Total marks= 30 Comments/Feedback/Suggestions

 Should work on format

 Data needs to be presented in the tables
Obtained marks =17
according to the APA style manual 6th
edition.
 Read instructions already mentioned in
assignment 5.
 Need improvement in overall research
project
 Format was very inappropriate
 Increase your further readings
 Should improve your findings
according to APA manual.
Statements of the problem
Topic: Effect of home environment on personality and academic achievement of students of SECONDARY
LEVEL in Faisalabad Division.

Student’s cognitive and affective development is the major aim of education, thus understanding of factors that affect
student’s academic achievement and personality development is necessary, hence, the problem to be investigated in this
study was effect of home environment on personality and academic achievement of students of SECONDARY
LEVEL in Faisalabad Division.

Since the development of present day research philosophies in the field of training it has continuously involved interest
and significance to distinguish the components that influence understudies' character and accomplishment. During various
times of history accentuation kept on evolving furthermore, shift from one viewpoint to the next and in such manner
different variables have been recognized during the most recent couple of many years. Writing audit proposes that home
climate is a significant space of study in instructive brain science. During the previous a very long while home
environment has been recognized just like a contributing element in youngster's instructive turn of events. The home
environment and family process provide a network of social, physical, and intellectual forces, which affect the students’
learning.

In all developing countries including Pakistan, youth is the major segment of society. It has been observed by Agulana
(1999) and Sharma (2012) that the home and school have a significant influence on students’ personality and academic
performance is more powerful than is generally recognized by parents and teachers
This investigation by investigating the variables which impact the understudies' academic achievement and
personality development will help the educators, parent, overseers, educational plan organizers and strategy creators to
facilitate in a successful manner with the goal that our understudies can have a sound personality and better academic
achievement subsequent to finishing their conventional instruction.

Objectives of the study

1. To discover the impact of home climate on students' personality
2. To discover the impact of family relations on students' personality.
3. To find out the effect of home environment on students’ academic achievement
4. To find out the effect of socioeconomic status on students’ academic achievement.
5. To find out the effect of family relations on students’ academic achievement.
6. To find out the effect of parents education on students’ academic achievement.

Hypotheses of the study

Following Null hypotheses is formulated to achieve the objectives of the study:

H01. There is no Huge Impact of home environment on student achievements.

H02. There is no significant effect of home environment on the personality of students.

REVIEW OF RELATED LITERATURE

This chapter deals with review of related literature with this research study. At the start of this chapter, conceptual
framework of the variables (home environment, school environment, personality and academic achievement) considered
in the present study are elaborated. Secondly, theoretical framework has been dealt with and at the end; research studies
conducted on the same topic are mentioned. A brief presentation of literature related to this research is discussed in the
following headings.

ENVIRONMENT
According to online Cambridge Advanced Learners’ Dictionary, environment is defined as “the air, water and land in or
on which people, animals and plants live”. So environment encompasses all elements in the surroundings of organisms
where they live. According to Business dictionary, the free on line Dictionary, environment is the sum total of all
surroundings of a living organism, including natural forces and other living things, which provide conditions for
development and gThe elements of environment consist of the presence of not only living and natural things but it also
includes their interaction with each other for the purpose of meeting their needs.
Humans live in the form of groups to fulfill their needs. Ozcan (2004) mentioned three kinds of human needs i.e. physical,
psychological and social. Human physical needs include clothing, feeding and sheltering. Psychological needs include
love, respect and confidence and social needs include language acquisition, knowledge about culture and getting
education. According to Siegrist and Marmot (2004) 'psychosocial environment' is the availability of socio structural
variety of opportunities to an individual which enable him/ her for meet his/her security, productivity and positive self
experience. Hence psychosocial environment represents not only physical needs but also psychological needs of humans.
All these needs are primarily fulfilled within home. So it is essential to understand the concept of home environment.
rowth as well as danger and damage.

HOME ENVIRONMENT
Home environment is defined in various ways. According to online Collins Dictionary, home means “A family or other
group living in a house or other place”.
“Home environment refers to all sorts of moral and ethical values and emotional, social and intellectual climate set up by
the family members to contribute to the wholesome development of an individual” (Sharma, n.d. p.188). Hence, all human
needs are fulfilled at home. Sanath and Sebastian (2011) have declared home as an important place for a child’s
development. Home environment either build or damage the personality of students. Additionally, it also affects academic
achievement of students. For example, Daulta, (2008) studied on the same topic and the results produced from the study
indicated considerable association between home environment and educational performance. He found that if the home
environment gets worst, it also leads to decline in the level of academic achievement. Results produced from the study of
Mohanraj (2005) showed that family environment had a strong relationship with academic achievement along with other
factors like home adjustment. In this way home environment has remained under considerable discussion giving attention
to various aspects of home environment.

ASPECTS OF HOME ENVIRONMENT

According to Fu, et al (2013) Home environment includes material aspects and psychological atmosphere. Material entity
of physical environment is comprised of all kinds of characteristics of family such as parental education level, occupation,
and type of family etc. Hence family is one of the major contributing agencies in meeting the needs of its members.
Therefore, it is important to understand the concept of family.

Family
Family is defined differently in different cultures. Collins Student’s Dictionary defines family as “A social group
consisting of parents and their children”. The family gives its members status. A child is born into a family which gives
him or her name or a lineage. Whether born into a lower class family or an upper class family, he or she is provided with
its attitudes and values. Additionally, Family is the chief agency for socializing the child. The family transmits the culture
of the group, its ways of liChildren also acquire the standards of behavior, aspirations and expectations of the family, and
these become part of their personality. Behavior, aspiration and expectations differ from family to family. Hence it is
essential to understand different types of family.

Types of family
Wasik, Dobbins and Hermann (2004) have given a wider definition of family stressing that the boundaries of traditional
family needs expansion by including a) families having one parent, b) families with two parent, c) Blended families, and
d) extended families which comprise nephews and nieces, siblings, aunts and uncles, grandparents, grandchildren,
neighborhood, foster children, legal guardian, friends and other members of community, e) person calling themselves on
the basis of living in identical family circle, f) family members living separately but continue constant inter relation, g)
single ethnicity families and h) multiple ethnicity families. These different types of families build distinct environment in
their homes. Such environment consists of attitudes, facilitation and values which are transmitted to next generation.
The material aspect of environmental indicator also includes the accessibility of books to children and other reading
material. Not few researches expressed the value of exposure of children to books during their early life. In addition to
availability of books, there is a need of parents to engage with their children in joint reading as well. Children observing
their parents reading with them will have long term effect on them (Bus, Van Lizendoorn & Pellegrini 1995).
Other characteristics of material environment are studied under the heading of socioeconomic status as under. ving and
values through examples, teaching or indoctrination to the next generation.

Socioeconomic Status (SES)

Status is directly related with the factors which cause educational advantage and disadvantage (CSHE, 2008).
Socioeconomic status is defined broadly in terms of social, cultural and economic resources, the extent to which
individuals and groups have access to these resources and the relative value ascribed to resources held by different
individuals and groups. Although there is disagreement on the valid combination of income, education and occupation, the
basic concept revolves around access to resources. These resources are considered material in nature due to their
concentration on acquiring of commodities (goods and services) such as education and health. With access to information
and social resources which is possible due to income and its quantifiable characteristics. Therefore, socioeconomic status
represents to categorize the people on the basis of economic, educational and occupational characteristics (Santrock &
Arends, 2001). Social status of a person reveals his/her standing by taking various combinations of education, income, and
occupation. The status of a child in the context of socio economic standing (Jeynes, 2002) is also decided by the level of
education of their parents, their occupation and parents’ income. Some researchers, (Perreira & Smith, 2007; Program
effectiveness Data Analysis Coordinators of Eastrn Ontario, (2009) use single variable such as education, poverty or
occupation. Others use combination of variables including income, occupation or housing to access the overall
socioeconomic situation (Cubbin, LeClere, & Smith, 2000; Diez-Roux, 2003) to depict the social context. Majorbanks
(1996) has mentioned socioeconomic status, two parents versus single parent family unit, divorced parents, parenting
practices and aspirations, maternal characteristics, family size and neighborhood as key elements of family background.
The socioeconomic status of individual is usually measured in terms of access to material resources. These resources are
sometimes considered separately and in some situations, the researchers use combination of resources to collect
information about the status of individual or social group. This status affects individuals in environment. (Braveman,
Cubin, Egerter, Chideya, Marchi, Metzier & Posner, 2005) have recommended that there is a need of using better
measures of socioeconomic status but the existing information could be made better if it is used carefully recognizing its
limitations.

Socioeconomic status and Personality

Personality is affected by the socioeconomic status. For example one personality trait associated with SES is hostility and
anger. Low SES leads to hostile attitude and those who live in hostile environment may tend to be characterized by
aggression (Wilson, Kiertland, Ainsworth, & Addy, 2004; Cunradi, Caetano, Clark, & Schafer, 2000). According to
Barefoot et al. (1991) and Carmelli, Rosenman, & Swan (1988) hostile behaviors are common characteristics of people
belonging to low socioeconomic status. Those who grow up in underprivileged environment show violence and aggression
(Cunradi, Caetano, Clark, & Schafer, 2000; Wilson, Kirtland, Ainsworth, & Addy, 2004). From these research studies, it
is concluded that people, who are reared in negative social environments, develop into hostile and aggressive personality.
The above discussion concludes that socioeconomic status represents the social and economic standing of individual by
taking various combinations of education, occupation and incomes. It also includes the type of family whether single
parent, two parent family or joint family. These different aspects affect the standing of individual in society which
ultimately affects his/ her behavior.
The other type of environment which Fu discussed is the psychological environment of home.

Psychological environment
Psychological environment includes needs such as love, respect and confidence and social needs include language
acquisition, knowledge about culture and getting education (Ozcan et al, 2004). Such psychological needs of children are
fulfilled at home by adopting measures like consistency and communication of family members, educational style of
parents, plan of activities at family, behavior and attitude etc of family members. Thus it makes essential to discuss
psychological environment of home in detail.

Family Communication
Epstein, et al (1993) has stated that family communication stands for the style used for the exchange of verbal and
nonverbal information between family members. This definition points out that not only verbal, but also the nonverbal
components of information, like skill to concentrate on thinking as well as feeling of individuals constitute
communication.
Effective Communication within family enables members in expressing their feelings, wants, expression of love and
differences, and admiration for one another. It is also a very effective way in resolution of unavoidable problems.
Effective communication indicates strong and healthy families while poor communication is the indication of unhealthy
family relationship.
Styles of communication
Communication is the answer to successful family functioning. Communication results into nurturing relationship,
development of cooperation and feelings of worth. Families can improve and use communication as an effective tool if
they understand its different types.
The following four types/styles of communication were put forth by Epstein et al. (1993).
 Direct and clear communication
In this type of communication, message is straightforwardly and honestly conveyed to the appropriate family member.
This type is the healthiest type of communication. For example when father follows this type of communication, he may
state that (son, I am disappointed that you forgot to take out the trash today without my having to remind you).
2. Clear And Indirect Communication
Adopting this communication type within family; the message passed on, is clear but without directed to concerned
person. Using this type of communication by using previous example, father or mother may speak such as ‘it is
disappointing when people forget to complete their chores’. There is a possibility that in this style of communication, the
child might not become aware that parent is speaking and trying to convey message to him.

3:Masked And Direct Communication

In this type of communication, confusing information is conveyed directly to concerned member of the family. Reminding
the previous situation, the father might articulate that ‘Son, people just don’t work as hard as they used to’.

4. Masked and Indirect Communication

This type of communication has both message and intended family member to whom message is conveyed, is unclear. To
illustrate communication using this style in a family, one of the parents might speak that “the youth of today is very lazy.”
In nutshell, clear and direct communication is an effective type of communication specially is resolving the family
problems. Family must communicate frequently and clearly, and listen actively to the verbal and non-verbal messages of
family members. The parents should take responsibility to provide environment of trust because honestly and openness is
necessary for establishment of trusting relationships. Hence it is important to understand the role of parents in creating
trust building environment at home.

Educational style of parents

Home environment is the first and major socializing agent, greatly influencing and molding the character and laying the
foundation for personality bearing on a child (Gartia, 2010; Ajila & Olutola, 2007). Home can be an important agent in the
inculcation of suitable moral standards, principles and attitude towards life. Parents have a huge responsibility to develop
intercept by providing conducive environment at home. Bandhana, Darshana and Sharma (2012) have mentioned the
following roles played by their parents at home environment. According to them, in ideal home environment has:
 Proper reward for strengthening the desirable behavior

 Love and keen interest in children.

 Provision of opportunities for children to express their views freely and act independently

 . Fewer restrictions on the children from parents

 No compulsion from parents to follow their desires and act according to their expectations.

The above factors indicate the behavior adopted and methods applied by parents to shape the personality of students
including their academic achievement. Literature has time and again shown that education of parents predicts educational
accomplishments of their children. (Klebanov, Brooks-Gunn, & Duncan, 1994; Haveman & Wolfe, 1995; Smith, Brooks-
Gunn, & Klebanov, 1997). Parental education is also an important predictor to inculcate a positive attitude in students
towards school and choice made after completing schools (James, 2002). Language as a tool of communication also plays
important role used by parents to support their children. Dermie et al (2007) argued that inability to speak language is a
block for the parents to support their children. Jagero (1999), Oloo (2003), and Mackenzie (1997), also explored that home
environment which don’t facilitate the process of reading, badly affects the academic achievement of students. Therefore,
communication style, parental use of language and avoiding unnecessary restrictions has considerable influences on
children.

Behavior and attitude of family members

The child is affected either directly or indirectly by the kind of home into which s/he is born and brought up. He/she
acquires the habits of thought, speech and actions that are characteristics of the other members of the family especially
parents in their relationship with him. There are many aspects of behaviors which if adopted by family members specially
parents, will affect their children. In a working paper Daleure G., et al (2013) investigated the impact of family
involvement and home environment on educational experiences of college students. The results indicated a positive effect
of home environment and family involvement on academic performance of students. Results indicated that academic
performance was linked to specific family involvement behaviors, categorized as enablers (financial, logistical, and
physical supports); influences (interaction intended to shape values, opinions, and attitudes); and engagements (direct and
demonstrable interaction) and to specific home environment factors including parents’ marital statuses, gender, family
size, presence of siblings in college or university, parents’ education levels, and mother’s working status. Bronfenbrenner
(1972) developed parental behavior in the form of relationships which are strongly related to the overall development
including academic achievement of children. Broadly, his parental behavior with the children is grouped into the
following categories.

A. Intellectual relationship
Intellectual relationship pattern consists of parental demand of high achievement, having maximum interaction with their
children, remaining engaged with and paying attention to the child and discriminate intellectual motivation. Results of
study conducted by Hinnum and Park (2004) in rural China revealed that parental interaction with the child boosts his/ her
aspirations as well as confidence. Home where parents are fully involved with their children can affect their personal and
social development and the same time affect their academic achievement (Gecas & Schwalbe, 1986; Harris & Goodall,
2008; Jeynes, 2002).
According to Desarrollo (2007), active involvement of parents with their children in educating them, positively affects
their achievement. Epstein (1992) argues that if parents are aware, knowledgeable, encouraging and involved with their
children, it results in improved educational effort and healthy attitude towards school, higher ambitions as well as other
constructive qualities in their children.
B. Affective relationship
Affective relationship of parental behavior encompasses warm emotional support provided to child and has high regard for
their children and themselves. Values (Sindhya, 2007; Downey, & Coyne, 1990) play significant role in one’s personality.
They are developed and learnt directly from parents at home. An ideal home environment comprise of cohesion among the
family members, parental emphasis on socialization of their children and the presence of role model for the children to be
followed. Absence of these characteristics from home environment may create distrust, leading to many personality
problems (Crittender, 2006). Therefore, Parental attitude plays important significant role in development of child.
Rejection or over protection of the children from parents impedes the satisfaction of their emotional security or
wholesome independence needs (Bergman, et al, 2011).

Interaction pattern

The interaction pattern includes parent stressing their children to be independent and self-reliant. According to Mukerjee
(2007) parents are the first teachers in transferring values to their children through verbal and non-verbal ways. Parental
unbiased attitude also has significant influence on children behavior. McHale, Crouter, McGuire and Updegraff (1995)
have stated that parental discriminatory attitude adds to the negative relationship of children towards their siblings.
According to Volling and Ellins (1998), the sibling relationship becomes more negative, if the parental attitude becomes
less warm and affectionate or with more punishment towards a particular child. But, if the parental treatment is justified,
then there is less chance of a child to respond negatively towards
sibling. Similarly, interaction pattern is also extended to other elements of home environment. Foster et al.,(2005)
examined interpersonal interactions at home (such as singing, playing games, and help through art and crafts), books and
other reading material availability at home, visit to library as the elements of home learning environment and found their
positive influence on academic performance (vocabulary building, phonetic awareness, and language and literacy
proficiency).
Plan of activities at family
Parental behavior in the form of activities planned is also the indicator which is also reviewed. The most important
activities taking place at home are; joint reading of parents with their children, Use of more language and saying different
words with the children during regular daily activities. Similarly, looking together at pictures, pointing and naming
pictures together with parents, motivate the children in numerous forms (Neuman, 1996; Zuckerman and Kahn, 2000). In
the same way, Sylva et al. (1999) presented the concept of Home Learning Environment (HLE) to indicate the activities
for children at home by including reading material, visits to library, playing with letters, numbers, and shapes, painting
and drawing, teaching through play, nursery rhymes and singing. Positive relationship exists between educational
performance of students and availability of reading material in home (Hinnum & Park, 2004). Research of Jagero (1999)
validated the finding that home lacking reading material at home negatively affects students’ performance at secondary
level. In the same way, intrinsic motivation of students can be enhanced through provision of learning activities and
opportunities (Gottfried, Fleming, & Gottfried, 1998).
Concluding the above discussion, it can be stated that the quality of home environment provided and maintained by the
parents, affects personality as well as academic achievement of children and can play important role to make them
successful and well adjusted members of society. On one side, quality represents the availability of learning material
which helps in overall development of the child. On the other side, the quality of home environment includes the parental
behavior like provision of reward, interest in children’s affairs, freedom of expression and action and having no
compulsion on children to follow the dictates of their parents. The various qualities of home environment are rooted in
different theories of home environment.

THEORIES ABOUT HOME ENVIRONMENT

There are many theories about home environment. Some of these theories are discussed as under.

Social Learning Theory

This theory was developed on the basis of argument that “environmental contingencies play an important role in guiding
behavior” (Durkin, 1995 p.21). Indicating individual as a social being along with awareness of his surroundings is the
contribution of this theory. Bandura (1978) presented the idea in the form of theory that humans learn through experiences
as well as observing others. The basic element in this theory is reinforcement. Reinforcement is the foundation of learning
of individuals about their surrounding world and consequently adopting a behavior. Behaviors, which receive
reinforcement in the form of reward or appreciation, will continue while maladaptive behaviors will extinguish because
they not rewarded nor appreciated. Parents, who are aware of and use the principles of reinforcement in their daily
interactions with children, are rarely compelled to use punishment for maintaining discipline. It is because families where
there is more conflict and stress, the use of punishment can put its members in coercion cycle (Kazdin, 2003), whereby
they are trapped into negative interactions like misbehavior causes punishment, punishment leads to increased
misbehavior which causes more punishment, which ultimately blocks the way towards family cohesion. Knowledge of
principles lends a hand to parents in dealing with problem behaviors within their children.

So, Bandura theory states that individuals polish their cognitive abilities through interacting and observing the
environment and in return, the behavior of the adolescent becomes beneficial for environment. These cognitive abilities
can become a part of their behavior if parents use the principle of reinforcement effectively.Otherwise extinguishing
maladaptive behavior and continuing the adaptive behaviors will become difficult.

Attachment Theory

This theory is developed on the basis of natural inclination of individual to connect with people in his/ her surroundings
(Bowlby, 1980). Attachment refers to development of close emotional bond between children and parents. This bond
decides relationship of individual in future life. This theory is based on principle of social learning, where the individual
learns and perceives about the safety, and the question of exploration of the world. This perception and quality of
exploration is developed during interaction with parents in early life. Understanding the importance of early interaction
and nature of attachment with children can help parents to develop effective parenting techniques (such as constant love
and affection and no reward on misbehavior), where the child feels secure with parents. So, close emotional ties of parents
with their children provide a base for their relationship in their later life. Inconsistent availability of parental affection
develops insecure attachment base which is replicated in later life. Therefore, consistent parental availability and affection
and no reward for misbehavior can play significant role in developing the feeling of security of children in later life.

Ecological theory

Ecological theory was proposed by Bronfenbrenner (1972) in a series of concentric circles which describes that
development of a child is not merely a function of family interaction, peers, schools and neighborhoods but also of
broader social contexts such media, parental work arrangements and government policies.
Later on, he added chrono system which reflects the non-static influence of environment on development of child
(Bronfenbrenner & Ceci, 1994) where in there may be parental divorce, change of school and neighborhood by the child.
This approach indentifies factors in environment of child which can predict their poor performance and shielding factors
can safeguard them.
Hence ecological model represents the environment of an individual in the form of concentric circles which reflects
gradual expansion of exposure of an individual to environment with the passage of time and affects his/ her development.

Resilience theory
Resilience refers to a positive adaptation in circumstances where complexities are so severe that could impair the mental
or physical abilities of a person (Masten, & Worth, 1998; Garmezy, 1985; Rutter, 1985). Resilience is “A universal
capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity”
(Grotberg, 1997, p. 7). Therefore, it can be stated that resilience is the resisting capacity from adverse situations. This
concept is more than internal capacities or behaviors. “There is growing evidence that resilience is as much dependent on
the structural conditions, relationships and access to social justice that children experience as to any individual capacities”
(Ungar, 2005, p.446).These adverse situations represent parental and grand parents’ death, parental separation, parental or
sibling illness, suicide, accidents, homelessness, poverty, moving home, remarriages, abuse, and abandonment (Grotberg,
1997). This framework recognizes 40 factors which have positive association with the development of youth. 20 of them
are internal psychological attributes having four subgroups comprising learning commitment, positive identity, social
competencies and positive values. Similarly, external environmental features are categorized into four subgroups
encompassing support, empowerment, boundaries and efficient use of time.
Resilience may more or less depend upon the circumstances. But it is identified that “even after years of research on
childhood development we have few tools to distinguish between those children who will continue with their problem
behaviors and those who will not” (Leober and Farrington, 2000, P.746). This theory can help those people especially
parents to help their young children to overcome the cycles of abuse, poverty and failure (Wise et al., 2003).
It is concluded from this theory that resilience is the capability to resist the adverse environmental situations.
Understanding the different factors of resilience, young people can be helped in times of adverse circumstances.
Equally important for the academic performance and personality of adolescents is the school environment. The concept of
school and its environment is elaborated in the underlying headings in detail.

Personality
Mischel, Shoda and Smith (2004) state that the term personality has many definitions, but no single meaning is accepted
universally. In popular usage, personality is often equated with social skill and effectiveness. In this usage, personality is
the ability to elicit positive reactions from other people in one’s typical dealings with them. Some definitions by known
personality psychologists are presented below.
Cattell (1950) thinks that personality is a predicting agent who will tell what a person will do underncertain circumstances
and covers all those behaviors which are manifest in hisactions as well as hidden ones.Pervin (1996) describes that
personality is the complex organization of cognitions,affects, and behaviors that gives direction and pattern (coherence) to
the person’s life. Like thebody, personality consists of both structures and processes and reflects both nature (genes)
andnurture (experience). In addition , personality includes the effects of the past, including memories of the past, as well
as constructions of the present and future.
Different Approaches to Personality
The psychoanalytic approach
Ruch(1984) explains that the psychoanalytic theory of Freud is simultaneously a theory of personality,motivation,
development and mental illness (1933,1935,1938). Main idea behind the psychoanalyticscheme is the concept that only a
small part of human mental activity is illustrated by conscious thought. Arelatively large part of mental activity occurs at
the preconscious and unconscious levels. Processes that are not in consciousness at a given time are preconscious
activities, but that can become conscious as needed. However, unconscious activities are more important; these are
largely, storage of instinctive urges. Unconscious activities can influence behavior, but these activities cannot directly
enter consciousness. Freud’s perception of how these three levels interact in an individual’s personality is based on three
inferred personality structures: id, ego and super ego. Unconscious forces, which are accumulation of the sex and
aggression instincts are represented by id. Although id’s mental workings are not available for conscious inspection but its
impulses can be sensed. Conscious representative of rational thought is ego. Newly born baby reflects only id forces; and
the ego develops gradually through the child’s interaction with the external world. Along with ego, superego is also
developed by the child’s experience. Superego represents the internalization of the society’s and parent’s prohibitions.
According to Freud, behavior is determined by the interaction of these three elements of the adult personality.
Carl Jung, soon after receiving his degree became a close associate of Freud. Jung’s point of viewincluded two forms of
unconsciousness. (1968a). Jung’s personal unconscious was almost similar to Freud’s preconscious, which contains
thoughts and memories that are not conscious at present but these could be. Jung’s novelty was the concept of a collective
unconscious shared by all human beings as an evolutionary heritage.jung’s collective unconscious, like Freud’s
unconscious could influence behavior but could not enter consciousness directly. Designs of images within the collective
unconsciousness were termed as archetypes; these are the common experiences of all human beings that have sound
symbolic meaning e.g. rising of the moon (Jung, 1968b). jung thought that these archetypes were actually the summary of
experiences of human’s ancestors, and were expressed in similar myths and folk love of different cultures.
Like Jung, Alfred Adler, wanted to signify human drives for success and superiority. According to Adler,the dominant
force in humans is a struggle for superiority. The special direction in which each person struggles for superiority is an
individual one, but it is mostly unconscious and only dimly understood by the person.Horney (1953) stressed on a concept
of the intrinsic difficulties of life. Horney said that people face risk incoping with childhood experiences of helplessness
and isolation, and this risk is actually development often different neurotic trends, e.g. neurotic need to exploit others.
The Behavioral Approach
Before Skinner’s behaviorism and Bandura’s social learning theory a brief description of Dollard and Miller’s behavioral
approach is being described. Ruch (1984) explains that John Dollard and Neal Miller developed their theory of personality
in the late 1940s.The theory they developed was based on four concepts: drive, cue, response, and reinforcement. Freud’s
instincts, as represented in the id, became for Dollard and Miller primary drives. These, in turn, were the basis for other
learned drives (Miller, 1951). The combination of primary and learned drives provided the energy or motivation for
behavior, and cues determined when, where, and which behavior would ensue. Any distinctive stimulus, in any sensory
mode, could become a cue for causes of them. Ruch (1984) explains that Bandura’s social learning approach is a form of
learning, which implies both a conceptual emphasis on learning processes and a methodological
emphasis on observable behavior and replicable results. Social learning theory also emphasizes
the effects of reinforcement on learning. The central focus of social learning theory, as elaborated by Bandura and others,
is on the process of modeling, the observation of some other person sactions and the learning from those actions., without
the observer necessarily either performing the action or being rewarded for it (Bandura, 1977a). As Bandura has
developed it, modeling involves four major processes (Bandura, 1977b): for observed behavior to be modeled
successfully, it must first be attended to. Retention process must then ensure that the observed.
behavior is retained for later use. Motor reproduction processes govern whether the observer is
physically able to perform the modeled action, and motivational processes offer the reason to do
so.Overall, social learning theory sees a person’s personality as developing through a lifetime
interaction between the person and his or her environment, each of which influences the other
(Bandura, 1974,1978). It offers a flexible framework for combining self and situation variables,
for adding cognitive features, and so forth, while seeking to remain as objective and behaviorally
focused as possible.
The Humanistic Approach:
The humanistic approach is usually attributed to the independent approaches of two theorists, Abraham Maslow and Carl
Rogers. Both emphasize concepts of the self and self development, but they differ somewhat in how these concepts are
defined and used. Ruch (1984) explains that Maslow’s views, like Freud’s were strongly influenced by his beliefs about
human motivation, but his view of motivation differed radically from Freud’s.
Instead of powerful,,innate, negative forces that must be kept in check, Maslow saw weak, innate, positive tendencies that
must be nurtured (Maslow, 1968, 1970, 1971). Survival motives are the most powerful and most immediate motives.
Maslow proposed his well-known hierarchy ofneeds to suggest how more exclusively human needs might appear after
more basic needs were
satisfied. According to Maslow, all of the needs in the hierarchy are innate to humans, but those
higher in the hierarchy are weaker; they only direct action when all earlier needs have beensatisfied. Roggers’s view is
concerned with the development of self, but he approaches the conceptof self differently than Maslow did (Suls, 1982).
Roger’s personality theory is a person-centered theory in several ways (Holdstock & Rogers, 1977). First, it emphasizes a
phenomenological approach, noting that each person’s experienced world is unique, built up in part from that person’s
experiences. Roger’s view is also person-centered in emphasizing self-actualization, though he defines it somewhat
differently than Maslow did. To Roggers, to be self-actualizing is to strive toward congruence between one’s concept of
self ( the set of beliefs about who and what one is ) and one’s experience. When a person’s experience is at odds with the
self, a state of incongruence exists, and the person may become a patient. Roger’s theory is thus a mixture of emotional
and cognitive elements.
The Trait Approach to Personality study
Mischel, Shoda and Smith (2004) explains that the trait approach to formal personality study begins with the
commonsense conviction that personality can be described with trait terms. But it extends and refines those descriptions
by arriving at them quantitatively and systematically. Efforts to explain individual differences by formal trait theories face
some of the same problems that arise when traits are offered as causes by the layman. However numerous safeguards have
been developed to try to control some of these difficulties. One of the most outstanding trait psychologists was Gordon All
port. A Psychological Interpretation launched the psychology of personality as a field and discipline. In his classic work
and many later contributions, he made a convincing case that a distinctive field was needed, to understand the person as a
coherent, consistent whole individual. His view of personality was broad and integrative, and he was sensitive and
attentive to all its diverse aspects. Reacting against the tendency of researchers to study isolated part processes, such as
learning and memory, in ways that failed to take account of individual differences, he wanted to pursue two goals. One
was to understand the differences between people in personality; the other was to see how the different characteristics and
processes (like learning, memory, and biological processes) that exist one’s behavior. No two people are completely
alike, and hence no two people respond identically to the same event. Each person’s behavior is determined by a particular
trait structure. All port thought that trait never occurs in any two people in exactly the same way: they operate in unique
ways in each person. This conviction was consistent with his emphasis on the individuality and uniqueness of each
personality. Raymond B. Cattell is another important trait theorist. For Cattell, the trait is also the basic unit of study: it is
a “mental structure,” inferred from behavior, and a fundamental construct that accounts for behavioral regularity or
consistency. Like Allport, Cattell (1950) distinguished between common traits, which are possessed by all people, and
unique traits, which occur only in a particular person and cannot be found in another in exactly the same form.
The Five-Factor Model of personality
A “trait” is a temporally stable, cross-situational individual difference. Presently, the most popular approach for studying
personality traits are two important models with five factors, Costa & Mc Crae’s Five Factor Model, and Goldberg’s Big
Five (as sighted in Mc Adams, 1992). The Five-Factor Model represents the factors as Extraversion, openness,
Agreeableness conscientiousness and Neuroticism. The Big Five model replaces “neuroticism” with “emotional stability”,
and names the “openness” factor “intelligence”. The Big Five are based upon factor analysis of the entire trait-descriptive
adjective in a natural language, as collected from a dictionary. The Big Five are meant to provide a comprehensive
description of phenotypic personality traits. The Big Five model is a descriptive taxonomy that attempts to organize and
quantify traits, which make up the foundation of trait theory. A brief discussion on these traits is presented here;
Extraversion-Introversion (E)
An extrovert is sociable, likes parties, has many friends, talkative and does not like studying or reading by himself. He
takes chances, craves excitement, acts on the spur of the moment. He always has a ready answer, is fond of practical jokes,
likes change; he is easygoing, optimistic, carefree and likes to laugh and be merry. He tends to be aggressive, is not
always reliable and prefers to keep moving.
A typical introvert is introspective, quite, likes books and reserved, he looks before he leaps and tends to plan ahead. He
takes matters of daily life with seriousness, does not like excitement and likes a well-ordered mode of life. He seldom
behaves in an aggressive manner, and keeps his feelings under control. He is usually pessimistic, but places value on
ethical standards and is reliable (Eysenck & Rachman, 1965, p. 19).
Openness to Experience (O)
The open person is imaginative, curios, creative, daring, complex, insightful, independent, untraditional, analytical,
artistic, explorative and liberal. The open person likes to think. Incontrast persons who are low in openness are down to
earth, conventional, uncreative, conforming, and conservative.
Emotional Stability-Neuroticism (N)
This trait plays a role in almost all of the contemporary factor models for personality. Emotional stability versus
neuroticism is thought to cover many other personality traits like nervousness, chronic anxiety, depression, self
consciousness, moodiness, and hostility. Neuroticism is (a dimension of personality defined by stability and low anxiety at
one end as opposed to instability and high anxiety at the other end” and high anxiety at the other end” (Pervin, 1989, p. 7).
A neurotic individual will express emotions more frequently than an emotionally stable one. In contrast persons who score
low dimension are generally secure, relaxed, self satisfied, relatively unemotional and cool and calm(Carlson, 1971;
Lanyon, 1984).
Agreeableness-Antagonism (A)
It represents the extremes of easy going versus stuborn or trusting versus suspicious. Persons high in agreeableness
sympathetic to others, helpfull and understanding. persons low in this trait are skeptical argumentative and strong-built.
Consciousness (C)
Those high in this those high in this disposition are careful, organized, determined, dependable, conventional, thorough,
efficient, responsible, orderly and reliable. Those on the low end of this dimension are careless, lazy, weak willed,
undependable, disorganized, and not self-disciplined (Carlson, 1971; Lan yon, 1984).
Supportive Evidence for the Five-Factor Model:
An explosion of research has provided extensive empirical documentation for the robustness of the Five Factor Model, or
Big Five. The kind of evidence that has accumulated is impressive (e.g., McCrae & Costa, 1997, 1999; McCrae, et al.,
1998), and too large to summarize beyond the general conclusions to which it leads: The Big Five Structure has often been
replicated in research by diverse investigators using a variety of English-speaking samples. Especially the N, E, and A
factors have been found to replicate well even when the languages, cultures, and item formats used differ. Replicability
has been reported for diverse languages and language families that span Sino-Tibetan, Uraic, Hamito-Semitic, and
Malayon-Polynesian Overall, the results are impressive and broadly generalizable across cultures (McCrae et al., 1998),
although unsurprisingly some of the favors may take different forms in different samples of culture. The factor structure of
individuals as described by this model tends to be relatively stable in adults over long period of time.
Summary
Personality is often equated with social skill and effectiveness. There are different approaches to personality. One of the
oldest approach to personality is the biological approach. There have been at least three biological approaches , focusing
on body type, brain areas and genetic influences. Freud , Jung , Adler and Horney have been most influential
psychoanalysts. Freud’s work was based on clinical observations of neurotic persons and self-analysis. This led him to
posit the unconscious as a key component of personality. According to Freud, id, ego, and superego form the
psychodynamic structure of personality. Jung emphasized the collective unconscious. He focused on the need to achieve
unity through awareness of the collective and personal unconscious. Adler saw individuals as struggling to overcome
profound feelings of helplessness and inferiority by striving for perfection. Dollard and Miller, the popular behaviorists,
emphasized drive, cue, response and reinforcement as the basic components of learning in their theory. They explained
that events that reduce a drive serve as reinforcement. InSkiner’s conceptualization , analysis of stimulus conditions
controlling behavior replacesinferences about internal conflicts and underlying motives. Behavior may be shaped by
reinforcing successively closer approximations to a particular desired behavior. Bandura’s social learning theory sees a
person’s personality as developing through a lifetime interaction between the person and his or her environment, each of
which influences the other. The humanistic approach is usually attributed to Maslow and Rogers. Both emphasize
concepts of the self and self development , but in different ways. Trait theorists conceptualize traits as underlying
properties, qualities or processes that exist in persons. Most commonly known trait theorists are Gordon Allport, R. B.
Cattel and Hans J. Eysenck. In Allport’s theory traits are the general and enduring mental structures that account for
consistency in behavior. They range from highly generalized cardinal traits to secondary traits or more specific “attitudes”.
Cattell distinguished between surface traits and source traits by factor analysis. Cattell tried to estimate the basic
dimensions or factors underlying surface variations in behavior. Eysenck used empirical analysis to explore dimensional
traits. The most popular approach for studying personality traits are two important models with five factors, Costa &
McCrae’s Five Factor Model and Goldberg’s Big Five. The Five Factor Model represents the factors as Openness,
Conscientiousness, Extraversion, Agreeableness and Neuroticism. The Big Five model replaces neuroticism with
emotional stability and names the “Openness” factor “intelligence”.
Researches relating to the variables of the study
Family Relations and Personality
Fleege (1945) found that frequent and severe conflicts lead to relationships that are disturbing and debilitating to all
concerned and that frequently lead to maladjustments. When high school boys who said they were unhappy at home were
asked why, fully 50 percent of the they gave related to the disagreeable atmosphere of the home created by quarreling.
(Pressy, 1929 and Beaven, 1949) describe that abnormally frictional home situations lead to maladjustments outside the
home as well as in the home. College students who have adjustment difficulties frequently came from homes where the
family relationships are bad and where there is excessive friction between parents and child. (Newell, 1934; Childers,
1935; Symonds, 1939 and Horrocks 1951) found that an individual may become excessively introverted and suspicious of
people’s motives: he may become an attention seeker, going to any length to win the attention and affection he feels
deprived of at home; or he may even turn to delinquency. Bose (1971) concluded from his study on the personality pattern
of institutionalized boys, that most of such boys were found to be aggressive, non cooperative and selfish having stern
attitudes towards the world and the people. Mentally they had low intellectual capacities, lacked persistency in efforts,
lacked concentration, and concept formation. They derived satisfaction through violence, stealing and wandering. Their
development of ego was disturbed. The common theme of their stories centered on deprivation, lack of love, conflict of
desires, offence and punishment. It is evident that denial of family or family support, love, affection and material benefits
turned them into wayward vagrants.
Saran (1970) found from his study that the individual development of child with regard to curiosity, creativity,
constructiveness and practical competence depends largely upon the presence of proper environment at home.
Murlidharan (1971) concludes from his study on the behavioral problems of the children that parent-deprived children
manifest more problems than those of the non- deprived ones and that children of employed mothers had more problems
than those of the non-employed. Clavert (1990) revealed that a balance between factorslike relationships in the family and
with , has its effect on the manifestation of child maltreatement. (Carlo, Fabes, Laible, & Kupanoff, 1999; Stafford &
Bayer, 1993) found that warm, supportive,and accepting parental behavior is related with the development of social
competence byadolescents and children of all ages.(Fuligne & Eccles, 1993; Rohner, 1986) found that parents who hug,
kiss, praise and spend positive time with their adolescents foster close ties and communicate confidence in
theiradolescents ‘abilities. (Papini & Roggman, 1992; Peterson & Haan 1999) think adolescents who receive support and
nurturance from their parents have high self-esteem and a well-developed identity and are less anxious, depressed, and
aggressive than those who do not. (Laursen and Williams, 1997; Peterson and Leigh, 1990) came to the conclusion that
warm supportive parenting prepares adolescents for intimate peer relationships. Adolescents having warm relationships
with their mothers and fathers select peers who reinforce rather than contradict parental values. Stafford and Bayer (1993)
found that an important way through which many parents influence their sons and daughters is by using logical reasoning,
or induction, to persuade them to accept the parental viewpoint. Hoffman (1994) describes that parents who rely on
induction have teens with positive social values and high self-esteem. (Stafford and Bayer, 1993; Turner and Finkelhor,
1996) found that when parents rely on physical or verbal punitiveness, their children may develop hostility toward them
and may resist or reject their authority. Patterson, Reid and Dishion, (1992) concluded from their study that adolescents
may respond to parents punitive behavior with their own punitive behaviors (such as yelling or insulting parents), thereby
creating a cycle of punitive responses in the family. Eckenrode, Laird and Doris (1993) found that adolescents whose
parents use harsh punishment are expected to develop low self-esteem and less advanced moral values than their friends.
They also are expected to have problems in school, use drugs and develop behavior problems. Nokao, Takaishi, Tatsuta,
Katayama, Iwase, Yorifuji and Takeda (2000) studied the effects of family environment( paternal and maternal
participation in child rearing before and after 4 years of age, parental relationship, child rearing style, sibling relationship,
birth order, number of siblings, socioeconomic status) on personality traits (maturity, extraversion, & intellect) The results
revealed that extraversion was negatively related to overprotection and with maternal participation in child rearing.
Maturity was correlated with appropriate child-rearing style, high socioeconomic status and paternal participation in child
rearing. Intellect was associated with maternal participation in child rearing and high socioeconomic status. Family
environment had more strongly influenced the children of high intellect or high introversion than those with low intellect
or high extroversion. High socioeconomic status had no relation with extroversion. Thus the results indicate that the
temporal aspect of personality (extraversion) is less easily influenced by family environment than is the character aspect
of personality (i.e., personality). Reti, Samuels, Eton, Bienvenn Costa and Nestadt (2002) concluded from theirresearch
that adult anti social personality characteristics are related with maternal overprotection and low parental care. For men, a
significant was found between anti social charecteristics and both high maternal behavioral restrictiveness and low
maternal care, whereas for women high maternal denial of psychological autonomy and low paternal care were
significantly associated with antisocial traits.
Family relations and Achievement
Rosen and Andrade (1959) from their research found that parents of high achievements boys are likely to be more
competitive, indicate more involvement, and appear to take more pleasure in the problem-solving experiments. They
appear to give them more things to operate rather than fewer. More objective data show that the parents of a boy with high
achievement tend to have higher aspirations for him to do well at any given task, and they seem to have a higher for his
competence at problem solving. They set up standards of excellence for the boy even when none is given, or if a standard
is given will expect him to do “better than average.” As he progresses they tend to react to his performance with warmth
and approval, or, in the case of the mothers especially, with disapproval if he performs poorly. Milner (1951) interviewed
both mother and children to determine family variables that were related to high and low language score on the California
test of mental maturity. High scoring children had more books, were read to more often, had more meal time conversation
with parents, and received less harsh physical punishment. Interpretation of the finding is obscured by the great difference
in socioeconomic status between low and high scoring groups. Milner’s study suggests that different socioeconomic
groups have different patterns of parent behavior that are partially determined by their adaptation to their life situation but also
are related to their children’s intellectual development. Clarke and Clark (1959) reported that low intelligence test scores are not only
developed but maintained by adverse environments of neglect and cruelty. Their studies of mentally retarded adolescents and
young adults show an average IQ increase of 16 points during the six year period after they left their adverse home
environments with 33% showing IQ increments of 20 points or more. (Dave, 1963; and Wolf, 1964) through interviews
with parents of fifth grade children about family educational processes, have isolated a number of parental variables that
are related to academic achievement and intellectual development. Family process was found to be more highly related to
intelligence and achievement than was socioeconomic status. Werner, Bierman and French (1971) presented a longitudinal
study of the effects of prenatal complications and of socioeconomic status, educational stimulation and emotional support
upon achievement problems, learning problems, and emotional difficulties of children. They concluded that the child’s
learning, achievement, and emotional problems were more related to indices of family environment than with
socioeconomic status. Hess (1969) cited by Bronfenbrenner (1972) based on an extensive review, has developed a list of
parent behavior that have been found to be related to intellectual development and academic achievement. The Hess list is
as follows:
A- Intellectual relationship
1. Demand for high achievement
2. Maximization of verbal interaction
3. Engagement with and attentiveness to the child
4. Maternal teaching behavior
5. Diffuse intellectual stimulation
B - Affective relationship
1. Warm affective relationship with child
2. Feelings of high regard for child and self
C- Interaction patterns
1. Pressure for independence and self-reliance
2. Clarity and severity of disciplinary rules
3. Use of conceptual rather than arbitrary regulatory strategies
(Henderson, 1988; Lehr & Harris, 1988) have suggested that parents can profoundly affect the development of appropriate
academic motivation, skills and achievements. Crouter, MacDermid, McHale, and Perry-Jenkins (1990) found that less
well-monitored boys received lower grades at school than children whose parents monitored them more closely. It is not
just that children with disengaged parents are more socially incompetent, irresponsible, immature and alienated from their
families: they also have poorer relationships with peers and perform more poorly at school. Baumrind (1991) found that
parental involvement plays an important role in the development of both social and cognitive competence in children,
whereas a lack of parental monitoring is strongly associated with the risk of delinquent behavior. Payne, Mary, Taylor and
Dukes (1993) concluded from their research that greater “at riskness” in students is related to depressed home
environment, less adequate socialization and lowered cognitive performance. Steinberg (1996) found in a study as coated
by Patten (2000) that typical forms of parental involvements such as checking homework, monitoring academic
involvement from home, encouraging better performance, did not by them raise the students level of performance.
It is clear from Steinberg’s work that passing much time with children is not the matter of concern. He found that school
achievement is more dependants on the ways students structure their lives and on the priorities they and their parents hold.
Miller & Blevins-Knabe (1998) suggest that for parents to communicate their evaluation of academic activities is through
their own involvement. Simply by engaging in activities such as reading, going to museum, or learning a language, parents
may, convey their appreciation of education. Parents who are interested in spending time on these leisure pursuits are also
likely to try to get their sons and daughters involved. Joint family activities are not only indicative of interest in education
but, at the same time offer experiences to children as well as opportunities to try out their own abilities.
Desimore (1999) examined the relationship between parental involvement and student achievement by using the data from
National Education Longitudinal Study of 1988. Parent involvement variables included parenting practices at homes;
school-home communication; volunteering, or being audience at school; involvement in home learning activities; decision
making, governance, and advocacy roles; and community collaboration. The achievement variable was eight grade
mathematics and reading scores. The results of the study show that there was statistically significant and substantively
meaningful difference in the relationship between student achievement and parents’ involvement according to the
student’s race and family income. (Connel & Prinz, 2002; Pianta & Egeland, 1994; Pianta, Erickson, Wagner, Krentzer, &
Egeland, 1990; Pianta, Erickson, Wagner, Krentzer & Bennet, 1997) came to the conclusion that parents who scaffold
learning experiences and provide assistance to their children when needed early in children’s lives may prepare their
children for school entry and provide a basis for them to benefit from educational activities. (Bradley et al., 2000; Chen,
Lee & Stevenson, 1996; De
Garmo, Forgatch & Martinez, 1999; Grolnick & Slowiaczek, 1994; Heiss, 1996) conclude that parents own behavior as
well as joint family activities have been shown to influence children’s academic motivation and behavior. (Bradley et al.,
2000; Gutman & Eccles, 1999) find that authoritative parenting, in particular, has positive effects on how students
approach the demands they face in school.
Okpala, Smith and Frederick (2001) studied the influence of parental involvement, socioeconomic status of parents and
instructional expenditures on mathematics achievement scores of Grade 4 students and found that significant difference
existed between the achievement score of student on the basis of parental involvement, parental socioeconomic status and
instructional expenditures Wild, Hofer & Pekrun, (2001) state that authoritative parenting can be interpreted as behavior
that provides conditions conducive to self-regulated learning. Parenting style may not directly affect student’s beliefs and
attitudes but may rather be indicative of a generally stimulating climate in the family. Flouri and Buchanan (2003)
concluded from the results of their study that although both father and mother involvement contributed significantly and
independently to offspring’s happiness, father involvement had a stronger effect. Furthermore, the association between
father involvement and happiness was not stronger for sons than for daughters. There was no evidence suggesting that
family disruption weakens the association between father involvement and happiness, or that father involvement is more
strongly related to offspring happiness when mother involvement is low rather than high.

RESEARCH METHODOLOGY
The reason for conducting the momentum research was to reveal the effect of home environment and on personality
development and academic achievement. This chapter discusses research design and methodology adopted to conduct
research. It provides details about the population and sample of the study. Furthermore, it clarifies the development of
research instruments, their translation, and pilot testing. This chapter additionally clarifies the way toward conducting
factor examination and foundation of validity and reliability of research instruments. At last, technique to gather the
necessary information and methodology and tests used to examine the gathered information are talked about. Research
methodology is the philosophical justification to follow a specific method in research to collect information, analyze and
interpret the results. According to Denzin and Lincoln (1994), research methodologies have two broad categories:
positivistic and phenomenological: Positivistic method has objective approach. Its aim is to collect, analyze the
information and provide measured results. On the other hand, the phenomenological approach is subjective in nature. It
has focus on the social construction of experiences and its meaning (Denzin & Lincoln, 1994). The data collection,
analysis and interpretation process in both methods is also different. In quantitative research, the data is numeric using
predetermined instruments. According to Cresswell (2003) quantitative method uses small number of structured questions
to collect information from a large number of respondents. Data is analyzed statistically and results can be generalized
because of its clarity and exactness. On the other hand, in qualitative research, there is in-depth investigation of a
phenomenon. In contrast to quantitative method, the researcher collects detailed information from a small number of
respondents. Furthermore, the results from qualitative research are seldom generalized.
DESIGN OF STUDY

Research design is a method of combining research questions and empirical data to arrive at a conclusion. It contains an
action plan that includes a research technique, population, sample, research tools, and data collection and analysis
procedures (Churchill, 1995; Frankfort- Nachmias & Nachmias, 1996; Gay, 1996). The survey research design is one of
the most essential research designs. The term "survey" refers to the process of selecting a representative sample of people
from a larger population (Kelley et al, 2003). The survey approach, according to (Kraemer, 1991), statistically
characterises the characteristics of various aspects of a community; the data gathering procedure is subjective because it is
obtained from people, and has the ability to make generalisations about the target population. This strategy aims to
identify whether specified objectives have been reached, to set baselines against which future comparisons can be made,
to examine trends over time, and to explain what exists, in what quantity, and in what context” (Isaac & Michael, 1997, p.
136). The advantages of using this survey method are that it facilitates the participation of more subjects, allow for more
flexibility in the analysis of the data, improve reliability, and greatly eliminates observer’s subjectivity (Lam &Ducreux,
2013). As a result, survey method was used to collect data for finding influence of home  environment on personality
development and academic achievement of students , keeping in mind the large population, numerous uncontrollable
variables, and information required from the respondents for the current study, using an organised and arranged approach
Surveys can elicit information about the attitudes, it is economical and has a rapid data collection procedure (Creswell,
2003, McIntyre, 1999). Furthermore, the current study was quantitative in nature. Quantitative research has the
characteristics of stating the research problem in very specific and set terms (Frankfort-Nachmias & Nachmias, 1992);
eliminating or minimizing the element of subjectivity in judgment (Kealey & Protheroe, 1996) and achieving high
reliability of collected information (Balsley, 1970). Questionnaires were used for the purpose of data collection and
statistical tools were used in data analysis.

POPULATION
Population is the aggregate of units which the researcher studies and draws conclusions about it (Levin & Rubin, 2000;
Sekaran, 2003). The population of this study consisted of 10th class school students who had appeared in annual
examination of 2020 under BISE (Board of Intermediate and Secondary Education) Faisalabad.

SAMPLING TECHNIQUES

A sample is a collection of a few population components used to characterise a population (Levin & Rubin, 2000;
Sekeran, 2003). According to Sekeran (2003), sampling is a method in which a sufficient number of respondents are
chosen so that after examining the sample and its features, generalisations about the elements of the population may be
drawn. The process of sample selection is called sampling. Sampling may be random (probability) or non-random (non-
probability). According to Best & Kahn (2000), random sampling is an ideal technique on the grounds that each
component of the population has an equal chance to be selected. A simple random sampling technique selects an item on
the basis that each item in the population has an equal chance to be selected (Levin & Rubin, 2000). The sample collected
is thus unbiased. Therefore, simple random sampling technique was used to select ten teachers each from the selected
schools. The Stratified random sampling approach is another method for picking a sample. The population is divided into
sub-populations or non-overlapping groupings called strata, and a sample is chosen from each stratum using this
procedure (Chaudhry, 1991). Furthermore, this technique is low-cost, has higher accuracy, and provides better coverage of
the intended population's topics.

Sample of the study

When the population is large enough to allow access to all members, a sample is chosen. According to Gay (1996), the
sample size should be sufficient enough to be handled in a timely and cost-effective manner. A sample of selected schools
and pupils from the Faisalabad Division are examined below, taking into account the aforesaid two restrictions of
inaccessibility to all members of the population and management within time and available financial constraints.
The study's goal was to look at the impact of a student's home environment on his or her academic performance and
personality. The study's independent variable is the home environment, which includes socioeconomic level, family
connections. Cluster sampling technique was used for the selection of the sample of the study. It was decided to select
male and female schools from District Faisalabad. students. Name of male and female schools and their relevant
respondents’ number is given in tables No. 1-2 respectively.

Name of Male Schools Number of Respondents

1. Govt High school 52 Jb Mullanpur Faisalabad. 20
2. Govt High school 51 Jb Sajjadan Faisalabad. 30
3. Govt High school 58 Jb lehlan Faisalabad. 15
4. Govt New Model High school GM abad Faisalabad. 10
5. Govt Millat Islamia High school GM abad Faisalabad 15
Total 90

Table # 2: Name of Female Schools and Number of Respondents

Name of Schools Number of Respondents
1. Govt Girls High school 58 Jb lehlan Faisalabad 20
2. Govt Girls High school 272 Jb Mazarah Faisalabad 20
3 . Govt Girls High school 271 Jb Siryala Faisalabad 20
4. Govt Girls Higher secondary school 30 Jb Faisalabad 20
5. Govt M.C Girls High school GM abad Faisalabad 20

Total 100

Research Instruments:
The major intend of the study was to study the effect of home environment on the personality and academic achievements
of the students. To gather information about home environment (independent variable), personality and academic
achievements of students (dependent variables), following instruments were used

Personality Instrument
In order to determine the personality of students a five factor personality inventory developed by Dr. Tom Buchanan
(2001) was used. The test materials and underline philosophy of this inventory is derived from the International
Personality Item Pool (Goldberg 1999a). This inventory is intended to access the five main domains of the Five Factor
Model. The current dominant model in theory and research on personality proposes that personality is best described in
terms of a hierarchal model with five main domains (Goldberg 1990; Costa & Mc Crae 1992; Digman, 1990), openness,
emotional stability, conscientiousness, agreeableness and extroversion. It is based on an IPIP inventory developed by
Goldberg (1999b).

Pilot Testing
Both the instruments were pilot tested. The dependability coefficient of both the instruments was determined by applying
Cronbach Alpha Reliability Method and it was found _ = 0.82 for Index of Family Relations and 0.792 for total
personality inventory.
Achievement Score
The achievement score of students at Metric level for annual examination 2020 of the Board of Intermediate and
Secondary Education (BISE) Faisalabad was collected from the result gazette of the BISE Faisalabad. The result of those
students who failed in one or more subjects was collected from the office of BISE Faisalabad. Personally by the
researcher. Out of 724 subjects, 512 passed the examination and 212 failed in one or more subjects. Total marks were
1100 and 364 was passing score.

Collection of Data
For data collection research instruments were administered to subjects with the permission of the
Headmaster/Headmistress of each School.

VALIDITY OF INSTRUMENTS
The validation of research equipment was done with the help of professionals who were fluent in both Urdu and English.
The specialists were asked to assess the instruments' face and substance authenticity. They were also instructed to assess
the instruments' suitability for use in the local area, as well as to ensure that English and Urdu words convey the same
meaning.

RELIABILITY OF INSTRUMENTS
The reliability of a good research equipment is one of its most important characteristics. The degree to which an
instrument or test assesses what it claims to measure is defined by Gay (1996). Cronbach Alpha is a technique for
determining the reliability of a research instrument. This is a common method for determining the dependability of
multipoint scale instruments. According to Sekaran (2003), reliability is mathematically expressed and ranges from 0-1. A
coefficient near one (1) implies great dependability, a coefficient near zero suggests low reliability, and a value of one (1)
indicates perfect reliability.
Questionnaire

Both questionnaire (Home Environment and Personality) are for students. Mean they will fill by students.

Questionnaire for Home Environment.

Sr Statement Strongly Agree Neutral disagree Strongly

NO. Agree disagree
1 The members of my
family really care
about each
Other
2 I think my family is
terrific
3 My family gets on my
nerves
4 I really enjoy my
family
5 I really can depend on
my family
6 I really do not care to
be around my family
7 I wish I was not the
part of this family
8 I get along well with
my family
9 Members of my
family argue too much
10 There is no sense of
closeness in my family
11 My family doesn't
understand me
12 I feel like a stranger in
my family

13 There is too much

hatred in my family
14 My family is well
respected by others
who know us

15 There seems a lot of

friction in my family
16 There is a lot of love
in my family
17 Members of my
family get along well
together
18 life in my family is
generally un pleasant

19 My family is a great
joy to me

20 I feel proud of my
family

21 Other families seem to

get along better then
ours
22 My family is a real
source of comfort to
me
23 I feel left out of my
family
24 My family is an
unhappy one
25 Home Environment
Have significant effect
on academic
achievement.
26 Learning Environment
in home boost up the
academic achievement

Questionnaire for PERSONALITY

Statement Strongly Agree Neutral disagree Strongly

Agree disagree

I Tend to vote for

1 conservative political
candidates
2 I have frequent mood
swings
3 I Am not easily
bothered by things
4 I Believe in the
importance of art
5 I Am the life of the
party
6 I Am skilled in
handling social
situations
7 I Am always prepared
8 I Make plans and
stick to them
 9 I Dislike myself
10 I Respect others
11 I Insult people
12 I Seldom feel blue
13 I Don't like to draw
attention to myself
14 I Carry out my plans
15 I Am not interested in
abstract ideas
16 I Make friends easily
17 I Tend to vote for
liberal political
candidate
18 I Know how to
captivate people
19 I Believe that others
have good intentions
20 I Do just enough work
to get by
21 I find it difficult to get
down to earth
22 I get panic easily
23 avoid philosophical
discussions
24 accept people as they
are
25 don’t enjoy going to
art museums
26 pay attention to
details
27 keep in the
background
28 feel comfortable
myself
29 waste my time
30 get back at others
31 get chores done right
away
32 don’t talk a lot
33 I Am often down in
the dumps
34 I shirk my duties
35 I don’t like art
36 Home environment
plays significant role
in personality
development.
Demographic Variable Information Performa (DVIP)
A demographic Variable Information Performa (DVIP) was developed by the researcher to collect information relating to
the demographic variables of the study. The Performa consisted of the following variables;
1. Parental education
2. Family income
3. Father's occupation
4. Institution's name
5. Parents' own house or not
6. Servant available at home
7. Transport facility available for students to attend their institution
8. Facilities available at home i.e, Television, Telephone, Computer, Internet, Air conditioner,.
9. Size of the family
10. Birth order (Sibling position) of the student.
11. Type of family i.e, Joint or nuclear

Socioeconomic Status:
Social scientists and sociologists use the word "socioeconomic status" to define an individual's or a group's position in a
hierarchical social structure. Parental education, Family income and occupation, Housing Facility, and Material
Possessions are some of the socioeconomic factors used to determine this category. In the present study, researcher used
the following indicators for the calculation of parent's socioeconomic status on the basis of experts’ opinion: Parental
education, Family income, and ownership of a house, Availability of home servant and other facilities available at home
i.e, Telephone, Television, Internet, Computer and Air conditioner.
Parental Education

To score parental education, an eight point scale was used. Similar procedure was used by Arif (1982) and Rana (2002).
The values are mentioned in table.

Scoring procedure for parental education

Parental education level Score

Uneducated 0

Primary 3

Middle 4

Matric 5

Intermediate 4

Graduate 5

Post Graduate 6

MBBS/B.Sc Engineering 5

PhD 3

Family Income:

Table , shows the scale used for monthly family income

Table for Scoring procedure for family income

Monthly Income Score

 Up to 15000 6

<15000 to 20,000 2

<20000 to 25,000 3

<25000 to 30,000 4

<30000 to 40,000 3

Above 40,000 2

Value '1' was assigned to all other indicators of the socio economic status i.e, availability of home servant,

ownership of a house, and other facilities at home including computer, telephone, television, internet and air-

conditioner.

On the basis of parental socio economic status all subjects of the study were classified into three categories. The
classification was based on percentile scores. The values are presented in table

Classification of subjects on the basis of socio economic scores

Score Classification

Up to 25th percentile

75thpercentile More than 15

Less than 9

26th to
75thpercentile

10 to 15

Above
L
o
w

A
v
e
r
a
g
e

H
i
g
h
A demographic section was connected to the instruments to collect demographic information about the study subjects,
which included questions regarding family size, position of the subject in his/her siblings (birth order), and family type.
The impact of family size, birth order, and family type on academic achievement and personality of students was also
investigated.
Family size

All subjects of the study were classified into three groups on the basis of family size. The classification is

presented in table

Table for Classification of subjects on the basis of family size

Family size Total No. of brothers and sisters

small 1 to 3

average 4 to 6

Large 7 and more

Value ‘1’ was assigned to large, ‘2’ to average and ‘3’ to small family

Home environment

As stated in the study's theoretical framework, a student's home environment consists of family interactions, the
socioeconomic position of the student's parents, the size of the family, the student's birth order, and the family type. Thus
students’ home environment was determined by summing up the score of the subjects from the index of family relations and
other demographic variables which affect students’ personality and their academic achievements.

Relative weight % of every variable to determine home environment

Variabl Weight
e %
Family relations 50

Socioeconomic status 20

Size of the family 10

 Birth order 10

Type of the family 10

On the basis of total home environment score, all subjects of the study we classified into three groups. The

classification was based on percentile scores.

Analysis of Data

Analysis of Variance (ANOVA), and t-test were used to test the hypothesis of the study. The alpha (p) level

of 0.05 was used in all tests of hypothesis.

 DATA ANALYSIS AND INTERPRETATION

This chapter deals with the description and analysis of data. This chapter is divided into two parts.

Descriptive information about subjects of the study on different variables is presented in part-1 , while part -2

deals with the results of hypothesis testing.

PART-1

Descriptive Information

Table for Distribution of subjects by home environment

Home environment group N Percentage

Higher 242 33.425

Middle 247 34.116

Lower 235 32.459

Total 724 100

Data from table, shows that the highest percentage of subjects (34.116) were from middle home environment

group followed by subjects from higher home environment group 33.425 %,while the lowest percentage of

subjects was from lower home environment group(32.459).

Distribution of subjects by socioeconomic status

Socioeconomic status N Percentage

Low 285 39.36

Average 251 34.67

High 188 25.97

Total 724 100
Table, provides the distribution of subjects by socioeconomic status. The highest percentage of subjects

(39.36) was from low socioeconomic status and the lowest percentage of subjects (25.97) was from high

socioeconomic status.

Distribution of subjects by gender

Gender N Percentage

Male 314 43.37

Female 410 56.63

Total 724 100

Table , indicates the distribution of subjects by gender. The data shows that female subjects were 56.63% and

male subjects were 43.37 %.

Distribution of subjects by family size

Family size N Percentage

Small 161 22.24

Average 445 61.46

Large 118 16.30

Total 724 100

Table , provides the distribution of subjects regarding size of their family. It is indicated from the table that

the highest percentage (61.46) % of subjects was, from average size families, followed by 22.24 % (small

size), and the lowest percentage of subjects (16.30) was from large families.

Table of subjects by birth order

Birth order N percentage

First born 207 28.59

Second born 380 52.49

Last born 137 18.92

Total 724 100

Table , shows that 52.49 percent of subjects were second born, 28.59 were first born and

18.92 were last born.

 PART-2

Testing of Null Hypothesis

This part deals with the results of hypothesis testing.

H#01 There is no significant effect of home environment on students’

achievement This hypothesis was tested by applying one way ANOVA

Descriptive statistics for effect of home environment on students’ Achievement.

Home

Environment N Mean Std. Deviation Std. Error

group

Higher 243 331.5826 55.14405 3.54479

Middle 248 301.4130 60.03820 3.82014

Lower 234 279.3362 61.56660 4.01616

Total 725 304.9807 62.36820 2.31790

Univariate Analysis of Variance for effect of home environment on

students’ achievement .

Mean
Source of variance Sum of Squares df F Sig.
Square
Between Groups 305778.56 2 152889.28 43.978 .000

Within Groups 2506541.2 721 3476.479

Total 2812319.7 723
Table presents the data about means of achievement score on the basis of home environment. The highest

mean (330.58) was found for subjects who belonged to higher home environment group, and the lowest

mean (280.33) was for those subjects who belonged to lower home environment group.

Table 2 presents the summary of univariate analysis of variance, which shows that p value (0.000) is less

than 0.05 and the null hypothesis stating that there is no significant effect of home environment on the

achievement of students is rejected at 0.05 level of significance. Thus a significant effect of home

environment was found on students’ achievement.

As the results were significant, it was decided to run LSD Post Hoc Test of multiple comparisons. However,

only significant mean differences are presented here which contribute the most in making the results

significant.

LSD POST HOC Test of Multiple comparisons regarding home environment on students’

achievement.

Comparison Mean Difference Significance

Lower Vs Higher -50.24 .000

Lower Vs Middle -20.07 .000

Middle Vs Higher -30.16 .000

It was concluded from the LSD Post Hoc Test that there was a significant difference in the

achievement of students from different home environments.

H o2 There is no significant effect of home environment on students’ personality.

This hypothesis was tested by applying one way ANOVA

Table OF Descriptive statistics for effect of home environment on

students’ personality

Home

environment N Mean Std. Deviation Std. Error

group

Higher 243 151.1364 16.15517 1.03849

Middle 248 149.5263 16.93934 1.07782

Lower 234 141.0085 17.37692 1.13354

Total 723 146.2901 17.20011 .63924
Source of variance Sum of Squares df Mean F Sig.
Square

Between Groups 9751.026 2 4875.513 17.219 .000

Within Groups 204144.06 721 283.140

Total 213895.09 723

This is the table of Univariate Analysis of Variance for effect of home

environment on students’ personality

Table presents the data about means of personality score on the basis of home
environment. The highest mean (150.13) was found for subjects who belonged to
higher home environment group, and the lowest mean (142.00) was for those subjects
who belonged to lower home environment group.

Next Table presents summary of univariate analysis of variance, which shows that p
value (0.000) was less than 0.05 and the null hypothesis stating that there is no
significant effect of home environment on students’ personality was rejected at 0.05
level of significance. So there was significant effect of home environment on students’
total personality. As the results were significant, it was decided to run LSD Post Hoc
Test of Multiple Comparisons. However, only significant mean differences are
presented here which contribute the most in making the results significant.
Table# LSD Post Hoc Test of Multiple Comparisons regarding home

environment on students’ personality.

Comparison Mean Difference Significance

Lower Vs Higher -8.12785 .000

Lower Vs Middle -7.51781 .000

From LSD Post Hoc Test it was concluded that students from different home

environments were significantly different from each other regarding their personality.
CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSIONS

AND RECOMMENDATIONS
Summary

The purpose of this study was to look at the impact of a student's home environment on their
personality and academic performance. The population of study was student of secondary level
of different govt schools. A demographic variable information Performa was developed by the
researcher to get information about the variables of parental education, family income, parents
own house or not, servant available at home, availability of transport facility, and other facilities
including television, computer, internet and telephone.

Total 02 null hypotheses were formulated to examine the cause-effect relationship between the
variables of home environment, achievement and personality of students. Analysis of Variance
(ANOVA) and t-test were used to test the hypotheses of the study.

It was concluded from the present study that with the exception of family type and birth order, all
other independent variables had significant effect on the academic achievements of the students.

Findings
 There was significant effect of home environment on the achievement of students
 There was significant effect of home environment on the total personality of students

Conclusions
The independent variable of home environment had a substantial cause-effect connection with
the dependent variables of academic achievement and whole personality. The family
environment had a substantial impact on the personality factors of extroversion, emotional
stability, agreeableness, and conscientiousness of students.

Students' achievement and personality were strongly affected by the independent variable of
socioeconomic position. Extroversion and conscientiousness personality traits were also strongly
influenced by socioeconomic level, while openness, emotional stability, and agreeableness
personality traits were not.

The dependent variables of students' achievement and personality were significantly affected by
the independent variable of family ties. With the exception of openness, all other personality
traits (emotional stability, extroversion, conscientiousness, and agreeableness) were found to be
influenced by family relationships.

Discussions

The purpose of this study was to look at the impact of a student's home environment on their
personality and academic performance. It also wanted to see how family relationships, financial
level, parents' education, family size and type, and birth order influenced students' personalities
and achievement. With a few exceptions, the findings of this investigation support the literature
reviewed.

The current study demonstrates that a student's home environment has a major impact on their
academic performance. Students belonging to the higher home environment group had the
greatest mean accomplishment score (330.58), while students belonging to the lower home
environment group had the lowest mean achievement score (280.33).

According to current research, the family environment and personality have a favourable cause
and effect relationship. Students in the higher home environment group had the highest
personality means (150.13), while students in the intermediate home environment group had
149.52, and students in the lower home environment group had the lowest mean (148.00).

Recommendations
 The findings of this study show the importance of a pleasant home environment, thus
parents should be educated on child rearing methods to improve the quality of family life.
 Mass media should be used to enhance public awareness about the value of pleasant,
loving, and supporting family relationships.
 Teachers, administrators, curriculum developers, and policymakers should be aware of
kids' psychological and physical needs, and this should be included in their professional
development.
 In a rapidly changing world, the home environment has changed dramatically, affecting
pupils' moral and intellectual growth. As a result, more research should be done to
investigate and examine other elements that may influence students' academic
performance and personality.