a side thought I should go.

8. Personality is bi-dimensional: One is overt and second is converting.

9. Self-awareness: The most important attributes of personality. This self-

consciousness caused the "person” is. Or simply may be called personality.
This particular. Remarkable properties of the human animal and makes it
different from other organisms.

10. Behavior can be predicted: The reason for this stability of personality
traits and thanks is to have.

11. Personality represents totality of individual: In other words, full of

personality, a personality, behavior and the interpretation is that the sum of
the overall properties.

Personality as a Composite of Factors -

Because almost every theory of personality contains elements of all of the
explanations just reviewed, perhaps it is safe to say that personality is a
function of all of them. The elements emphasized depend on which theory
of personality one considers. Assuming that, the situation can be
summarized as follows: -

Cognitive Processes 14 Personality has three aspect‟s, biological,

psychological and sociological while biological aspect of human life is
maintained and transmitted by nutrition and reproduction, the psychological
and social aspect of human life maintained and transmitted by education.
Because personality gives a complete picture of human behavious by
involving all of it‟s aspects – conative, cognitive and affective.
In contemporary psychology, the "Big Five" factors of personality are five
broad domains or dimensions of personality which are used to describe
human personality.
The Big five factors are openness, conscientiousness, extraversion,
agreeableness, and neuroticism. The neuroticism factor is sometimes
referred by its low pole – "emotional stability". Some disagreement remains
about how to interpret the openness factor, which is sometimes called
"intellect" rather than openness to experience. Beneath each factor, a
cluster of correlated specific traits are found; For example, extraversion
includes such related qualities as gregariousness, assertiveness,
excitement seeking, warmth, activity and positive emotions.
The Five Factor Model is a descriptive model of personality; psychologists
have developed a number of theories to account for the Big Five. The Big
Five factors and their constituent traits can be summarized as:
1. Openness –Appreciation for art, emotion, adventure, unusual ideas,
curiosity, and variety of experience.
2. Conscientiousness –A tendency to show self-discipline, act dutifully,
and aim for achievement; planned rather than spontaneous behavior.
3. Extraversion –Energy, positive emotions, surgency, and the tendency to
seek stimulation in the company of others.
4. Agreeableness –A tendency to be compassionate and cooperative
rather than suspicious and antagonistic towards others.
5. Neuroticism –A tendency to experience unpleasant emotions easily,
such as anger, anxiety, depression, or vulnerability.

The Big Five model is a comprehensive, empirical, data-driven research

finding. Identifying the traits and structure of human personality has been
one of the most fundamental goals in all of psychology. The five broad
factors were discovered and defined by several independent sets of
researchers. These researchers began by studying known personality traits
and then factor-analyzing hundreds of measures of these traits (in self-
report and questionnaire data, peer 16 ratings, and objective measures
from experimental settings) in order to find the underlying factors of
personality.
The initial model was advanced by Ernest Tupes and Raymond Christal in
1961, but failed to reach an academic audience until the 1980s. In 1990,
J.M. Digman advanced his five factor model of personality, which Goldberg
extended to the highest level of organization. These five over-arching
domains have been found to contain and subsume most known personality
traits and are assumed to represent the basic structure behind all
personality traits. These five factors provide a rich conceptual framework
for integrating all the research findings and theory in personality
psychology. The Big Five traits are also referred to as the, Global Factors
of personality.
At least four sets of researchers have worked independently for decades
on this problem and have identified generally the same Big Five factors:
Tupes & Cristal were first, followed by Goldberg at the Oregon Research
Institute, Cattell at the University of Illinois, and Costa and McCrae at the
National Institutes of Health. These four sets of researchers used
somewhat different methods in finding the five traits, and thus each set of
five factors has somewhat different names and definitions. However, all
have been found to be highly inter-correlated and factor-analytically
aligned.
1. Openness to experience:
Openness is a general appreciation for art, emotion, adventure, unusual
ideas, imagination, curiosity, and variety of experience. The trait
distinguishes imaginative people from down-to-earth, conventional people.
People who are open to experience are intellectually curious, appreciative
of art, and sensitive to beauty. They tend to be, compared to closed people,
more creative and more aware of their feelings. They are more likely to
hold unconventional beliefs.
People with low scores on openness tend to have more conventional,
traditional interests. They prefer the plain, straightforward, and obvious
over the complex, ambiguous, and subtle. They may regard the arts and
sciences with suspicion or even view these endeavors as uninteresting.
2. Conscientiousness:
Conscientiousness is a tendency to show self-discipline, act dutifully, and
aim for achievement against measures or outside expectations. The trait
shows a preference for planned rather than spontaneous behavior. It
influences the way in which we control, regulate, and direct our impulses.
3. Extraversion:
Extraversion is characterized by positive emotions, surgency, 18 and the
tendency to seek out stimulation and the company of others. The trait is
marked by pronounced engagement with the external world. Extraverts
enjoy being with people, and are often perceived as full of energy. They
tend to be enthusiastic, action-oriented individuals who are likely to say
"Yes!" or "Let's go!" to opportunities for excitement. In groups they like to
talk, assert themselves, and draw attention to themselves.
Introverts lack the social exuberance and activity levels of extraverts. They
tend to seem quiet, low-key, deliberate, and less involved in the social
world. Their lack of social involvement should not be interpreted as
shyness or depression. Introverts simply need less stimulation than
extraverts and more time alone. They may be very active and energetic,
simply not socially.
4. Agreeableness:
Agreeableness is a tendency to be compassionate and cooperative rather
than suspicious and antagonistic towards others. The trait reflects
individual differences in general concern for social harmony. Agreeable
individual‟s value getting along with others. They are generally considerate,
friendly, generous, helpful, and willing to compromise their interests with
others. Agreeable people also have an optimistic view of human nature.
They believe people are basically honest, decent, and trustworthy. 19
Disagreeable individuals place self-interest above getting along with others.
They are generally unconcerned with others‟ well-being, and are less likely
to extend themselves for other people. Sometimes their skepticism about
others‟ motives causes them to be suspicious, unfriendly, and
uncooperative.
5. Neuroticism:
Neuroticism is the tendency to experience negative emotions, such as
anger, anxiety, or depression. It is sometimes called emotional instability.
Those who score high in neuroticism are emotionally reactive and
vulnerable to stress. They are more likely to interpret ordinary situations as
threatening, and minor frustrations as hopelessly difficult. Their negative
emotional reactions tend to persist for unusually long periods of time, which
means they are often in a bad mood. These problems in emotional
regulation can diminish the ability of a person scoring high on neuroticism
to think clearly, make decisions, and cope effectively with stress.
At the other end of the scale, individuals who score low in neuroticism are
less easily upset and are less emotionally reactive. They tend to be calm,
emotionally stable, and free from persistent negative feelings. Freedom
from negative feelings does not mean that low scorers experience a lot of
positive feelings. 20 Neuroticism and stress are both strongly associated
with negative affect. When people high in neuroticism encounter stressful
events, they tend to experience them as more aversive and react with
higher levels of negative affect than those low in this trait calls this process
„„hyper-reactivity,‟‟ or a large change in negative affect in response to a
stressor.
1-6 ACADEMIC STRESS -
Academic stress can have an impact on a students academic performance.
In today‟s highly competitive world student face various academic
problems including exam stress, disinterest in attending class and inability
to undressed the subject exam stress is the feeling of anxiety or
apprehension or one‟s performance in the exams. It can lead to students
being unable to perform to the best of their abilities in exams. In medical
term stress in organization is extremely important phenomenon. It is
generally associated with several vital individual physiological
psychological and behavioral symptoms that can produce mental tension
on physiological reaction that may lead to illness. When you are under
stress your adrenal gland releases corticosteroids. Which are converted to
cortisol in the blood stream. Cortisol has an immune suppressive effect in
your body.
Stressed people get sick more often. They are more likely to overeact to
small annoyances. Such as waiting in line while some 21 stressed-out
students may sleep more than usnal other‟s may not be able to relax at all
and may get only four hour per night. Feeling upset anxious or short-
tempered for no apparent reason is a stress reaction. Increase in the
number and severity of allergies and asthma attack are also related to
stress.
Stress and anxiety levels affect the students academically and change the
way the person thinks and act‟s during school or time spent in studying.
Due to have the continue academic stress or pressure, physical structure of
body begin to decline. Because if an individual have the Academic stress
and he take it continuously than it does a bed effect on both mentally as
well as physically. It does negative effect on personality and as well as
education of an individual. Personality and academic stress are
compliments to each other. As the qualitative education makes the
personality of a person more effective. So as the high level personality
increase and trying to rise the level of education and balance the level of
academic stress which occurs the negative effect‟s on us.
We react to our environment with different degrees of intensity; in 20th
century with anxiety and in the present century with stress. In an academic
situation, such as school, a student reacts in the form of mental distress to
an anticipated frustration associated with failure in 22 annual examination
or even to the awareness of the possibility of such failure.
Academic stress is an emotional tension of a student which is expressed or
felt by him during his failure to cope with the academic demands and its
consequences may be exhibited in the form of major health hazards and
problems, both physical and mental. Stress related diseases may be high
blood pressure, peptic ulcer, allergies, headache etc. In academic life,
stress may act as a negative predictor of academic performance. One of
the important sources of academic stress in school children is the great
expectation of parents for achieving good marks in their examination.
Students now have more home work than ever before and if the child fails
to do home work as per the expectations of their teachers, the results is the
cumulative academic stress. In recent time, there have appeared several
news regarding the increasing suicide rate among students of as young
age as 8 year old.
Obviously, such incidents should have motivated increasing number of
educationists and psychologists besides social activists to ponder over the
relationship between academic stress and academic achievement in
students; whether increasing load of studies is increasing the achievement
level of students and if yes what side effects of such stress is producing on
their health. The present 23 investigator was highly motivated to take the
task of examining the relationship between academic stress and
achievement in both male and female students of IX class in Meerut.
Stress is the body's reaction to a change that requires a physical, mental or
emotional adjustment or response. But too much stress can cause a lot of
discomfort and can get in the way of being able to focus and achieve. As a
college student all have a lot of demands on them, which it can be difficult
to balance. Observed that stress is a term in Psychology and Biology,
which in the more recent decades has become a common place of popular
parlance. The term stress was first employed in the 1930‟s by the
endocrinologist.
Stress is caused by an existing stress-causing factor or "stressor" All are
aware of fearfulness of examinations and especially about practical
examination in a medical college. Whether it is a test or an annual
promotion examination, it does cause to loose some sleep which leads to
anxiety confirmed the general impression that there is a considerable
amount of stress among medical students. Perceived stress was
significantly higher among female students.

Stress And Performance

There has not been much direct investigation of how neuroticism affects
performance, but many studies have examined the effect of anxiety – one
of the component traits of neuroticism. 24 According to Eysenck, the
adverse effects of anxiety on performance are attributable to task-irrelevant
processing activities, such as worry. Consistent with this, found that
students who report high levels of worry perform less well on tests. And
when highly anxious people do perform well, it is at the expense of more
effort and distress.

1-7 WHAT ARE ANXIETY DISORDERS?

Feeling anxious at times is a normal part of life. It can even be helpful when
it alerts you to danger. Anxiety becomes a disorder when it occurs
frequently, feels intense, lasts hours or even days, and begins to interfere
with your daily life, like school, work, sleep, and important relationships.
This type of anxiety can greatly reduce your enjoyment of life, and may
even lead to health problems.
There are many types of anxiety disorders that may be causing changes in
your behaviour, thoughts, emotions, and physical health. These include
panic disorder, social phobias, specific phobias, acute stress disorder,
post-traumatic stress disorder, generalized anxiety disorder, and
obsessive-compulsive disorder.

The Signs And Symptoms -

Section below, but they all have one thing in common: they can generally
be treated by medications, counselling, lifestyle changes, or 25 a
combination of these things. So take heart, and read on for more
information.
The signs and symptoms of anxiety disorders may be different from one
person to the next, especially depending on which type of anxiety you
have. General symptoms may include one or more of the following:
• Feeling nervous
• Feeling powerless
• A sense of impending danger, panic or doom
• An increased heart rate
• Rapid breathing, which can lead to faintness (hyperventilation)
• Sweating
• Trembling
• Feeling weak or tired
The different types of anxiety disorders also have their own unique
symptoms, including:
Panic disorder -
You will experience repeated, unexpected panic attacks, which may involve
physical symptoms such as heart palpitations, raised heart rate, sweating,
trembling, dizziness or nausea, or shortness of breath. People often think
they are having a heart attack or feel like they are 26 being smothered.
These symptoms may lead to you avoiding different situations that cause
anxiety, such as places you associate with panic attacks, crowded places
such as malls, and physical activities.
Specific phobias -
These are persistent, irrational fears of specific objects or situations. Types
of specific phobias include animal phobias (i.e., mice or spiders), natural
environment phobias (i.e., storms or heights), blood-injection-injury
phobias, situational phobias (i.e., elevators or enclosed spaces), and other
types, such as the fear of choking or vomiting. You will likely feel very
anxious when exposed to your phobia trigger, and have a real desire to
avoid it. The physical response to your phobia may include sweating,
muscle tension and dizziness, and even the symptoms of a full-blown panic
attack
Social phobias -
These are persistent, irrational fears of social or performance situations
that may lead to embarrassment. This fear of doing something terribly
wrong in front of others can lead to avoidance of almost any social
interaction. Physical symptoms may include blushing, sweating, or dry
mouth.
Acute stress disorder -
This type of anxiety disorder usually follows the experience or witnessing of
one or more events involving a physical threat to yourself or someone else,
including actual or threatened serious injury or death. Symptoms begin
within a month of the traumatic event, leading to memories that can cause
disturbing emotional reactions and a feeling of reliving the moment.
Physical symptoms can include restlessness and difficulty concentrating or
sleeping, easy and exaggerated startling, and feelings of tension,
numbness or being on edge. People with this disorder tend to avoid
situations that remind them of the traumatic event, and can have intense
emotional reactions or show almost no emotional response to everyday
situations.
Post-traumatic stress disorder (PTSD) -
Much like acute stress disorder, PTSD follows an extremely stressful event
or experience. The person‟s reaction to this experience must involve fear,
helplessness, or horror. Symptoms will usually begin later than with acute
stress disorder, within about 3 months of the event, but there may be a
delay of months or even years. One symptom is the reliving of the
experience in repeated memories, dreams and flashbacks that cause
distress. Physical symptoms include disturbed sleep and nightmares,
irritability or angry outbursts, and an heightened sense of danger. People
with PTSD tend to avoid thoughts, feelings, conversations, activities, places
or people that they associate with the traumatic event.
Generalized anxiety disorder (GAD) -
When suffering from GAD, people will have excessive worry and anxiety on
most days for at least 6 months, concerning several events or activities.
Typically, people with GAD have difficulty controlling their worries. Physical
symptoms include muscle tension, difficulty relaxing, restless and irritable
feelings, and sleep that is disturbed by worry. GAD can cause people to
avoid news media, and to restrict their daily activities out of concern for
what might happen.

Common Anxiety Disorders -

Anxiety disorders are the most common of all mental health problems.
Research into these disorders has shown that up to 1 in 4 adults will have
an anxiety disorder in their lifetime, and that up to 1 in 10 people will have
an anxiety disorder each year. These disorders are the number one mental
health problem in women, and the second-most common mental health
problem in men, just behind addiction.
Unfortunately, people may suffer for years before seeking help, sometimes
avoiding the stigma attached to these types of mental health issues, and
sometimes believing the common misconception that they are simply a sign
of weakness or instability. The fact is, they are medical disorders that can
be diagnosed and treated.
Who gets an anxiety disorder?
As mentioned above, anxiety disorders commonly affect both men and
women, though they occur more often in women. They also develop in
children.
Though the causes of anxiety disorders are not totally understood, it is
believed that they develop due to a mix of biological factors along with your
individual situation, much like other health problems. Some of the risk
factors for developing an anxiety disorder include:-
 A traumatic experience as a child. If you have suffered abuse or
trauma, or witnessed a traumatic event as a child, you have a higher risk of
developing an anxiety disorder at some point in your life.
 Stress due to a physical illness. Living with a chronic or serious illness,
such as cancer, can lead to worries and anxiety about the future.
 General stress build-up. This can occur as a single big event, or as a
series of smaller stressful situations that trigger anxiety, such as the death
of a loved one or ongoing financial worries.
 Your personality. It appears that certain personality types are more
likely to develop anxiety disorders than others. Also, some
personality disorders, including borderline personality, can be associated
with anxiety disorders.

Being related to someone with an anxiety disorder-

For some people, what appears to be an anxiety disorder may mostly be
due to an underlying medical condition. Treating the physical condition in
these cases will also help resolve the anxiety. This is usually the case in
adults over the age of 35 who do not respond to drugs that normally work
to treat anxiety symptoms, and who do not have any of the risk factors
listed above, besides substance abuse. In fact, the signs and symptoms of
anxiety may be the first indication that you have a medical illness.
How To Prevent Anxiety Disorders -
Since it is nearly impossible to predict what will cause a person to develop
an anxiety disorder, it is just as difficult to prevent one. However, there are
some practical things you can do to help reduce the symptoms of anxiety
when they begin:
• Get help as soon as your anxiety becomes excessive. It may be
harder to treat your symptoms if you wait.
• Keep a journal of your daily life. Though this may not necessarily help
you in the short term, the details you capture of your reactions to 31 things
and how you cope may give your healthcare provider some insight into
your condition.
• Set your priorities. Managing your time and energy may help you reduce
your anxiety levels.
• Stay away from drugs and unhealthy amounts of alcohol. These two
habits can be a source of or worsen anxiety, and quitting can also make
you anxious. If quitting on your own is too difficult, consider getting help.
How are anxiety disorders diagnosed?
Having your anxiety disorder properly diagnosed is key to beginning the
right treatment, but for many people, 10 or more years may pass before
they get that diagnosis. This could be due in part to the fact that many
family physicians are unequipped with enough knowledge to identify and
treat the many anxiety disorders, and that a specialist might be more
appropriate. Also, since anxiety disorders often develop along with other
mental health problems, such as depression or substance abuse, they can
be challenging to diagnose properly. If you are concerned that you are
suffering from an anxiety disorder, finding a specialized clinic may help.
A diagnosis of an anxiety disorder is only made if you meet the criteria of
the Diagnostic and Statistical Manual of Mental Disorders (DSM for short),
a manual used to diagnose many different types of 32 mental conditions.
Symptoms are different for each type of condition, as you can see in the
How are Anxiety Disorders Treated?
There are many treatments that can help with anxiety disorders. Some
psychological treatments, such as relaxation training, biofeedback, and
stress management, can be helpful, as can supportive counseling or
couples or family therapy. Medications are also available to ease
symptoms, and may be taken in combination with some of the
psychological treatments. However, according to the Canadian Mental
Health Association, there is expert agreement that one form of therapy is
the most effective–cognitive-behavioural therapy, or CBT.
Medications – Antidepressants
Though medications will not cure anxiety disorders, they are used quite
successfully to treat the symptoms, often with psychotherapy. They are
generally broken down into two categories: antidepressants, which are
commonly used to treat both anxiety disorders and depression, and
sedatives, which are helpful in treating anxiety and sleep problems. Other
medications can also be used to treat specific anxiety symptoms, such as
beta-blockers to reduce hand tremors or slow heart rate, or drugs to help
reduce sweating. Some of these medications are prescribed at the same
time.
1-8 NEED OF THE STUDY :-
Education is a continuous and dynamic process. The initial and superior
goal of education is not only developing the existing factors factor‟s of
personality of a person like – physically, socially, mentally and emotionally
etc. But also develop the ability of better adjustment.
So the qualitative education occurs the positive effect on our personality
and academic stress occurs the negative effect on our personality.
In short, education plays a kinetic and dynamic role in build and
development of personality which are manifested in his relation with the
environment and the level of academic stress is totally depend on the
characteristics of an individual‟s personality. Academic stress and
personality both are affected to each other. So as the high level personality
increase and trying to rise the level of education and balance the level of
academic stress.
Therefore, during this investigation the investigator does the comparative
study of personality and academic stress of Hindi medium and English
medium senior secondary, school students.

1-9 STATEMENT OF THE PROBLEM :- ―A COMPARATIVE STUDY OF

PERSONALITY AND ACADEMIC STRESS OF HINDI MEDIUM AND
ENGLISH MEDIUM SENIOR SECONDARY SCHOOL STUDENTS.‖

1-10 KEY WORDS :-

Personality – Personality is described in terms of an individual behavior
his action, posture, words and attitude and opinions regarding his external
word. But personality may be more basically descirbed in the term of the
individuals covert feeling about his external word, feeling that may not be
apparent or discernible in his over behavior also in term of one‟s about
oneself.
Academic stress – Information high expectation academic burden on
pressure, unrealistic ambition, limited, opportunes, high competitiveness or
some of the important sources like tension fear and anxiety, which create
stress among the students.
Senior Secondary – The term “Senior Secondary” refers to all post
secondary (senior school, Class XI) and pre university education and
includes senior secondary of the 10+2 patterns, pre-university, pre-degree /
pre-university and intermediate junior college.
School – The term „school‟ is originated from the Greek word „Skohle‟
which mean laisure. The school is a place which conserves and 35
promotes culture and civilization, prepares children for citizenship, caters to
physical, vocations moral and social needs of the pupils.
1-11 OBJECTIVES OF STUDY:-
1- To study the personality of the Hindi Medium senior secondary school
students.
2- To study the personality of the English Medium senior secondary school
students.
3- To study the academic stress of the Hindi Medium senior secondary
school students.
4- To study the academic stress of the English Medium senior secondary
school students.
5- To compare the personality of Hindi Medium and English Medium Senior
Secondary School students.
6- To compare the academic stress of Hindi Medium and English Senior
Secondary School Students.
7- To compare the personality and academic stress of Hindi Medium and
English Medium Senior Secondary School students.
1-11 HYPOTHESIS OF STUDY :-
1- There is no significant difference between the personality of Hindi
Medium and English Medium Senior Secondary School Students.
2- 2- There is no significant difference between the academic stress of
Hindi Medium and English Medium Senior Secondary School
Students.
3- There is no significant difference between the personality and
Academic stress of Hindi Medium and English Medium Senior
Secondary School Students.

1-12 DELIMITATION OF THE STUDY :-

1- The present study is confine to Fatehabad District.
2- The present study is confined to senior secondary school students.
3- The present study is confined to the personality of Hindi medium and
English medium senior secondary school students.
4- The present study is confined to the academic stress of Hindi medium
and English medium senior secondary school students.
 CHAPTER - 2
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION -
Research takes advantage of the knowledge, which has accumulated in the
past as a result of constant human behavior. It can never be undertaken in
isolation of the work that has already been done on the problems which are
directly related to study proposed by a researcher. A careful review of
research journal books dissertations, these and anther source of
information on the problem to be investigator is one of the important steps
the planning of any research study.
2.2 MEANING OF REVIEW OF RELATED LITERATURE -
The survey of related literature is an aspect of research report it implies
synthesizing and going into the work of researches that have already been
done in the field over a period of time. Needless to say that an investigator
must be aware of study in past and only then he is in a contribute
something in original. It is through the related studies that the researches
know the area untouched or explored. It helps the investigator to have clear
group of the work. 38 2.3 DEFINITIONS OF RELATED LITERATURE -
According to scot ad Wertheimer (1932) “Review of related literature may
avoid unnecessary duplication and may help to make progress towards the
solution of new problems.”
According to C. V. Goad, “without the critical study of related literature the
investigator will be grouping the dark and perhaps uselessly repeat the
work already done.”
So above the definition we can say that with the study of related review we
have an idea of the scope subject of the study in all aspect and implication.
The study of related literature can never he ignored in any type of research.
Therefore to conserve time, energy and resources, it is necessary to intake
a detailed and penetrating study of all available literature concerned.

2.4 IMPORTANCE OF STUDY OF RELATED LITERATURE -

About the importance of the study of related literature, Samuel has written
the praiseworthy statement. With a correct sense of kind that the
importance of related literature cannot be denied in any research, “though it
is time consuming but it fruitful phase of a scientific investigation. The main
purpose is the systematically portray the relevant aspects of the study into
a theoretical framework.” 39 Review of related literature serves as guide
post not only with regard to the quantum of work done in the field but also
enables us to perceive the gap and lacuna is the concerned field of
research .The investigator into greater detail wider applicability of the
problem a hand to provide new ideas, explanations or hypothesis.
Every research project should he based on relevant thinking and proper
plan and procedure when a new research is not based on a thorough
review literature. I become an isolated entity, bearing at best accidental
relevance to what has been done before. The findings of earlier
experiments encourage the new worker give importance to useful projects
in education and he is able to avoid the past mistakes or defects in the
procedure. So fir any worthwhile study in any field of knowledge, the
research work needs to acquire up to date information about what has
been taught and done the particular area from which he takes up a problem
for research.
Emphasizing the importation of survey of related literature, C.V. good and
another have clearly pointed out that “survey of related literature helps us
to know whether evidences already available can solve problems
adequately without duplication.”
From the above view it can be stated that the survey of related literature
plays a very crucial role especially in locality the research 40 problem. In
the present study, though it was not possible, on the part of the
investigator, to get access to the entire published or unpublished
researches in the field, yet attempts made to embrace little such
information.
2.5 SOURCES OF RELATED REVIEWS -
There are many sources from which we get review of related literature.
These reviews are the best sources to avoid the duplication of work. The
source that helps us to get the reviews is stated as follows:
 Reference material
 Encyclopedia of educational researches
 Research periodicals
 Abstract
 Theses and dissertation
 Newspapers and pamphlets

2.6 THE PURPOSE OF LITERATURE STUDY -

 Consider the principles, which provides explanations or hypotheses can
be useful in selecting new problems.
 This concept provides the means. Researchers study based on providing
research hypotheses can.
41
 The proper method to solve the problem, process facts and statistics
technology means suggests.
 The results and comparative analysis of the facts I determine useful
conclusions. Related study received the findings can be compared and the
findings are useful for this problem is.
 The research I conducted field researchers to develop the skills and
general knowledge I have helps.
 The area selected for this research I have missed so much and what
type will work. It provides information.
 Demarcation of the problem and helps in building hypothesis.
 Finding significant variables.
 Be missed and that is what make it different.
 Find the nature of research studies to make collecting.
 A problem means its suitability, its relationship with the problem and gets
the studies and received its relationship studies to determine the difference.

2.7 REVIEW OF RELATED LITERATURE :-

1- Andrea L. Dwyer & Anne L. Cummings (2001) “Stress, Self-Efficacy,
Social Support, and Coping Strategies in University Students”
Objectives :-
1- To study of Stress in University Students. 42 2- To study of Self-Efficacy
& Social Support in University Students
3- To study of copying strategies in University Students.
Conclusion : -
The current study was conducted to explore the issue of stress among a no
clinical sample of university students by examining how the subjective
experiences of stress in university students related to their sense of self-
efficacy, perceived social support, and use of coping strategies to deal with
stressful events. Because the "degree of stress" scale was a measure of
the subjective experience of stress, the correlations with that scale (rather
than frequency of stress) are the focus of the discussion.
2- Dr. Samuel o. Salami (2002) “Job-related Stress, Personality, Social
support and Burnout among college of Education Lecturers”.
Objectives : -
1- The main purpose of this study was to investigate the relationship of job
stress, personality and social support to burnout among college of
education lecturers.
2- The second purpose was to examine the extent to which personality and
social support can buffer the negative effects of stress on burnout.
Conclusions : -
Results reported in this study have implications for career counseling
practice and assessment. The findings suggest that dimensions of burnout
have different predictors when personality and environmental factors (job
stress and social support) are considered simultaneously. The
preponderance of environmental factors in the prediction of burnout
dimension of emotional exhaustion is heart-warming because it is easier to
control or change job-related conditions causing stress than personal
characteristics. Therefore, employers should provide more conducive
working environments devoid of stress for the lecturers. This will remove
part of the impediments to the lecturers‟ research functions in higher
education.
3- Adrian Furnham & Fiona McDougall (2003) “Personality, Cognitive
Ability And Beliefs About Intelligence As Predictors Of Academic
Performance”.
Objectives : -
This study has examined the relationship between AP, seminar
performance, BAI, personality, cognitive ability, and gender in a sample of
British undergraduate students over a 2- year period.
Conclusion : -
As such, it has attempted to compare the predictability of AP and 44
seminar performance by personality, BAI, cognitive ability, and gender.
Furthermore, this study has also aimed at examining the relationship of BAI
with personality and intelligence. With regard to the relationship between
personality traits and AP and seminar performance, correlation analyses
confirmed that the Big Five traits Conscientiousness (positively) and
Extraversion (negatively) are significantly associated with performance on
both blind-evaluated examinations and tutor-rated weekly seminar
meetings aggregated over four seminar leaders. Introverted and
conscientious students are therefore more likely to excel in university than
their extraverted and no conscientious counterparts, as hypothesized.
4- Daniel Yu-ching Chan & Guo-cheng Wu, (2004) “A Study of Foreign
Language Anxiety of EFL Elementary School Students in Taipei County”.
Objectives : -
To study of Foreign Language Anxiety of EFL Elementary School Students
in Taipei County.
Conclusion : -
This study focused on primary school level and found obvious tendency of
language anxiety in EFL primary school learners. We found six variables of
English learning experiences that may affect 45 anxiety level and a
significant negative correlation between the score of FLCAS and students‟
final score. Moreover, several sources of language anxiety and anxious-
provoking situations were discussed in this study, which deepened our
understanding of foreign language anxiety and facilitated our efforts to
reduce it.
5- Daniel K. Mroczek & David M. Almeida (2004) “The Effect of Daily
Stress, Personality, and Age on Daily Negative Affect”.
Objectives :-
1- To study Effect of Daily Stress, Personality, and Age on Daily Negative
Affect.
Conclusion : -
In this study, we asked if the association between daily stress and negative
affect (reactivity) was moderated by age as well as neuroticism. In
particular, our study tested the hypothesis that high-neuroticism older
adults should display amplified stress reactivity. Using mixed models to test
the effect of a within-person factor (daily stress) and two between-persons
factors (neuroticism and age), we found a general amplification or kindling
effect. The association between daily stress and negative affect was
stronger among older than younger adults, although high-neuroticism older
adults displayed the greatest stress reactivity. 46 5- James C. Kaufman &
Muriel C. Lopez-Wagner (2007) “The Role Of Personality And Motivation
In Predicting Early College Academic Success In Non-Traditional Students
At A Hispanic-Serving Institution”.
Objectives : -
1- To study the role of personality in academic success in non-traditional
students.
2- To study the role of Motivation in academic success in non-traditional
students.
Conclusions : -
This study examined personality and motivation as predictors of first-
quarter GPA in a sample of 315 non-traditional undergraduates at a
Hispanic-serving institution. The results provide support for non-cognitive
characteristics in the prediction of early academic success in a sample
drawn from a largely non-traditional college student population at a
Hispanic-serving institution. Specifically, results provide support for the
personality trait conscientiousness, and for individual motivation orientation,
considering both intrinsic and extrinsic orientations independently. Each
and all of these variables offered significant prediction of first-quarter
academic performance, even taking into account the effects of high school
GPA and parental education. 47 6- Mohan Gupta, Renu Gupta and
Seema Sharma (2007), “An Examination of the Relationship between
Academic Stress and Academic Achievement in Secondary Classes
Students of Meerut”
Objectives : -
1- To study of Academic stress in secondary classes students of Meerut.
2- To study of Academic Achievement in secondary classes students of
Meerut.
3- To study of relationship between Academic Stress and Academic
Achievement in Secondary Classes Students of Meerut.
Conclusion : -
In the light of results it can be safely argued that Academic
Conflict may not be a reliable measure of Academic Stress in discriminating
both the gender of 5 students from each other. Moreover, as one should
expect, boys experience more easily and effectively frustration in their
academic environment. This fact cab be observed in regular life of students
in their schools; boys express their frustration more by within group
quarrels and abuses than their girls counterparts. On the contrary, girls
remain a bit inhibited in their group-behaviour due to their higher level of
pressure and anxiety in the school environment. These two dimensions of
Academic Stress 48 become more prominent in girls when they study in co-
educational schools.
7- Moyosola Jude Akomolafe (2007) “Personality Characteristics as
Predictors of Academic Performance of Secondary School Students”
Objectives : -
1- To study the personality of Secondary School Students.
2- To study the Academic Performance of Secondary School Students.
3- To study the Personality Characteristics as Predictors of Academic
Performance of Secondary School Students
Conclusion : -
The present findings revealed the replicable relationship between
personality characteristics and academic performance. Conscientiousness
was found to be the most predictor of academic performance. Therefore,
teachers should construct learning environments that take into
consideration students‟ individual differences and strengths. Such
environments may encourage students to be well organized, disciplined
and proactive about learning. Individual students should be encouraged to
develop healthy study habits and time management for the purpose of
good academic performance in the examinations.
8- Giselle D'Souza (2009) “The Role Of Personality Correlates In
Alleviating Stress Encountered By Students Of Standard Xth”
Objectives :-
The broad aim of the research was to study the relationship of academic
self-concept, self-efficacy and locus of control with the different dimensions
of stress in students of standard X.
The specific objective of the study was: To ascertain the relationship of
Achievement Stress, Examination Stress and Social Stress in students with
their:
a. Academic Self-Concept b. Self-Efficacy
c. Locus of Control in case of total number of students.
Conclusion : -
The findings of the present study suggest that enhancing the self-worth of
students of standard X through techniques such as self-enhancement,
selftalk, internal dialogue, self-motivation, modelling and visualisation could
help them deal with stress effectively transforming them from victims to
masters of their own stress. Further, knowledge of the factors resulting in
examination distress enables parents and teachers to become better aware
of their primary responsibility to avoid subjecting these students to undue
academic stress and achievement pressure. The findings of this study are
likely to help parents realize what type of a home environment is conducive
to alleviate stress in 50 children of standard X. They could learn to be more
supportive and lessen children's burdens so as to help them overcome their
mental stress.
9- Haley Van Berkel (2009) “The Relationship Between Personality,
Coping Styles And Stress, Anxiety And Depression”.
Objectives : -
The primary aim in this thesis is to examine the association between
certain personality traits, coping styles and psychological distress.
Psychological distress can be conceptualized in a variety of ways. For the
purpose of this study it will be defined as symptoms of stress, anxiety and
depression.
Conclusion : -
This study has shown that personality and coping styles are associated
with psychological distress, with seven out of the ten predicted hypotheses
supported. Avoidant coping was shown to be positively associated with
psychological distress while problem-focused coping was negatively
associated with depressive symptoms. High harm avoidance and low self-
directedness were shown to be associated with greater stress, anxiety and
depression. The results also showed an association between personality
and coping styles with 51 high harm avoidance and low self directedness
associated with increased avoidant coping.
10- Joseph E. Agolla and Henry Ongori (2009) “An assessment of
academic stress among undergraduate students: The case of University of
Botswana”.
The symptoms identified are anxiety, nervousness, indigestion, endless
worries, tense, pain in the neck or shoulders and people at home or school.
While these symptoms do not tell the cases that have already lost control, it
is important to note that they are hampering students‟ ways of academic
life. Stress has been associated with the outcomes such as suicides,
violent behaviour, or even social withdrawals and the need to address
issues should be seen as urgent. This is consistent with the spate of
violence amongst the university students. University of Botswana has been
experiencing cases of violence amongst the students‟ community at a rate
that could be termed as alarming.
Conclusions :-
From the foregoing findings, the results clearly show that students are
stressed. Academic year never passes without reported case of murder
taking place in the campus. Students are the future leaders of tomorrow
and anything that interferes with their well being 52 should be termed as
denying the society their future leaders. These outcomes can be divided
into physical violence and psychological abuse among the students.
Psycho- logical pressure to perform well in tests, examinations,
expectations from peers, friends, family members and attending of lectures
were among the common sources of the students stress while at the
campus.
11- Monika Bhardwaj and Meenakshi Bhardwaj (2009), “A Comparison
of personality styles among seven health professions implication for
education.”
Objectives :-
1- To determine personality style preference of health education students in
relation to specific stream chosen.
2- To suggest some workable guidelines for health education to provide
teaching and counseling intervention‟s that are compatible with the
students personality styles.
Conclusion :-
This study was undertaken to see if there was a difference in personality
traits between dental medical, oppmetry, pnermecy, ostopetnic, medical,
physical therapy, physician assistant and Occupational Therapy. Students
result indicates significant difference across all dimension. Data also
indicate a logical trend in Profile. 53 12- Phillip L. Ackerman and Eric D.
Heggestad (2009) “Intelligence, Personality, and Interests: Evidence for
Overlapping Traits”.
In this article, we started with a review of intelligence testing as a paradigm.
From the developments of intelligence assessment for children at the
beginning of this century, the stage was set to mainly consider intellectual
abilities as maximal performance and as far removed as possible from
experiences and background of the examinee. With a focus on these
aspects of intellectual life, intelligence assessment and theory develop-
ments over this century have mainly proceeded along a separate path from
personality and interest theory and assessment. However, a consideration
of adults, rather than children, and aspects of TIE provide a basis to
investigate common variance among measures of intellectual ability,
personality traits, and interests. We reviewed theories of abilities that
provide additional bases for an integrated viewpoint, that is, a viewpoint
that is much more inclusive of other traits than the intelligence-assessment
paradigm.
Conclusion : -
Personality theories and interest theories were reviewed, and an extensive
meta-analysis of personality-ability relations was conducted, along with a
review of interest-ability relations. From the meta-analysis, it was
determined that many sources of common variance could be 54 found
between personality and ability measures. Many of these personality-ability
relations were pervasive, namely, negative relations between personality
traits falling under the Neuroticism/NEM and Psychoticism/ Constraint
factors and Test Anxiety and positive relations between personality traits of
Extroversion and abilities.
13- Satoshi Halder and Anjali Ray (2009), “Relationship of the personality
dimensions with learning patterns among university students”
Objective of study :-
With these theoretical assumption the objectives of the present study were
to examine the “Big Five” personality dimension (extraversion, emotional,
stability, agreeableness, conscientiousness and openness to experience) in
relation to there learning patterns (cooperative, competitive and
individualistic) of the university students of kolkate. The overall aim of the
study was to explore whether learning pattern of the study can be
explained by personality.
Conclusion :-
As the result, showed that learning could be related to personality traits, the
study suggests the psychological mechanisms may be connected to
learning behaviour. This illustrates how person dependent the leaning
process is and how important it is for the 55 teacher‟s recognise and
understand to that each individual has a unique way of learning based on
the personality traits.
14- Christina N. Toms and David J. Jouandot (2010) “A Methodological
Review of Personality-Related Studies in Fish: Focus on the Shy-Bold Axis
of Behavior”.
As is evident, there are numerous possibilities on how to go about
researching the concept of boldness. One must consider incorporating a
novel object, a novel environment or both and what those details might
entail for a given species. Boldness is commonly associated or even
equated with fearlessness, exploration or activity which may be very
difficult to tease apart. Thus, many choose to control for as many variables
as possible in a simple task of exploring a novel environment.
Conclusion : -
However, understanding ecological implications is important, so examining
responses to predators may be a better choice. Unfortunately in either
situation, it is difficult to determine if any given measure is actually “tapping
into” boldness. It is extremely challenging to determine whether a particular
behavior of interest is reflecting a situational response, the underlying trait
of interest or a closely-related trait. 56 15- Dr. Mohan N. Khatal (August
2010), “A study of relationship between personality traits & effective
communication of teachers from the professional course”.
Objectives :-
1- To categories teachers from education, engineering, how and medicine
professional courses, according to their effectiveness in communication.
2- To find out if the teacher categorised on the effective teacher
communicator measure can also be differentiated on the basis of their 16
P.F. Score profile.
3- To compare the personality traits of effective teacher communicators of
the four professional course.
Conclusion –
There is significant difference between average score of effective
teacher and non-effective teacher in education engineering, law medicine.
16- Dr. Samuel O. Salami (2010) “Job Stress and Burnout among
Lecturers: Personality and Social Support as Moderators”
Objectives : -
The main purpose of this study was to investigate the relationship of job-
related stress, personality and social support to 57 burnout among a
previously unstudied element of the population, college of education
lecturers. A secondary objective was to examine the extent to which
personality and social support can buffer the negative effects of stress on
burnout in the lecturers.
Conclusion : -
Results reported in this study have implications for career counselling
practice and assessment. The findings suggest that dimensions of burnout
have different predictors when personality and environmental factors (job
stress and social support) are considered simultaneously. The
preponderance of environmental factors in the
prediction of burnout dimension of emotional exhaustion is heart-warming
because it is easier to control or change job-related conditions causing
stress than personal characteristics. Therefore, employers should provide
more conducive working environments devoid of stress for the lecturers.
This will remove some of the impediments to the lecturers‟ research
functions in higher education.
17- Elizabeth Christensen (2010) “How Do Personality, Life Events And
Gender Interact To Affect College Adjustment?”
Objectives : -
To study the people who are high in certain dispositional personality traits
like Extraversion, Conscientiousness and Openness 58 to Experience are
better able to adapt to the stress that comes with the transition into college.
Conclusion : -
this study‟s results reveal that stress doesn‟t always beget stress. In fact,
one of the main aims of my research was to explore the complex and
interactive relationship that exists between person and environment.
18- Arthur E. Poropat (2011) “A Meta-Analysis of the Five-Factor Model of
Personality and Academic Performance”.
Objectives : -
1- To study the personality and academic performance through Meta
Analysis.
2- To compare between personality and academic performance.
Conclusion : -
In their review, De Raad and Schouwenburg concluded that “personality
usually comes at the bottom of the list of theorizing” about learning and
education. The results of this meta-analysis indicate that personality should
take a more prominent place in future theories of academic performance,
and not merely as an adjunct to intelligence. This research has
demonstrated that the optimism of earlier researchers on academic
performance–personality relationships was 59 justified; personality is
definitely associated with academic performance. At the same time, the
results of this research have provided further evidence of the validity of the
lexical hypothesis, as well as establishing a firm basis for viewing
personality as an important component of students‟ willingness to perform.
And, just as with work performance, Conscientiousness has the strongest
association with academic performance of all the FFM dimensions and
rivaled that of intelligence except in primary education.

19- Balkishan Sharma, Richa Nigam and Ramkrishna Chandorkar

(2011) “A study of academic stress and its effect on vital parameters in final
year medical students at SAIMS Medical College, Indore, Madhya
Pradesh”

Objectives :-
As it is confirmed the general impression that there is a considerable
amount of stress which produces changes in vital parameters in final year
medical students and it is common and process oriented. It was also
reflected that stress was more in girls as compared to boys. The main
stressor was related to academic examinations. An at-tempt has been
made to identify the stress profile of final year medical students at the time
of academic examina-tions. A high stress level may affect not only
academic performances but also 60 all aspects of student health. The
stressors should be identified and discussed with individ-ual students.
Conclusion : -
As stress in colleges cannot be eliminated, teachers can and should do a
better job and provide review of academ-ics and exam schedules, more
leisure time activities, bet-ter interaction with the faculty and proper
guidance, advi-sory services and peer counseling could do a lot to reduce
the stress. Interventions like reduction of stress, perceived by students
approaching exam can be planned while lay-ing more emphasis on regular,
day by day reading, mock examinations and use of question banks could
alleviate the fear and anxieties associated with the university examination.
20- Fauziah Noordin & Janudin Sardi (2011), “Burnout, Personality, and
Social Support: A Case of Malaysian Academics”.
Objectives : -
The objectives of this study is to assess the level of burnout among the
academic staff; to examine the correlations of personality and social
support to the three components of burnout of the academic staff; and to
determine the influence of selected demographic variables on the three
components of burnout, personality, and social support of the academics.

Conclusion : -
There is a need for the Job Description of lecturers to be reviewed regularly
as there are evidences in the findings that academics in the present study
are experiencing burnout especially in term of emotional exhaustion as they
feel used up at the end of the work day and they feel that they work too
hard.
21- Shagufta Perveen & Dr. S.Farhana Kazmi (2011) “Personality
Dynamics Of Boarders And Day Scholars Who Belong To Madrassah And
Public School”

Objectives :-
The study aimed to assess and compare the personality
dynamics of Boarders of Public Schools and Madrassah students.
Madrassah and Public schools are two different systems of education as
their structure, teaching mode, syllabus and atmosphere is different from
each other, thus will result into development of particular personality
dimensions such as extrovert, conscientiousness etc. Basically, there are
two systems of education existing in Pakistan: roots of the conventional
religion-based education system and the modern formal education system
are traced back to British royal law and continued after the country's
independence.
Conclusion : -
On the basis of obtained findings it is concluded that place of residence
variable does exert the influence on personality dynamics. Significant
difference was observed among the students living as Boarders and day
scholars of Madrassah and Public school. It further indicates that religious
education proved to be helpful and supportive as providing coping ability in
order to deal with everyday life problems, as it was proved that as
compared to boarders of Public schools. Madrassah boarders showed less
vulnerability to stress and possessed mental wellbeing but exhibited less
extroverted tendencies. On the other hand Boarders of Madrassah student
are more agreeing, higher grade of organization, persistence, control and
motivation in goal directed behavior. Study also concluded that as
compared to day scholar students, boarders or hostilities showed
significant difference on major dimensions of personality such as
neuroticism, openness, agreeableness, conscientiousness, and
extraversion.
22- Mary Forseth Whitman, (2012) ―Can Personality Traits Influence
International Experience Success and Stress Management Strategies of
Organizational and Self-Initiating Expatriates?”
Objectives : -
While prior research on expatriate adjustment and performance 63 has
provided a solid theoretical and practical foundation, there continues to be
a need for more in-depth research on the individual personality traits and
stress tolerance and management/coping strategies of expatriates. This is
particularly important as the research distinction between OEs and SIEs
has taken on new prominence in the literature.
Conclusion : -
This could be explored with studies examining personality traits, stress
adaptation, and differences in these factors between OEs and SIEs. Data
from such studies would provide further clarification for potential expatriates
regarding decision making to accept overseas assignments from their
employers or for interested individuals to explore career opportunities as an
SIE.
23- Miss Rajni Kumari, Mr. Radhakanta (2012), “Relationship between
stress and academic achievement of senior secondary school students.”
Objectives :-
1- To investigate the relationship between stress and academic
achievement of senior secondary school students.
2- To compare the stress level of male and female senior secondary school
students.
Conclusion –
The result of the study also indicated that there is a significant difference in
the academic achievement of highly, moderately and less stressed student.
Students with high and moderate level of stress have higher academic
achievement than student with low levels of stress.
24- Marwan Zaid Batainer (2013), “Academic stress among
undergraduate students : The case of education faculty at kind Savio
University.”
Objectives :-
1- To identify the academic stressor among faculty of education students.
2- To identity the mejar sources of stressors among education students.
3- To examine the relationship between religiosity sources and academic
stress of education students.
Conclusion –
The research recommends the further research would develop the
understanding of stress among undergraduate with different gender, hostly
mutual by majority of students who experience level of stress and tension
due to academic quasar.
CHAPTER -3
METHOD & PROCEDURE
3.1 INTRODUCTION -
Our economic and social life in the modern era of research has special
significance. Human life has to go through ever-new problems. Some
problems are simply some basic problems of society and the nation is.
Research work to solve these problems is by research. Research work is
done by these problems. Increased knowledge by research work with human
welfare and development is important. Most material concerning the
experiments is given special place and experiments to understand the
research. In fact research is a process. Research a systematic and planned
process by which human knowledge has increased and human life is made
easy and effective. Research work is to reduce human stresses. Research
effective method to solve scientific problems. Researches the new facts are
discovered and new truths are rendering. Research on Research in English
says, which is made up of two words, one meaning is Re frequently and
search again or find the means.
The English term process of research reveals that a researcher often sees a
fact. Based on its analysis to conclude that his regard. 66
McGrath and according to Watson - "Research is a process which used
search method which is the utility of the findings, the progress to encourage
the society to be helpful and could make humans more efficiently. Society or
human beings to solve their problems effectively".
According to John W. west - "research more formal, systematic and thorough
process which is used to analyze the scientific method. Research is organized
in the insert. Resulting conclusions are set out and their formal article is
enticing.
This is proven by them to analyze some of the conclusions and to discover
new principles are essential elements of the research process. Research
presented to complete the tasks associated with the second chapter of
literature to study the research methods used.
3-2 RESEARCH DESIGN
Research design is a choice of an investigator about the components of his
project and development of certain components of the design. It is the
arrangement of condition for collection an analysis of data in a manner that
aims to combine relevance to the research purpose with economy in
procedure. Infect, the research design is the conceptual structure within which
research is conducted, it constituents the blueprint for the collection,
measurement and analysis of data. A 67
research design includes research method; sampling design, choice of
research tools and choice of statistical techniques. It is a mapping strategy. It
is essentially a statement of the object of the inquiry and the strategies for
collecting the evidences, analyzing the evidences and reporting the findings. It
is the structure of strategy of investigation concerned so as to answer present
questions.
The study in hand is conducted to investigate the personality and academic
stress among Hindi & English Medium Sr. Sec. School Students. In this study,
investigator chose two static comparison group design. In this design, there
are two groups and no any experimental treatment is conducted on these
groups. Both groups are in the static manner. When researcher has to
conduct comparative study on the basis of natural observations then he
conduct his study with the help of two static comparison group design.
In present study there was two groups i.e. Hindi & English Medium Sr. Sec.
School Students. Investigator compared personality and academic stress
among Hindi & English Medium Sr. Sec. School Students. This chapter
contains specific methodological procedure and pertinent steps adopted for
conducting the study.
3-3 RESEARCH METHOD -
Research the researcher uses various methods. 68
(i) Historical method-
The method concerned groups or individuals to explore the characteristics
found in luggage rather not be defined in terms of a
country and time is eligible individual events.
(ii) Experimental Research-
Under the third method Experimental research question systematic, objective
and logical manner so that it attempts to get answers to rule out the variable
"x" in the context of carefully controlled conditions brought in turn manipulated
Let the variable "y" affect Will. This experimental method is called by name.
(iii) Philosophical Method-
The fourth method, philosophical method, uses educational ideas of the great
thinker, organizations and movements are made in the context of the study. It
is the nature of the method and the interpretive analysis under critical
assessment of ideas and views of thinker determined to advertise the party's
main objective. Researchers in their research to the above methods.
In research presented by researchers of the survey method used is
descriptive. Academic research under the descriptive survey method used is
common. It is called by the name of human poll. Its main objective is to
describe various aspects of reality. 69
(iv) Survey Method -
The sociology and the periodic occurrence of psychological variables and their
distribution and to build mutual correlation study of a population sample
representative of the population can get the facts. If survey research or survey
method is called.
It is proven fact derived from a sample of this type of research by
psychologists and sociologists in population related variables or
characteristics of the population prevalence of various parts of their
distribution and interactions of these variables are used to determine
inferential. This type of sample survey research connects with the populations.
Sample survey research related to psychological factors in the population of
those votes, their motivation and behavior of various types are measured. The
main purpose of psychological representative population survey to measure
the psychological variables and make representations of their recurring many
parts of the population distribution and population or social scientists describe
the variables to determine the correlation with psychological variables. Survey
research to study the population sample of the population studied is over. So
a lot of research that mentions the name of the sample survey is done.
Recurring psychologist found in population and distribution of the population
on the basis or facts related to the tangible Recurring is estimated. Survey
research using animal of any species - the world or 70
the substance of any kind - can be used to study the universe. And
psychological research using human-related factors in the sample survey is
divided into two groups – (1) Population Facts or (2) Psychological facts.
Population is the fact that they feature people housing, social - group, age,
sex, action, politics are concerned. Prove to people these statistics and
sociological characteristics can be classified based on the number. People
under psychological factors related to personality characteristics, their drunk
their prior experience, their lifetime value, their diverse thinking and their bias
and their abilities and interests, etc. are included. Survey research is the kind
of basic research. The objective is known that a certain variable in the topic is
relevant variables or it is functionally relate.
According to Edwards- “Psychological research is the time when the problem
is very little information concerning the relevant variables. So when
researchers start of survey research exploring the variables to be proved
without the assumptions about the extraordinary happens by.”
Survey research was the beginning of this century in the fourth decade and
then in almost all developing countries surveyed has an institution or working
committees. Selected for the survey population is determined by objective
survey. Never - ever as the country with the population is surveyed. Many
species surveys a certain business, 71
religion, length of service, education level or political relevance is the logo of
the population surveyed.
3.4 SCIENTIFIC METHOD FOR SOCIAL STUDIES: -
According to some scholars, the scientific method. The Scholars believe this
approach the definition of the social survey as the scientific method.
According to Wells, “Social survey of individuals living in a particular area of
study of social problems and activities are defined as."
Social Survey of the broad level conditions related to one particular area is to
collect facts. Social surveys of family problems, social reform Adopt graft
should obtain a creative plan and certain geographic area rife with social
significance of current or immediate conditions and measurements can be
compared to a situation that is often considered the situation. Based on the
analysis by defining social survey called the Social Survey a specialized group
of individuals living in the structure, activities and lifestyle that the conditions in
the computational relations compiled facts are and analyzed are. Social
survey research is also called the survey.
According to Karllinger "Survey Research Social Investigation Branch, which
he came under the wider and less selected sample of 72
the population by studying it, is to this effect.” Researchers presented the
survey method in research studies as used.
3.5 POPULATION-
Most of the educational phenomenon consist of a large number of units. It
would be impracticable, if not possible to test, to interview or observe each
unit of population under controlled conditions in order to arrive at principles
having universal validity. Some populations are so large that their study would
be expensive in terms of time, many, efforts and manpower. A population
refers to any collection of specified group of human being or of non-human
entities such as objects, educational institutions, time units, geographical
areas, prices of Wheat or Salaries drawn by individuals.
A population containing a finite number of individuals, members or units is
called a finite population. A population with infinite number of` members is
Known as infinite population. The population of concrete individuals is called
as existent population, while the collection of all possible ways. In which an
event can materialize, as the hypothetical population. The population is
properly defined so that there is no ambiguity as to Whether a given unit
belongs to the population. For example in a survey of achievement of
mathematics, a researcher will have to define the population of Students by
age or by 73
grade and if necessary, he will specify the type of schools, geographical area
and academic year. inferences concerning a population cannot he drawn until
the nature of units that comprise it is clearly identified. If a population is no
properly defined, a researcher does not know what units to consider when
selecting the sample.
Acc. to yang: - “The entire group from which the sample is selected is called
the population.”
The main two types of populations that might be. When all units in the study
had found that the number is definitely finite population, they are called. Such
as a school or institution, etc.. Similarly, the study found that the number is not
fixed all the units so they called an infinite population. - Like a square. Age
ETC.
Population Of Study -
In present study, there are ten units of Hindi & English Medium Sr. Sec.
Schools in Tohana block are chosen as Population of present study.
3.6 SAMPLING -
Sampling is the process by which a relatively small number of individuals or
measures of individual objects or events is selected and analyzed in order to
find out something about the entire population from which it was selected. It
helps to reduce expenditure, save time 74
and energy. Sampling procedure provide generalizations on the basis of a
relatively small proportion of the population. The representative proportion of
the population is called a sample. If the population under study is
homogeneous, a small sample is sufficient. On the other hand a much larger
sample is necessary if there is greater variability in the units of the population.
In every research the sample should be adequate.
According to gudde and Hott “In his name prove that the sample as scattered
small representative group.”
According to yangg -: "All statistical samples of the entire group and yoga is a
very small size of the picture."
The adequacy of a sample will depend upon our knowledge of the population
as well as upon the method used in drawing the sample. Sampling methods
can be classified into two - broad categories i.e. non-probability sampling and
probability sampling. In non-probability sampling, the units are selected at the
discretion of the researcher. It is further divided into many categories like
Judgment or purposive sample, quota or unit sample, incidental or volunteer
sample. In probability sampling, the units are not selected at the discretion of
the researcher, by means of certain procedures which ensure that every units
of a population has one fixed probability of being included in the 75
sample. The probability sampling is also further divided into various
categories. Like simple random sampling stratified random sampling,
systematic sampling cluster sampling, multi-stage sampling.
Thus, the entire population of sample selection is applied to some units. This
type should be select sampling represent the entire population and sample the
same features should make the entire population is in the unit. Sampling for
selecting the appropriate method should be used. When the selection of the
sampling population of the sampling.
Sampling is that the two methods.
Sampling
Unlikely sampling Potential sampling
1. Sampling Objective 1. Casual sampling

2. Sampling fraction 2. Square sampling

3. Accidental sampling 3. Cluster sampling

4. Convenience sampling 4. Daistar sampling

5. Your desired sampling

Sampling of Study -
In present study, investigator chose ten Hindi & English Medium 76
Sr. Sec. Schools of Tohana Block by purposive sampling. Such samples use
human judgment in selecting unit and have no theoretical basis for estimating
population characteristics. From these schools, investigator chose 200
students of Hindi & English Medium Sr. Sec. Schools of Tohana Block by
sequential random sampling There were 100 Hindi Medium and 100 students
of English Medium schools.
The present sample was representative of students only who belongs to Sr.
Sec. Schools.
200 Students of Hindi & English Medium
Sr. Sec. Schools of Tohana Block
5 English Medium
Sr. Sec. School
5 Hindi Medium
Sr. Sec. School
100 Students of English Medium Sr. Sec. School
100 Students of Hindi Medium Sr. Sec. School
3.7 TOOLS-
A researcher will require many data-gathering tools and techniques which
may vary in their complexity, design, administration 77
and interpretation. Each tool is appropriate for the collection of certain type of
evidence or information. The researcher has to select from the available tools
which will provide data, he requires for the testing of the hypotheses. In some
situations, he may find that the existing research tools do not suit his purpose
and so he may have to modify them or construct his own. For this, the
researcher should familiarize himself with the nature, merits and limitations of
the existing research tools and should also develop skill in the construction
and use of each of these research tools. The major data-gathering tools of
research may be classified into various categories like psychological tests,
inquiry forms, observation, interview, socio-metric techniques. Therefore,
there are several tools which can be used for collection and acquisition of
data. For each and every type of research, the ' investigation needs certain
tools to gather new facts or to explore new fields. In selecting tools for
collecting data in research situations, a researcher must evaluate their validity,
reliability and usability. Selection of suitable tool is of vital importance for
successful completion of a research study.
According Sukhia (1977), “The selection of suitable tool is of vital importance
for successful research different tools are suitable for collection of various
kinds of information of various purposes for any research one or more of the
tools in combination can be used.” 78
According to Dr. J. W. West -: "Tools like Carpenter is the stuff for special
purposes are appropriate in particular circumstances. Equipment is
manufactured and is standardized. Researchers create self-assessment tools
and require your problem is. Are the standardized tools that they are made is
full. These are tools that psychologists who built the various aspects of human
behavior or to measure the properties are.
1. Observations 2. Interview
3. Schedule 4. Questionnaire
5. Individual study 6. Personalized
7. Society 8. Objective rulers
9. Psychological testing 10. Observation rulers
Tool of the Study -
”In this study, investigator use two type of tools for collection of data for
measurement of Personality and academic stress is : -
1- A scale for accessing personality developed by I.S Muhar(Professor &
Head), Prabha Bhatia (Lecturer in Psychology) and Geeta Kapoor
(Department of Psychology, M. D. University, Rohtak).
2- A scale for accessing academic stress developed by Prof. V.P. Sharma
(Ex- Professor and Head, Department of Psychology Pt. Ravishankar Shukla
University, Raipur). 79
3-8 DEVELOPMENT THE INVENTORY OF PERSONALITY -
The inventory has 50 items. First 25 items are to find out -neurotic personality
and 25 items are to find out introvert and extrovert personality. The items are
presented on three point scale. The items are prepared in Hindi so that they
could be easily read -and understood. The initial items were prepared after
interviewing a cross section of persons.
The final items were prepared with the help) of experts who knew both Hindi
and Psychology. In the light of interviews, discussions and the review of the
literature 80 items „were formulated in all. After critical evaluation of the items
only 65 items were chosen and included in the final draft copy. These items
were then sent to ten judges who were experts in the area of Psychology,
Sociology and Business Management with the request 'to examine the items
in the light of relevance, ambiguity and difficulty level. After the experts
comments were received from the judges certain items were eliminated and
certain others were modified. The final version has 50 items.
Administration -
The items were then cyclostyled and pre-tested on SO individuals from
general population and a factory. The purpose of pre- testing was only to find
out whether these items could be easily understood by the subjects without
any ambiguity- While administering 80
the inventory for pre-testing utmost care was taken to record the comments
about the difficulty and ambiguity The pre-testing did not necessitate any
change or modification of any of the fifty items.
Scoring -
The inventory has two scales N and I-E. Each scale is consisted of 25 items.
The scoring of the neurotic scale is done in the following manner.
Yes = 1
No = 0
?=0
For the introversion-extroversion inventory the scoring is done for items No.
26, 28, 31, 33, 37, 41, 44, 46, 50 in the following manner : -
Yes = 2
No = 0
?=1
For the rest of the 16 items scoring is done in the following manner : -
Yes = 1
No = 2
? = 0 81
The sum of these scores gives the extent of neuroticism and introversion-
extroversion of an individual. It is a self-administering inventory and can be
administered on a group. There is no time limit for its completion.
3-9 DEVELOPMENT OF ANXIETY TOOL : -
Development of „Test Anxiety‟ demands specific test situations that the
students encounter before the approaching examination/testing hours. As
such, it is, therefore, essential to visualize the probable testing situations as
source of test items. The Test developer therefore, needs to know and to
create test- situations which could be the source of anxiety among students.
Each source of test item was stated in the form of a test situation, having five
alternative options arranged in a hierarchical order ; the first carrying the
minimum test anxiety whereas the fifth option the maximum. Necessary
modifications were incorporated in the Test Anxiety items so prepared to
ensure that the Test situations are intelligible to the students. Employing this
technique initially, 110 Test Anxiety Items representing each test situation
were constructed.
Instructions And Administration -
It is a self administering inventory and may be administered individually as
well as in group. The instructions are printed in simple 82
Hindi language on the test form, which are to be read by test administrator
and the testee. It should be emphasized that there is no right and wrong
responses to the situations. It takes 30 minutes to complete this self-
administered scale.
Scoring -
The scale can be scored accurately by hand and no scoring key or stencil is
required. This scale consists of situations having 5 alternative answers
hierarchically presented. These five alternative answers are assigned weights-
Alternative No. Weights Assigned
First Alternative 1
Second Alternative 2
Third Alternative 3
Fourth Alternative 4
Fifth Alternative 5
3.10 STATISTICAL FOR ANALYSIS -
A statistical method for data analysis has been used. Sampling method based
on the results from the present and absent students to study the old quotient
and personality can be traced.
The following statistics was applied for analyzing and interpretation of data. 83
MEAN -
Mean is the best known measure of the central tendency. The arithmetic
mean was calculated. It may be defined as the sum total of the scores or other
measures divided by their number (Total Sample). The formula for arithmetic
man (M) of series of ungrouped measure is
M = X
N
For awareness series of grouped measure
M =  fx
N
STANDARD DEVIATION -
This is the most accurate measure of variability. It not only represents the
speed of distribution but the degree which the score are around the mean.
The measure is known as the standard division of the distribution. It is referred
as S.D. The following formula used for collecting S.D.
Nd SD 2   
 = SD of samples
d = Mean difference
N = Number of samples
= Square of positive difference  2 d 84
¼T-Test½%&
To compare two groups „t‟ test is used :-
N2 N1 M - M Test -T 2 2 2 1 2 1    
M1 = Mean of first Group
M2 = Mean of second Group
1 = SD of frist group
2 = SD of second group
N1 = Number of data of frist group
N2 = Number of data of second group
PERCENTILES
The method by which the median quartiles are found, we may counter below
which 10%, 85% or any other percent of the scores, points are called
percentile.
P = Percentage of the distribution weighted, e.g. 10%,30% etc.
L = Lower limit of the class-interval upon which Pp lies.
Pn = Part of N to be counted off in order to reach Pp.
F = Sum of all scores upon intervals below I.
Fp = Frequency against the interval in which Pp falls.
i = Length of the class-interval 85
CHAPTER - 4
ANALYSIS AND INTERPRETATION
In educational research, the most important and the most crucial step is the
analysis of data. The process of streaming out of the results, with the help of
appropriate statistic technique applied on row score, keeping in view- the
scale of data and needs and demand of objectives and hypothesis, is known
as analysis of data. After the collection of row data, appropriate processing
and analysis is to be done for drawing proper inferences.
Karllinger (1978) remarks, “Analysis of data means categorizing, ordering,
manipulating and summarizing of data to obtain answers to the research
questions.” The purpose of analysis is to reduce data into intelligible and
interpretable from so that the relations of research problems can be studied
and tested, analysis involves in breaking up of the complex factors into
simpler part and putting them in new arrangements for the purpose of
interpretation.
After analysis the process of interpretation is essentially one of stating, what
the results show? According to C.V. Good, “The process of interpretation is
essentially one, stating what the result (findings) show, what do they mean?
What is their significance? 86
What is the answer to the original problem?” Interpretation is the process of
findings the meaning and significance of result obtained after analysis,
keeping in view the limitation of the sample chosen, the tools selected and
used in the study. The present chapter deals with the analysis of the collected
data through proper statistical techniques like mean, SED and„t‟- test and
interpretation of results so obtained.
The data has been analyzed with the help of following twelve tables, each
corresponding to the objectives of the study.
Table 4.1
To Study the Personality of Hindi medium
Senior Quantity Mean S.D Percentag
Secondary e
School
Students
Area
Personality 100 38.28 6.44 77%
of Hindi
Medium
Students