Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme As Facilitator To Academic Motivation and Life Satisfaction of The Female Learners

KASTURBA GANDHI BALIKA VIDYALAYA (KGBV)
SCHEME AS FACILITATOR TO ACADEMIC

MOTIVATION AND LIFE SATISFACTION
OF THE FEMALE LEARNERS
A
THESIS SUBMITTED
TO SIDHO-KANHO-BIRSHA UNIVERSITY
FOR THE DEGREE
OF DOCTOR OF PHILOSOPHY
IN EDUCATION
BY
KAJAL DAS
DEPARTMENT OF EDUCATION
UNDER THE FACULTY OF ARTS
SIDHO-KANHO-BIRSHA UNIVERSITY
PURULIA, WEST BENGAL, INDIA
April 2021
Illiteracy is our sin and shame and must be liquidated – Mahatma Gandhi
Delaration
I, Kajal Das, hereby declare that a research project, leading to the

Ph.D. degree, was carried out by me. This project was supervised and
guided by my teacher Professor Samirranjan Adhikari, Professor,
Department of Education, Sidho-Kanho-Birsha University, Purulia.
The title of the project was “Kasturba Gandhi Balika Vidyalaya
(KGBV) Scheme as Facilitator to Academic Motivation and Life
Satisfaction of the Female Learners”.
It is further declared that I have tried to abide by the rules and
regulations of the university as applicable regarding the Ph.D. degree; again
no part of the thesis has been published anywhere or submitted for any
other degree and it is free from any plagiarism.
Now I am submitting the thesis. This thesis is the product of my best
endeavour.
Dated: (Kajal Das)
i
Date: 20th Day of March, 2021
Certificate
Certified that Smt. Kajal Das has completed all formalities as per
rules of Sidho-Kanho-Birsha University for submission of her thesis entitled
“Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme as Facilitator to
Academic Motivation and Life Satisfaction of the Female Learners”
for Ph.D. degree in Education under the Faculty of Arts of Sidho-Kanho-
Birsha University.
The research work is an original one and has been carried out by
Smt. Das according to standard norms under my direct supervision and
guidance. To the best of my knowledge no part of the thesis has been
submitted or published elsewhere for any purpose whatsoever and there is
no plagiarism.
With great pleasure I am approving the thesis of Smt. Das and
forwarding the same to the university authority for their necessary action.
(Prof. Samirranjan Adhikari)

Professor, Department of Education,
Sidho-Kanho-Birsha University, Purulia
ii
“There is no greater pillar of stability than a strong, free and educated woman, and there is no
more inspiring role model than a man who respects and cherishes women and champions their
leadership.”
– Angelina Jolie
Acknowledgement
In the very beginning I have no hesitation in admitting that this dissertation

would not have been possible without the guidance and help of several individuals
who in one way or another contributed and extended their valuable assistance in the
preparation and completion of this study.
Foremost, I would like to express my deepest appreciation to my supervisor

Prof. Samirranjan Adhikari, Professor, Department of Education, Sidho-Kanho-
Birsha University, Purulia, for his continuous guidance and support to my Ph.D.
study and research, and for his patience and motivation, enthusiasm and erudition.
He continuously and convincingly conveyed a spirit of adventure in regard to
research and excitement in regard to teaching. Without his guidance and persistent
help this work would not have been possible.
Beside my supervisor, I owe a deep sense of gratitude and Pranams to Prof.

Narugopal Dey, Dean, Faculty of Arts, Sidho-Kanho-Birsha University; Prof. Sonali
Mukherjee, Ex-Dean, Faculty of Arts, Sidho-Kanho-Birsha University; Dr. Subir Sen,
Associate Professor and Head of the Department, Department of Education, Sidho-
Kanho-Birsha University; Dr. Santosh Kumar Behera, Associate Professor,
Department of Education, Kazi Nazrul University, Asansol; Dr. Swapan Kumar
Maity, Assistant Professor, Department of Education, Sidho-Kanho-Birsha
University; Dr. Laxmiram Gope, Assistant Professor, Department of Education,
iii
Sidho-Kanho-Birsha University; for their encouragement, insightful comments and
intellectual support. They always showed me the right track when I needed help. It is
with their valuable suggestion, guidance and encouragement that I am able to
complete this thesis.
It is a genuine pleasure to express my deep sense of thanks and gratitude to

my mentor and philosopher Professor Paresh Chandra Biswas, Retired Professor,
Department of Education, University of Kalyani, for his generous help and advice
whenever I approached him. He was very kind and patient whilst suggesting me the
various avenues to approach the topic and correcting my doubts as and when
necessary.
My sincerest thanks go to my elder brothers and friends Mr. Dibakar Ghosh,

Mr. Debashish Debnath (both of them are Research Scholars of this Department) for
the stimulating discussions I had with them in time and again. I also thankful to Mr.
Arnab Kundu, Assistant Teacher, Chhinpur Jr. High School, Bankura; Dr. Tripty Bej,
Assistant Teacher, Srima Balika Vidyalaya, Paschim Medinipur; and Mr. Dibakar
Nayek, Headmaster, Chuamosina High School (H.S.), Bankura for their kind help
and co-operation; they have encouraged me a lot throughout my research period and
I have come to learn so many new things from the exhaustive discussions with them.
I am extremely thankful to my younger brothers Mr. Sajal Kumar Char, Mr.

Sukumar Goswami, Mr. Sushanta Mahato, Mr. Samir Sen, Mr Radhamadhab Das,
Mr. Subrata Bhattacharya, Department of Education, Sidho-Kanho-Birsha
University; and Mr. Sudipta Mahato, Teacher-in-Charge, Deban Mahato Teachers’
Training College, Purulia. These personalities left no stone unturned to extend their
help and cooperation in every walk of my research.
iv
I am deeply indebted to my anti Smt. Kanan Das in particular who always
put encouragement and showed keen interest in my Ph.D. study since its conceptual
inception, thereby helping me finish it within the limited time.
Besides, I want to convey my gratitude to Smt. Simasree Adhikari Madam

(wife of my Sir, Professor Samirranjan Adhikari). In this research work Simasree
Ma’am has assisted me not only with her reasonable comments but also with her
tenderness, maternal love and hospitality. I remain ever grateful to her; she has
made in order to help me in this research work.
Again I am thankful to my colleagues Mr. Sujan Jana, Mr. Prosanta Sarkar,

Smt. Indrani Dasgupta and my friends Mr. Prabir Saha, Mr. Tanumoy Majumder
and my students Miss Riya Dey, Miss Esha Mondal, Miss Srabani Debnath for their
positive encouragement and purposeful inputs. They have helped me to bring about
this work.
I convey my hearty blessings to the students who participated in the research

work; again my regards go to the head of the institutions from where data were
collected.
Last but not the least, I would like to thank all in general who appreciated my
work and motivated me, and finally to Omnipotent Power who eventually made
everything possible.
(Kajal Das)
v
Abstract
Perspectives
For achieving the goals of poverty alleviation and population control,

education for the female children is one of the best investments. Girls’
education brings forth a good number of social profits, such as – (a)
marriages at the right age, (b) reduced fertility rate, (c) better nourished and
healthier families. So education for the girl children should be ensured. The
Government of India has launched Kasturba Gandhi Balika Vidyalaya
(KGBV) scheme as a gender specific interventions to reduce gender
inequality in education. In Kasturba Gandhi Balika Vidyalaya scheme
hostel has been set up in attaching with the day schools in Educationally
Backward Blocks (EBBS) to provide hard to reach girls, especially the
deprived ones belonging predominantly to the SC, ST, OBC community and
minority groups, with residential facilities and education. This scheme
actually serves as the extrinsic motivation generator.
The main purpose of the present study was to determine the impact
of Kasturba Gandhi Balika Vidyalaya (KGBV) scheme on development
of academic motivation and life satisfaction of the female learners.
Method
The present study was carried out through the descriptive survey
method within ex-post-facto research design. A sample of 200 KGBV
hostel dwellers (considered as study group) and 247 female day scholars
(considered as reference group) were randomly chosen from different
schools having KGBV hostels in West Bengal by stratified random sampling
technique. (i) Multidimensional Students Life Satisfaction Scale
(MSLSS) (Huebner, 2001) (Bengali version of the Scale was adopted and
vi
used) and (ii) Motivated Strategies for Learning Questionnaire
(MSLQ) (Pintrich & De Groot, 1990) (Bengali version of the Scale was
adopted and used) were administered on the sample.
Results
In descriptive statistics of academic motivation (Motivated

Strategies for Learning Questionnaire, MSLQ, score) the means of
scores of KGBV group were high in all facets except in test anxiety. So
KGBV group was highly motivated in all facets but moderate in test anxiety.
In descriptive statistics of life satisfaction (Multidimensional Students
Life Satisfaction Scale, MSLSS, score) the means of scores of the
KGBV group was higher in family, school facets and MSLSS in totality but
friends, living environment and self facets were moderate satisfaction. This
proved that KGBV group was highly motivated academically and highly to
moderately satisfied with their lives.
In comparative analysis of academic motivation (Motivated

Strategies for Learning Questionnaire, MSLQ, score) the mean scores
of KGBV group was significantly (statistically) higher than that of RG
group; except in test anxiety, KGBV group students experienced less test
anxiety than RG. From this result it may be concluded that the KGBV
group was academically more motivated than their day scholar counterparts.
In comparative analysis of life satisfaction (Multidimensional Students
Life Satisfaction, MSLSS, score) the mean scores KGBV group was not
significantly (statistically) higher than that of RG group, except in family
facet, female students of both the groups expressed the same happiness
(derived from the different aspects of life).
In Multiple Regression Analysis it was showed (in Enter Method,

Model Summary Method, ANOVA Method, Coefficient of Multiple
Regression Analysis Method) that the independent variables facets of
vii
(Motivated Strategies for Learning Questionnaire, MSLQ, score) put
their highly (statistically) significant effect in development of life satisfaction.
Discussions and Conclusions
From the results of descripive presentation it might be concluded that

the female students of KGBV group were strongly motivated academically
and well satisfied in life.
Again, from the results of the comparative analysis it might be

concluded that there was positive impact of the KGBV scheme in
development of academic motivation in self-efficacy, intrinsic value,
cognitive strategy use, self-regulation and management of test anxiety; and
life satisfaction in family, friends, school, living environment, self, and
MSLSS in totality of the KGBV hostel dwellers.
In multiple regression analysis it was observed that all of the facets

of academic motivtion kept positive impact on development of life
satisfaction.
viii
Contents
Delaration....................................................................................................................................i
Certificate.................................................................................................................................. ii
Acknowledgement ................................................................................................................... iii
Abstract .....................................................................................................................................vi
Contents ....................................................................................................................................ix
List of Tables ..........................................................................................................................xvi
List of Figures ...................................................................................................................... xviii
Paper Presented in Seminar ....................................................................................................xix
List of Publication .................................................................................................................... xx
CHAPTER – I
INTRODUCTION ..................................................................................................................... 1
1. Introduction ....................................................................................................................... 1
1.1 Sarva Shiksha Abhiyan ............................................................................................... 1
1.1.1 History of the Sarva Shiksha Abhiyan............................................................2
1.1.2 Aims of Sarva Shiksha Abhiyan ....................................................................4
1.1.3 Process of Operation.....................................................................................4
1.1.4 Components of Sarva Shiksha Abhiyan .........................................................5
1.1.5 Types of Teacher Education Programme under Sarva Shiksha Abhiyan............6
1.1.6 The Scenario so Far ......................................................................................6
1.1.7 Sarva Shiksha Abhiyan as a Framework and as a Programme .........................7
1.1.8 Broad Strategies of Sarva Shiksha Abhiyan Programme..................................7
1.1.9 Modular Changes to Make the Classroom Process More Effective .................10
1.1.10 Educational Implication ............................................................................11
1.1.10.1 Implication for Teachers ....................................................................11
1.1.10.2 Implications for Resource Persons ......................................................11
1.1.10.3 Implications for Curriculum / Materials Designer ................................12
1.1.10.4 Implications for Policy Maker/ Administrator .....................................12
1.1.11 Concluding Remarks on Perspectives of Sarva Shiksha Abhiyan .................13
1.2 Kasturba Gandhi Balika Vidyalaya ........................................................................... 13
1.2.1 Priority of the Scheme ................................................................................14
1.2.2 Facilities in Kasturba Gandhi Balika Vidyalaya (KGBV) Hostels ..................14
ix
1.2.3 Coverage in India .......................................................................................15
1.2.4 Kasturba Gandhi Balika Vidyalaya Scheme as an Extrinsic Motivator ...........15
1.2.4.1 Role of Extrinsic Motivator ..................................................................16
1.3 Significance of the Study .......................................................................................... 17
1.4 Objective of the Study ............................................................................................... 17
1.4.1 Specific Objectives of the study ..................................................................17
1.5 Research Questions of the Study............................................................................... 18
1.6 Research Hypotheses of the Study ............................................................................ 20
1.6 Delimitation of the Study .......................................................................................... 21
CHAPTER – II
BRIEF ACQUAINTANCE WITH THE PSYCHOLOGICAL CONSTRUCTS .................... 22
2. Theoretical Understanding of the Psychological Constructs ........................................... 22
2.1 Academic Motivation ................................................................................................ 22
2.2 Life Satisfaction ........................................................................................................ 27
2.2.1 Subjective Well-being ................................................................................28
2.2.2 Elements of Life Satisfaction ......................................................................29
CHAPTER – III
REVIEW OF ALLIED LITERATURE ................................................................................... 32
3. Looking Back .................................................................................................................. 32
3.1 Motivation ................................................................................................................. 32
3.1.1 Expectancy-Value Model of Motivation.......................................................33
3.1.2 Self-Determination Theory (SDT) ...............................................................35
3.1.2.1 Intrinsic Motivation .............................................................................36
3.1.2.2 Facilitating versus Weakening Intrinsic Motivation................................36
3.1.2.3 Cognitive Evaluation Theory (CET) .....................................................37
3.1.2.4 Enhancing Intrinsic Motivation.............................................................39
3.1.2.5 Extrinsic Motivation ............................................................................41
3.2 Life Satisfaction ........................................................................................................ 43
3.2.1 Three Primary Paths to Happiness ...............................................................45
3.2.2 Purpose in Life ...........................................................................................46
3.2.2.1 Three Important Components of Purpose ..............................................47
3.2.2.2 Purpose and Subjective Well-Being ......................................................48
3.2.3 Hope .........................................................................................................48
x
3.2.3.1 Self-Efficacy and Hope ........................................................................49
3.2.3.2 Hope and Optimism .............................................................................50
3.2.4 Life in Modern Times .................................................................................50
3.2.4.1 Factors Predicting Variations in Subjective Well-Being .........................51
3.3 Motivation vs. Life Satisfaction: Purpose, Hope and Motivation ............................. 52
3.3.1 Intrinsic Motivation and Life Satisfaction ....................................................52
3.3.2 Achievement Motivation and Life Satisfaction .............................................53
3.4 „Kasturba Gandhi Balika Vidyalaya (KGBV)‟ Scheme Vs Motivation as
well as Life Satisfaction .................................................................................................. 54
3.4.1 Ecological Model of Child Development .....................................................58
3.4.2 KGBV and Life Skill Training ....................................................................58
3.4.2.1 Training on the students‟ Self-Esteem ...................................................60
CHAPTER – IV
METHODOLOGY .................................................................................................................. 62
4. Method............................................................................................................................. 62
4.1 Plan of the Research Work ........................................................................................ 62
4.1.1 Research Design.........................................................................................62
4.1.1.1 Variables ............................................................................................62
4.1.1.1.1 Independent Variable .......................................................................... 62
4.1.1.1.2 Dependent Variable ............................................................................. 63
4.1.2 Sampling ...................................................................................................64
4.1.2.1 Representative Sample .........................................................................64
4.1.2.2 Geographic Location of the Population .................................................64
4.1.2.3 Source ................................................................................................65
4.1.2.4 Sample Characteristics .........................................................................66
4.1.2.5 Sample Drawing Technique .................................................................66
4.1.2.5.1 Stratified Sampling Strategies ............................................................. 66
4.1.2.5.2 Sample Drawing .................................................................................. 66
4.1.2.5.3 Sample Size ......................................................................................... 68
4.1.3 Tool of Research ........................................................................................68
4.1.3.1 Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich
& De Groot, 1990) [Bengali version of the scale was adopted and
used]...................................................................................................68
xi
4.1.3.2 Multidimensional Students Life Satisfaction Scale (MSLSS)
(Huebner, 2001) [Bengali version of the scale was adopted and
used]...................................................................................................71
4.1.4 Adoptation of Translation Psychological Test ..............................................72
4.1.4.1 Translation of the Test Items and the Instructions in Bengali
Language ............................................................................................73
4.1.4.2 Standardization of the Bengali Versions of the Tests ..............................74
4.1.5 Procedure for Data Collection .....................................................................75
4.1.6 Statistical Techniques .................................................................................75
CHAPTER – V
PRESENTATION OF RESULTS ........................................................................................... 76
5. Presentation of Results ................................................................................................... 76
5.1 Descriptive Presentation ............................................................................................ 76
5.1.1 Academic Motivation Facets: Different Facets of Motivated Strategies
for Learning Questionnaire (MSLQ) Score ...................................................76
5.1.1(a) Different Facets of Motivated Strategies for Learning Questionnaire
(MSLQ) Scores of the Female Learners of Study Group (i.e. KGBV) .............78
5.1.1(b) Different Facets of Motivated Strategies for Learning Questionnaire
(MSLQ) Scores of the Female Learners of Reference Group. .........................79
5.1.2 Life Satisfaction: Multidimensional Students Life Satisfaction Scale
(MSLSS) ....................................................................................................83
5.1.2(a) Multidimensional Students Life Satisfaction Scale (MSLSS) Scores
of the Female learners of Study Group (i.e. KGBV) ......................................84
5.1.2(b) Multidimensional Students Life Satisfaction Scale (MSLSS) Scores
of the Female Learners of the Reference Group (RG) ....................................86
5.2 Comparative Analysis ............................................................................................... 88
5.2.1 Academic Motivation: Motivated Strategies for Learning Questionnaire
(MSLQ) .....................................................................................................89
(MSLSS) ....................................................................................................92
5.3 Multiple Regression Analysis ................................................................................... 95
5.3.1 Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of
the Female learners of both the Study Group (i.e. KGBV) and Reference
Group (RG) as a Whole as Dependent Variable. ............................................95
5.3.2 Multidimensional Students Life Satisfaction Scale (MSLSS) Score of
the Female learners of the Study Group (i.e. KGBV) as Dependent
Variable. ....................................................................................................98
xii
5.3.3 Multidimensional Students Life Satisfaction Scale (MSLSS) Score of
the Female Students of the Reference Group (RG) as Dependent
Variable. ..................................................................................................100
CHAPTER – VI
DISCUSSION AND CONCLUSION .................................................................................... 103
6. Discussion and Conclusion ............................................................................................ 103
6.1 Discussion ............................................................................................................... 103
6.1.1 Discussion on the Results of Descriptive Presentation.................................103
6.1.1.1 Discussion on the Results of Academic Motivation ..............................104
6.1.1.1.(a) Discussion on the Results of academic motivation of the female
learners of both the study group and reference group considering as
a whole. ............................................................................................104
6.1.1.1(b) Discussion on the Results of academic motivation of the female
learners of the study group .................................................................106
6.1.1.1(c) Discussion on the Results of academic motivation of the female
learners of the reference group. ...........................................................106
6.1.1.2 Discussion on the Results of Life Satisfaction......................................109
6.1.1.2(a) Discussion on the Results of life satisfaction of the female
learners of both the study group and reference group considering as
a whole .............................................................................................109
6.1.1.2(b) Discussion on the Results of life satisfaction of the female
learners of the study group .................................................................110
6.1.1.2(c) Discussion on the Results of life satisfaction of the female
learners of reference group .................................................................111
6.1.2 Discussion on the Results of Comparative Analysis ....................................114
6.1.2.1 Discussion on the Results Comparative Analysis in Academic
Motivation. .......................................................................................114
6.1.2.2 Discussion on the Result of Comparative Analysis in Life
Satisfaction .......................................................................................118
6.1.3 Discussion on the Results of Multiple Regression Analysis .........................122
6.1.3.1 Discussion on the Results of Multiple Regression Analysis
Considering the Female Learners of the Study Group (KGBV) and
Reference Group (RG) as a Whole ......................................................122
Considering the Female Learners of the Study Group (KGBV) .............123
Considering the Female Learners of the Reference Group (RG) ............124
xiii
6.2 Conclusion............................................................................................................... 125
CHAPTER – VII
SUMMARY, APPLICATIVE VALUE, LIMITATION AND
RECOMMENDATION FOR FUTURE STUDY.................................................................. 134
7.1 Summary ................................................................................................................. 134
7.1.1 Perspective ..............................................................................................134
7.1.1.1 Objective of the Study .......................................................................135
7.1.1.2 Specific Objectives of the Study .........................................................135
7.1.1.3 Research Questions of the Study .......................................................136
7.1.1.4 Research Hypotheses of the Study ....................................................138
7.1.2 Acquaintances with the Psychological Constructs under Study ....................139
7.1.2.1 Academic Motivation ........................................................................139
7.1.2.2 Life Satisfaction ................................................................................142
7.1.3.1 Motivation .......................................................................................142
7.1.3.1.1 Enhancing Intrinsic Motivation ........................................................ 143
7.1.3.2 Life Satisfaction ...............................................................................144
7.1.3.3 Motivation vs. Life Satisfaction: Purpose, Hope and Motivation ..........145
7.1.3.4 „Kasturba Gandhi Balika Vidyalaya (KGBV)‟ Scheme Vs
Motivation as well as Life Satisfaction ................................................145
7.1.4 Methods ..................................................................................................145
7.1.4.1 Research Design ...............................................................................145
7.1.4.1.1 Variables ........................................................................................... 145
7.1.4.1.1.1 Independent Variable ..................................................................... 146
7.1.4.1.1.2 Dependent Variable ........................................................................ 146
7.1.4.2 Sample.............................................................................................147
7.1.4.3 Tool of Research ..............................................................................147
7.1.4.3.1 Motivated Strategies for Learning Questionnaire (MSLQ)
(Pintrich & De Groot, 1990) (Bengali version of the Scale was adopted
and use.) ........................................................................................................... 147
7.1.4.3.2 Multidimensional Students Life Satisfaction Scale (MSLSS)
(Huebner, 2001) (Bengali version of the Scale was adopted and used.) .......... 147
7.1.4.4 Procedure for Data Collection............................................................148
7.1.4.5 Statistical Techniques .......................................................................148
7.1.5 Summary of Result ..................................................................................148
xiv
7.1.5.1 Descriptive Presentation ....................................................................148
7.1.5.2 Comparative Analysis ........................................................................149
7.1.5.3 Multiple Regression Analysis .............................................................150
7.1.6 Summary of Discussion and Conclusion ....................................................150
7.1.6.1 Summary of Discussion .....................................................................150
7.1.6.2 Summary of Conclusion.....................................................................151
7.2 Applicative Values .................................................................................................. 152
7.3 Limitations .............................................................................................................. 152
7.4 Recommendations for Future Study ........................................................................ 153
References .............................................................................................................................. 154
ANNEXURE ................................................................................................................. 178-188
ANNEXURE-1
Motivated Strategies for Learning Questionnaire -MSLQ..................................................... 178
ANNEXURE-I (a): Bengali Version of Motivated Strategies for Learning
Questionnaire (MSLQ) .......................................................................................................... 182
ANNEXURE-II
Multidimensional Students‟ Life Satisfaction Scale (MSLSS).............................................. 186
ANNEXURE- II (a): Bengali Version of Multidimensional Students Life Satisfaction
Scale (MSLSS) ...................................................................................................................... 188
xv
List of Tables
Table-4.1: District Wise Distribution of Educationally Backward Block (EBB) .................... 65

Table-4.2: District Wise Distribution of Selected EBB and Schools....................................... 67
Table-4.3: Group Wise Distribution of Sample ....................................................................... 68
Table-5.1.1: Descriptive Statistics of Scores of Different Facets of Motivated
Strategies for Learning Questionnaire (MSLQ) of the Female learners of both Study
Group, (i.e. KGBV) and Reference Group (RG) as a Whole .................................................. 77
Table-5.1.1(a): Descriptive Statistics of Scores of Different Facets of Motivated
Strategies for Learning Questionnaire (MSLQ) Scores of the Female learners of
Study Group (i.e. KGBV) ........................................................................................................ 78
Table-5.1.1(b): Descriptive Statistics of Scores of Different Facets of Motivated
Strategies for Learning Questionnaire (MSLQ) Scores of the Female learners of the
Reference Group (RG) ............................................................................................................. 80
Table-5.1.2: Descriptive Statistics of Multidimensional Students Life Satisfaction
Scale (MSLSS) Scores of the Female learners of both Study Group (i.e. KGBV) and
Reference Group (RG) as a Whole .......................................................................................... 83
Table-5.1.2(a): Descriptive Statistics of Multidimensional Students Life Satisfaction
Scale (MSLSS) Scores of the Female learners of Study Group (i.e. KGBV) .......................... 85
Table-5.1.2(b): Descriptive Statistics of Multidimensional Students Life Satisfaction
Scale (MSLSS) Scores of the Female learners of the Reference Group (RG)......................... 86
Table-5.2.1(a): Group Statistics of Scores on Different Facets of Motivated
Strategies for Learning Questionnaire (MSLQ) of the Female learners of the Study
Group (i.e. KGBV) and Reference Group (RG) ...................................................................... 89
Table-5.2.1(b): Results of Independent Samples Test of Type Wise Comparison of
Means of Scores of Different Facets of Motivated Strategies for Learning
Questionnaire (MSLQ) of the Female learners of the Study Group (i.e. KGBV) and
Table-5.2.2(a): Group Statistics of Multidimensional Students Life Satisfaction
Scale (MSLSS) Score of the Female learners of the Study Group (i.e. KGBV) and
Table-5.2.2(b): Results of Independent Samples Test of Type Wise Comparison of
Means of Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of the
Female learners of the Study Group, (i.e. KGBV) and Reference Group (RG) ...................... 94
Table-5.3.1(a): Variables Entered in Multiple Regression Analysis with
Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of the Female
learners of both the Study Group (i.e. KGBV) and Reference Group (RG) as a
Whole as Dependent Variable ................................................................................................. 96
Table-5.3.1(b): Model Summary in Multiple Regression Analysis with
Multidimensional Students Life Satisfaction Scale (MSLSS) Score of the Female
Whole as Dependent Variable ................................................................................................. 96
xvi
Table-5.3.1(c): ANOVA in Multiple Regression Analysis with Multidimensional
Students Life Satisfaction Scale (MSLSS) Score of the Female learners of both the
Study Group (i.e. KGBV) and Reference Group (RG) as a Whole as Dependent
Variable.................................................................................................................................... 97
Table-5.3.1(d): Coefficients in Multiple Regression Analysis with Multidimensional
Students Life Satisfaction Scale (MSLSS) Score of the Female learners of both the
Study Group (i.e. KGBV) and Reference Group (RG) as a Whole as Dependent
Variable.................................................................................................................................... 97
learners of the Study Group (i.e. KGBV) as Dependent Variable ........................................... 98
learners of the Study Group (i.e. KGBV) as Dependent Variable ........................................... 99
Students Life Satisfaction Scale (MSLSS) Score of the Female learners of the Study
Group (i.e. KGBV) as Dependent Variable ............................................................................. 99
Students Life Satisfaction Scale (MSLSS) Score of the Female learners of the Study
Group (i.e. KGBV) as Dependent Variable ............................................................................. 99
learners of the Reference Group (RG) as Dependent Variable .............................................. 101
learners of the Reference Group (RG) as Dependent Variable .............................................. 101
Students Life Satisfaction Scale (MSLSS) Score of the Female learners of the
Reference Group (RG) as Dependent Variable...................................................................... 101
Students Life Satisfaction Scale (MSLSS) Score of the Female learners the
Reference Group (RG) as Dependent Variable...................................................................... 102
Table-7.1.5.1: Mean of Life Satisfaction and Academic Motivation Scores of the
Female Students of both Study Group (i.e. KGBV) and Reference Group (RG)
Considering as a Whole ......................................................................................................... 149
Table-7.1.5.2: Group Statistics of Life Satisfaction Scale (MSLSS) and Academic
Motivation Scores of the Female Students of the Study Group (i.e. KGBV) and
Reference Group (RG) ........................................................................................................... 149
Table-7.1.5.3: Coefficients in Multiple Regression Analysis Life Satisfaction of
Female Students as Dependent Variable ................................................................................ 150
xvii
List of Figures
Figure-5.1.1: Histogram with Normal Probability Curve of Motivated Strategies for

Learning Questionnaire (MSLQ) Scores of the Female learners of both the Study
Group (i.e. KGBV) and Reference Group (RG) as a Whole ................................................... 81
Figure-5.1.1(a): Histogram with Normal Probability Curve of Motivated Strategies for

Learning Questionnaire (MSLQ) Scores of the Female learners of the Study Group
(i.e. KGBV).............................................................................................................................. 82
Figure-5.1.1(b): Histogram with Normal Probability Curve of Motivated Strategies for

Learning Questionnaire (MSLQ) Scores of the Female learners of the Reference
Group (RG) .............................................................................................................................. 82
Figure-5.1.2: Histogram with Normal Probability Curve of Multidimensional Students

Life Satisfaction Scale (MSLSS) Scores of the Female learners of both the Study
Group (i.e. KGBV) and Reference Group (RG) as a Whole ................................................... 87
Figure-5.1.2(a): Histogram with Normal Probability Curve of Multidimensional

Students Life Satisfaction Scale (MSLSS) Scores of the Female learners of the Study
Group (i.e. KGBV) .................................................................................................................. 88
Figure-5.1.2(b): Histogram with Normal Probability Curve of Multidimensional

Students Life Satisfaction Scale (MSLSS) Scores of the Female learners of the
Figure-5.2.1: Bar Diagram of Mean of the scores in Different Facets of Motivated

Strategies for Learning Questionnaire (MSLQ) of Female learners of Study Group
(KGBV) and Reference Group (RG) ....................................................................................... 90
Figure-5.2.2: Bar Diagram of Means of Group Statistics in Different Facets of

Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of Female
learners of the Study Group (i.e. KGBV) and Reference Group (RG) .................................... 94
xviii
Paper Presented in Seminar
Sl
Title of the paper Organized by Status
No.
1. Impact of “KASTURBA GANDHI Shimurali Sachinandan National
BALIKA VIDYALAYA (KGBV) College of Education,
SCHEME” as a Facilitator to Shimurali, Nadia
Academic Motivation of the Female
Learners.
2. Teacher‟s Role in Developing “Self Aurangabad B.Ed National
Learning Module” for Maximization Training College.
of learning from Contemporary Murshidabad.
Issues in Education.
3. A Descriptive Survey on the Life Durgapur Anandamoy National
Satisfaction of the Female Learners. B.Ed College,
Krishnanagar, Nadia.
4. Innovations in Teacher Education, Durgapur Anandamoy National
Research in Teacher Education B.Ed College,
Krishnanagar, Nadia.
5. A Descriptive Survey on the Annapurna Memorial International
Academic Motivation of the Female College of Education.
Learners. Kakdwip, South 24
Parganas.
6. A Probe into the Effect of KGBV Rajendra Academy for International
Scheme as a catalyst to Academic Teachers‟ Education.
Motivation of the Female Learners. Durgapur-12.
7. A Probe into the Effect of KGBV Rajendra Academy for International

Scheme as a catalyst to Life Teachers‟ Education.
Satisfaction of the Female Learners. Paschim Bardhaman,
Durgapur.
xix
List of Publication
Whether No. of
Sl. Title with year of ISSN/ISBN
Journal peer co-
No. publication, page nos No.
reviewed authors
1. Kasturba Gandhi Balika Research ISSN: Yes 2
Vidyalaya (KGBV) Reviews 2319-8753
Scheme as a Facilitator International
to Academic Journal of
Motivation of the IRSET
Female Learners, 2013,
(7179-7183)
2 A Probe Into the effect International ISSN: Yes 2
of Kasturba Gandhi Education & 2454-9916
Balika Vidyalaya Research Journal
(KGBV) Scheme as a
catalyst to Academic
Motivation of the
female learners, 2019,
(17-20)
3. A Probe Into the effect RESEARCH ISSN: Yes 2
of Kasturba Gandhi REVIEW 2455-3085
Balika Vidyalaya International
(KGBV) Scheme as a Journal of
catalyst to Life Multidisciplinary
Satisfaction of the
female learners, 2019
(19-23)
4 A Descriptive Survey International ISSN: Yes 2
on the Life Satisfaction Journal of 2277-8179
of the female learners, Scientific
2020, (1-3) Research
5 A Descriptive Survey International ISSN: Yes 2
on the Academic Journal of 2277-8179
Motivation of the Scientific
female learners, 2020, Research
(1-3)
xx
Chapter-1
Introduction
“The principal goal of education is to create men and women who are capable of
doing new things, not simply of repeating what other generations have done… who
are discoverers. We need pupils who are active, who learn early to find out for
themselves, partly by their own spontaneous activity and partly through the
materials we set up for them.”
[Jean Piaget (1896-1981). Educational Psychologist]
CHAPTER – I
INTRODUCTION
1. Introduction
To introduce the research problem we have to make ourselves acquainted with
Sarva Shiksha Abhiyan.
1.1 Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan is Government of India‟s flagship Programme for
achievement of Universalization of Elementary Education (UEE) in a time bound
manner. The mandate of 86th amendment to the Indian Constitution has initiated
making free and compulsory Education to the Children of 6-14 years age group. This
is granted as a „Fundamental Right‟. To cover up the entire country and address the
needs of about 192 million children in about 1.1 million habitations, Sarva Shiksha
Abhiyan has been being implemented in partnership with State Governments.
The Programme seeks – (i) to open new schools in those habitations which do
not have schooling facilities; (ii) to strengthen existing school infrastructure through
provision of additional class rooms, toilets, drinking water, maintenance grant and
school improvement grants; (iii) to provided existing schools having inadequate
teacher strength with additional teachers; (iv) to strengthen the capacity of existing
teachers by extensive training; (v) to provide grants for developing teaching-learning
materials; (vi) to strengthen the academic support structure at a cluster, block and
1
district level; (vii) to provide quality elementary education including life skills; (viii)
to pay special attention to girl‟s education and children with special needs.
There are several extrinsic motivators in the Programme (such as
infrastructural facilities including drinking water and sanitation facilities, book grant,
in service teachers‟ training, teacher – both regular and Para, Teaching-Learning
Material Grant, and all expenditure in Kasturba Gandhi Balika Vidyalaya hostel,
Alternative / Innovative Education Centre, Rabindra Mukta Vidyalaya centres, Bridge
Course Centre etc ), but all the efforts would go in vain if intrinsic motivation cannot
be generated among the learners.
1.1.1 History of the Sarva Shiksha Abhiyan
The “Education for All” movement, better known as Sarva Shiksha Abhiyan,
aims to bridge social, gender and regional facets of education in the country.
Education is not only about reading books but sustaining a full-fledged growth to the
children, enabling them to take valued decisions and contribute to the society and
community for betterment. The 86th amendment to the Constitution enacted in 2002,
made elementary education a fundamental right. The Right of Children to Free and
Compulsory Education Act that operationalised the provision of free and compulsory
education was not passed by the Parliament until August 2009. This Programme
envisages making education free, compulsory and fundamental right of every child in
the age group of 6-14 years. The Programme was started during the time of Shri Atal
Bihari Vajpayee‟s tenure as Prime Minister during the year 2000-01. Sarva Shiksha
Abhiyan was put into force by aid of state governments so as to cover the entire
country and help more than 1 billion children to have elementary education.
Sarva Shiksha Abhiyan‟s strives towards achieving the long-cherished goal of
Universalization of Elementary Education (UEE) through a time-bound integrated
2
approach in partnership with states. Sarva Shiksha Abhiyan has been operational since
2000-01 to provide for a variety of interventions for universal access and retention
bridging of gender and social category gaps in elementary education and improving
the quality of learning. It is probably for the first time in the history that the
elementary education has been given the shape of National Movement in the form of
Sarva Shiksha Abhiyan. It is through this Programme that the dream of qualitative
comprehensive education is being realized in the state. In this regard the role of a
teacher is paramount importance.
There have been number of Teachers Training Programmes being organized in
the states mainly through District Institute of Education & Training (DIETs) under
Sarva Shiksha Abhiyan. An initiative of the Government of India, Sarva Shiksha
Abhiyan has been instrumental in nurturing the concept of Education. Sarva Shiksha
Abhiyan is the government‟s flagship Programme to provide universal access to
elementary education for children 6-14 years.
The objective of Sarva Shiksha Abhiyan mainly focuses on increasing access,
enrolment and retention of all children as well as improving the quality of education.
In spite of many efforts of the government, both at Central and State level (midday-
meal, free books, uniform and bicycles, etc.) more than 50 percent children leave
school before completing elementary stage. Beside many, one of the major
influencing factors is that children do not find school interesting and enriching. The
scheme aims to improve enrolment, retention, and the quality of education to enable
children to achieve grade appropriate levels of learning.
Sarva Shiksha Abhiyan interventions include opening of new schools and
alternate schooling facilities, construction of schools and additional classrooms,
toilets and drinking water, provisioning for teachers, periodic teacher training and
3
academic resource support, textbooks and support for learning achievement. Quality
education is a crucial issue in elementary education which involves the availability
and quality of infrastructure, support services and instructional time in the school,
teacher characteristics and teacher motivation, pre-service and in-service education of
teacher's curriculum and teaching-learning materials, classroom processes, pupil
evaluation, monitoring and supervision, etc. The quality of teaching-learning process
depends upon professional competence of teacher. The fast changing knowledge in all
spheres of life requires continuous updating of knowledge among teachers. Now the
attainment of knowledge is not restricted to only the four walls of classrooms. Due to
expansion of mass electronic media, students of rural and remote areas come across a
variety of knowledge and are not interested in textbooks-based knowledge only.
Therefore, teachers have to enrich their knowledge continuously so that students can
be provided quality education relevant to local as well as global needs and thus be
retained in schools
1.1.2 Aims of Sarva Shiksha Abhiyan
The policy goal of the Sarva Shiksha Abhiyan Programme focuses on access
and quality education, using indicators like access and overcrowding, achievement,
mainstreaming, and utilization and retention of children.
1.1.3 Process of Operation
Through this Programme, there is the aim of opening up schooling in areas
where no such facilities exist and also make other existing facilities of education
stronger by providing sufficient classrooms, toilets, drinking water and other needs
for the children coming to the school. Maintenance grants and grants for improvement
of the schools are also targeted through the Abhiyan.
4
The strength of teachers is improved by providing more number of teachers
and the existing teachers‟ quality is improved by imparting training. Teaching-
learning both materials are being provided along with grants to access them and
academic support structure at the cluster level as well as at the block and district level
is strengthened.
Another aim of the Sarva Shilksha Abhiyan is to impart life skills apart from
elementary education. With special focus on girl child education, attention is also
given to those children with special needs. There are also efforts directed towards
bridging the digital deficiencies by providing computer education.
The National Mission for Sarva Shiksha Abhiyan under the chairmanship of
the Prime Minister has overall responsibility of the Programme. It comprises of a
governing council which is the apex policy planning body for elementary city
education and the executive committee under the chairmanship of the Minister of
Human Resource Development (MHRD) which carries out all the functions of the
Mission in accordance with the policies lay down by the governing council. The
Mission coordinates with State Departments for Education and the Village Education
Committees (VECs) created by the State Education Departments to manage the
educational affairs of by villages. Implementation at the district level is overseen by
the District Collector, Magistrate or the Chief Executive Officer of the Zilla Parishad.
Social Science Institutes of national stature have been given the work of monitoring in
states and union territories.
1.1.4 Components of Sarva Shiksha Abhiyan
There are a number of components of this programme. These are – (a)
appointment of teachers, (b) construction of classrooms and school buildings, (c)
establishment of block cluster resource center academic support, (d) establishment of
5
education guarantees centers, (e) integrated education of the disabled and distance
education, (f) provision of teaching-learning materials, (g) qualitative improvement of
elementary education, (h) teacher training.
1.1.5 Types of Teacher Education Programme under Sarva Shiksha Abhiyan
There are following types of teacher education in this programme:
a) Distance Teacher Education;
b) In-Service Teacher Education;
c) Pre-Service Teacher Education.
1.1.6 The Scenario so Far
According to the report of Elementary Education Trends in India, in the year
2014-15, 26.4 % of school children in government schools were provided Special
Training. 22.6 % upper primary schools, sections had Computer-Aided Learning Lab,
82.1 % schools had library. 77.4 % schools providing midday meal had kitchen-shed,
98.7 % government schools received text books, pupil-teacher ratio in government
schools was 24:1, private aided school was 23:1 and private unaided schools was
24:1.
The Gross Enrolment Ratio (GER) at the primary stage has exceeded 100%.
Access to schools is no longer a major problem. At the primary stage, 94% of the
country‟s rural population has schooling facilities within one kilometer and for the
upper primary stage it is 84%. The country has made impressive achievement in the
elementary education sector but children in the age group of 6-14 years, 59 million
children are not attending school. Of these, 35 million are girls and 24 million are
boys. The country the flip side is that, out of 200 million children to achieve the
exclusive goal of Universalization of Elementary Education (UEE), which means
6
100% enrollment and retention of children with schooling facilities in all habitations.
It is to fill this gap that the Government has launched Sarva Shiksha Abhiyan .
1.1.7 Sarva Shiksha Abhiyan as a Framework and as a Programme
Sarva Shiksha Abhiyan has two aspects – (a) it provides a wide convergent
framework for implementation of elementary education schemes, and (b) it is also a
programme with budget provision for strengthening vital areas to achieve
universalization.
While all investments in the elementary education sector from the State and
the Central Plans will reflect as part of the Sarva Shiksha Abhiyan framework, of
elementary education they will all merge into the Sarva Shiksha Abhiyan Programme
within the next few years. As a Programme, it reflects the additional resource
provision for UEE.
1.1.8 Broad Strategies of Sarva Shiksha Abhiyan Programme
The broad strategies of this programme are as follows.
Institutional Reforms: As part of the Sarva Shiksha Abhiyan, the Central and
the State governments will undertake reforms in order to improve efficiency of the
delivery system. The States will have to make an objective assessment of their
prevalent education system including educational administration, achievement levels
in schools, financial issues, decentralization and community ownership, review of
State Education Act, rationalization of teacher deployment and recruitment of
teachers, monitoring and evaluation, status of education of girls, SC / ST and
disadvantaged groups, policy regarding private schools and ECCE. Many actions
already have taken several times to improve the delivery system of elementary
education.
7
Sustainable Financing – The Sarva Shiksha Abhiyan is based on the premise
that financing of elementary education interventions has to be sustainable. This calls
for a long-term perspective on financial partnership between the Central and the State
governments.
Community Ownership – The Programme calls for community ownership of
school-based interventions through effective decentralization. This will be augmented
by involvement of women's groups, VEC members of Panchayat Raj Institutions.
Institutional Capacity Building – The Sarva Shiksha Abhiyan conceives a
major capacity building role for national, State and district level institutions like
NUEPA, NCERT, NCTE, SCERT, DIET etc. Improvement in quality requires a
sustainable support system of resource persons and institutions.
Improving Mainstream Educational Administration – It calls for
improvement of mainstream educational administration by institutional development,
infusion of new approaches and by adoption of cost effective and efficient methods.
Community-Based Monitoring with Full Transparency – The Programme
will have a community-based monitoring system. The Educational Management
Information System (EMIS) will correlate school level data with community-based
information from micro planning and surveys. Besides this, every school will be
encouraged to share all information with the community including grants received. A
notice-board would be put up in every school for this purpose.
Habitation as a Unit of Planning – The Sarva Shiksha Abhiyan works on a
community-based approach to planning with habitation as a unit of planning.
Habitation plans will be the basis for formulating district plans.
8
Accountability to Community – Sarva Shiksha Abhiyan envisages cooperation
between teachers, parents and PRIs, as well as accountability and transparency to the
community.
Priority to Education of Girls – Education of girls especially those belonging
to the scheduled castes and scheduled tribes and minorities, will be one of the
principal concerns in Sarva Shiksha Abhiyan .
Focus on Special Groups – There will be a focus on the inclusion and
participation of children from SC / ST, minority groups, urban deprived children,
children of other disadvantaged groups and the children with special needs in the
educational process.
Pre-Project Phase – Sarva Shiksha Abhiyan will commence throughout the
country with a well-planned pre-project phase that provides for a large number of
interventions for capacity development to improve the delivery and monitoring
system. These include provision for household surveys, community based micro-
planning and school mapping, training of community leaders, school level activities
support for setting up information system, office equipment, diagnostic studies, etc.
Thrust on Quality – Sarva Shiksha Abhiyan lays a special thrust on making
education the elementary level useful and relevant for children by improving the
curriculum, child-centred activities and effective teaching- learning strategies.
Role of Teachers – Sarva Shiksha Abhiyan recognizes the critical and central
role of teachers and advocates a focus on their development needs, setting up of Block
Resource Centres / Cluster Resource Centres, recruitment of qualified teachers,
opportunities for teacher development through participation in curriculum-related
9
material development, focus on classroom process and exposure visits for teachers are
all designed to develop the human resource among teachers.
District Elementary Education Plans – As per the Sarva Shiksha Abhiyan
framework each district will prepare a District Elementary Education Plan reflecting
all the investments being made and required in the elementary education sector, with a
holistic and 5 convergent approach. There will be Perspective Plan activities over a
longer timeframe an Annual Work Plan and Budget that will list the prioritized
activities to be carried out in that will give a framework to achieve UEE. There will
also be year. The Perspective Plan will also classroom be a dynamic document subject
too constant improvement in the course of Programme implementation.
1.1.9 Modular Changes to Make the Classroom Process More Effective
To make the classroom more effective some modular changes has been
launched. These changes are discussed hereunder.
(a) Majority of average students in the classroom finds themselves unreachable
and mismatch their perception with the teacher due to unequal socio-
economic and marital status. Therefore, old and traditional classroom system
should be replaced; here open classroom like Shanti Niketan or Gurukul
Teaching System are more profitable.
(b) Eco friendly attitude in the students should be developed .
(c) Team teaching should be introduced to accelerate the interest and quality of
the education pattern.
(d) Creative classroom and cooperative learning are effective ways to inculcate
education among the students.
(e) Local games, Folk dance, Music and Folk Tales must be incorporated in
Hindi.
10
1.1.10 Educational Implication
There are several educational implications in this programme.
1.1.10.1 Implication for Teachers
The inplications for the teachers are as follows.
a) All teachers should be covered under various in-service training
Programmes as per RTE norms.
b) The attendance of teachers in various in-service training Programmes
should be made mandatory.
c) Necessary follow-up / monitoring review mechanisms should be devised
to see that the training and experiences percolate to the classrooms.
1.1.10.2 Implications for Resource Persons
The implications for resource persons are as follows.
a) The resource persons should be selected on the basis of their qualification;
experience; number of in-service trainings received; leadership quality
develpoed ; and content as well as pedagogical knowledge.
b) All the resource persons should be well versed with use of ICT in the
classroom. They should be provided training on ICT usage.
c) Besides lecture method, other effective methods such as team teaching,
peer teachings, discussions, brainstorming, project work and field visits
should be adopted by the resource persons during the training sessions.
d) Adequate number of resource persons should be engaged for imparting in-
service training to the teachers.
11
1.1.10.3 Implications for Curriculum / Materials Designer
The implications for curriculum developer and teaching-learning materials
designers are as follows.
a) The training materials should be developed by the designer keeping in
mind the individual needs of the trainees / teachers.
b) The contents of training materials should be arranged sequentially.
c) Sufficient illustration, practical exercises, activities and elaboration of
various concepts should find place in the training modules / packages.
d) In the preparation of training materials, language difficulty should be
taken care of so that all the trainees can easily understand the contents.
e) The guidelines provided in NCF- 2005 and Reflective Teachers- 2006
brought out by NCERT should be followed while developing in-service
materials for the teachers.
1.1.10.4 Implications for Policy Maker/ Administrator
The implications for policy makers and administrators are as follows.
a) The policy makers should be aware of the latest learning / intelligence
theories (e.g. constructivism, multiple-intelligence) and the training
strategies.
b) State level policy makers should consult grass-root level functionaries
through respective district level administrators for designing curriculum /
training materials.
c) The authorities should release funds on time for organization of training
Programme.
12
1.1.11 Concluding Remarks on Perspectives of Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan is an effort to universalize elementary education by
community-ownership of the school system. It is a response to the demand for quality
basic education. Sarva Shiksha Abhiyan Programme is also an attempt to provide an
opportunity for improving human capabilities to all children, through provision of
community-owned quality education in a mission mode.
1.2 Kasturba Gandhi Balika Vidyalaya
Education for the female children is one of the best investments for achieving
the goals of poverty alleviation and population control. Girls‟ education also advances
the standard of living. There are a good number of social profits such as – (a)
marriages at the right age, (b) reduced fertility rate, (c) better nourished and healthier
families. This also is vital for nourishment of any Government scheme. It is most
important means for individuals to improve personal endowment, build capability
levels, overcome constraints and choices for a sustainable improvement in well-being.
So education for girl children should be ensured.
„Education for All‟ Programme identifies the required changes in educational
as well as societal norms and attitude towards girls‟ education. In this cause, the tenth
five year plan (2002 – 2007) has recommended focused interventions to target pockets
where girls‟ education is lagging behind. The Government of India has launched
Kasturba Gandhi Balika Vidyalaya (KGBV) scheme as a gender specific
interventions to reduce gender inequality in education. Actually, the Programme was
inaugurated in July, 2004.
Actually Kasturba Gandhi Balika Vidyalaya is a plan to set up hostels
attached to some schools. These hostels permit to reside the hard to reach girls, in
particular the deprived ones belonging mainly to the SC, ST, OBC community and
13
minority groups. With a view to deal with gender inequality at elementary school
level and to put up girls‟ education especially among the disadvantage groups (SC,
ST, OBC & Minority Communities) a new scheme called Kasturba Gandhi Balika
Vidyalaya (KGBV) has been launched. This scheme has been implemented in
Educationally Backward Blocks (EBBS) and in the Blocks where Rural Female
Literacy Rate is below the National Female Literacy Rate. Educationally Backward
Blocks (EBBS) are identified for the implementation of the scheme.
In view of the targeted nature of the scheme, 75% girls form SC / ST, OBC
and Minority Communities have been accorded priority for enrollment in such
Residential Schools; remaining 25% girls are selected from below poverty line.
Emphasis was placed on girls, especially, adolescent girls who are unable to go the
regular school.
1.2.1 Priority of the Scheme
Kasturba Gandhi Balika Vidyalaya (KGBV) Hostels are set up in the premises
of existing Upper Primary Schools (High / HS) Schools. Only girls for Upper Primary
Classes are chosen to be admitted there. The girls are selected from the residents of
concerned block where the hostel is set up. The selection is done from the girls who
have dropped out or never enrolled in schools and aged between 10-14 years. Orphan
or semi-orphan girl children as well as girl children with special need are also
considered.
1.2.2 Facilities in Kasturba Gandhi Balika Vidyalaya (KGBV) Hostels
Daily Food (Breakfast, Lunch, Tiffin and Dinner) are supplied free of cost. A
stipend @ Rs. 100/- per head per month is given. The hostel dwellers are provided
with other educational stationeries. They remain under medical care system.
14
Toiletries / Sports Wear / sports equipment etc. / Physical / Self-defence Training are
also supplied free of cost.
1.2.3 Coverage in India
The states where the Programme is currently practices are the 27 states –
Assam, Andhra Pradesh, Arunachal Pradesh, Bihar, Chhattisgarh, Dadar & Nagar
Haveli, Delhi, Gujarat, Haryana, Himachal Pradesh, Jammu and Kashmir, Jharkhand,
Karnataka, Madhya Pradesh, Maharashtra, Manipur, Meghalaya, Mizoram, Nagaland,
Orissa, Punjab, Rajasthan, Tamil Nadu, Tripura, Uttar Pradesh, Uttarakhand and West
Bengal.
There are a total of 2,578 such KGBV hostels in our country. In a report it is
revealed that in January 2009, there were total 2,423 KGBV hostels that were
operational with a total strength of 1,90,404 girl students of whom 27% (50,630 girls)
came from SC families, 31% (58,682 girls) came from ST families and 26% (50,161
girls) came from OBC families. About 9% (18,206 girls) of the hostel dwellers came
from the below poverty line and 7% (12,725 girls) came from the minority groups.
In West Bengal the target was to established the Primary schools and Upper
Primary schools was 4,124 and 3,300 respectively. But in present situation, Primary
and Upper Primary schools have completed 3,620 and 446 respectively. In a word
the status of Primary and Upper Primary schools are 88% and 14% (Valliammai
and Savithiri, 2020).
1.2.4 Kasturba Gandhi Balika Vidyalaya Scheme as an Extrinsic Motivator
Extrinsic motivation moves down to behaviour which is driven by external
rewards, such as money, fame, grades, and praise. This type of motivation comes up
15
from outside the individual, as opposed to intrinsic motivation, which originates
inside of the individual.
The objectives of the KGBV scheme were to enroll of all children in school
and retention of all children till the upper primary stage by 2010, bridging of gender
and social category gaps in enrollment, retention and learning and ensuring that there
is significant enhancement in the learning achievement levels of children at the
primary and upper primary stages. (Hussain, Khan and Khan, 2018).
1.2.4.1 Role of Extrinsic Motivator
A number of researchers have shown that extrinsic motivators such as
rewards, threats, and evaluations tend to undermine intrinsic motivation. This would
seem to mean that extrinsic motivation is invariantly non-autonomous. However, on
the other hand many researchers have shown that extrinsic motivation can become
autonomous or self-determined through the processes of internalizing and integrating
behavioural regulations and their underlying values (Ryan & Deci, 2000).
Internalization is the process of taking a value or regulation. But integration is the
process of transforming that value or regulation into one‟s own.
In Self-determination theory (Deci and Ryan, 1985) suggest that when
extrinsic motivation has merely been taken in but not transformed or integrated it
would continue to control and diminish feelings of autonomy. An example is ego-
involvement (i.e., internal stress to do behaviour in order to feel worthy. ( Deci and
Ryan, 1985) have shown that this type of motivation is antagonistic to autonomy.
However, extrinsic motivation that has been more fully integrated allows the
feeling of autonomy and has been found to predict more positive outcomes, such as
16
better school performance, greater persistence at healthy behaviours, and enhanced
psychological well-being (Ryan & Deci, 2000).
1.3 Significance of the Study
The objective of Kasturba Gandhi Balika Vidyalaya (KGBV) is to ensure
access to quality education to the girls of disadvantaged groups of society by sitting
up hostel facilities (KGBV Hostel) at existing Upper Primary Girls / Co-education
Schools.
This is actually an extrinsic intervention for girls. These girls reside in small
and scattered habitations far off from the nearest school. In spite of several
interventions of other programmes of our Government these girls have remained
outside the educational system due to persistent socio-economic, cultural and
topographical reasons.
1.4 Objective of the Study
The main objective of the study was to ascertain the impact of Kasturba
Gandhi Balika Vidyalaya scheme on academic motivation and life satisfaction of the
female learners. To do this a comparison were made between the girl-residents of
Kasturba Gandhi Balika Vidyalaya (Study Group) and their general counterpart
(Reference Group) in different facets of academic motivation and life satisfaction.
1.4.1 Specific Objectives of the study
i. To know the present situation of academic motivation of the female
learners of both the study group and reference group considering as a
whole;
ii. To know the present situation of academic motivation of the female
learners of the study group;

17
iii. To know the present situation of academic motivation of the female
learners of the reference group;
iv. To know the present situation of life satisfaction of the female learners of
both the study group and reference group considering as a whole;
v. To know the present situation of life satisfaction of the female learners of
the study group;
vi. To know the present situation of life satisfaction of the female learners of
the reference group;
vii. To compare the academic motivation of the female learners of the study
group and reference group;
viii. To compare the life satisfaction of the female learners of the study group
and the reference group;
ix. To construct a multiple regression equation to predict life satisfaction
with the help of different facets of academic motivation of the female
whole;
x. To construct a multiple regression equation to predict life satisfaction
xi. To construct a multiple regression equation to predict life satisfaction
learners of the reference group.
1.5 Research Questions of the Study
The present study was designed to find out the answer of the following research
questions –
18
i. What is the present situation of academic motivation of the female
whole?
ii. What is the present situation of academic motivation of the female

learners of the study group?
iii. What is the present situation of academic motivation of the female

learners of reference group?
iv. What is the present situation of life satisfaction of the female learners of
both the study group and reference group considering as a whole?
v. What is the present situation of life satisfaction of the female learners of

the study group?
vi. What is the present situation of life satisfaction of the female learners of
reference group?
vii. Is there any difference between the study group and reference group of
female learners with respect to their academic motivation?
viii. Is there any difference between the study group and reference group of
female learners with respect to their life satisfaction?
ix. What should be the multiple regression equation to predict life
satisfaction with the help of different facets of academic motivation of
the female learners of the both study group and the reference group
considering as a whole?
x. What should be the multiple regression equation to predict life
the female learners of the study group?
xi. What should be the multiple regression equation to predict life
the female learners of the reference group?
19
1.6 Research Hypotheses of the Study
The present study was designed to verify the following research hypotheses –
i. The female learners of both the study group and reference group
considering as a whole are academically motivated.
ii. The female learners of the study group are academically motivated.
iii. The female learners of the reference group are academically motivated.
iv. The female learners of both the study group and reference group
considering as a whole are satisfied with their lives.
v. The female learners of the study group are satisfied with their lives.
vi. The female learners of reference group are satisfied with their lives.
vii. The female learners of the study group and reference group of do not
differ with respect to their academic motivation.
viii. The female learners of the study group and reference group of do not
differ with respect to their life satisfaction.
ix. There remain statistically significant multiple regression coefficients to
frame the equation to predict life satisfaction of the female learners of
both study group and reference group considering as a whole with the help
of their different facets of academic motivation.
x. There remain statistically significant multiple regression coefficients to
frame the equation to predict life satisfaction of the female learners of the
study group with the help of their different facets of academic
motivation.
20
xi. There remain statistically significant multiple regression coefficients to
reference group with the help of their different facets of academic
motivation.
1.6 Delimitation of the Study
i. Only the schools of West Bengal with Kasturba Gandhi Balika Vidyalaya
hostels of were considered as source of sample.
ii. Only life satisfaction and academic motivation were considered as
psychological constructs.
21
Chapter-2
Brief Acquaintance With

The Psychological
Constructs
CHAPTER – II
BRIEF ACQUAINTANCE WITH THE
PSYCHOLOGICAL CONSTRUCTS
2. Theoretical Understanding of the Psychological Constructs
In the present study there were two psychological constructs – (a) Academic
Motivation and (b) Life Satisfaction. Let us quickly make acquainted ourselves with
the psychological constructs used in the study.
2.1 Academic Motivation
To be motivated means to be moved to do something. A person who feels no
drive to act is characterized as unmotivated; whereas someone who is energized
toward an end is considered motivated. Most theories of motivation reflect the
concerns by viewing motivation as a unitary phenomenon, one that varies from very
little motivation to act to a great deal of it. Motivation is hardly a unitary
phenomenon. People usually have not only different amounts, but also different kinds
of motivation. That is, they vary not only in level of motivation (i.e., how much
motivation), but also in the orientation of that motivation (i.e., what type of
motivation). Orientation of motivation concerns the underlying attitudes and goals
that give rise to action, that is, it concerns with the way of actions.
A student can become highly motivated to do his / her homework out of his /
her curiosity and interest; or, alternatively, because he / she wants to get the approval
of a teacher or parent. A student could be motivated to learn a new set of skills
because he / she understands his / her potential utility or value, or because learning the
skills will yield a good grade and the privileges a good grade affords. In these
22
examples the amount of motivation does not necessarily vary, but the nature and focus
of the motivation being evidenced certainly does.
In Self-Determination Theory (Deci & Ryan, 1985) we distinguish between
different types of motivation based on the different reasons or goals that give rise to
an action. The most basic distinction is between intrinsic motivation, which refers to
doing something because it is inherently interesting or enjoyable, and extrinsic
motivation, which refers to doing something because it leads to a separable outcome.
Over three decades of research has shown that the quality of experience and
performance can be very different when one is behaving for intrinsic versus extrinsic
reasons. One purpose of this review is to revisit this classic distinction between
intrinsic and extrinsic motivation and to summarize the functional differences of these
two general types of motivation.
Intrinsic motivation has emerged as important phenomena for educators – a
natural wellspring of learning and achievement that can be systematically catalyzed or
undermined by parent and teacher practices (Ryan & Stiller, 1991). Because intrinsic
motivation results in high-quality learning and creativity, it is especially important to
detail the factors and forces that engender versus undermine it.
However, equally important in the current review is the explanation of the
very different types of motivation that fall into the category of extrinsic motivation. In
the classic literature, extrinsic motivation has typically been characterized as a pale
and impoverished (even if powerful) form of motivation that contrasts with intrinsic
motivation (e.g., deCharms, 1968).
Students can perform extrinsically motivated actions with resentment,
resistance, and disinterest or, alternatively, with an attitude of willingness that reflects
23
an inner acceptance of the value or utility of a task. In the former case – the classic
case of extrinsic motivation – one feels externally propelled into action; in the later
case, the extrinsic goal is self-endorsed and thus adopted with a sense of volition.
Understanding these different types of extrinsic motivation, and what fosters each of
them, is an important issue for educators who cannot always rely on intrinsic
motivation to foster learning.
Frankly speaking, because many of the tasks that educators want their students
to perform are not inherently interesting or enjoyable, knowing how to promote more
active and volitional (versus passive and controlling) forms of extrinsic motivation
becomes an essential strategy for successful teaching.
Motivation refers to reasons that underlie behaviour that is characterized by
willingness and volition. Intrinsic motivation is animated by personal enjoyment,
interest, or pleasure, whereas extrinsic motivation is governed by reinforcement
contingencies. Motivation involves a constellation of closely related beliefs,
perceptions, values, interests, and actions. Motivation within individuals tends to vary
across subject areas, and this domain specificity increases with age. Motivation in
children predicts motivation later in life, and the stability of this relationship
strengthens with age. Traditionally, educators consider intrinsic motivation to be more
desirable and to result in better learning outcomes than extrinsic motivation. In
general, children appear to enter school with high levels of intrinsic motivation,
although motivation tends to decline as children progress through school. Research
suggests that motivation can be manipulated through certain instructional practices,
although studies demonstrate both positive and negative effects. The use of rewards
may either encourage or diminish motivation, depending on the type of rewards and
the context in which they are given. Teachers should attempt to give students more
24
autonomy or control over their own learning by allowing them to make choices and
use collaborative or cooperative learning approaches. In addition, teachers should
create a supportive classroom environment with respect to goal structures,
attributions, and external evaluation. There are several challenges to assessing
motivation, especially in children. Recommendations for eliciting evidence of
motivation for assessment purposes are made.
Extrinsically motivated behaviours are the results of the attainment of
externally administered rewards, including pay, material possessions, prestige, and
positive evaluations from others. Extrinsic motivation is defined as the performance
of an activity because it is perceived to be instrumental in achieving valued outcomes
that are distinct from the activity itself (Deci, 1975; Deci & Ryan, 1985, Ji-Won
Moon & Young-Gul Kim, 2001). Perceived usefulness is described as a form of
extrinsic motivation (Deci, 1975; Deci & Ryan, 1985).
In contrast to extrinsic motivation, intrinsic motivation is said to exist when
behaviour is performed for its own sake rather than to obtain material or social
reinforcements. Intrinsic motivation refers to the performance of an activity for no
apparent reinforcement other than the activity per se (Deci, 1975; Deci & Ryan,
1985; Ji-Won Moon & Young-Gul Kim, 2001). Perceived ease of use is a form of
intrinsic motivation (Deci, 1975; Deci & Ryan, 1985). Perceived ease of use has also
been found to influence usage indirectly through perceived usefulness (Davis, 1986,
1989) and perceived enjoyment (Igbaria et al., 1995).
More recently in the literature of psychology, intrinsically motivated
behaviour is alleged to derive from and satisfy innate psychological needs, including
needs for competence and autonomy (Deci & Ryan, 1985; Kasser & Ryan, 1996).
According to Deci (1980), perceptions of personal (as opposed to external) control
25
satisfy these needs, and constitute the fundamental feature distinguishing intrinsically
motivated behaviour from extrinsically motivated behaviour. The concept of intrinsic
motivation evolved independently of and subsequent to the behaviourist tradition of
extrinsic contingencies. But the two met with a bang when Deci (1971) argued based
on his laboratory results not only that extrinsic reinforcement is not needed for
motivation, but also that tangible rewards actually undermine intrinsic motivation for
interesting activities. Since this publication, the use of extrinsic rewards to alter
human behaviour has been challenged in literature reviews, textbooks, and the
popular media. Deci (1980) elaborated his original findings via his cognitive
evaluation theory, which held that the impact of extrinsic rewards on motivation
depends on the receiver‟s interpretation of the rewards. In accordance with the self-
perception theory and the over justification effect (Lepper, Greene, & Nisbett,
1973), when people attribute their behaviours to external rewards they discount
interest as causes of their behaviours and consequently intrinsic motivation becomes
lower. Extrinsic rewards, particularly highly contingent rewards, are said to be salient
to people and likely to generate external attributions, perceptions that they are
responding to environmental control rather than autonomously and lower intrinsic
motivation. A number of scholars and theoretical perspectives have maintained that
the effects of extrinsic and intrinsic rewards are not interactive, but generally additive
(e.g., Porter & Lawler, 1968; Staw, 1979; Mawhinney, 1990), rewards generally
increase perceived self-determination. As with other aspects of human behaviour, to
understand intrinsic and extrinsic motivation the person and the environment must be
considered jointly.
26
2.2 Life Satisfaction
A person‟s general happiness, freedom from tension, interest in life etc. refers
to life satisfaction. According to John Locke happiness is satisfaction (Tatarkiewicz,
1976). The operational definition of Academic Life Satisfaction is the expected
satisfaction in one‟s life in school by the fulfilment of his/her important academic
goals or aspirations. Academic achievement and life satisfaction Bronzaft (1996)
investigated and found that are strongly related.
There are numerous explanations and definitions of Life satisfaction. Life
satisfaction is a positive evaluation of the conditions of one‟s life, a judgment that at
least on balance, it measures up favourably against his / her standards or expectations
Sumner (1996).
Life satisfaction is an overall assessment of feelings and attitudes towards
one‟s own life at a particular point in time. It ranges from negative to positive. It is
one of three major indicators of well-being – (a) life satisfaction, (b) positive effect,
and (c) negative effect (Diener, 1984).
Life satisfaction is believed to have three areas – (a) work domain, (b) family
domain, and (c) personality traits. Life satisfaction is the degree to which a person
positively evaluates the overall quality of his/her own life as a whole (Veenhoven,
1984, 1989, 1990, 1991, 1993a, 1993b, 2000). Diener, Suh, Lucas and Smith (1999)
have comprised the four aspects with the life satisfaction – (a) desire to change one‟s
life; (b) satisfaction with the past; (c) satisfaction with the future; and (d) significant
other‟s views of one‟s life.
Life-satisfaction is one of the indicators of „apparent‟ quality of life. There are
also other indicators like mental and physical health. It is referred to an assessment of
27
the overall conditions of existence as derived from a judgment of one‟s own
aspiration to his/her actual achievement (Cribb, 2000).
Acording to Diener, Oishi, and Lucas (2003) if there remain the less
incongruity between the desires and achievements of an individual then he / she
derive more life satisfaction. According to the affective theory, life satisfaction is an
individual‟s conscious experience to the dominance of his/her positive emotions over
the negative emotions. According to Frisch (1992) life satisfaction is assessed as the
degree of positive emotions experienced by a person out of his / her own living.
2.2.1 Subjective Well-being
Terms like happiness, life satisfaction, and subjective well-being are used
interchangeably, which is not the proper use of the words. When well-being is
assessed by individuals themselves, then it is termed subjective well-being.
There are three separable components of subjective well-being – (a) positive
affect (PA), (b) negative affect (NA), and (c) life satisfaction (Diener, Emmons,
Larsen & Griffin 1985). Maddox (1987) in the encyclopaedia of Aging defines life
satisfaction as subordinate construct of subjective wellbeing (SWB), others being
happiness, mood and self-esteem. Life satisfaction is the contentment with one‟s life
in general. Research points out individual differences matters in one‟s sense of
wellbeing. The determinants of well-being and life satisfaction are highly
individualized or personalized (Emmons, 1991, 1999; Emmons et al., 1996, 1998).
It is a hedonic estimation of the affective part guided by emotions and
feelings, the cognitive part is an information-based assessment of one‟s life for which
people judge the extent to how their life so far measures up to their expectations and
bear a resemblance to their envisioned „ideal‟ life (van Hoorn, 2007). Throughout the
28
years researchers have concentrated on the measurement of affective well-being in the
past (e.g. using depression scales), the addition of separate measurements of life
satisfaction to complement traditional affective measurements has proven useful in
understanding and predicting reactions to stressful and challenging events in life
(Huebner & Dew, 1996; Bradley & Corwyn, 2004).
Cropanzano and Wright (2001) note, happiness is thought to have “three
defining” characteristics – (a) it represents a “subjective experience”; (b) it “includes
both the relative presence of positive emotions and the relative absence of negative
emotions”; and (c) it “is a global judgment” (Cropanzano & Wright, 2001). As
Cropanzano and Wright (2001) note, happiness is considered highly valuable by
most people and scarce by many people, suggesting their need to conserve or maintain
happiness whenever possible. They term this model of happiness the “resource
maintenance model,” and explain its differential effects for happy and unhappy
people.
Well-being and quality of life was studied by measuring the benefits of culture
and sport (Galloway & Susan, 2005). Buetell (2006) suggests that life satisfaction is
attributable to a family of personality, genetic, and social-cognitive factors such as
goal-directed activity, self-efficacy, outcome expectations, and environmental
support.
2.2.2 Elements of Life Satisfaction
In several American Social Indicator studies life-satisfaction was a central
theme in the 1970‟s. Analysis of the development of life-satisfaction and economic
growth in the post-war decades in the USA was done by Easterlin (1974). With
economic slowdown various studies in life satisfaction showed that there was
discrepancy in job and life satisfaction associated with work-related and extra-
29
workplace (Rice, R. W., Near, J. P., and Hunt, R. G. ( 1979). The society is
expanding day by day in terms of money and power and new trends setting in due to
globalization. Rise in materialism and consumerism which is leading to loneliness. It
was observed that Loneliness is definitely an obstruction to Life satisfaction.
Heady and Wearing (1989) performed one of the first large-scale
longitudinal surveys on life satisfaction in Australia. Review studies on cross national
differences in happiness, cultural bias or societal quality were published by
Veenhoven (1984), Argyle (1987) and Myers (1992); Myers et al., (1995).
“Bottom-up” theories of life satisfaction (e.g., Brief, Butcher, George, & Link,
1993) suggest that life satisfaction represents an overall attitude, and is composed of
components of satisfaction in various domains of life. (Andrews and Withey, 1976)
affirm that importance of any one specific life domain of life satisfaction varies by
population.
In the early nineties the relationship between Income and Life Satisfaction
became an important area of study. The relationship between income and subjective
well-being whether relative or absolute was a subject of study done by (Diener,
Sandvik, Seidlitz, and Diener 1993). Income and Individual happiness is a vital
component of life satisfaction. Along with income health is also associated with life
satisfaction. A study on older Korean immigrants observed that loneliness was a
restriction to life satisfaction and also a predictor of health perception (Kim et al.
1997).
Neal et al. (1999) constructed a model based on the assumption that life
satisfaction is functionally related to satisfaction with all of life‟s domains and
subdomains (Neal, Sirgy, & Uysal, 1999). Neal and Sirgy, Uysal (2004) further
validated this model by demonstrating that there is a correlation between satisfaction
30
with leisure life and satisfaction with life in general. (Sirgy, Rahtz, Cicic, and
Underwood 2000) developed a similar model and included leisure as part of the
global satisfaction with other life domains (Sirgy & Comwell. 2001: Sirgy et al.,
2000).
(Rode 2004) examined a job and life satisfaction model that included both
environmental conditions and personality measures within a longitudinal framework
and national representative sample to better understand the relationship of job
satisfaction and life satisfaction over time. Satisfaction with Life Index was created
calculating, subjective well being on the basis of health, wealth and access to basic
education (White, 2007).
31
Chapter-3
Review Of Allied Literature

CHAPTER – III
REVIEW OF ALLIED LITERATURE
3. Looking Back
The purpose of this study was to ascertain the impact of „Kasturba Gandhi
Balika Vidyalaya (KGBV) Scheme‟ as a facilitator to academic motivation and life
satisfaction of the female learners. Review of Literature serves the groundwork for the
current study, in this chapter. This chapter has been divided into four sections, each of
which is related to four constructs of the study – (a) motivation, (b) life satisfaction,
(c) motivation vs. life satisfaction, and (d) „Kasturba Gandhi Balika Vidyalaya
(KGBV) Scheme‟ vs. motivation as well as satisfaction.
3.1 Motivation
Motivation means to provoke someone to do something. On the other hand
unmotivated means a person feels no impetus or encouragement to do something. A
motivated person is directed towards a goal. He is highly energized or activated
towards the goal. Persons working and playing together with others are concerned
with motivation. But how much are they motivated is a matter of question.
Brief study on motivation suggest that motivation is not a unitary
phenomenon-people have different amounts and different types of motivation.
Motivations vary in level (i.e., how much motivation), but also in the orientation (i.e.,
what type of motivation). Underlying attitudes and goals giving rise to various actions
is concerned with the orientation of motivation. It actually concerned with the
different modes of action. Out of curiosity and interest a student may be highly
motivated. He will not wait for the approval of his parents or teachers. Similarly a
student may be highly motivated to acquire new skills because it will fetch him a
32
good grade and the privileges a good grade affords. Here the amount of motivation
does not fluctuate but the nature and character definitely does.
There has been a lot of research on intrinsic and extrinsic types of motivation.
The difference between the intrinsic and extrinsic types of motivation bears
significance on both the developmental and educational practices. Intrinsic motivation
is an important construct in educational research. These researches reflect the natural
human tendency to learn and assimilate. On the other hand extrinsic motivation
fluctuates considerably in its relative independence. Thus it can either reflect exterior
regulator or true self-regulation.
3.1.1 Expectancy-Value Model of Motivation
According to Eccles (1983) and Pintrich (1988 & 1989); Pintrich et al.,
(1986, 1996, 1990) in educational psychology, the theoretical framework for
conceptualizing motivation of the students is an adaptation of the general expectancy-
value model of motivation. According to this model there are three components of
motivation. Again these components may be linked with the three different
components of self-regulated learning they are as follows – (a) an expectancy
component that includes the beliefs of a student about his / her ability to perform a
task, (b) a value component that includes goals and beliefs of the student about the
importance and interest of the task, and (c) an affective component that includes
emotional reactions of the student to the task.
(a) Expectancy Component of Motivation – There are variety of ways in the
literature related to the study of motivation the expectancy component of motivation.
These components are perceived as a) competence, b) self-efficacy, c) attribution
style, and d) control beliefs. But the basic construct involving student‟s belief are her /
his confidence that she / he is able to perform the task and that she / he is responsible
33
for her/his own performance. In this sense, the expectancy component revolves
around the answer of a student to the question, “Can I perform the task?”
The various aspects of the expectancy components have been linked to – (i)
meta-cognition, (ii) use of cognitive strategies, and (iii) effort management. So if we
generalise the results of related researches suggest that students who believe they are
capable engage in more meta-cognition, uses more cognitive strategies, and are more
likely to persist at a task than students who do not believe they can perform the task
(Fincham & Cain, 1986; Paris & Oka, 1986; Schunk, 1985, 1981; Paris et
al.,1983).
(b) Value Component of Motivation – The value component of motivation
involves a student‟s goals for the task and her / his beliefs about the importance and
interest of a task. This component has been theorized in a variety of ways. Learning
vs. performance goals, intrinsic vs. extrinsic orientation, task value, and intrinsic
interest are conceptualised as motivational components. These are essentially
concerned with the student‟s reasons for doing the task. Alternatively, what is the
individual answer of a student to the question, “Why am I doing this task?” Ames
and Archer (1988), Dweck and Elliott (1983), Eccles (1983, 1984); Meece,
Blumenfeld, and Hoyle (1988), Nolen (1988), Paris and Oka (1986), Paris et al.,
(1983); Eccles et al., (1983, 1993, 1989, 1998, 1995, 1991) have shown that students
with a motivational disposition involving goals of mastery, learning, and challenge, as
well as the beliefs about the importance of the task will engage in more meta-
cognitive activity, more cognitive strategy use, and more effective effort management.
(c) Affective Component of Motivation – The third motivational component
concerns with students‟ affective components or emotional reactions to a task. The
important issue revolves around the question, “How do I feel about this task?”
34
Variety of affective reactions, (such as, anger, pride and guilt), might be relevant in
this context. In a school learning environment one of the most important aspects is
the test anxiety Wigfield and Eccles (1989). Test anxiety has been shown to be
related to perceptions of competence (Nicholls, 1976, 1984). Research on test anxiety
has been linked with students‟ meta-cognition, cognitive strategy use, and effort
management (Benjamin, McKeachie, Lin, & Holinger, 1981; Culler & Holahan,
1980; Tobias, 1985).
There is a simple, positive and linear relations among the first two components
associated with self-regulated learning. On the other hand the results of test anxiety
are not so simple. According to Benjamin et al. (1987) students who are highly
anxious are as effortful and persistent as low anxious students. The students, who
often do not use appropriate cognitive strategies for achievement, are ineffective and
inefficient learners. The Research of Hill and Wigfield (1984) suggests that highly
anxious children are not persistent or they avoid difficult tasks. So we can say that
Test anxiety is related to the three components of self-regulated learning in various
ways.
3.1.2 Self-Determination Theory (SDT)
In their “Self-Determination Theory” Deci and Ryan, (1985) have
distinguished different types of motivation. These distinctions are based on the
different reasons or goals that give rise to a particular action. Intrinsic motivation
refers to doing something that is characteristically interesting or enjoyable. But
extrinsic motivation refers to doing something because it leads to a distinguishable
outcome.
35
A good number research has uncovered the fact that the quality of experience
and performance can diverge differently in case of a person‟s behaviour is due to
intrinsic versus extrinsic reasons (Deci & Ryan, 1985).
3.1.2.1 Intrinsic Motivation
Intrinsic motivation is an important phenomenon for both the teachers and
educators. Learning and achievement can be systematically catalysed or undermined
both by parents and teachers. But intrinsic motivation results in high quality learning
and productivity. According to Ryan and Stiller (1991) it is especially important to
detail the factors and forces that provoke versus demoralize intrinsic motivation.
Intrinsic motivation is defined as performance of an activity for its natural
accomplishments rather than for some distinguishable results. When a person
becomes intrinsically motivated she / he engages to act for he prefers the act or
experiment involved to the activity. She / he does not bother about any external
pushes, burdens, or rewards or punishments. The phenomenon of intrinsic motivation
was the result of experimental studies on animal behaviour. In these studies White
(1959) has observed that many organisms engage in probing, full of fun, and
curiosity-driven behaviours. This happens even in the absence of reinforcement or
reward.
3.1.2.2 Facilitating versus Weakening Intrinsic Motivation
Human beings are liberally endowed with intrinsic motivational dispositions.
These tendencies appear to be expressed only under specifiable conditions. In
researches related to intrinsic motivation much emphasis has been put on those
conditions that elicit, sustain, and enhance this special type of motivation. Actually,
Self-Determination Theory is specifically advanced in terms of social and
environmental factors that expedite versus demoralize intrinsic motivation. Being an
36
inherent organismic propensity, intrinsic motivation is catalysed, rather than caused,
when individuals are in circumstances that conduce toward its manifestation Ryan &
Deci, (2000); Deci et al., (1981, 1994, 1998) ; Ryan et al., (1989, 1994, 1997, 2000).
3.1.2.3 Cognitive Evaluation Theory (CET)
To specify the factors in social contexts that produce variability in intrinsic
motivation, Deci and Ryan (1985) have presented Cognitive Evaluation Theory
(CET). This theory is also considered as a sub-theory of self-determination theory. It
argues that the interpersonal events and structures – such as rewards,
communications, and feedback etc., conducing toward feelings of aptitude during an
action. It can enhance intrinsic motivation for that action. This is due to the fact that
these allow satisfaction of the basic psychological need for capability.
It is further specified by the theory that feelings of competence will not
augment intrinsic motivation unless they are accompanied by a sense of autonomy
(de-Charms, 1968). Thus, if intrinsic motivation is to be maintained or enhanced, a
person must not only perceive competence or self-efficacy, s/he must also experience
her/his behaviour to be self-determined. For a high level of intrinsic motivation
person must experience satisfaction of the needs, related to both competence and
autonomy. A good number of the researches have focused on the effects of immediate
contextual conditions that either support or prevent the needs for competence and
autonomy. But some of these have recognized that the supports can, to some extent,
come from individuals‟ acceptance of inner resources that support their on-going
feelings of competence and autonomy.
To fit in a set of results from initial studies related to the effects of rewards,
feedback, and other external events on intrinsic motivation, the tenets of CET, with
their principal focus on the needs for competence and autonomy, were formulated.
37
Successively, these have been endorsed in both laboratory experiments and applied
field studies. Again, many of which have been done in class-room situations.
Positive performance feedback enhances intrinsic motivation, whereas
negative performance feedback diminishes it Deci (1971), Harackiewicz (1979),
Deci and Cascio, (1972). Again, Vallerand and Reid (1984), Vallerand et al.,
(1992) have reported that perceived competence mediate these effects. Ryan (1982,
1995) has supported the hypothesis that increase in perceived competence must be
accompanied by a sense of autonomy in order for the enhanced feelings of
competence which result in increased intrinsic motivation.
Actually, the majority of the researches, determining the effects of
environmental effects on intrinsic motivation, have focused on the issue of autonomy
versus control rather than the competence. And these issues have been very
controversial. Findings of the researches have shown that the external rewards can
weaken intrinsic motivation (Deci, 1971; Lepper, Greene, & Nisbett, 1973). This
can be interpreted in terms of the reward shifting people from a more internal to an
externally perceived locus of causality. The issues of rewards have been fervently
debated. A meta-analysis confirms that virtually every type of expected tangible
reward made contingent to task performance (Ryan & Deci, 2000). In fact, these
studies undermine intrinsic motivation. Again, not only perceptible rewards, but also
threats (Deci & Cascio, 1972), deadlines (Amabile, DeJong, & Lepper, 1976),
directives (Koestner, Ryan, Bernieri, & Holt, 1984), and competition pressure
(Reeve & Deci, 1996) diminish intrinsic motivation. According to Cognitive
Evaluation Theory (CET), people experience these as controllers of their behaviour.
Alternatively, choice and the opportunity for self-direction appear to enhance intrinsic
38
motivation, as they afford a greater sense of autonomy (Zuckerman, Porac, Lathin,
Smith, & Deci, 1978).
In several studies of classroom learning the significance of autonomy versus
control for the preservation of intrinsic motivation has been clearly observed. Some
studies have shown that autonomy-supportive, in contrast with controlling, teachers
catalyse to their students greater intrinsic motivation, curiosity, and the desire for
challenge (Deci, Nezlek, & Sheinman, 1981; Ryan & Grolnick, 1986). Especially
when learning is complex or requires conceptual, creative processing, overly
controlled students not only lose initiative but also learn less well, (Benware & Deci,
1984; Grolnick & Ryan, 1987). Similarly, some studies show that the children of
more autonomy supportive parents to be more mastery oriented, more likely to be
spontaneously explorative and self-extended than children of more controlling parents
(Grolnick, Deci, & Ryan, 1997).
3.1.2.4 Enhancing Intrinsic Motivation
Students have the need of autonomy supportive home and school
environments maintaining and enhancing intrinsic motivation (Froiland, 2011a,
2011b; Froiland, 2010; Froiland et al., 2012; Ryan & Deci, 2000). An intrinsically
motivated student can learn more. She / he exhibits good behaviour. S/he is happier
and aspires to contribute something good for the society. A greater sense of well-
being is noticed in the intrinsically motivated learners. As they understand the
inherent benefit of education, they become more engaged in the classroom teaching-
learning Ryan & Deci, (2000); Froiland, Smith and Peterson (2012); Froiland,
Oros, Smith, and Hirchert, (2012).
Promotion of intrinsic motivation in education is of great necessity. School
Psychologists consider the Caring School Community as a potential prevention
39
Programmeme to promote intrinsic motivation to learn among students. School
psychologists could also become familiar with the facets of teacher autonomy support
so that they can recommend specific teacher autonomy supportive techniques during
either behavioural or instructional consultation (Reeve & Jang, 2006). School
psychology trainers could also further research parental autonomy support
interventions (Froiland, 2011a) because there is the potential to synergistically
promote intrinsic motivation to learn at both home and school (Froiland et al., 2012).
School psychologists who consult with parents can look for opportunities to improve
controlling parental practices because they are associated with lower intrinsic
motivation Froiland, (2011a, 2011b); Froiland et al., (2012) perfectionism and
depression among children (Benson P.L. 2006).
Positive reinforcement such as praise is has the potential to elevate both
intrinsic motivation and extrinsic motivation. Thus, school psychologists might be
encouraged to emphasize autonomy supportive praise. This includes enthusiastically
describing how the student is progressing toward academic or interpersonal mastery,
showing pizzazz, diligence, using good strategies or exhibiting personal
expressiveness. Although concrete rewards may be necessary to help some de-
motivated students develop extrinsic regulation of positive activities, warm and
descriptive praise is a more viable positive reinforcement than tangible rewards
because of the potential synergy with intrinsic motivation.
School psychologists would be wise enough to utilize involvements that
develop intrinsic motivation. Due to the long-term benefits associated with fostering
intrinsic motivation, school psychologists would be wise to utilize involvements that
develop intrinsic motivation. The most frequent reasons for referrals is the motivation
problems (Cleary, 2009). Because psychologists in the schools are trained to promote
40
mental health and academic success (Froiland, 2011b; Froiland & Smith, 2012), it
is time for us to meticulously promote intrinsic motivation to learn in the schools.
Actually, there is nexus between psychological wellbeing and academic success.
3.1.2.5 Extrinsic Motivation
In the traditional literature, extrinsic motivation has typically been illustrated
as a pastel and diminished (might be powerful) form of motivation in contrasts with
intrinsic motivation (deCharms, 1968).
Being extrinsically motivated a person can perform actions with antipathy,
opposition, and disinterest; or, alternatively, she / he may perform with an attitude of
willingness that reflects an inner acceptance of the value or utility of a task. The
former is the classic case of extrinsic motivation; here one feels external push into
action. But in the latter case, the extrinsic goal is self-endorsed and adopted thus with
a sense of volition.
Recognising these different kinds of extrinsic motivations is an important
issue for the teachers who do not always rely on intrinsic motivation for fostering
learning. Actually, many of the assignments that teachers want their students to
perform are not always inherently interesting or enjoyable. So, uncovering the ways to
endorse more active and volitional, instead of passive and controlling, forms of
extrinsic motivation becomes an essential strategy for successful teaching.
Intrinsic motivation is clearly an important type of motivation. But most of the
activities people perform are not, strictly speaking, due to intrinsic motivation.
Whenever an activity is done in order to attain some separable outcome then extrinsic
motivation is a construct that pertains. Thus extrinsic motivation contradicts intrinsic
motivation. Some view extrinsically motivated behaviour as invariantly non
41
autonomous. Self-Determination Theory (SDT) proposes that extrinsic motivation
can vary greatly in the degree to which it is autonomous. A student may do home task
only because of his fears of parents scolding for not doing it. As the student does the
work in order to attain the separable outcome of avoiding parental sanctions, this is an
example of extrinsic motivation. But a student who does the work because he
personally believes it to be valuable for his chosen career is also a case of extrinsic
motivation; here the student too is doing it for its instrumental value rather than he
finds it interesting. Both the examples involve instrumentalities. The latter case entails
personal endorsement and a feeling of choice. The former involves merely in
compliance with an external control. Both of these represent intentional behaviour.
But the two types of extrinsic motivation vary in their relative autonomy.
Many of the educational activities prescribed in schools are not designed to be
intrinsically interesting. But a central question pertains how to motivate students to
value and self-regulate such activities, and without external pressure, to carry them
out on their own. This problem is pronounced within Self-Determination Theory
(SDT) in terms of fostering the internalization and integration of values and
behavioural regulations (Deci & Ryan, 1985). Internalization is the process of
considering into a value or regulation; and integration is the process by which
individuals more fully transform the regulation into their own so that it would
originate from their sense of self.
In a study it was observed that the interplay among academic motivation,
features of emerging adulthood and psychological adaptation in relation to life
satisfaction. Psychological well-being, and perceived stress among Danish University
students, (N=377). Result indicated direct and positive association of autonomous
motivation with life satisfaction, as well as a direct negative link between controlled
42
motivation and psychological well-being. Furthermore autonomous motivation was
indirectly and positively associated with life satisfaction and psychological well-being
and negatively related with perceived stress through experiences of life possibilities
and experimentation (Simon Ozer & Seth J. Schwartz, 2019).
Academic motivation is defined by a student‟s desire (as reflected in approach,
persistance and level of interest) regarding academic subjects when the student‟s
competence is judged against a standard of performance or excellence. The present
study was designed to assess the academic motivation of the female learners of our
country. Data were collected by administering Motivated Strategies for Learning
Questionnaire (MSLQ) on randomly selected 447 female learners of class IX and X. It
was observed that the female learners of our country perceived competence and
confidence in performance of class work (self-efficacy) was high; intrinsic interest in
and perceived importance of class work as well as performance for challenge and
mastery goals (intrinsic value) was high; concerning worries about and cognitive
interference on tests and examinations (test anxiety) was low; the use of rehearsal
strategies, elaboration strategies such as summarizing and paraphrasing and
organizational strategies (cognitive strategy use) was high; meta cognitive strategies,
such as planning, skimming, and comprehension monitoring and effort management
strategies, such as persistence at difficult or boring tasks and working diligently (self-
regulation) was high; and academic motivation score in totality reflecting the high
motivation. (Das, Adhikari and Bhattacharya, 2020.)
3.2 Life Satisfaction
Life satisfaction is a global evaluation by an individual of his or her own life
Pavot, Diener, Colvin, and Sandvik (1991). Research reports on life satisfaction
have been differentiated from other well-being constructs such as self-esteem (Terry
43
& Huebner, 1995; Huebner, 1994, 1997, 2001, 2004; Lucas, Diener, & Suh, 1996;
Huebner, Gilman, & Laughlin, 1999; Huebner et al., 2005, 1993), depression
(Lewinsohn, Redner, & Seely, 1991), positive affect (Lucas et al., 1996; Huebner,
1991a, 1991b, 1991c; Huebner, & Dew, 1996 ; Huebner et al., 1998, 2000,) and
others.
Life Satisfaction is subjective well being and contentment with one‟s own life
in general. The Present study was designed to assess the life satisfaction of the female
learners of our country. In this descriptive survey within ex-post-facto research design
data were collected by administering Multidimensional Students Life Satisfaction
Scale (MSLSS) on randomly selected 447 female learners of class IX and X. It was
observed that the female learners of our country receive much inspiration, affection
and encouragement from their famuly; have not so much stimulation, love,
cooperation and support from their friends; receive much encouragement, incentives,
warmth and life support from their schools; enjoy not so much comfort, happiness and
heat from their living environment; feel much self-assurance, self support and self
dependence from their own self; as a whole derive high satisfaction with their lives.
(Das, Adhikari and Bhattacharya, 2020.)
One earlier study found that the mediation effect of locus of control and
achievement motivation between academic strees and life satisfaction. In the frame of
the study two mediation models were tested by utilising PROCESS procedure for
SPSS. The result indicated that bivariate correlations among study variables ranged
from -24 to 32. The overall composite indicated that academic stress contributed to
6% of the variance in life satisfaction among students, while the mediating effect of
locus of control contributed to 10% of the variance in life satisfaction among students
(Karaman, Nelson & Vela, 2018).
44
Another study was carried out through descriptive survay method within ex-
post-facto research design. To collect the data “Multidemensional Students Life
Satisfaction Scale (MSLSS)” were administered on a random sample of 51 male and
64 female school going adolescents. In Multidemensional Students Life Satisfaction
Scale (MSLSS) there are 40 items and with each item a 5-point Likart type scale
ranging from 1 to 5 is attached. The result shows that the mean and standard deviation
of MSLSS scores were 158.93 and 19.435 respectively. Here the mean (158.93) was
much higher than the ambivalent score (120). Again according to the manual of the
test higher scores reflect a greater sense of life satisfaction. It might be concluded that
on an average the school going adolescents were highly satisfied in their life. Char,
Adhikari, Mahata (2017).
3.2.1 Three Primary Paths to Happiness
According to Seligman (2002) there are three primary paths to happiness.
(a) Life’s Pleasures – The first path involves experiencing as much life‟s
pleasures as possible which results in short-term happiness.
(b) Good Life – The other two paths produce long lasting, deeper forms of
contentment. The second, also called the good life, involves becoming deeply
involved in those activities in which one excels and losing oneself in the process.
(c) Meaningful Life – The third, the meaningful life, involves pursuing a path
in which a cause or an institution supplies a sense of commitment to something
greater than oneself.
In this way, demonstrating a concern for the world beyond the self is required
for achieving the most lasting form of well-being. Pursuing a purpose involves
45
aspects of both the good life and the meaningful life, and in this way purpose is
indirectly linked to subjective well-being.
3.2.2 Purpose in Life
Researchers in the field of positive psychology have increasingly focused on
the role of purpose and hope to play in human flourishing. A growing body of
theoretical and empirical literature suggests that having a purpose in life contributes to
optimal human development in a variety of ways. Theoretical research identifies
purpose as a developmental asset (Benson, 2006) and an important component of
human flourishing (Seligman, 2002, 1975, 1998). Empirical research finds that it is
associated with greater levels of happiness (French & Joseph, 1999) and resiliency
(Benard, 1991). Youth with purpose are psychologically healthier than their peers
who do not have a purpose (Shek, 1993), and the same appears to hold for adults
(Crumbaugh & Maholick, 1967; Kish & Moddy, 1989). Measures of related
concepts yield similar findings.
Antonovsky (1987) found that coherence, which measures a global feeling
about the comprehensibility, manageability, and meaningfulness of the world, is
associated with physical and psychological health. Similarly, Debats (1998) found
that higher purpose scores were significantly negatively correlated with psychological
distress.
Purpose also appears to play a role in overcoming life‟s challenges. Victor
Frankl (1959) was one of the first psychologists to propose that having a high level
belief system, such as a purpose in life, enabled people to endure life‟s hardships.
With regards to youth, Erikson (1968, 1959, 1950) reported that purpose helps young
people successfully navigate and resolve their identity „crises‟.
46
Moreover, a strong sense of purpose underscores pro-social moral action and
civic engagement. Higher scores on the Purpose in Life test predict altruism
(Noblejas de la Flor, 1997; Shek, Ma, & Cheung, 1994) and positive affect
(Noblejas de la Flor, 1997), and higher scores on scales of generativity, a related
construct, correlate with greater involvement in social and political activities
(McAdams, 2001).
Purpose includes both internally directed as well as externally directed sources
of meaning in life. While one finds this conception of purpose useful, s/he believes a
more novel approach to the construct is warranted.
3.2.2.1 Three Important Components of Purpose
Damon, Menon, and Bronk (2003) offer a new definition of purpose which
conceives the construct in a slightly different way. Purpose is a „stable and
generalizable intention to accomplish something that is at once meaningful to the self
and leads to productive engagement with some aspect of the world beyond the self‟
(Damon, 2009). This definition of purpose includes three important components – (a)
first, a purpose represents an ultimate aim toward which one can make progress; (b)
second, a purpose is meaningful to the self, this may sound obvious, but the
emphasis on self-meaning underscores the fact that the pursuit of purpose is voluntary
and self-motivated, the individual, rather than peers, parents, or others, serves as the
driving force behind the intention; and (c) finally, perhaps the most important, is well
being meaningful to the self, a purpose is meaningful to others as well, in other
words, a purpose in life represents an intention to act in the larger world on behalf of
others or in pursuit of a greater cause.
Personal meaningfulness represents one important component of the construct,
but purpose also includes the intention to contribute to matters larger than the self,
47
and this desire to have an impact on the broader world serves as a significant
motivational force for purposeful individuals. As such, it represents a central
component of the construct. This other focused orientation distinguishes purpose from
some earlier conceptions of the term as well as from meaning. Because meaning
represents one of the essential aspects of purpose, examining results from this related
construct can, in some cases, be illuminating; however, it is important to keep in mind
that purpose also includes a critical beyond the self focus which is not captured in the
meaning construct.
3.2.2.2 Purpose and Subjective Well-Being
Empirical research further bolsters the claim that purpose and subjective well-
being are significantly related. High scores on McAdams‟ generativity measures
(McAdams & de St. Aubin, 1992) have shown that a strong sense of generativity in
midlife is associated with subjective well-being. Generativity includes, of course, a
strong purpose in establishing and guiding future generations (Erikson, 1950).
Similarly, Ryff has shown that high scores on her purpose in life sub-scale are
associated with a subjective sense of well-being (Keyes, Shmotkin, & Ryff, 2002;
Ryff & Keyes, 1995).
3.2.3 Hope
Hope in the literature of positive psychology is similar to purpose, and plays
an important role. It has been identified as character strength by Peterson and
Seligman (2004) and as cognitive focused member of the positive psychology family
by Snyder and Lopez (2005).
There are many definitions of hope. One group of scholars have defined hope
as the perception of a person about the process of attainment of goals (Cantril, 1964;
Farber, 1968; Frank, 1975; Melges & Bowlby, 1969; Menninger, 1959;
48
Schachtel, 1959). A second group of scholars forwarded a two-part definition.
According to them hope includes a belief that one knows how to reach one‟s goals
(Pathways) and a belief that one has the motivation to use those pathways to reach
one‟s goals (Agency)‟ (Snyder, Rand, & Sigmon, 2005).
3.2.3.1 Self-Efficacy and Hope
The „will and the way‟ of hope contributes to features with the notion of self-
efficacy of Bandura (1977, 1982, 1986, 1997); however, important differences
between the two constructs exist as well. Snyder (1995, 2000, 2002, 2003); Snyder
et al.,( 1991, 2005) pointed out that both self-efficacy and hope theory perceive goals
as central. But the nature of the goals they conceive differs. While individuals can feel
successful about any fairly important, situation specific goal, hoped for aims are
„enduring, cross sectional, situational, goal directed, or all three‟ Snyder, Rand and
Sigmon (2005).
In self-efficacy thinking, people are posited to analyze the contingencies in a
specific goal attainment situation (outcome expectancy); in hopeful thinking, the
focus is on self-analysis of one‟s overall ability to produce workable plans required to
reach one‟s goals.
Another important difference lies in the way the individual evaluates his/her
capacity to carry out an action. The efficacy expectancy reflects one‟s perception that
s/he can act effectively, whereas the hope theory emphasizes one‟s perception that
s/he will act effectively. Empirical research confirms that hope and self-efficacy are
indeed separate concepts (Magaletta & Oliver, 1999).
49
3.2.3.2 Hope and Optimism
Hope and optimism overlaps, though these constructs also feature important
differences. Both hope and optimism are cognitive in nature and explain behaviour
across situations (Scheier & Carver, 1985; Snyder and Lopez 2005). However,
according to Scheier and Carver (2000), optimism hypothesizes that people perceive
of themselves as being able to move toward desired goals and away from undesired
ones.
3.2.4 Life in Modern Times
Technological advancement has been reaching its zenith during the present
century. This is higher than any period in human history. This development would, in
turn, bring about dramatic changes in various facets of human life. New techniques of
dealing with existing and emerging issues, becoming accustomed with new changes
as well as challenges, ways of communicating with others, coping with environmental
forces will, more than ever, be on the agenda of this century. Living under such
circumstances requires certain sets of skills to enable us live a healthy, enthusiastic,
peaceful, prosperous and efficient life. This is because many individuals fail to
efficiently address the hardships of daily life and cope successfully with challenges
that every human being might face during a life time. Numerous researches have
pointed out that many health issues and psycho-emotional disorders are, indeed,
rooted in these psycho-social problems. In a lifetime, everyone faces challenges and
has to cope with difficulties and harassment of life and every individual has his own
way of dealing with these matters. Those who successfully overcome these challenges
are in possession of three skills – Flexibility, Prudence, and Logical Thinking. As a
matter of fact, as per opinion of the experts, mental health initiatives, including life
50
skills training, should be employed in order to make the students to affirm more
control over their lives and maintain their mental health positively.
3.2.4.1 Factors Predicting Variations in Subjective Well-Being
Diener, Diener, and Diener (1995,); Diener et al., (1985, 1993, 1998, 1999,
2003) have analysed the factors predicting variations in the subjective well-being of
adults from dozens of nations; the researchers have also concluded that living in a
more individualistic (vs. collectivistic) nation was the single most powerful positive
predictor of happiness and satisfaction of citizens (Diener, 1984, 1994). Since this
ground-breaking study, research with college students (Kim, Kasser, & Lee, 2003)
and adolescents (Gilman et al., 2008; Park & Huebner, 2005; Park, 2000.) has
similarly found well-being benefits of living in a traditionally individualistic versus
collectivistic country.
Researchers studying well-being differences between individualistic and
collectivistic nations pointed out that values and norms within traditionally
individualistic nations typically emphasize greater freedom and independence to
pursue goals related to personal satisfaction and interests, whereas the values and
norms in collectivist nations endorse restrictions on individuals‟ expression of their
own desires and interests (Diener et al., 1995; Gilman et al., 2008). Based on the
exposure to such values as well as norms, the interactions between authority figures
and adolescents in more collectivistic nations may be characterized by fewer
prospects for adolescents to experience a sense of self-determination and autonomy
than occurs in the interactions of adolescents in individualistic nations. These
differences may then explain cross-national variations in well-being of the
adolescents.
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3.3 Motivation vs. Life Satisfaction: Purpose, Hope and Motivation
The outcome expectancies are the primary elicitors of goal-directed
behaviours. Hope outcome expectancies are also the part of the equation. In addition
individuals capable of being successful and hopeful also believe that they have the
means of acting successfully (Snyder, 1995). Empirical differences between hope and
optimism have also been found by Magaletta and Oliver (1999).
3.3.1 Intrinsic Motivation and Life Satisfaction
Brophy (1983) and Froiland (2010) in their researches found that teachers
struggle hard to motivate their students. As the students move from first grade to high
school, most students lose intrinsic motivation to learn each year (Lepper, Corpus &
Iyengar, 2005 ; Lepper et al., 1973).
According to Ryan and Deci (2000) learning occasions are seen as
enjoyable, interesting, or relevant to meet their core psychological needs to learn
demands intrinsic motivation.
According to the Self-determination theory all people seek to satisfy three
inbuilt psychological needs – the need for developing competence, the need for
relatedness (creating meaningful connections with others), and the need for autonomy,
which is the ability of one to initiate and regulate one‟s own actions. Deci, Vallerand,
Pelletier and Ryan (1991) have reported that satisfaction of these psychological
needs promote intrinsic motivation.
Motivation can be placed anywhere on the continuum from a-motivation (lack
of the intention to act), to extrinsic motivation (seeking to keep away from
punishments and gain external rewards), to internal adaptation (studying or behaving
well because one feels force from within), to identified control (identifying the
52
importance or value in developing a behaviour or skill), and finally, to intrinsic
motivation (behaviour motivated entirely by the inherent benefits) (Deci et al., 1991;
Ryan & Deci, 2000).
Autonomous motivation is a broad term. It encompasses both identified
control and intrinsic motivation. According to self-determination theory these are the
two highest forms of motivation. A de-motivated student would be not interested in
finishing his/her home task. So implementing a contingent reward system could help
the student move from de-motivation to extrinsic regulation. Then the student would
likely study hard to gain the rewards or avoid penalty. A student whose behaviour is
regulated through internal adaptation would complete his/her homework on time to
avoid guilt or to avoid feeling like a terrible student. A student whose behaviour is
regulated through identification would voluntarily study more because she/he realizes
the importance of doing well in school. Intrinsically motivated students seek to learn
more the subject of interest both in school and outside of the regular school day. They
find enjoyment and deep purpose in learning. Their behaviour is fully regulated from
within. Identified control and intrinsic motivation (the autonomous forms of
motivation) are the most permanent forms of motivation and are energetically related
to academic success and psychological well-being (Deci et al., 1991; Froiland,
2011a, 2011b).
3.3.2 Achievement Motivation and Life Satisfaction
The onset of adolescence period of students on the whole in secondary and
high school, which is called the critical period on the one hand, and students new
found social identity, self-analysis, coping with changes in their social lives on the
other hand, makes the essentiality of Life Skills Training in high and secondary
schools more important. There are also other reasons for giving courses on Life Skills
53
Training at school, mainly for the role played by Achievement Motivation and Life
Satisfaction in students‟ mental health, research gaps and lack of sufficient relevant
findings offered by the bodies of research in the field, ignoring the effectiveness of
Life Skills Training in the studied variables and the implementation of the findings of
this research in the Education System. Hence the current research aims at assessing
the effectiveness of Life Skills Training on Achievement Motivation and students‟
Life Satisfaction.
3.4 ‘Kasturba Gandhi Balika Vidyalaya (KGBV)’ Scheme Vs Motivation as well

as Life Satisfaction
The „Kasturba Gandhi Balika Vidyalaya (KGBV)‟ scheme has been launched
by the Government of India in 2004. This scheme is for setting up residential schools
at upper primary level for girls belonging mostly to the SC, ST, OBC and minority
communities in backward areas. The scheme is being put into operation in
educationally backward blocks (EBBs) of the country. In these blocks the female rural
literacy level is below the national average and gender disparity in literacy is above
the national average. Deore, Jogram and Shankarrao (2013) have reported that the
KGBV was set up in those EBBs that did not have residential schools for elementary
education of femle students under any other scheme of Ministry of Social Justice and
Employment and Ministry of Tribal Affair.
The scheme makes available for a minimum reservation of 75% of the seats
for girls belonging to SC, ST, OBC or minority communities. For the remaining 25%
is kept reserved for the girls from families below poverty line. The objective of
KGBV is to guarantee access to the girls of disadvantaged groups of society for
quality education by setting up residential schools at upper primary level.
54
The scheme of KGBV ran as a separete scheme but in harmony with SSA,
NPEGEL and Mahila Samakhya (MS) for the first two yerars. However, the KGBV
has been merged with SSA programme as a separate component of that programme
during XIth Five Year Plan since Ist April, 2007. As per Rajya Sabha report, 2018
there are 3707 KGBVs are sanctioned and 3697 are operational accommodating 3.78
lakh girls students in India. It was deceided to open KGBV in some block apart from
EBBs where there is large concentration of minority groups. Most of the states
number of KGBV are equal to or more than the number of EBBs except Assam,
Karnataka, and Punjab where the number of KGBVs are less than EBBs. Initially,
KGBVs are to be opended in rented or available goverment building. Later on suitable
building can be construct or accommodate KGBV. Three models are prescribe for
residential schools.
A) Model I- Schools with hostels for 100 girls.
B) Model II- Schools with hostels for 50 girls.
C) Model III- Hostels in existing schools for 50 girls.
By June 2014, there are 3609 KGBV sanctioned and 3573 are operational in
which 2352 Model I KGBVs, 194 Model II KGBVs, and 1063 Model III KGBVs are
being run. (Pandey and Kumari 2019)
According to Singh and Chouhan (2019) the CABE Sub Committee, 2017
constituted to look into the issues related to “girls Education” has also recommended
“to encourage” residential schooling facility for girls and upgradation of the existing
KGBV up to class XII. Four possible models for such schools have been identified.
1) Type I = would be existing KGBV for class VI to VII
2) Type II = would be existing KGBV for class VI to X
55
3) Type III = would be existing KGBV for class VI to XII
4) Type IV = would be existing KGBV for class IX to XII
Actually, the „Kasturba Gandhi Balika Vidyalaya (KGBV)‟ scheme acts as
motivator and facilitator. The truth is that it provides extrinsic motivations.
Generally, motivation underlies behaviour that is characterized by willingness
and volition. Kasturba Ghandhi Balika Vidyalaya (KGBV) residential schools which
cover hard to reach girls especially the deprived ones belonging predominantly to the
SC, ST, OBC community and minority groups act as a extrinsic intervention. The
main objective of the study was to compare the motivational aspects between the girl-
students of Kasturba Gandhi Balika Vidyalaya and their general counterpart. By
applying the Motivation Strategies for Learning Questionnaire (MSLQ), this study
explored difference in self-efficacy, intrinsic value and test anxiety between the two
groups of students through descriptive survey method within ex-post-facto research
design. No statistically significant difference in intrinsic value was observed. But in
case of self efficacy the general students had significantly higher mean of the scores.
Whereas in test anxiety the KGBV group had significantly lower mean of the scores
KGBV scheme seemed to be effective in making the deprived group to rise up to the
level of general group. (Das, Salam & Adhikari, 2013).
Kasturba Gandhi Balika Vidyalaya (KGBV) scheme acts as an extrinsic
intervention. To study the effect of Kasturba Gandhi Balika Vidyalaya (KGBV)
scheme on academic motivation the research was designed to compare the
motivational aspects between the girl-students of the beneficiary of the scheme and
their non-beneficiary of the scheme. Data was collected by administering Motivation
Strategies for Learning Questionnaire (MSLQ) on randomly selected two groups-
56
Study Group (KGBV) and Reference Grroup (RG): the number of participants in the
two groups were 200 and 247 respectively. In Self-Efficacy, Intrinsic Value,
Cognitive Strategy Use, Self- Regulation, and MSLQ in total the KGBV group on as
average expressed their significantly higher motivation and in Test Anxiety the result
was reversed. From the result it may be concluded that the KGBV scheme had
positive impact in development of academic motivation of the KGBV hostel dwellers.
(Das, Adhikari & Sen, 2019)
Life satisfaction is subjective wellbeing and contentment with one‟s own life
in general Kasturba Gandhi Balika Vidyalaya (KGBV) hostels cover hard to reach
girls especially the deprived ones belonging predominantly to the SC, ST, OBC
community and minority groups; these hostels actually act as extrinsic intervention.
The present study was designed to compare the life satisfaction between the female
students of the beneficiary of the scheme and their non-beneficiary counterpart- this
actually proved in turn the effectiveness of the scheme. In this descriptive survey
within ex-post-facto research design data were collected by administering
Multidimensional Students Life Satisfaction Scale (MSLSS) on randomly selected
two groups-Study Group (KGBV) and Reference Group; the number of participants in
the two groups was 200 and 247 respectively. It was observed that the two groups did
nor differ (statistically) significantly in all most all domains of life satisfaction.
Though the female learners of the KGBV group had come from the deprived section
yet they became as satisfied in life as the reference group. This fact may effect the
positive impact of the KGBV scheme in develpoment of life satisfaction of the KGBV
hostel dwellers. (Das, Adhikari & Goswami, 2019.)
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3.4.1 Ecological Model of Child Development
Bronfenbrenner’s (1979, 1986) ecological model of child development
identifies that children‟s health and well-being are influenced by a range of mutually
interacting environmental settings and dynamics. Bronfenbrenner notes that the ideas
and institutions of a culture regarding marriage, education, and politics all influence
the manner in which individuals ultimately behave and interact with each other. These
influences rise and fall all the way down to the micro-system level. This is the most
proximal level of influence that includes children‟s direct interactions with peers,
parents, teachers, and others in their immediate environment. In spirit,
Bronfenbrenner specifies that because the interpersonal interactions of adolescents
(i.e., the micro-system) exist within a broader national setting (i.e., the macro-system),
differences at the macro-system level, such as variations in individualism or
collectivism, can lead to differences at the microsystem level, such as the quality of
interactions between children and authority figures. These micro-system level
distinctions, in turn, may affect adolescents‟ well-being.
3.4.2 KGBV and Life Skill Training
Life Skills Training was first introduced in 1980-1984 in an article by Botvin
and Griffin (2004) which led to an initiative by the World Health Organization in the
year 1993 for preventing the disorders and enhancing the mental health of people.
This educational Programme have 5 sections namely a) Self awareness, b) Empathy,
c) Interpersonal Communication Skills, d) Decision making, e) Problem Solving, f)
Creative Thinking, g) Critical Thinking, h) Coping with Stress and Emotions. Life
skills covers an area of cognitive, emotional and practical skills, which could
guarantee success and satisfaction in daily life, and the purposes of giving training of
these skills are a reflection of there requirements in daily life.
58
Organizing Programmes for enhancing students‟ social and problem-solving
skills, will probably boost their performance at school and will ameliorate their
mental health. If one is not familiar with the methods of managing a crisis and ones
inability to cope with stressful situations in life on the part of the juvenile could lead
to their failure, rage and aggressive behavior or depression, or it can even drag them
towards avoidance behavior such as smoking, addiction, and delinquency. This
reveals the pressing nature of the juvenile life skills education and indicates that,
when exposed to proper trainings, the students are enabled to find more appropriate
solutions to their problems. The effectiveness of giving problem-solving skills to
students in reducing social isolation and rage, has been proved by various researches.
In a research project, the effects of mental health interventions at school and Life
Skills Training classes were assessed, and the results suggested that the Programme
has been conducive to enhancing students‟ performance in their studies, personal life,
interpersonal communication and peer relationships, in a way that the positive impact
of the Programme with regard to students‟ studies were accentuated in school
attendance, enhanced attention, improved Achievement Motivation, and regarding the
personal life of students, this impact was felt on enhancing the assertiveness of the
students and coping skills, reduced aggression, depression and improving their sense
of responsibility and Life Satisfaction. On interpersonal level, as the research
indicated, improvements in familial relationships and reduction in the conflicts with
the peer group and the teachers were observed.
The identification of the concept of motivation and awareness of different
incentives and motivations and their implications for students‟ learning process, can
help teachers employ better methods for implementing their educational initiatives.
Motivation could be defined as an element of energizing, tutoring and maintaining.
59
Achievement Motivation is one of the most important acquired needs of every
individual which encompasses a person‟s desires for overcoming the obstacles,
attempting to excel and satisfy the criteria of a higher stage. In fact, those with solid
Achievement Motivation are responsible and reliable, accepts challenges, and have a
high self-esteem and hold out against external social pressures. Research outcome
indicate that students with a high level of Achievement Motivation perform better in
different walks of life such as their studies and social life.
Considering that there are limited bodies of research on the effectiveness of
Life Skills Training in Achievement Motivation, nonetheless, the outcome of these
project points to a similar fact and that is the positive impact of Life Skills Training
on improving Achievement Motivation. For instance, Sepah Mansour (2007) has
conducted a research, whose findings indicated that Life Skills Training will enhance
Achievement Motivation. Albertyn et al. (2004) concluded that Life Skills Training
will lead to a more active role in life, solid accountability at workplace, futuristic
planning and critical thinking, all of which are closely linked to Achievement
Motivation.
3.4.2.1 Training on the students’ Self-Esteem
Among the personal variables, which are assumed to be affecting positively
by life skills training, is the Life Satisfaction. Life Satisfaction is a mental health
indicator which signifies a person‟s viewpoint and general assessment of his/her life
or his/her views on different aspect of life such as family life and education. Life
Satisfaction is, in fact, intertwined with a host of psychological variables, such as;
positive emotion, self-esteem and optimism. Laughlin and Huebner (2001) have
identified Life Satisfaction as a person‟s cognitive assessment of the quality of his or
her life. Lazarus et al. (1980) have proved, in a research, that an optimistic upbeat
60
approach is effective is the concept of Life Satisfaction. A person‟s past experiences
in life, including his contents and discontents over life matters, could be different
from the developments unfolding in later stages of their lives and this could have
implications for health or malady. According to Erikson ( 1959, 1968), there are 8
psycho-sociological stages through which a healthy developing human should pass
from infancy to adulthood. In each stage the person tackles and hopefully masters new
challenges. Failure or success in each stage will have definitive impact on later Life
Satisfaction. In other words, a person‟s failure or success record will be reflected in
the completion of psycho-sociological responsibilities he or she performs with during
the present time or in the future. Stanli and Markman, quoting by Ali Ghanbari
Hashemabadi and Kadkhodazadeh (2007), have conducted a research indicating
that people learn proper communication and relationship skills in group trainings. Ali
Ghanbari Hashemabadi and Kadkhodazadeh (2007) have posited, in a research,
that Life Skills Training will assert a positive significant impact on Life Satisfaction.
In a research, Schechtman (2005) has indicated that Life Skills Training will be
effective in improving self-esteem; one of the variables affecting Life Satisfaction.
Forneris, Dansish and Scot (2007) have shown that Life Skills Training could have
positive impact on problem solving and be useful for enjoying social support.
Mohammadi and Jokar (2010) have shown that Life Skills Training has positive
impact on Life Satisfaction of high school students.
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Chapter-4
Methodology
CHAPTER – IV
METHODOLOGY
4. Method
The purpose of the present study was to establish the influence of „Kasturba
Gandhi Balika Vidyalaya (KGBV) Scheme‟ as a catalyst to academic motivation and
life satisfaction of the female learners. With this aim the present study was carried out
through the descriptive survey method within ex-post-facto research design.
4.1 Plan of the Research Work
The details regarding research design, sample, tool, procedure of data
collection and statistical technique were reported hereunder.
4.1.1 Research Design
The ex-post-facto research design was adopted in the present study. Causal-
comparative or ex-post-facto research is a design which enables a researcher to
examine cause-and-effect relationship(s) where it would be illegal, impossible, or
unethical to manipulate the dependent and independent variable(s). Here manipulation
of dependent and independent variables are impossible as they occurred naturally in
living environment of the female learners and in the society as whole.
4.1.1.1 Variables
In the present study following variables were considered.
4.1.1.1.1 Independent Variable
Independent Variable is the “Cause” in the “cause and effect” relationship.
This is actually manipulated by the researcher. If a cause and effect relationship
actually exists, the dependent variable should vary as the independent variable
62
changes. An independent variable has at least two values and may have more. Each
value of the independent variable is called a level.
i) In the comparative analysis of the present study “independent variable”
was the “Kasturba Gandhi BalikaVidyalaya (KGBV) Scheme”. Here two levels were
considered – (a) residents of KGBV hostels the beneficiary of the scheme (Study
Group, i.e., KGBV) and (b) day scholars the non-beneficiary of the scheme
(Reference Group, RG).
ii) In the multiple regression analysis of the present study the “independent
variables” were the dimensions of the “Motivated Strategies for Learning”. These
dimensions were – (a) Self-efficacy, (b) Intrinsic value, (c) Test anxiety, (d) Cognitive
Strategy use, and (e) Self-regulation
4.1.1.1.2 Dependent Variable
Dependent Variable is the “Effect” in the “cause and effect” relationship. It
depends on the independent variable. It is usually the variable that is measured at the
end of a study.
i) The “Dependent Variables” in the comparative analysis of present study
were – (a) dimensions of Multidimensional Students Life Satisfaction (i.e., Family
Related Life Satisfaction, Friends Related Life Satisfaction, School Related Life
Satisfaction, Living Environment Related Life Satisfaction, and Self Related Life
Satisfaction), and (b) dimensions of Motivated Strategies for Learning (i.e., Self-
efficacy, Intrinsic value, Test anxiety, Cognitive Strategy use, and Self-regulation).
ii) In the multiple regression analysis of the present study the “dependent
variable” was the composite score of “Multidimensional Students Life Satisfaction
Scale”.
63
(c) Subject Related Variables
These are the characteristics or attributes of participants that cannot be
manipulated by the experimenter. Gender, IQ, ethnicity, age, etc. are the examples of
subject related variables. Subject related variables cannot be independent variables.
The researcher cannot control and only can assign them or determine “how much” of
one a person will have in a study. Because of this, “cause and effect” statements
should never be made based on a subject related variables. A researcher cannot know
if a change is actually due to the subject related variables or to some other, alternative
explanation (an extraneous variable).
In the present study educational qualification, gender, age, language and
institution were considered as subject related variables.
4.1.2 Sampling
For the sake of the research the respondents of the study acted voluntarily. The
source of the sample, sample size and sample characteristics are reported hereunder.
4.1.2.1 Representative Sample
A sample is called representative when it reflects an accurate proportional
representation of the population under study. In the present study the researcher
wanted to study the academic motivation and life satisfaction of the female learners
(both KGBV hostel dwellers and their day scholar counterparts). To make the sample
representative stratified random sampling technique was adopted.
4.1.2.2 Geographic Location of the Population
West Bengal is a state in the northeast of India – its neighbouring regions are
Nepal and Sikkim to the northwest, Bhutan to the north, Assam to the northeast,
Bangladesh to the east, the Bay of Bengal to the south, Orissa to the southwest and
64
Jharkhand and Bihar to the west. It has therefore, three international frontiers. The
state lies between 27o13'15" and 21o25'24" north latitudes and 85o48'20" and
89o53'04" east longitudes.
4.1.2.3 Source
Government and Government aided Secondary and Higher Secondary Schools
West Bengal, India, (where the hostels were set up in Kasturba Gandhi
BalikaVidyalaya (KGBV) Scheme) were the source of sample.
According to the record of Government of West Bengal there were 82
Educationally Backward Blocks (EBBS) in 14 districts of West Bengal. These
Districts were Coochbehar, Jalpaiguri, Alipurduar, Purulia, Bankura, Malda, Siliguri,
Dakshin Dinajpur, Uttar Dinajpur, Murshidabad, Jhargram, South 24 Pgs, Nadia,
Birbhum. In each Educationally Backward Block (EBB) one school was selected
where Kasturba Gandhi Balika Vidyalaya (KGBV) was sanctioned to set up.
Table-4.1: District Wise Distribution of Educationally Backward Block (EBB)
District Number of EBB

Coochbehar 2
Jalpaiguri 4
Alipurduar 2
Purulia 10
Bankura 11
Malda 13
Siliguri 2
Dakshin 2
Dinajpur
Uttar Dinajpur 10
Murshidabad 13
Jhargram 2
South 24 Pgs 4
Nadia 2
Birbhum 5
Total 82
65
4.1.2.4 Sample Characteristics
Only the female students of class VII and VIII of the Government /
Government aided Secondary / Higher Secondary Schools of West Bengal, where the
hostels were set up in Kasturba Gandhi BalikaVidyalaya (KGBV) Scheme were
considered to frame the Study Group (i.e. KGBV) and Reference Group (RG) in
this study.
4.1.2.5 Sample Drawing Technique
In the present study “Stratified Random Sampling Technique” was accepted.
This is a method of sampling that involved the division of a population into smaller
groups known as strata. In stratified random sampling, the strata are formed based on
members‟ shared attributes or characteristics. A random sample from each stratum is
taken in a number proportional to the stratum‟s size when compared to the population.
These subsets of the strata are then pooled to form a random sample.
4.1.2.5.1 Stratified Sampling Strategies
Present study was a real-world example of using stratified sampling. To reflect
the diversity of the population the present researcher specifically seeks to include
participants of various groups such as Study Group (i.e. KGBV) and Reference
Group (RG) based on their proportionality to the total population.
4.1.2.5.2 Sample Drawing
The study was done with subjects drawn through multi-phasic stratified
random sampling technique. Following was the method of stratification:
i) Selection of District – Selection of districts were done automatically in
course of selecting the EBBs. Total 8 districts were selected from 14
districts.
66
ii) Selections of Educationally Backward Block (EBB) – Out of total 82
Educationally Backward Blocks 10 were selected proportionately from 14
districts of West Bengal. These 10 EBBs were contained in 8 districts. The
EBBs were selected randomly from the total EBBs of each district.
iii) Selection of Schools – Form the list of Government and Government
Aided Secondary and Higher Secondary schools having hostels set up
under Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme 10 were
selected (actually in an EBB there were one such school); actually
selection of schools was done in course of selection of EBBs.
iv) Selection of Participants – From the selected schools female learners were
selected randomly.
Table-4.2: District Wise Distribution of Selected EBB and Schools
District No. of Name Name Selected School No. of No.

Selected Selected KGBV of
EBB EBB RG
Jalpaiguri 1 Dhupguri Gairkata Girls High School 21 25
(H.S)
Purulia 1 Arsha Aharrah Girls High School (H.S) 18 24
Bankura 1 Bishnupur Chuamosina High School 18 20
Malda 2 Bamangola Pakuahat Jadunath Balika 17 24
Vidyalaya
Habibpur Aiho Girls High School (H.S) 19 22
Uttar 1 Chopra Chopra Girls High School 21 21
Dinajpur
Murshidabad 2 Kandi Nabapally J.C.S High School 21 27
(H.S)
Samserganj Jaykrishnapur A.B.S Vidyapith 21 29
(H.S)
South 24 Pgs 1 Basanti Janapriya nagar Janapriya 23 28
Vidyalaya (H.S)
Birbhum 1 Md. Bazar Maladang S.B.D High School 21 27
(H.S)
Total 10 Total 200 247
67
4.1.2.5.3 Sample Size
Finally, 200 KGBV hostel dwellers and 247 day scholar female learners were
participated to the study.
Table-4.3: Group Wise Distribution of Sample
Study Group ((KGBV) Reference Group (RG)

200 247
4.1.3 Tool of Research
The following research tool were used in the present study for data collection.
The tools were selected by applying yardsticks of relevance, appropriateness,
reliability, validity and suitability. Brief description of the tool is given hereunder.
The following research tool were used in the present study for data collection. The
tools were selected by applying yardsticks of relevance, appropriateness, reliability,
validity and suitability. Brief description of the tool is given hereunder.
4.1.3.1 Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & De

Groot, 1990) [Bengali version of the scale was adopted and used]
In Motivated Strategies for Learning Questionnaire (MSLQ) there are 44
statements and with each statement a 7 point Likart type scale is attached. Students
are instructed to respond to the items on a 7-point Likert type scale (1 = never true to
7 = definitely true) in terms of their behaviour in the school.
Items were adapted from various instruments used to assess student
motivation, cognitive strategy use, and metacognition (Eccles, 1984; Harter, 1981;
Weinstein, Schulte, & Palmer, 1987). The developers of the scale reported that
factor analysis had been used to guide scale construction, resulting in exclusion of
some of the items from the scales because of a lack of correlation or stable factor
structure.
68
The distribution of items in different dimensions is shown in below:
Dimension No. of Items

Self-Efficacy 9
Intrinsic Value 9
Test Anxiety 4
Cognitive Strategy Use 13
Self-Regulation 9
Total 44
Analysis of the motivational items revealed –
(a) three distinct motivational factors – self-efficacy, intrinsic value, and test
anxiety.
The Self Efficacy scale (α = 0.89) consisted of nine items regarding perceived
competence and confidence in performance of class work (e.g., “I expect to do very
well in this class,” “I am sure that I can do an excellent job on the problems and tasks
assigned for this class,” “I know that I will be able to learn the material for this class”;
cf. Eccles, 1983; Schunk, 1981).
The Intrinsic Value scale (α = 0.87) was constructed by taking the mean score
of the student's response to nine items concerning intrinsic interest in (“I think what
we are learning in this Science class is interesting”) and perceived importance of
course work (“It is important for me to learn what is being taught in this school class”;
cf., Eccles, 1983) as well as preference for challenge and mastery goals (“I prefer
class work that is challenging so I can learn new things”; cf., Harter, 1981).
Four items (e.g., “I am so nervous during a test that I cannot remember facts I
have learned,” “When I take a test I think about how poorly I am doing”; cf., Liebert
& Morris, 1967) concerning worry about and cognitive interference on tests were
used in the Test Anxiety scale (α= 0 .75).
69
(b) Two cognitive scales were constructed – cognitive strategy use and self-
regulation.
The Cognitive Strategy Use scale (α = 0.83) consisted of 13 items pertaining
to the use of rehearsal strategies (e.g., “When I read material for science class, I say
the words over and over to myself to help me remember”), elaboration strategies such
as summarizing and paraphrasing (e.g., “When I study for this class, I put important
ideas into my own words”), and organizational strategies (e.g., “I outline the chapters
in my book to help me study”, cf., Weinstein et al., 1987).
One scale, labelled Self-Regulation (α = 0.74) consisted of 9 items, was
constructed from meta-cognitive and effort management items. The items on meta-
cognitive strategies, such as planning, skimming, and comprehension monitoring
(e.g., “I ask myself questions to make sure I know the material I have been studying,”
“I find that when the teacher is talking I think of other things and don‟t really listen to
what is being said,” and “I often find that I have been reading for class but don‟t
known what it is all about,” with the latter two items reflected before scale
construction) were adopted from Weinstein et al. (1987) and Zimmerman and Pons
(1986). Effort management strategies were adopted from Zimmerman and Pons
(1986) and included students‟ persistence at difficult or boring tasks and working
diligently (e.g., “Even when study materials are dull and uninteresting, I keep working
until I finish” and “When work is hard I either give up or study only the easy parts,”
with the latter item reflected before scale construction).
Clearly, here also the domains contain unequal number of items. The
domain and total scores of each domain were made comparable by summing the
item responses in a domain and dividing it by the number of total items of the
domain.
70
4.1.3.2 Multidimensional Students Life Satisfaction Scale (MSLSS) (Huebner,
2001) [Bengali version of the scale was adopted and used]
The MSLSS is designed to provide a multidimensional profile of student‟s life
satisfaction judgments. Specifically, the MSLSS is designed to (a) provide a profile of
student‟s satisfaction with important, specific domains (e.g., school, family, friends)
in their lives; (b) assess their general overall life satisfaction; (c) demonstrate
acceptable psychometric properties (e.g., acceptable subscale reliability); (d) reveal a
replicable factor structure indicating the meaningfulness of the five dimensions; and
(e) be used effectively with children across a wide range of age and ability levels.
The 40-item MSLSS may be administered on the subject in groups as well as
individually. It should be noted that a 5-point agreement format has been used with
middle and high school students (Huebner et al., 1998). In this case, the five
response options are assigned points as follows: (1 = never true, 2 = not true, 3 = not
cognizable, 4 = true, 5 = definitely true etc.). Higher scores thus indicate higher
levels of life satisfaction throughout the scale.
The distribution of items in different dimensions is as follows:
Dimension No. of Items

Family 7
Friends 9
School 8
Living 9
Environment
Self 7
Total 40
Clearly the domains are consisted of unequal number of items. The domain
and total scores of each domain were made comparable by summing the item
responses in a domain and dividing it by the number of total items of the domain.
71
Reliability – Internal consistency (alpha) coefficients have been reported in
various publications (Dew, 1996; Greenspoon & Saklofske, 1997; Huebner, 1994;
Huebner, Laughlin, Ash, & Gilman, 1997). The findings suggest that the
reliabilities all range from 0.70s to 0.90s; thus they are acceptable for research
purposes. Test-retest coefficients for two- and four-week time periods have also been
reported (Dew, 1996; Huebner et al., 1997; Huebner & Terry, 1995) falling mostly
in the 0.70 – 0.90 range, providing further support for the reliability of the scale.
Validity – The results of exploratory factor analyses have supported the
dimensionality of the MSLSS (Huebner, 1994). Confirmatory factor analyses have
provided further support or the multidimensional, hierarchical model consisting of a
general life satisfaction higher-order factor at the apex of the hierarchy along with
five specific domains below (Gilman et al., 2000; Huebner et al., 1998). Findings
have generalized to school age students in Canada (Greenspoon & Saklofske, 1997)
Korea (Park, 2000), and Spain (Casas et al., 2000).
Convergent and discriminant validity have also been demonstrated through
predicted correlations with other self-report well-being indexes (Dew et al., 1994;
Gilman et al., 1997, 1998, 2000, 2003, 2006, 2008; Greenspoon & Saklofske, 1997;
Huebner, 1994; Huebner et al., 1998), parent reports (Dew et al., 2001; Gilman &
Huebner, 1997), teacher reports (Huebner & Alderman, 1993), and social
desirability scales (Huebner et al., 1998). Findings of weak relationships with
demographic variables (e.g., age, gender) also fit with theoretical expectations
(Huebner, 1994; Huebner et al., 1998).
4.1.4 Adoptation of Translation Psychological Test
Before applying the translated version of psychological tests, adoptation to the
new conditions is necessary; otherwise it may leads to inaccuracy of the measurement
72
instrument. In the present study the adoptation process of Bengali version of
psychological tests was carried out meticulously.
4.1.4.1 Translation of the Test Items and the Instructions in Bengali Language
This stage focuses on the adjustment of the test vocabulary and grammar to
the age and socio-cultural characteristics of the population contingent to which it will
be applied. One of the important criteria during translation is not the literal meanings,
but its notional contents. It is essential to attain linguistic and psychological
equivalence with the original rather than semantic equivalence.
These requirements of translation were done by a group of professionals
including researcher, psychologists, as well as linguists. Translation from English to
Bengali was carried out through translation-retranslation method. For this following
steps were adopted.
a) A group of experts was invited to translate the original version of research
tools from English to Bengali.
b) Another group of experts was invited to translate from the new Bengali
version to English.
c) Again, another group of experts was invited to find out the differences
between the original English form and the re-translated English form. The
experts examined the two versions and suggested some changes in the
Bengali version. Finally, Bengali versions of the tests were reconstructed
to give the final shape.
73
4.1.4.2 Standardization of the Bengali Versions of the Tests
The Bengali versions of the tests were administered on a representative try out
sample comprising of 100 female students. Then standardizations of the test were
carried out and Reliability and Validity were estimated.
(a) Motivated Strategies for Learning Questionnaire (MSLQ)
In the original English form of the test there were five dimensions and total 44
items. After doing the item analysis of the Bengali version of the test all of the items
were found valid and the distribution of the total 44 items in the five dimensions was
at par with the original English version of the test.
Reliability of the Bengali Version of the Test – To find out the reliability of
the five dimensions of the tool α-Coefficients were calculated. The value of the
reliability coefficients are shown here under:
Dimension α-
Coefficient
Self-Efficacy 0.87
Intrinsic Value 0.85
Test Anxiety 0.73
Cognitive Strategy Use 0.80
Self-Regulation 072
Validity of the Bengali Version – Validity of the present scale was found out
with help of cross validation technique. The construct validity of tool was worked out
by calculating the correlations of different dimensions of the MSLQ with total scale
score and the coefficients were found very high.
(b) Bengali version of Multidimensional Students Life Satisfaction Scale
(MSLSS)
In the original English form of the test there were 5 dimensions and 40 items.
After doing the item analysis of the Bengali version of the test all of the items were
74
found valid and the distribution of the total 40 items in the 5 dimensions was at par
with the original English version of the test.
Reliability of the Bengali Version – Internal consistency (alpha) coefficients
have been calculated.The reliability coefficient for the whole scale was found to be
0.81.
Validity of the Bengali Version – The validity of was estimated by finding
out the hierarchy of life satisfactions of the sample in two ways. Firstly, they were
administered MSLSS and the hierarchy of their five life satisfaction dimensions were
determined. Then they were asked to rank the five dimension of life satisfaction. The
five dimensions were functionally defined in terms of the contents of the MSLSS.
The two hierarchies were correlated and the rank order coefficient of correlations of
0.67 was found.
4.1.5 Procedure for Data Collection
The heads of the institutes were contacted for his/her permission to allow
collecting the data. The relevant data on different constructs were collected by
administering the above-mentioned tool on the subjects under study in accordance
with the directions provided in the manual of the tool.
4.1.6 Statistical Techniques
The results of the study were extracted in three separate ways – (a) descriptive
analysis, (b) comparative analysis, and (c) multiple regression analysis. All these three
analysis were done with the help of SPSS 20.0 software.
75
Chapter-5
Presentation Of Results
CHAPTER – V
PRESENTATION OF RESULTS
5. Presentation of Results
satisfaction of the female learners.
The descriptive survey method within ex-post-facto research design was used
and as subjects sample was drawn from different Kasturba Gandhi Balika Vidyalaya
(KGBV) hostels. To measure academic motivation Motivated Strategies for Learning
Questionnaire (MSLQ) was used and life satisfaction Multidimensional Students
Life Satisfaction Scale (MSLSS) was used.
The results of the study were presented in three separate sections – (a)
descriptive presentation, (b) comparative analysis, and (c) multiple regression analysis
5.1 Descriptive Presentation
The results is presented in the tabular form. In the tables at first the descriptive
statistics are presented hereunder. The descriptive statistics of the scores obtained by
the female students of both Study Group (i.e. KGBV) and Reference Group (RG) in
the measures of different variables under study are presented herewith.
5.1.1 Academic Motivation Facets: Different Facets of Motivated Strategies for

Learning Questionnaire (MSLQ) Score1
1
The result has been published in Das, K., Adhikari, S. and Bhattacharya, S. (2020). A descriptive
survey on the academic motivation of the female learners. International Journal of Scientific
Research, 9(2): 1-3.
76
To prove the hypothesis-(i) (i.e.The female learners of both the study
group and reference group considering as a whole are academically motivated)
the following results were placed.
Here the descriptive statistics of the scores obtained by the female students of
both the study group (i.e. KGBV) and reference group (RG) in Motivated Strategies
for Learning Questionnaire (MSLQ) are presented in table-5.1.1 and figure-5.1.1,
figure-5.1.1(a) and figure-5.1.1(b).
Table-5.1.1: Descriptive Statistics of Scores of Different Facets of Motivated

Strategies for Learning Questionnaire (MSLQ) of the Female learners of both
Study Group, (i.e. KGBV) and Reference Group (RG) as a Whole
Std.
Academic Motivation N Range Minimum Maximum Mean
Deviation
Self-Efficacy 447 3.60 3.10 6.80 5.21 0.61
Intrinsic Value 447 4.00 3.00 7.00 5.28 0.77
Test Anxiety 447 3.72 1.88 5.59 3.84 0.68
Cognitive Strategy Use 447 4.25 2.75 7.00 5.62 0.69
Self-Regulation 447 3.86 3.14 7.00 5.50 0.73
Total MSLQ Score 447 3.04 3.38 6.43 5.09 0.56
Table-5.1.1 depicts the descriptive statistics of the different facets and sum
total of all of the facets of Motivated Strategies for Learning Questionnaire (MSLQ)
scores of the female learners of both Study Group (i.e. KGBV) and Reference Group
(RG) as a whole. In case of the Self-Efficacy “minimum” of the scores was 3.10 and
the “maximum” of those was 6.80 and the range was 3.60; the “mean” and “standard
deviation” of the said distribution were 5.21 and 0.61 respectively. Then in case of
Intrinsic Value the “minimum” of the scores was 3.00 and the “maximum” of those
was 7.00 and the range was 4.00; the “mean” and “standard deviation” of the said
distribution were 5.28 and 0.77 respectively. Next, in case of Test Anxiety the
“minimum” of the scores was 1.88 and the “maximum” of those was 5.59 and the
77
range was 3.72; the “mean” and “standard deviation” of the said distribution were
3.84 and 0.68 respectively. In case of Cognitive Strategy Use the “minimum” of the
scores was 2.75 and the “maximum” of those was 7.00 and the range was 4.25; the
“mean” and “standard deviation” of the said distribution were 5.62 and 0.69
respectively. In Self-Regulation the “minimum” of the scores was 3.14 and the
“maximum” of those was 7.00 and the range was 3.86; the “mean” and “standard
deviation” of the said distribution were 5.50 and 0.73 respectively. In MSLQ the
“minimum” of the scores was 3.38 and the “maximum” of those was 6.43and the
5.09 and 0.56 respectively.
5.1.1(a) Different Facets of Motivated Strategies for Learning Questionnaire

(MSLQ) Scores of the Female Learners of Study Group (i.e. KGBV)
To prove the hypothesis-(ii) (i.e. The female learners of the study group
are academically motivated) the following results were placed.
Table-5.1.1(a): Descriptive Statistics of Scores of Different Facets of Motivated

Study Group (i.e. KGBV)
Std.
Deviation
Self-Efficacy 200 3.00 3.75 6.75 5.36 0.60
Intrinsic Value 200 3.89 3.00 6.89 5.46 0.80
Test Anxiety 200 3.25 1.88 5.13 3.64 0.67
Self-Regulation 200 3.71 3.29 7.00 5.66 0.74
Total MSLQ Score 200 3.02 3.41 6.43 5.18 0.58
Table-5.1.1(a) depicts the descriptive statistics of the different facets and sum
scores of the female learners of the Study Group (i.e. KGBV). In case of the Self-
78
Efficacy “minimum” of the scores was 3.75 and the “maximum” of those was 6.75
and the range was 3.00; the “mean” and “standard deviation” of the said distribution
were 5.36 and 0.60 respectively. Then in case of Intrinsic Value the “minimum” of
the scores was 3.00 and the “maximum” of those was 6.89 and the range 3.89; the
respectively. Next, in case of Test Anxiety the “minimum” of the scores was 1.88 and
deviation” of the said distribution were 3.64 and 0.67 respectively. In case of
Cognitive Strategy Use the “minimum” of the scores was 3.75 and the “maximum” of
those was 7.00 and the range was 3.25; the “mean” and “standard deviation” of the
said distribution were 5.80 and 0.69 respectively. In Self-Regulation the “minimum”
of the scores was 3.29 and the “maximum” of those was 7.00 and the range was 3.71;
the “mean” and “standard deviation” of the said distribution were 5.66 and 0.74
respectively. In MSLQ the “minimum” of the scores was 3.41 and the “maximum” of
said distribution were 5.18 and 0.58 respectively.
5.1.1(b) Different Facets of Motivated Strategies for Learning Questionnaire
(MSLQ) Scores of the Female Learners of Reference Group.
To prove the hypothesis-(iii) (i.e. The female learners of reference group
are academically motivated) the following results were placed.
79
Table-5.1.1(b): Descriptive Statistics of Scores of Different Facets of Motivated
the Reference Group (RG)
Std.
Deviation
Self-Efficacy 247 3.38 3.13 6.50 5.09 0.60
Intrinsic Value 247 4.00 2.56 6.56 5.13 0.71
Test Anxiety 247 3.59 2.00 5.59 4.00 0.64
Self-Regulation 247 3.71 3.14 6.86 5.38 0.69
Total MSLQ Score 247 2.77 3.38 6.16 5.02 0.54
Table-5.1.1(b) depicts the descriptive statistics of the different facets and sum
scores of the Female learners of the Reference Group (RG). In case of the Self-
Efficacy “minimum” of the scores was 3.13 and the “maximum” of those was 6.50
were 5.09 and 0.60 respectively. Then in case of Intrinsic Value the “minimum” of
the scores was 2.56 and the “maximum” of those was 6.56 and the range was 4.00; the
respectively. Next, in case of Test Anxiety the “minimum” of the scores was 2.00 and
deviation” of the said distribution were 4.00 and 0.64 respectively. In case of
Cognitive Strategy Use the “minimum” of the scores was 2.75 and the “maximum” of
said distribution were 5.48 and 0.65 respectively. In Self-Regulation the “minimum”
of the scores was 3.14 and the “maximum” of those was 6.86 and the range was 3.71;
the “mean” and “standard deviation” of the said distribution were 5.38 and 0.69
respectively. In MSLQ the “minimum” of the scores was 3.38 and the “maximum” of
80
said distribution were 5.02 and 0.54 respectively.
From the figure-5.1.1, figure-5.1.1(a) and figure-5.1.1(b) it is observed that all
of the distributions of Motivated Strategies for Learning Questionnaire (MSLQ)
scores were near to Normal Probability Curve.
Figure-5.1.1: Histogram with Normal Probability Curve of Motivated Strategies

for Learning Questionnaire (MSLQ) Scores of the Female learners of both the
Study Group (i.e. KGBV) and Reference Group (RG) as a Whole
81
Figure-5.1.1(a): Histogram with Normal Probability Curve of Motivated
the Study Group (i.e. KGBV)
Figure-5.1.1(b): Histogram with Normal Probability Curve of Motivated

the Reference Group (RG)
82
(MSLSS)2
To prove the hypothesis-(iv) (i.e.The female learners of both the study
group and reference group considering as a whole are satisfied with their lives)
the following results were placed.
Here the descriptive statistics of the scores obtained by the female learners of
both the study group (i.e. KGBV) and reference group (RG) in Multidimensional
Students Life Satisfaction Scale (MSLSS) are presented in table-5.1.2 and figure-
5.1.2, figure-5.1.2(a) and figure-5.1.2(b).
Table-5.1.2: Descriptive Statistics of Multidimensional Students Life Satisfaction

Scale (MSLSS) Scores of the Female learners of both Study Group (i.e. KGBV)
and Reference Group (RG) as a Whole
Life Satisfaction N Range Minimum Maximum Mean Std.

Deviation
Family 447 4.14 1.57 5.71 4.45 0.81
Friends 447 3.22 1.22 4.44 3.37 0.59
School 447 3.50 1.50 5.00 3.76 0.64
Living Environment 447 3.11 1.33 4.44 3.27 0.55
Self 447 3.86 1.43 5.29 3.64 0.68
Total MSLSS Score 447 3.25 1.45 4.70 3.66 0.56
Table-5.1.2 exhibits the descriptive statistics of scores on different facets and
as a total of the Multidimensional Students Life Satisfaction Scale (MSLSS) score of
the female learners considering both study groups (i.e. KGBV) and reference group
(RG) as a whole. In case of the facet related to satisfaction on family life the
2
The result has been published in Das, K., Adhikari, S. and Bhattacharya, S. (2020). A descriptive
survey on the life satisfaction of the female learers. International Journal of Scientific Research, 9(1):
1-3.
83
4.45 and 0.81 respectively. Next, in case of the facet related to satisfaction of having
friends the “minimum” of the scores was 1.22 and the “maximum” of those was 4.44
were 3.37 and 0.59 respectively. Then, in case of the facet related to satisfaction of
having the school the “minimum” of the scores was 1.50 and the “maximum” of those
was 5.00 and the range was 3.50; the “mean” and “standard deviation” of the said
distribution were 3.76 and 0.64 respectively. Then in case of the facet related to
satisfaction derived from living environment the “minimum” of the scores was 1.33
and the “maximum” of those was 4.44 and the range was 3.11; the “mean” and
“standard deviation” of the said distribution were 3.27 and 0.55 respectively. Next, in
case of the facet related to satisfaction derived from self the “minimum” of the scores
was 1.43 and the “maximum” of those was 5.29 and the range was 3.86; the “mean”
and “standard deviation” of the said distribution were 3.64 and 0.68 respectively.
Finally, in case of MSLSS scores in a totality the “minimum” of the scores was 1.45
and the “maximum” of those was 4.70 and the range was 3.25; the “mean” and
“standard deviation” of the said distribution were 3.66 and 0.56 respectively.
5.1.2(a) Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of the

Female learners of Study Group (i.e. KGBV)
To prove the hypothesis-(v) (i.e. The female learners of the study group are
satisfied with their lives) the following results were placed.
84
Table-5.1.2(a): Descriptive Statistics of Multidimensional Students Life
Satisfaction Scale (MSLSS) Scores of the Female learners of Study Group (i.e.
KGBV)

Deviation
Family 200 4.00 1.71 5.71 4.58 0.88
Friends 200 3.22 1.22 4.44 3.38 0.60
School 200 3.50 1.50 5.00 3.78 0.68
Self 200 3.86 1.43 5.29 3.59 0.73
Table-5.1.2(a) exhibits the descriptive statistics of scores on different facets
and as a total of the Multidimensional Students Life Satisfaction Scale (MSLSS)
score of the female learners of the study groups (i.e. KGBV). In case of the facet
related to satisfaction on family life the “minimum” of the scores was 1.71 and the
deviation” of the said distribution were 4.58 and 0.88 respectively. Next, in case of
the facet related to satisfaction of having friends the “minimum” of the scores was
1.22 and the “maximum” of those was 4.44 and the range was 3.22; the “mean” and
“standard deviation” of the said distribution were 3.38 and 0.60 respectively. Then, in
case of the facet related to satisfaction of having the school the “minimum” of the
scores was 1.50 and the “maximum” of those was 5.00 and the range was 3.50; the
respectively. Then in case of the facet related to satisfaction derived from living
environment the “minimum” of the scores was 1.33 and the “maximum” of those was
4.44 and the range was 3.11; the “mean” and “standard deviation” of the said
distribution were 3.30 and 0.58 respectively. Next, in case of the facet related to
satisfaction derived from self the “minimum” of the scores was 1.43 and the
85
deviation” of the said distribution were 3.59 and 0.73respectively. Finally, in case of
MSLSS scores in a totality the “minimum” of the scores was 1.45 and the
deviation” of the said distribution were 3.69 and 0.60 respectively.
5.1.2(b) Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of the

Female Learners of the Reference Group (RG)
To prove the hypothesis-(vi) (i.e.The female learners of the reference
group are satisfied with their lives) the following results were placed.
Table-5.1.2(b): Descriptive Statistics of Multidimensional Students Life

Satisfaction Scale (MSLSS) Scores of the Female learners of the Reference
Group (RG)

Deviation
Family 247 4.00 1.57 5.57 4.34 0.75
Friends 247 3.00 1.33 4.33 3.37 0.58
School 247 3.13 1.75 4.88 3.73 0.61
Self 247 3.57 1.43 5.00 3.68 0.63
Table-5.1.2(b) exhibits the descriptive statistics of scores on different facets
and as a total of the Multidimensional Students Life Satisfaction Scale (MSLSS)
score of the female learners of the reference group (RG). In case of the facet related to
satisfaction on family life the “minimum” of the scores was 1.57 and the “maximum”
of those was 5.57 and the range was 4.00; the “mean” and “standard deviation” of the
said distribution were 4.34 and 0.75 respectively. Next, in case of the facet related to
satisfaction of having friends the “minimum” of the scores was 1.33 and the
deviation” of the said distribution were 3.37 and 0.58 respectively. Then, in case of
86
the facet related to satisfaction of having the school the “minimum” of the scores was
1.75 and the “maximum” of those was 4.88 and the range was 3.13; the “mean” and
“standard deviation” of the said distribution were 3.73 and 0.61 respectively. Then in
case of the facet related to satisfaction derived from living environment the
3.25 and 0.53 respectively. Next, in case of the facet related to satisfaction derived
from self the “minimum” of the scores was 1.43 and the “maximum” of those was
distribution were 3.68 and 0.63 respectively. Finally, in case of MSLSS scores in
a totality the “minimum” of the scores was 2.03 and the “maximum” of those was
distribution were 3.64 and 0.52 respectively.
From the figure-5.1.2, figure-5.1.2(a) and figure-5.1.2(b) it is observed that all
of the distributions of Multidimensional Students Life Satisfaction Scale (MSLSS)
scores were near to Normal Probability Curve.
Figure-5.1.2: Histogram with Normal Probability Curve of Multidimensional

Students Life Satisfaction Scale (MSLSS) Scores of the Female learners of both
the Study Group (i.e. KGBV) and Reference Group (RG) as a Whole
87
Figure-5.1.2(a): Histogram with Normal Probability Curve of Multidimensional
Study Group (i.e. KGBV)
Figure-5.1.2(b): Histogram with Normal Probability Curve of Multidimensional

Reference Group (RG)
5.2 Comparative Analysis
Here the results of comparison between the two the groups of female learners
under study in both academic motivation and life satisfaction were presented. To draw
the necessary comparison independent sample t-test was done. With the help of
inferential statistics inferences were drawn from sample to population.
88
5.2.1 Academic Motivation: Motivated Strategies for Learning Questionnaire
(MSLQ)3
To prove the hypothesis-(vii) (i.e.The study group and reference group of
female learners do not differ with respect to their academic motivation) the
following results were placed.
Results related to the comparison between the female learners of the study
group (i.e. KGBV) and reference group (RG) in Motivated Strategies for Learning
Questionnaire (MSLQ) scores of are presented herewith in table-5.2.1(a) and table-
5.2.1(b) as well as figure-5.2.1.
Table-5.2.1(a): Group Statistics of Scores on Different Facets of Motivated

Strategies for Learning Questionnaire (MSLQ) of the Female learners of the
Study Group (i.e. KGBV) and Reference Group (RG)
Academic Motivation Type N Mean Std. Deviation

Self-Efficacy KGBV 200 5.36 0.60
RG 247 5.09 0.60
Intrinsic Value KGBV 200 5.46 0.80
RG 247 5.12 0.72
Test Anxiety KGBV 200 3.64 0.67
RG 247 4.00 0.64
Cognitive Strategy Use KGBV 200 5.80 0.69
RG 247 5.48 0.65
Self-Regulation KGBV 200 5.66 0.74
RG 247 5.37 0.69
Total MSLQ Score KGBV 200 5.18 0.58
RG 247 5.01 0.55
Table-5.2.1(a) shows the group statistics of the scores of different facets of the
Motivated Strategies for Learning Questionnaire (MSLQ) of the female learners of
the study group (KGVB) and reference group (RG). In Self-Efficacy the mean of
3
The result has been published in Das, K., Adhikari, S. and Sen, S.K. (2019). A probe into the effect
of Kasturba Gandhi balika vidyalaya (KGBV) scheme as a catalyst to academic motivation of the
female learners. International Education & Research Journal, 5(12): 17-20.
89
KGVB and RG were 5.36 and 5.09 respectively; again the standard deviations were
0.60 and 0.60 respectively. In Intrinsic Value the mean of KGVB and RG were 5.46
and 5.12 respectively; again the standard deviations were 0.80 and 072 respectively.
In Test Anxiety the mean of KGVB and RG were 3.64 and 4.00 respectively; again
the standard deviations were 0.67 and 0.64 respectively. In Cognitive Strategy the
mean of KGVB and RG were 5.80 and 5.48 respectively; again the standard
deviations were 0.69 and 0.65 respectively. In Self-Regulation the mean of KGVB
and RG were 5.66 and 5.37 respectively; again the standard deviations were 0.74 and
0.69 respectively. Finally, in MSLQ the mean of KGVB and RG were 5.18 and 5.01
respectively; again the standard deviations were 0.58 and 0.55 respectively.
Figure-5.2.1 shows the bar diagram of means of scores of different facets of
Motivated Strategies for Learning Questionnaire (MSLQ) of female learners of the
study groups (i.e. KGBV) and reference group (RG).
Figure-5.2.1: Bar Diagram of Mean of the scores in Different Facets of Motivated

Strategies for Learning Questionnaire (MSLQ) of Female learners of Study
Group (KGBV) and Reference Group (RG)
90
Table-5.2.1(b): Results of Independent Samples Test of Type Wise Comparison
of Means of Scores of Different Facets of Motivated Strategies for Learning
Questionnaire (MSLQ) of the Female learners of the Study Group (i.e. KGBV)
and Reference Group (RG)
Academic Levene’s Test t-test for Equality of

Motivation for Equality of Means
Variances
F Sig. T df Sig. (2-
tailed)
Self-Efficacy Equal 0.011 0.916 4.770 445 0.000
variances
assumed
Equal 4.766 424.280 0.000
variances not
assumed
Intrinsic Value Equal 1.209 0.272 4.686 445 0.000
variances
assumed
Equal 4.634 404.661 0.000
variances not
assumed
Test Anxiety Equal 0.002 0.961 -5.699 445 0.000
variances
assumed
Equal -5.670 416.652 0.000
variances not
assumed
Cognitive Strategy Equal 0.603 0.438 5.073 445 0.000
Use variances
assumed
Equal 5.047 416.720 0.000
variances not
assumed
Self-Regulation Equal 0.532 0.466 4.193 445 0.000
variances
assumed
Equal 4.165 413.712 0.000
variances not
assumed
Total MSLQ Score Equal 0.003 0.958 3.232 445 0.001
variances
assumed
Equal 3.215 416.725 0.001
variances not
assumed
91
From table-5.2.1(b) it is observed that the two groups (KGBV & RG) differed
highly (statistically) significantly in each of the five facets of Motivated Strategies for
Learning Questionnaire (MSLQ) as well as in Motivated Strategies for Learning
Questionnaire (MSLQ) score in total. In Self-Efficacy, Intrinsic Value, Cognitive
Strategy Use, Self-Regulation, and MSLQ in total the KGBV group on an average
expressed their (statistically) significantly higher motivation and in Test Anxiety the
result was reversed.

(MSLSS)4
To prove the hypothesis-(viii) (i.e.The study group and reference group of
female learners do not differ with respect to their life satisfaction) the following
results were placed.
Results related to the comparison between the female learners of the study
group (i.e. KGBV) and reference group (RG) in Multidimensional Students Life
Satisfaction Scale (MSLSS) Scores of are presented herewith in table-5.2.2 (a) and
table-5.2.2(b) as well as figure-5.2.2.
Table-5.2.2(a): Group Statistics of Multidimensional Students Life Satisfaction

Scale (MSLSS) Score of the Female learners of the Study Group (i.e. KGBV) and
Life Satisfaction Type N Mean Std. Deviation

Family KGBV 200 4.58 0.88
RG 247 4.34 0.75
Friends KGBV 200 3.38 0.60
RG 247 3.37 0.58
School KGBV 200 3.78 0.68
RG 247 3.73 0.61
4
The result has been published in Das, K., Adhikari, S. and Goswami, S. (2019). A Probe into the
effect of Kasturba Gandhi balika vidyalaya (KGBV) scheme as a catalyst to life satisfaction of female
learners. RESEARCH REVIEW International Journal of Multidisciplinary, 4(9): 19-23.
92
Life Satisfaction Type N Mean Std. Deviation
Living Environment KGBV 200 3.30 0.58
RG 247 3.25 0.53
Self KGBV 200 3.59 0.73
RG 247 3.68 0.63
Total MSLSS Score KGBV 200 3.69 0.60
RG 247 3.64 0.52
Table-5.2.2(a) shows group statistics of Multidimensional Students Life
Satisfaction Scale (MSLSS) scores of study group (i.e. KGBV) and reference group
(RG) female learners. In case of satisfaction derived from family the means of KGBV
and RG were 4.58 and 4.34 respectively; again the standard deviations were 0.88 and
0.75 respectively. Next, in case of satisfaction derived from friends the means of
KGBV and RG were 3.38 and 3.37 respectively; again the standard deviations were
0.60 and 0.58 respectively. Then, in case of satisfaction derived from school the
means of KGBV and RG were 3.78 and 3.73 respectively; again the standard
deviations were 0.68 and 0.61 respectively. Next, in case of satisfaction derived from
living environment the means of KGVB and RG adolescents were 3.30 and 3..25
respectively; again the standard deviations were 0.58 and 0.53 respectively. Then, in
case of satisfaction derived from self the means of KGVB and RG were 3.59 and 3.68
respectively; again the standard deviations were 0.73 and 0.63 respectively. Finally, in
case of total Multidimensional Students Life Satisfaction Scale (MSLSS) scores the
mean of the female students of KGVB and RG were 3.69 and 3.64 respectively; again
the standard deviations were 0.60 and 0.52 respectively.
Figure-5.2.2 shows the bar diagram of means of group statistics in different
facets of Multidimensional Students Life Satisfaction Scale (MSLSS) scores of the
female learners of the study group (i.e. KGBV) and reference group (RG).
93
5.00
4.50
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
KGBV RG KGBV RG KGBV RG KGBV RG KGBV RG KGBV RG
Family Avg Friends Avg School Avg Liv Avg Self Avg MSLSS Avg
Figure-5.2.2: Bar Diagram of Means of Group Statistics in Different Facets of

Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of Female
learners of the Study Group (i.e. KGBV) and Reference Group (RG)
Table-5.2.2(b): Results of Independent Samples Test of Type Wise Comparison

of Means of Multidimensional Students Life Satisfaction Scale (MSLSS) Scores
of the Female learners of the Study Group, (i.e. KGBV) and Reference Group
(RG)
Levene’s Test for

t-test for Equality of
Equality of
Means
Life Variances
Satisfaction Sig.
F Sig. t Df (2-
tailed)
Family Equal variances assumed 3.49 0.06 3.15 445.00 0.00
Equal variances not 3.10 391.87 0.00
assumed
Friends Equal variances assumed 0.04 0.85 0.10 445.00 0.92
assumed
School Equal variances assumed 1.52 0.22 0.84 445.00 0.40
assumed
Living Equal variances assumed 0.04 0.85 1.01 445.00 0.31
Environment Equal variances not 1.01 410.28 0.32
assumed
Self Equal variances assumed 0.70 0.40 -1.37 445.00 0.17
Equal variances not -1.35 393.40 0.18
assumed
Total Equal variances assumed 0.52 0.47 0.95 445.00 0.34
MSLSS Equal variances not 0.93 396.62 0.35
Score assumed
94
From table-5.2.2(b) it is observed that the two groups (KGBV & RG) did not
differ (statistically) significantly in all facets of Multidimensional Students Life
Satisfaction Scale (MSLSS) as well as in Multidimensional Students Life
Satisfaction Scale (MSLSS) score in total, except the facet related to family. In the
facet “family” the distribution of the scores of the KGBV group had the mean 4.58
and standard divination 0.88, whereas the distribution of the scores of the RG group
had the mean 4.34 and standard deviation 0.75. The mean score of the KGBV group
was significantly (statistically) higher than that of RG group. This depicted that in
relation to life faction derived from home environment the KGBV group was more
satisfied than the RG group.
5.3 Multiple Regression Analysis
The results of multiple regression analysis considering Multidimensional
Students Life Satisfaction Scale (MSLSS) Scores of the female learners as dependent
variable and Motivated Strategies for Learning Questionnaire (MSLQ) scores as
independent variables are presented herewith.
Three analyses were done considering the female students of – (a) both Study
Group (i.e. KGBV) and Reference Group (RG) as a whole, (b) Study Group (i.e.
KGBV) only and (c) Reference Group (RG) only.
5.3.1 Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of the

Female learners of both the Study Group (i.e. KGBV) and Reference Group
(RG) as a Whole as Dependent Variable.
To prove the hypothesis-(ix) (i.e. There remain statistically significant
multiple regression coefficients to frame the equation to predict life satisfaction
of the female learners of the study group and reference group considering as a
95
whole with the help of their different facets of academic motivation.) the
following results were placed.
The results of multiple regression analysis considering the female learners of
both the study group (i.e. KGBV) and reference group (RG) as a whole are presented
in table-5.3.1(a), table-5.3.1(b), table-5.3.1(c) and table-5.3.1(d).

Multidimensional Students Life Satisfaction Scale (MSLSS) Scores of the Female
Whole as Dependent Variable
Dependent Variable Variables Entered Method

Multidimensional Students Self-Efficacy, Intrinsic Value, Test
Life Satisfaction Scale Anxiety, Cognitive Strategy Use and Enter
(MSLSS) Score Self-Regulation
Table-5.3.1(a) shows variables entered in multiple regression analysis.
Dependent variable was Multidimensional Students Life Satisfaction Scale
(MSLSS) Scores of the female learners of both the Study Group (i.e. KGBV) and
Reference Group (RG) as a whole.
Independent variables were the scores of different facets of Motivated
Strategies for Learning Questionnaire (MSLQ).
Method of analysis – here enter method of analysis was considered.

Std. Error of Change Statistics

2 2 2
R R Adjusted R the Estimate R F Change df1 df2 Sig. F
Change Change
0.94 0.89 0.89 0.19 0.89 708.02 5 441 0.00
96
Table-5.3.1(b) shows the model summery in multiple regression analysis.
From this table it is clear that the F change was highly significant.

Students Life Satisfaction Scale (MSLSS) Score of the Female learners of both
the Study Group (i.e. KGBV) and Reference Group (RG) as a Whole as
Dependent Variable
Sum of Squares Df Mean Square F Sig.

Regression 123.819 5 24.764 708.022 0.000
Residual 15.424 441 0.035
Total 139.243 446
Table-5.3.1(c) shows ANOVA in multiple regression analysis, from where we
can see that the F was highly significant.
Table-5.3.1(d): Coefficients in Multiple Regression Analysis with

Predictors Un-standardized Standardized t Sig.

Coefficients Coefficients
B Std. Error Β
(Constant) -0.87 0.09 -10.27 0.00
Self-Efficacy 0.09 0.02 0.10 4.77 0.00
Intrinsic Value 0.23 0.02 0.32 13.33 0.00
Test Anxiety 0.24 0.02 0.29 14.57 0.00
Cognitive Strategy Use 0.15 0.02 0.18 7.93 0.00
Self-Regulation 0.20 0.02 0.26 10.45 0.00
Table-5.3.1(d) shows coefficient of multiple regression analysis. The linear
multiple regression equation was as follows:
-0.87
0.09
MSLSS 0.23 × 1 Self- Intrinsic Test Cognitive Self-
= Efficacy Value Anxiety Strategy Regulation
Use
0.24
0.15
0.20
97
MSLSS = -0.87 + 0.09 × Self-Efficacy + 0.23 × Intrinsic Value +0.24 × Test
Anxiety + 0.15× Cognitive Strategy Use + 0.20 × Self-Regulation
The independent variables (facets of Motivated Strategies for Learning
Questionnaire) put their highly (statistically) significant effect in development of life
satisfaction.
5.3.2 Multidimensional Students Life Satisfaction Scale (MSLSS) Score of the

Female learners of the Study Group (i.e. KGBV) as Dependent Variable.
To prove the hypothesis-(x) (i.e. There remain statistically significant
of the female learners of the study group with the help of their different facets of
academic motivation.)
The results of multiple regression analysis considering the female students of
the study group (i.e. KGBV) are presented in table-5.3.2(a), table-5.3.2(b), table-
5.3.2(c) and table-5.3.2(d).

learners of the Study Group (i.e. KGBV) as Dependent Variable
(MSLSS) Scores of the female learners of the Study Group (i.e. KGBV).
98


2 2 2
Change Change
0.93 0.87 0.87 0.22 0.87 265.97 5 194 0.00
From this table it was clear that the F change was highly significant.

Study Group (i.e. KGBV) as Dependent Variable

Regression 62.758 5 12.552 265.970 0.000
Residual 9.155 194 .047
Total 71.913 199

Un-standardized Standardized
Predictors Coefficients Coefficients t Sig.
B Std. Β
Error
(Constant) -1.11 0.16 -6.92 0.00
Self-Efficacy 0.10 0.03 0.10 3.08 0.00
Intrinsic Value 0.27 0.03 0.36 8.67 0.00
Test Anxiety 0.22 0.03 0.25 6.80 0.00
Self-Regulation 0.18 0.03 0.22 5.69 0.00
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-1.11
0.10
MSLSS = 0.27 × 1 Self- Intrinsic Test Cognitive Self-
Efficacy Value Anxiety Strategy Use Regulation
0.22
0.17
0.18
MSLSS = -1.11+ 0.10× Self-Efficacy + 0.27× Intrinsic Value +0.22× Test
Anxiety + 0.17× Cognitive Strategy Use + 0.18× Self-Regulation
satisfaction.
5.3.3 Multidimensional Students Life Satisfaction Scale (MSLSS) Score of the

Female Students of the Reference Group (RG) as Dependent Variable.
To prove the hypothesis-(xi) (i.e. There remain statistically significant
of the female learners of the reference group with the help of their different
facets of academic motivation.
The results of multiple regression analysis considering the female students of
the reference group (RG) are presented in table-5.3.3(a), table-5.3.3(b), table-5.3.3(c)
and table-5.3.3(d).
100
learners of the Reference Group (RG) as Dependent Variable

(MSLSS) Scores of the female students of the Reference Group (RG)..

learners of the Reference Group (RG) as Dependent Variable

2 2 2
Change Change
0.96 0.92 0.92 0.15 0.92 580.45 5 241 0.00
From this table it was clear that the F change was highly significant.

Reference Group (RG) as Dependent Variable

Regression 61.909 5 12.382 580.455 0.000
Residual 5.141 241 0.021
Total 67.049 246
101

learners the Reference Group (RG) as Dependent Variable
Un-standardized Standardized
Predictors Coefficients Coefficients t Sig.
B Std. Error Β
(Constant) -0.87 0.09 -9.57 0.00
Self-Efficacy 0.11 0.02 0.13 5.17 0.00
Intrinsic Value 0.23 0.02 0.31 12.10 0.00
Test Anxiety 0.15 0.02 0.19 7.16 0.00
Self-Regulation 0.25 0.02 0.33 11.52 0.00
-0.87
0.11
MSLSS = 0.23 × 1 Self- Intrinsic Test Cognitive Self-
Efficacy Value Anxiety Strategy Regulation
Use
0.15
0.15
0.25
MSLSS = -0.87+ 0.11× Self-Efficacy + 0.23 × Intrinsic Value +0.15× Test

satisfaction.
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Chapter-6
Discussion And Conclusion

CHAPTER – VI
DISCUSSION AND CONCLUSION
6. Discussion and Conclusion
The purpose of this study was to establish the effect of „Kasturba Gandhi
satisfaction of the female learners.
The descriptive survey method within ex-post-facto research design was
launched and subjects were drawn from different Kasturba Gandhi Balika Vidyalaya
(KGBV) hostels to form the “Study Group” and from the day scholars of the attached
schools to form the “Reference Group”. Motivated Strategies for Learning
Questionnaire (MSLQ) was used to measure academic motivation and to assess the
life satisfaction Multidimensional Students Life Satisfaction Scale (MSLSS) was
used. The results of the study were presented in three separate sections – (a)
descriptive presentation, (b) comparative analysis, and (c) multiple regression
analysis.
This chapter provides a discussion of the results and also presents the
conclusions drawn from the discussion.
6.1 Discussion
Discussions on the results presented in three separate sections (viz. descriptive
presentation, comparative analysis, and multiple regression analysis) are herewith.
6.1.1 Discussion on the Results of Descriptive Presentation
The results of descriptive presentation of the two variables have been placed in
the previous chapter. Here also variable wise discussions are presented.
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6.1.1.1 Discussion on the Results of Academic Motivation
6.1.1.1.(a) Discussion on the Results of academic motivation of the female

learners of both the study group and reference group considering as a whole.
To prove the hypothesis-(i) (i.e., The female learners of both the study group and
reference group considering as a whole are academically motivated.) the
following discussions were placed.
statements and with each statement a 7 point Likert type scale is attached. An
individual has to mark how much she/he agrees with the statement on the 1 to 7.
We have considered the score range 1to 3as low, 3.1 to 5 as moderate and
above 5.1 to 7 as high.
The manual of the test says that the analysis of the motivational items revealed
three distinct motivational factors – self-efficacy, intrinsic value, and test anxiety.
Again on the basis of the results of the factor analysis, two cognitive scales were
constructed – cognitive strategy use and self-regulation.
i) The Self-Efficacy scale consisted of nine items regarding perceived
competence and confidence in performance of class work (cf. Eccles,
1983; Schunk, 1981).
ii) The Intrinsic Value scale was constructed by taking the mean score of the
student‟s response to nine items concerning intrinsic interest in and
perceived importance of course work (Eccles, 1983) as well as preference
for challenge and mastery goals (Harter, 1981).
iii) Four items (Liebert & Morris, 1967) concerning worry about and
cognitive interference on tests was used in the Test Anxiety scale.
104
iv) The Cognitive Strategy Use scale consisted of 13 items pertaining to the
use of rehearsal strategies, elaboration strategies such as summarizing and
paraphrasing, and organizational strategies (Weinstein et al., 1986).
v) The scale, labelled Self-Regulation consisted of 9 items, was constructed
from meta-cognitive and effort management items. The items on meta-
cognitive strategies, such as planning, skimming, and comprehension
monitoring were adapted from Weinstein et al. (1987) and Zimmerman
and Pons (1986); Zimmerman et al., (1989, 1988, 1995). Effort
management strategies were adapted from Zimmerman and Pons (1986);
Zimmerman et al., (2001, 2004, 2005) and included students‟ persistence
at difficult or boring tasks and working diligently.
The domains of this test consist of unequal number of items. The domain and
total scores of each domain were made comparable by summing the item responses in
a domain and dividing it by the number of total items of the domain. Then therefore,
for each domain the maximum average score is 7, the minimum is 1 and the mid value
is 4.
Table-5.1.1 depicts the descriptive statistics of the different facets and sum
scores of the female learners of both Study Group (i.e. KGBV) and Reference Group
(RG) as a whole. In case of the Self-Efficacy the mean was 5.21; in case of Intrinsic
Value the mean was 5.28; in case of Test Anxiety the mean was 3.84; in case of
Cognitive Strategy Use the mean was 5.62; in Self-Regulation the mean was 5.50;
and finally, in MSLQ in totality the was mean was 5.09.
105
6.1.1.1(b) Discussion on the Results of academic motivation of the female
learners of the study group
To prove the hypothesis-(ii) (i.e., The female learners of the study group
are academically motivated) the following discussions were placed.
Table-5.1.1(a) depicts the descriptive statistics of the different facets and sum
scores of the female learners of the Study Group (i.e. KGBV). In case of the Self-
Efficacy the mean was 5.36; in case of Intrinsic Value the mean was 5.46; in case of
Test Anxiety the mean was 3.64; in case of Cognitive Strategy Use the mean was
5.80; in Self-Regulation the mean was 5.66; and in MSLQ in totality the mean was
5.18.
6.1.1.1(c) Discussion on the Results of academic motivation of the female learners

of the reference group.
To prove the hypothesis-(iii) (i.e., The female learners of reference group
are academically motivated) the following discussions were placed.
Table-5.1.1(b) depicts the descriptive statistics of the different facets and sum
scores of the Female learners of the Reference Group (RG). In case of the Self-
Efficacy the mean was 5.09; in case of Intrinsic Value the mean was 5.13; in case of
Test Anxiety the mean was 4.00; in case of Cognitive Strategy Use the mean was
5.48; in Self-Regulation the mean was 5.38; and in MSLQ in totality the mean was
5.02.
a) According to Eccles (1983) and Schunk (1981) the Self-Efficacy scale is
concerned with the perceived competence and confidence in performance of class
work. In case of the Self-Efficacy the mean value for the female learners of both
106
Study Group (i.e. KGBV) and Reference Group (RG) as a whole was 5.21, for the
female learners of the Study Group (i.e. KGBV) was 5.36 and for the female learners
of the Reference Group (RG) was 5.09. Therefore, the female learners irrespective of
Study Group and Reference Group on an average expressed their high motivation in
this domain (mean scores were higher than 5). This reflects that the perceived
competence and confidence in performance of class work was high.
b) According to Eccles (1983) and Harter (1981) the Intrinsic Value scale
consists of the items concerning intrinsic interest in and perceived importance of
course work as well as preference for challenge and mastery goals. In case of the
Intrinsic Value the mean value for the female learners of both Study Group (i.e.
KGBV) and Reference Group (RG) as a whole was 5.28, for the female learners of
the Study Group (i.e. KGBV) was 5.36 and for the female learners of the Reference
Group (RG) was 5.13. Therefore, the female learners irrespective of Study Group and
Reference Group on an average expressed their high motivation in this domain (mean
scores were higher than 5). This reflects that the intrinsic interest in and perceived
importance of course work as well as preference for challenge and mastery goals was
high in the female learners.
c) According to Liebert and Morris (1967) concerning worry about and
cognitive interference on tests was used in the Test Anxiety scale. In the Test Anxiety
the mean value for the female learners of both Study Group (i.e. KGBV) and
Reference Group (RG) as a whole was 3.84, for the female learners of the Study
Group (i.e. KGBV) was 3.64 and for the female learners of the Reference Group (RG)
was 4.00. Therefore, the female learners irrespective of Study Group and Reference
Group on an average expressed their moderate motivation in this domain (mean
107
scores were lower than 5). This reflects that the concerning worries about and
cognitive interference on tests and examinations were moderate in the female learners.
d) According to Weinstein et al. (1987) the Cognitive Strategy Use scale
consisted of items pertaining to the use of rehearsal strategies, elaboration strategies
such as summarizing and paraphrasing, and organizational strategies. In the Cognitive
Strategy Use the mean value for the female learners of both Study Group (i.e. KGBV)
and Reference Group (RG) as a whole was 5.62, for the female learners of the Study
was 5.48. Therefore, the female learners irrespective of Study Group and Reference
Group on an average expressed their high motivation in this domain (mean scores
were higher than 5). This reflects that the use of rehearsal strategies, elaboration
strategies such as summarizing and paraphrasing, and organizational strategies was
high in the female learners.
e) According to Weinstein et al. (1987) and Zimmerman and Pons (1986)
the scale, labelled Self-Regulation, has been constructed from meta-cognitive and
effort management items. The items on meta-cognitive strategies, such as planning,
skimming, and comprehension monitoring have been taken and effort management
strategies includes students‟ persistence at difficult or boring tasks and working
diligently. In Self-Regulation the mean value for the female learners of both Study
Group (i.e. KGBV) and Reference Group (RG) as a whole was 5.50, for the female
learners of the Study Group (i.e. KGBV) was 5.66 and for the female learners of the
Reference Group (RG) was 5.38. Therefore, the female learners irrespective of Study
Group and Reference Group on an average expressed their high motivation in this
domain (mean scores were higher than 5). This reflects that the meta-cognitive
strategies, such as planning, skimming, and comprehension monitoring and effort
108
management strategies, such as, persistence at difficult or boring tasks and working
diligently were high in the female learners.
f) In MSLQ in totality the mean value for the female learners of both Study
Group and Reference Group on an average expressed their high motivation in MSLQ
in totality (mean scores were higher than 5). The mean of the Motivated Strategies for
Learning Questionnaire (MSLQ) score in all facets as a whole reflects the high
motivation of our female learners.
6.1.1.2 Discussion on the Results of Life Satisfaction
6.1.1.2(a) Discussion on the Results of life satisfaction of the female learners of

both the study group and reference group considering as a whole
To prove the hypothesis-(iv) (i.e., The female learners of both the study
group and reference group considering as a whole are satisfied with their lives.)
the following discussions were placed.
In Multidimensional Students Life Satisfaction Scale (MSLSS) there are 40
items. In the present study the scale was administered on the subject in groups. It
should be noted that according to Huebner et al. (1998) a 5-point agreement format
was used with the subject of the present study. Specifically, the MSLSS was designed
to – (a) provide a profile of children‟s satisfaction in their lives with the important and
specific domains (i.e., Family, Friends, School, Living Environment and Self); and (b)
assess their general overall life satisfaction (i.e., MSLSS in totality). Clearly, here also
the domains contain unequal number of items. The domain and total scores of each
domain were made comparable by summing the item responses in a domain and
109
dividing it by the number of total items of the domain. Therefore, the maximum score
is 5, the minimum is 1 and the mid value is 3.
We have considered the score ranges 1 to 2.33 as low, 2.34 to 3.67 as
moderate and above 3.68 to 5 as high.
From the result of the table-5.1.2 we get the descriptive statistics of scores on
different facets and as a total of the Multidimensional Students Life Satisfaction
Scale (MSLSS) scores of the female students considering both study groups (i.e.
KGBV) and reference group (RG) as a whole. In case of the facet related to
satisfaction on family life the mean of the said distribution was 4.45; in case of the
facet related to satisfaction of having friends the mean was 3.37; in the facet related to
satisfaction of having the school the mean was 3.76; in the facet related to satisfaction
derived from living environment the mean was 3.27; in case of the facet related to
satisfaction derived from self the mean was 3.64; and finally, in case of MSLSS
scores in a totality the mean was 3.66. The results showed that the female learners
were more or less highly satisfied with their lives.
6.1.1.2(b) Discussion on the Results of life satisfaction of the female learners of

the study group
To prove the hypothesis-(v) (i.e., The female learners of the study group
are satisfied with their lives.) the following discussions were placed.
From the table-5.1.2(a) we get the descriptive statistics of scores on different
facets and as a total of the Multidimensional Students Life Satisfaction Scale
(MSLSS) scores of the female students of the study groups (i.e. KGBV). In case of
the facet related to satisfaction derived from family life the mean of the said
distribution was 4.58; in case of the facet related to satisfaction of having friends the
mean was 3.38; in case of the facet related to satisfaction of having the school the
110
mean was 3.78; in case of the facet related to satisfaction derived from living
environment the mean was 3.30; in case of the facet related to satisfaction derived
from self the mean was 3.59; and finally, in case of MSLSS scores in a totality the
mean was 3.69.
6.1.1.2(c) Discussion on the Results of life satisfaction of the female learners of

reference group
To prove the hypothesis-(vi) (i.e., The female learners of reference group
are satisfied with their lives.) the following discussions were placed.
Table-5.1.2(b) shows the descriptive statistics of scores on different facets and
as a total of the Multidimensional Students Life Satisfaction Scale (MSLSS) scores
of the female learners of the reference group (RG). In case of the facet related to
satisfaction on family life the mean was 4.34; in case of the facet related to
satisfaction of having friends the mean was 3.37; in case of the facet related to
satisfaction of derived from the school the mean was 3.73; in case of the facet related
to satisfaction derived from living environment the mean was 3.25; in case of the
facet related to satisfaction derived from self the mean was 3.68; and finally, in case
of MSLSS scores in a totality the mean was 3.64.
a) In case of the satisfaction derived from the Family the mean value for the
female learners of both Study Group (i.e. KGBV) and Reference Group (RG) as a
whole was 4.45, for the female learners of the Study Group (i.e. KGBV) was 4.58 and
for the female learners of the Reference Group (RG) was 4.34. Therefore, the female
learners irrespective of the Study Group and Reference Group on an average
expressed their very high satisfaction in this domain (mean scores were much higher
than 3.67). This reflects that the female learners receive much inspiration, affection
and encouragement from their homes.
111
b) In case of the satisfaction derived from the Friends the mean value for the
expressed their moderate satisfaction in this domain (mean scores were lower than
3.67). This reflects that on an average the female learners receive not so much
stimulation, love, cooperation and support from their friends.
c) In case of the satisfaction derived from the school the mean value for the
expressed their high satisfaction derived from their schools (mean scores were higher
than , 3.67). This reflects that on an average the female learners receive high
encouragement, incentives, warmth and life support from their schools.
d) In case of the satisfaction derived from the living environment the mean
value for the female learners of both Study Group (i.e. KGBV) and Reference Group
(RG) as a whole was 3.27, for the female learners of the Study Group (i.e. KGBV)
was 3.30 and for the female learners of the Reference Group (RG) was 3.25.
Therefore, the female learners irrespective of the Study Group and Reference Group
on an average expressed their moderate satisfaction derived from their living
environment (mean scores were lower than 3.67). This reflects that on an average the
female learners receive not so much comfort, happiness and heat from their living
environment.
112
e) In case of the satisfaction derived from self the mean value for the female
learners of both Study Group (i.e. KGBV) and Reference Group (RG) as a whole was
3.64, for the female learners of the Study Group (i.e. KGBV) was 3.59 and for the
female learners of the Reference Group (RG) was 3.68. Therefore, the female learners
irrespective of the Study Group and Reference Group as a whole and study group only
on an average expressed their moderate satisfaction derived from their own self
But in the female learners of the Reference Group expressed their high
satisfaction derived from their own self. (mean scores were lower than 3.67 in Study
Group and Reference Group as a whole and the Study Group only but the mean score
was higher than 3.67 in Reference Group only.) This reflects that on an average the
female learners feel moderate self-assurance, self support and self dependence from
their own self in Study Group and Reference Group as a whole and Study Group. but
on an average the female learners of Reference Group feel high self-assurance, self
support and self dependence from their own self,
f) In MSLSS in totality the mean value for the female learners of both Study
Group and Reference Group as a whole and Reference Group on an average
expressed their moderate satisfaction in MSLSS in totality.
But the female learners of Study Group expressed their high satisfaction in
MSLSS in totality. (mean scores were lower than 3,67 in KGBV and RG as a whole
and RG only but mean score was higher than 3.67 in KGBV Group only.)
113
6.1.2 Discussion on the Results of Comparative Analysis
The results of descriptive presentation of the two variables have been
extracted and presented in the previous chapter. Here also variable wise discussions
are presented.
6.1.2.1 Discussion on the Results Comparative Analysis in Academic Motivation.
To prove the hypothesis-(vii) (i.e., The female learners of the study group
and reference group of do not differ with respect to their academic motivation)
the following discussions were placed.
Table-5.2.1(a) shows the group statistics of the scores of different facets of the
Motivated Strategies for Learning Questionnaire (MSLQ) of the female learners of
the study group (KGVB) and reference group (RG). In Self-Efficacy the mean of
KGVB and RG were 5.36 and 5.09 respectively; in Intrinsic Value the mean of
KGVB and RG were 5.46 and 5.12 respectively; in Test Anxiety the mean of KGVB
and RG were 3.64 and 4.00 respectively; in Cognitive Strategy the mean of KGVB
and RG were 5.80 and 5.48 respectively; in Self-Regulation the mean of KGVB and
RG were 5.66 and 5.37 respectively; and finally, in MSLQ in totality the mean of
KGVB and RG were 5.18 and 5.01 respectively.
From table-5.2.1(b) it is observed that the two groups (KGBV & RG) differed
highly (statistically) significantly in each of the five facets of Motivated Strategies for
Learning Questionnaire (MSLQ) as well as in Motivated Strategies for Learning
Questionnaire (MSLQ) score in total. In Self-Efficacy, Intrinsic Value, Cognitive
Strategy Use, Self-Regulation, and MSLQ in total the KGBV group on an average
expressed their (statistically) significantly higher motivation and in Test Anxiety the
result was reversed.
114
a) In case of the Self-Efficacy the mean value for the female learners of the
Study Group (i.e. KGBV) was 5.36 and for the female learners of the Reference
Group (RG) was 5.09. The first value was (statistically) significantly higher than the
second value. This reflects that the perceived competence and confidence in
performance of class work was higher in KGBV students than the female learners of
the Reference Group. This may be the positive impact of the KGBV scheme in
development of self-efficacy of the female learners coming from the weaker section
of the society.
b) In case of the Intrinsic Value the mean value for the female learners of the
second value. This reflects that the intrinsic interest in and perceived importance of
course work as well as preference for challenge and mastery goals was high in the
female learners of the KGBV group than that of RG. This may be the positive
influence of the KGBV scheme in development of intrinsic value of the female
learners coming from the weaker section of the society.
c) In the Cognitive Strategy Use the mean value for the female learners of the
second value. This reflects that the use of rehearsal strategies, elaboration strategies
such as summarizing and paraphrasing, and organizational strategies was higher in the
female learners of the KGBV group than that of RG. This may be the positive
influence of the KGBV scheme in development of Cognitive Strategy Use of the
female learners coming from the weaker section of the society.
115
d) In Self-Regulation the mean value for the female learners of the Study
was 5.38. The first value was (statistically) significantly higher than the second value.
This reflects that the meta-cognitive strategies, such as planning, skimming, and
comprehension monitoring and effort management strategies, such as, persistence at
difficult or boring tasks and working diligently were higher in the female learners of
the KGBV group than that of RG. This may be the positive influence of the KGBV
scheme in development of self-regulation of the female learners coming from the
weaker section of the society.
(e) In Test Anxiety the mean value for the female learners of the Study Group
(i.e. KGBV) was 3.64 and for the female learners of the Reference Group (RG) was
4.00. The second value was (statistically) significantly higher than the first value. This
reflects that the concerning worries about and cognitive interference on tests and
examinations were higher in the female learners of the Reference Group than that of
KGBV Group. Anxiety generally is detrimental to the well being. The female learners
of the KGBV group had to struggle more for their survival; but after having a chance
to be admitted to the school and to continue education they might be equipped to
manage test anxiety. This may be again the positive impact of the KGBV scheme in
development of academic motivation in totality of the female learners coming from
the weaker section of the society.
(f) In MSLQ in totality the mean value for the female learners of the Study
was 5.02. The first value was (statistically) significantly higher than the second value.
This reflects that the academic motivation was higher in the female learners of the
KGBV group than that of RG. This may be the positive influence of the KGBV
116
scheme in development of academic motivation in totality of the female learners
coming from the weaker section of the society.
To predict academic performance researchers have predominantly focused on
stable traits, abilities, and behaviours of the learners. According to Zimmerman
(1990) and Zimmerman and Schunk (1989) the self-regulated learning literature
represents the approach that has focused specifically on the manner in which students
engage with academic tasks and material and has sought to shed further light onto
both the determinants of academic performance and the processes of learning.
Students who engage in self-regulated learning are defined by Zimmerman
(1990) as the meta-cognitively, motivationally, and behaviourally active participants
in their learning. The three components of self-regulated learning are (a) meta-
cognitions, (b) motivations, and (c) behaviours. These are assumed to be important
determinants of learning and hence academic performance. The effects of meta-
cognition and motivations on academic performance are typically presented as being
mediated through learning behaviours (Duncan & McKeachie, 2005). Meta-
cognition and appropriate motivations result in the use of appropriate learning
strategies. In turn, these have positive impact on academic performance.
Motivated Strategies for Learning Questionnaire (MSLQ) Pintrich, Smith,
Garcia & McKeachie, (1991) is a single measure designed to assess task-specific
cognitions and motivations as well as the learning strategies used by students to
engage with that task. The MSLQ subscales tap context-specific student traits and
behaviours by comparing the utility of the MSLQ subscales for predicting course
specific performance to their utility for predicting general academic performance.
117
The research work of Das, Salam and Adhikari (2013) showed that the
KGBV scheme seemed to be effective in making the deprived group to rise up to the
level of general group in case of Self Efficacy and Intrinsic Value.
6.1.2.2 Discussion on the Result of Comparative Analysis in Life Satisfaction
To prove the hypothesis-(viii) (i.e., The female learners of the study group
and reference group of do not differ with respect to their life satisfaction) the
Table-5.2.2(a) shows group statistics of Multidimensional Students Life
Satisfaction Scale (MSLSS) scores of study group (i.e. KGBV) and reference group
(RG) female Students. In case of satisfaction derived from family the means of
KGBV and RG were 4.58 and 4.34 respectively; in case of satisfaction derived from
friends the means of KGBV and RG were 3.38 and 3.37 respectively; in case of
satisfaction derived from school the means of KGBV and RG were 3.78 and 3.73
respectively; in case of satisfaction derived from living environment the means of
KGVB and RG adolescents were 3.30 and 3.25 respectively; in case of satisfaction
derived from self the means of KGVB and RG were 3.59 and 3.68 respectively; and
finally, in case of total Multidimensional Students Life Satisfaction Scale (MSLSS)
scores the mean of the female learners of KGVB and RG were 3.69 and 3.64
respectively.
From table-5.2.2(b) it is observed that the two groups (KGBV & RG) did not
differ (statistically) significantly in all facets of Multidimensional Students Life
Satisfaction Scale (MSLSS) as well as in Multidimensional Students Life
Satisfaction Scale (MSLSS) scores in total, except the facet related to family. In the
facet “family” the distribution of the scores of the KGBV group had the mean was
4.58 and standard divination was 0.88, whereas the distribution of the scores of the
118
RG group had the mean was 4.34 and standard deviation was 0.75. The mean score of
the KGBV group was significantly (statistically) higher than that of RG group. This
depicted that in relation to life satisfaction derived from home environment the
KGBV group was more satisfied than the RG group.
a) In case of the satisfaction derived from the Family the mean value for the
of the Reference Group (RG) was 4.34. The first value was (statistically) significantly
higher than the second value. This reflects that the perceived satisfaction from the
home was higher in KGBV students than the female learners of the Reference Group.
The female learners of the KGBV group came from the weaker section of the society;
due to poverty their family environment might not be so stimulating. But after having
a chance for further education the learners probably became more aroused and
intrinsically expressed their happiness derived from their family. This may be the
positive effect of the KGBV scheme.
b) In case of the satisfaction derived from the Friends the mean value for the
of the Reference Group (RG) was 3.37. There was no (statistically) significant
difference between the two means; this reflects that on an average the perceived
satisfaction derived from the friends were the same for the female learners of the
KGBV as well as Reference Group (RG). The female learners of the KGBV group
came from the deprived section of the society. Due to their poverty they usually are
forced to be engaged in their family business in early life; they may not find any time
to mix with the stimulating and cooperative friends and peers. But after having a
chance for education the learners had a time to mix with the friends and peers, and
hence, they probably became more aroused and intrinsically their expressed the
119
happiness (derived from having friends) of the same magnitude as it was in case of
the learners of the Reference Group. This may be the positive effect of the KGBV
scheme.
c) In case of the satisfaction derived from the school the mean values for the
of the Reference Group (RG) was 3.73. There was no (statistically) significant
difference between the two means; this reflects that on an average the perceived
satisfaction derived from the schools were the same for the female learners of the
KGBV as well as Reference Group (RG). The female learners of the KGBV group
came from the dispossessed section of the society. Due to their poor condition they
usually are forced to be engaged in their family business at the early days; they cannot
have any chance to be admitted to the schools. But after having a chance for education
the learners had a time to come to the schools, and hence, they probably became more
stimulated and so, intrinsically they expressed the same happiness (derived from the
schools) as it was in case of the learners of the Reference Group. This may also be the
positive effect of the KGBV scheme.
d) In case of the satisfaction derived from the living environment the mean
values for the female learners of the Study Group (i.e. KGBV) was 3.30 and for the
female learners of the Reference Group (RG) was 3.25. There was no (statistically)
significant difference between the two means; this reflects that on an average the
perceived satisfaction derived from the living environment were the same for the
female learners of the KGBV as well as Reference Group (RG). The residents of the
KGBV hostel came from the vulnerable section of the society. Due to their poor
conditions their living environment may not be so pleasant and comfortable. But after
having a chance for education the learners had a time to come to the schools and to
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reside in a good hostel with much facilities, and hence, they probably became more
stimulated and so, intrinsically they expressed the same happiness (derived from the
living environment) as it was in case of the learners of the Reference Group. This may
also reflect the positive effect of the KGBV scheme.
e) In case of the satisfaction derived from self the mean values for the female
Reference Group (RG) was 3.68. There was no (statistically) significant difference
between the two means; this reflects that on an average the perceived satisfaction
derived from self were the same for the female learners of the KGBV as well as
Reference Group (RG). The dwellers of the KGBV hostel came from the helpless
section of the society. Due to the paucity of livelihood they get little time to think
about the self. But after having a chance for education the learners had a time to come
to the schools and to reside in a good hostel with much facilities, and hence, they
probably became more stimulated and so, intrinsically they expressed the same
happiness (derived from the self) as it was in case of the learners of the Reference
Group. This may also exhibit the positive effect of the KGBV scheme.
f) In MSLSS in totality the mean values for the female learners of the Study
was 3.64. There was no (statistically) significant difference between the two means;
this reflects that on an average the perceived satisfaction derived from the multiple
dimensions of life satisfaction were the same for the female learners of the KGBV as
well as Reference Group (RG). The residents of the KGBV hostel came from the
weaker section of the society. Due to their poverty their life may not be so smooth
sailing and comfortable. But after having a opening for education the learners had a
time to come to the schools and to reside in a good hostel with much facilities, and
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hence, they probably became more stimulated and so, intrinsically they expressed the
same happiness (derived from the different aspects of life as a whole) as it was in case
of the learners of the Reference Group. This may also mirror the positive effect of the
KGBV scheme.
In an attempt to contribute to understanding of life satisfaction in relation to
living environment, the ecological systems theory of Bronfenbrenner (1979 & 1986)
and the self-determination theory (SDT) of Ryan and Deci (2000) can be drawn.
Living background (the macro-system) may influence the immediate social
environment consisting of their family and school (the micro-system) of the students.
The living background thus influences the life satisfaction as well as the school
satisfaction of the learners.
6.1.3 Discussion on the Results of Multiple Regression Analysis
The results of multiple regression analysis considering Multidimensional
Students Life Satisfaction Scale (MSLSS) scores of the female students as dependent
variable and Motivated Strategies for Learning Questionnaire (MSLQ) scores
different facets as independent variables were presented in the previous chapter.
Three analyses were done considering the female students of – (a) both Study
Group (i.e. KGBV) and Reference Group (RG) as a whole, (b) Study Group (i.e.
KGBV) only and (c) Reference Group (RG) only. The discussions on the three cases
are placed herewith.
6.1.3.1 Discussion on the Results of Multiple Regression Analysis Considering the

Female Learners of the Study Group (KGBV) and Reference Group (RG) as a
Whole
To prove the hypothesis-(ix) (i.e., There remain statistically significant
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of the female learners of the study group and reference group considering as a
whole with the help of their different facets of academic motivation.) the
Discussions on the results of multiple regression analysis considering the
female students of both Study Group (i.e. KGBV) and Reference Group (RG) as a
whole are placed herewith.
The results of table-5.3.1(d) showed the coefficient of multiple regression
equation. The linear multiple regression equation was as follows:
MSLSS = -0.87 + 0.09 × Self-Efficacy + 0.23 × Intrinsic Value +0.24 × Test
Anxiety + 0.15× Cognitive Strategy Use + 0.20 × Self-Regulation
It was observed that the independent variables (i.e., facets of Motivated
Strategies for Learning Questionnaire) put their highly (statistically) significant
effect in development of life satisfaction of the female learners of the Study Group
(KGBV) and Reference Group (RG) considering as a whole.

Female Learners of the Study Group (KGBV)
To prove the hypothesis-(x) (i.e., There remain statistically significant
of the female learners of the study group with the help of their different facets of
academic motivation.) the following discussions were placed.
female students of the Study Group (i.e. KGBV) are placed herewith.
The results of table-5.3.2(d) showed coefficient of multiple regression
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MSLSS = -1.11+ 0.10× Self-Efficacy + 0.27× Intrinsic Value +0.22× Test
It was also observed that the independent variables (i.e., facets of Motivated
Strategies for Learning Questionnaire) put their highly (statistically) significant
effect in development of life satisfaction of female learners of the Study Group
(KGBV).

Female Learners of the Reference Group (RG)
To prove the hypothesis-(xi) (i.e., There remain statistically significant
of the female learners of the reference group with the help of their different
facets of academic motivation.) the following discussions were placed.
female students of the Reference Group (RG) are placed herewith.
The results of the table-5.3.3(d) showed the coefficient of multiple regression
MSLSS = -0.87+ 0.11× Self-Efficacy + 0.23 × Intrinsic Value +0.15× Test
It was observed that the independent variables (facets of Motivated Strategies
for Learning Questionnaire) put their highly (statistically) significant effect in
development of life satisfaction of the female learners of the reference group also.
Again in previous section (6.1.2.1 Discussion on the Results Comparative
Analysis in Academic Motivation) it was discussed that the KGBV scheme may put
important impetus in development of academic motivation of the female learners. In
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the section (6.1.2.2 Discussion on the Result of Comparative Analysis in Life
Satisfaction) it was also discussed that the KGBV scheme may put significant
momentum in development of life satisfaction of the female learners. The results of
the multiple regression analysis may also shows the positive effect of KGBV scheme
in development of life satisfaction as well as academic motivation.
According to Pandey and Kumari (2019), the KGBV scheme has brought better
opportunities for girls from disadvantaged sections; it has secured the lives of the
female learners and developed self-reliance, confidence and empowerment.
Therefore, it can be concluded that the scheme KGBV has positive impact towards
girl empowerment as well as, KGBV girls are performing well in classroom as
compared to regular girl counterparts.
6.2 Conclusion
i) The female learners of both the study group and reference group
ii) The female learners of the study group are academically motivated.
iii) The female learners of the reference group are academically motivated.
iv) The female learners of both the study group and reference group
v) The female learners of the study group are satisfied with their lives.
vi) The female learners of reference group are satisfied with their lives.
vii) The female learners of the study group and reference group of do not
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viii) The female learners of the study group and reference group of do not
ix) There remain statistically significant multiple regression coefficients to
both study group and reference group considering as a whole with the
help of their different facets of academic motivation.
x) There remain statistically significant multiple regression coefficients to
the study group with the help of their different facets of academic
motivation.
xi) There remain statistically significant multiple regression coefficients to
the reference group with the help of their different facets of academic
motivation.
Hypothesis-I:
The female learners of both the study group and reference group considering
as a whole are academically motivated.
Conclusion-I:
In case of the female learners of both the study group and reference group
considering as a whole perceived competence and confidence in performance of class
work (self-efficacy) was high; intrinsic interest in and perceived importance of course
work as well as preference for challenge and mastery goals (intrinsic value) was
high; concerning worries about and cognitive interference on tests and examinations
(test anxiety) was low; the use of rehearsal strategies, elaboration strategies such as
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summarizing and paraphrasing, and organizational strategies (cognitive strategy use)
was high; meta-cognitive strategies, such as planning, skimming, and comprehension
monitoring and effort management strategies, such as, persistence at difficult or
boring tasks and working diligently (self-regulation) were high; and academic
motivation score in totality reflecting the high motivation.
Hence, overall they expressed their high academic motivation – the
hypothesis-I was accepted.
Hypothesis-II:
The female learners of the study group are academically motivated.
Conclusion-II:
In case of the female learners of the study group perceived competence and
confidence in performance of class work (self-efficacy) was much high; intrinsic
interest in and perceived importance of course work as well as preference for
challenge and mastery goals (intrinsic value) was very high; concerning worries
about and cognitive interference on tests and examinations (test anxiety) was low; the
use of rehearsal strategies, elaboration strategies such as summarizing and
paraphrasing, and organizational strategies (cognitive strategy use) was very high;
meta-cognitive strategies, such as planning, skimming, and comprehension
monitoring and effort management strategies, such as, persistence at difficult or
boring tasks and working diligently (self-regulation) was very high; and academic
motivation in totality was very high.
hypothesis-II was accepted.
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Hypothesis-III:
The female learners of the reference group are academically motivated.
Conclusion-III
In case of the female learners of the reference group perceived competence
and confidence in performance of class work (self-efficacy) was high; intrinsic
interest in and perceived importance of course work as well as preference for
challenge and mastery goals (intrinsic value) was high; concerning worries about and
cognitive interference on tests and examinations (test anxiety) was moderate; the use
of rehearsal strategies, elaboration strategies such as summarizing and paraphrasing,
and organizational strategies (cognitive strategy use) was high; meta-cognitive
strategies, such as planning, skimming, and comprehension monitoring and effort
management strategies, such as, persistence at difficult or boring tasks and working
diligently (self-regulation) was high; and academic motivation in totality was high.
hypothesis-III was accepted.
Hypothesis-IV:
as a whole are satisfied with their lives.
Conclusion-IV:
as a whole receive much inspiration, affection and encouragement from their family;
have moderate stimulation, love, cooperation and support from their friends; receive
much encouragement, incentives, warmth and life support from their schools; enjoy
moderate comfort, happiness and heat from their living environment; feel moderate
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self-assurance, self support and self dependence from their own self; as a whole
derive moderate satisfaction with their lives.
Hence they were overall satisfied with their lives – the hypothesis-IV was
accepted.
Hypothesis-V:
The female learners of the study group are satisfied with their lives.
Conclusion-V:
The female learners of the study group receive very much inspiration,
affection and encouragement from their family; have moderate stimulation, love,
cooperation and support from their friends; receive much encouragement, incentives,
warmth and life support from their schools; enjoy moderate comfort, happiness and
heat from their living environment; feel moderate self-assurance, self support and self
dependence from their own self; as a whole derive high satisfaction with their lives.
Hence they were overall satisfied with their lives – the hypothesis-V was
accepted.
Hypothesis-VI:
The female learners of reference group are satisfied with their lives.
Conclusion-VI:
The female learners of the reference group receive much inspiration, affection
and encouragement from their family; have moderate stimulation, love, cooperation
and support from their friends; receive much encouragement, incentives, warmth and
life support from their schools; enjoy moderate comfort, happiness and heat from
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their living environment; feel much self-assurance, self support and self dependence
from their own self; as a whole derive moderate satisfaction with their lives.
Hence they were overall satisfied with their lives – the hypothesis-VI was
accepted.
Hypothesis-VII:
The female learners of the study group and reference group of do not differ
with respect to their academic motivation.
Conclusion-VII:
In comparison with the Reference Group the KGBV group expressed the
higher perceived competence and confidence in performance of class work (self-
efficacy); the intrinsic interest in and perceived importance of course work as well as
preference for challenge and mastery goals (intrinsic value); the use of rehearsal
strategies, elaboration strategies such as summarizing and paraphrasing, and
organizational strategies (cognitive strategy use); the meta-cognitive strategies, such
as planning, skimming, and comprehension monitoring and effort management
strategies, such as, persistence at difficult or boring tasks and working diligently (self-
regulation); and the academic motivation in totality. But in comparison with the
Reference Group the KGBV group expressed the relatively lower worries about and
cognitive interference on tests and examinations (test anxiety).
This fact may reflect the positive impact of the KGBV scheme in
development of academic motivation in self-efficacy, intrinsic value, cognitive
strategy use, self-regulation and management of test anxiety of the KGBV hostel
dwellers.
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Hence, in overall both the two groups expressed their high academic
motivation, but the two groups differed (statistically) significantly in all of the
five facets of academic motivation – the hypothesis-VII was rejected.
Hypothesis-VIII:
The female learners of the study group and reference group of do not differ
with respect to their life satisfaction.
Conclusion-VIII:
In comparison with the Reference Group the KGBV group expressed the
higher perceived satisfaction derived from the home i.e., family. But the two groups
did not differ in perceived satisfaction derived from the friends, schools, living
environment, self, and life satisfaction as a whole. The KGBV hostel dwellers
usually came from the weaker section of the society. So, due to their poverty their life
may not be so smooth sailing and comfortable. But after having a opening for
education the learners had a time to come to the schools and to reside in a good hostel
with much facilities, and hence, they probably became more stimulated and so,
intrinsically they expressed the same happiness (derived from the different aspects of
life as a whole) as it was in case of the learners of the Reference Group.
This fact may reflect the positive impact of the KGBV scheme in
development of life satisfaction (in all aspects) of the KGBV hostel dwellers.
Hence, in overall both the two groups expressed their high to moderate
life satisfaction and the two groups did not differed (statistically) significantly in
majority of the facets of life satisfaction – the hypothesis-VIII was accepted.
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Hypothesis-IX:
There remain statistically significant multiple regression coefficients to frame
the equation to predict life satisfaction of the female learners of the study group and
reference group considering as a whole with the help of their different facets of
academic motivation.
Conclusion-IX:
Different facets of academic motivation puts significant effect in development
of life satisfaction of the female learners of the Study Group (KGBV) and Reference
Group (RG) considering as a whole. The independent variables (i.e., facets of
Motivated Strategies for Learning Questionnaire) put their highly (statistically)
significant effect in development of life satisfaction of the female learners of the
Study Group (KGBV) and Reference Group (RG) considering as a whole.
As all of the multiple regression coefficients were highly (statistically)
significant; and hence the hypothesis-IX was accepted.
Hypothesis-X:
the equation to predict life satisfaction of the female learners of the study group with
the help of their different facets of academic motivation.
Conclusion-X:
Academic motivation puts significant effect in development of life satisfaction
of the female learners of the Study Group (KGBV) hostel dwellers.
As here also all of the multiple regression coefficients were highly
(statistically) significant; and hence the hypothesis-X was accepted.
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Hypothesis-XI:
the equation to predict life satisfaction of the female learners of the reference group
with the help of their different facets of academic motivation.
Conclusion-XI:
Different facets of academic motivation put significant positive effect in
development of life satisfaction of the female learners of the Reference Group (RG).
As here also all of the multiple regression coefficients were highly
(statistically) significant; and hence the hypothesis-XI was accepted.
In course of data collection some KGBV (hostel dwellers) girls expressed their
will to put more efforts to be teachers, doctors, players, or nurses. They also conveyed
their likings of their hostels. They felt free to attend the tuition classes, learn English
drama, or compose songs.
As per verbatim statements of most of the residents it was exposed that most
of the KGBV hostel dwellers belonged to poor economic strata of the society, their
parents are weak both academically and economically- fathers were agriculture
labour and mothers were working as maids in others‟ houses.
According to the observations of most of the head of the institutions basically
girls covering under KGBV scheme are intelligent, they give good fight to others girls
academically and often got positions in the classes, they were also having talents in
several co-curricular activities like dancing, singing, sewing or playing. They liked to
continue their studies amidst several difficulties, but they were often found worried
about their future after passing 10th grade examinations, when they had to leave the
hostel.
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Chapter-7
Summary, Applicative Value,

Limitation And Recommendation
For Future Study
CHAPTER – VII
SUMMARY, APPLICATIVE VALUE, LIMITATION AND
RECOMMENDATION FOR FUTURE STUDY
7.1 Summary
Summary of the work is places herewith.
7.1.1 Perspective
Sarva Shiksha Abhiyan (SSA) is Government of India‟s flagship programme
for achievement of Universalization of Elementary Education (UEE) in a time bound
manner, as mandated by 86th amendment to the Constitution of India making free and
compulsory education to the Children of 6-14 years age group, a „Fundamental
Right‟. SSA is being implemented in partnership with State Governments to cover the
entire country and address the needs of 192 million children in 1.1 million habitations.
The programme seeks – (i) to open new schools in those habitations which do not
have schooling facilities; (ii) to strengthen existing school infrastructure through
provision of additional class rooms, toilets, drinking water, maintenance grant and
school improvement grants; (iii) to provided existing schools having inadequate
teacher strength with additional teachers; (iv) to strengthen the capacity of existing
teachers by extensive training; (v) to provide grants for developing teaching-learning
materials; (vi) to strengthen the academic support structure at a cluster, block and
district level; (vii) to provide quality elementary education including life skills; (viii)
to pay special attention to girl‟s education and children with special needs.
There are several extrinsic motivators in the programme (such as
infrastructural facilities including drinking water and sanitation facilities, book grant,
in service teachers‟ training, teacher – both regular and Para, Teaching-Learning
Material Grant, and all expenditure in Kasturba Gandhi Balika Vidyalaya hostel,
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Alternative / Innovative Education Centre, Rabindra Mukta Vidyalaya centres, Bridge
Course Centre etc ), but all the efforts would go in vain if intrinsic motivation cannot
be generated among the learners.
Kasturba Gandhi Balika Vidyalaya is residential schools which cover hard to
reach girls especially the deprived ones belonging predominantly to the SC, ST, OBC
community and minority groups. This is an extrinsic intervention for girls residing in
small and scattered habitations far off from the nearest school, who have remained
outside the educational system despite interventions of other government programmes
due to persistent socio-economic, cultural and topographical reasons.
7.1.1.1 Objective of the Study
The main objective of the study was to ascertain the impact of Kasturba
Gandhi Balika Vidyalaya programme on academic motivation and life satisfaction of
the female learners. To do this a comparison were made between the girl-residents of
Kasturba Gandhi Balika Vidyalaya (Study Group) and their general counterpart
(Reference Group) in different facets of academic motivation and life satisfaction.
7.1.1.2 Specific Objectives of the Study
The present study was designed to probe into the following specific objectives.
i. To know the present situation of academic motivation of the female
whole;
ii. To know the present situation of academic motivation of the female
iii. To know the present situation of academic motivation of the female
learners of the reference group;
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iv. To know the present situation of life satisfaction of the female learners
of both the study group and reference group considering as a whole;
v. To know the present situation of life satisfaction of the female learners
of the study group;
vi. To know the present situation of life satisfaction of the female learners
of the reference group;
vii. To compare the academic motivation of the female learners of the study
group and reference group;
viii. To compare the life satisfaction of the female learners of the study group
and the reference group;
ix. To construct a multiple regression equation to predict life satisfaction
whole;
x. To construct a multiple regression equation to predict life satisfaction
xi. To construct a multiple regression equation to predict life satisfaction
learners of the reference group.
7.1.1.3 Research Questions of the Study
The present study was designed to find out the answer of the following
research questions –
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i) What is the present situation of academic motivation of the female
whole?
ii) What is the present situation of academic motivation of the female
learners of the study group?
iii) What is the present situation of academic motivation of the female
learners of reference group?
iv) What is the present situation of life satisfaction of the female learners of
both the study group and reference group considering as a whole?
v) What is the present situation of life satisfaction of the female learners of
the study group?
vi) What is the present situation of life satisfaction of the female learners of
reference group?
vii) Is there any difference between the study group and reference group of
female learners with respect to their academic motivation?
viii) Is there any difference between the study group and reference group of
female learners with respect to their life satisfaction?
ix) What should be the multiple regression equation to predict life
the female learners of the both study group and the reference group
considering as a whole?
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x) What should be the multiple regression equation to predict life
the female learners of the study group?
xi) What should be the multiple regression equation to predict life
the female learners of the reference group?
7.1.1.4 Research Hypotheses of the Study
i) The female learners of both the study group and reference group
ii) The female learners of the study group are academically motivated.
iii) The female learners of the reference group are academically motivated.
iv) The female learners of both the study group and reference group
v) The female learners of the study group are satisfied with their lives.
vi) The female learners of reference group are satisfied with their lives.
vii) The female learners of the study group and reference group of do not
viii) The female learners of the study group and reference group of do not
ix) There remain statistically significant multiple regression coefficients to
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both study group and reference group considering as a whole with the
help of their different facets of academic motivation.
x) There remain statistically significant multiple regression coefficients to
study group with the help of their different facets of academic
motivation.
xi) There remain statistically significant multiple regression coefficients to
reference group with the help of their different facets of academic
motivation.
7.1.2 Acquaintances with the Psychological Constructs under Study
Let us be quickly acquainted with the psychological constructs used in the
study.
7.1.2.1 Academic Motivation
Motivation refers to reasons that underlie behaviour that is characterized by
willingness and volition. Intrinsic motivation is animated by personal enjoyment,
interest, or pleasure, whereas extrinsic motivation is governed by reinforcement
contingencies. Motivation involves a constellation of closely related beliefs,
perceptions, values, interests, and actions. Motivation within individuals tends to vary
across subject areas, and this domain specificity increases with age. Motivation in
children predicts motivation later in life, and the stability of this relationship
strengthens with age. Traditionally, educators consider intrinsic motivation to be more
desirable and to result in better learning outcomes than extrinsic motivation. In
general, children appear to enter school with high levels of intrinsic motivation,
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although motivation tends to decline as children progress through school. Research
suggests that motivation can be manipulated through certain instructional practices,
although studies demonstrate both positive and negative effects. The use of rewards
may either encourage or diminish motivation, depending on the type of rewards and
the context in which they are given. Teachers should attempt to give students more
autonomy or control over their own learning by allowing them to make choices and
use collaborative or cooperative learning approaches. In addition, teachers should
create a supportive classroom environment with respect to goal structures,
attributions, and external evaluation. There are several challenges to assessing
motivation, especially in children. Recommendations for eliciting evidence of
motivation for assessment purposes are made.
Extrinsically motivated behaviours are the results of the attainment of
externally administered rewards, including pay, material possessions, prestige, and
positive evaluations from others. Extrinsic motivation is defined as the performance
of an activity because it is perceived to be instrumental in achieving valued outcomes
that are distinct from the activity itself (Deci, 1975; Deci & Ryan, 1985, Ji-Won
Moon & Young-Gul Kim, 2001). Perceived usefulness is described as a form of
extrinsic motivation (Deci, 1975; Deci & Ryan, 1985).
In contrast to extrinsic motivation, intrinsic motivation is said to exist when
behaviour is performed for its own sake rather than to obtain material or social
reinforcements. Intrinsic motivation refers to the performance of an activity for no
apparent reinforcement other than the activity per se (Deci, 1975; Deci & Ryan,
1985; Ji-Won Moon & Young-Gul Kim, 2001). Perceived ease of use is a form of
intrinsic motivation (Deci, 1975; Deci & Ryan, 1985). Perceived ease of use has also
140
been found to influence usage indirectly through perceived usefulness (Davis, 1986,
1989) and perceived enjoyment (Igbaria et al., 1995).
More recently in the literature of psychology, intrinsically motivated
behaviour is alleged to derive from and satisfy innate psychological needs, including
needs for competence and autonomy (Deci & Ryan, 1985; Kasser & Ryan, 1996).
According to Deci (1980), perceptions of personal (as opposed to external) control
satisfy these needs, and constitute the fundamental feature distinguishing intrinsically
motivated behaviour from extrinsically motivated behaviour. The concept of intrinsic
motivation evolved independently of and subsequent to the behaviourist tradition of
extrinsic contingencies. But the two met with a bang when Deci (1971) argued based
on his laboratory results not only that extrinsic reinforcement is not needed for
motivation, but also that tangible rewards actually undermine intrinsic motivation for
interesting activities. Since this publication, the use of extrinsic rewards to alter
human behaviour has been challenged in literature reviews, textbooks, and the
popular media. Deci (1980) elaborated his original findings via his cognitive
evaluation theory, which held that the impact of extrinsic rewards on motivation
depends on the receiver‟s interpretation of the rewards. In accordance with the self-
perception theory and the over justification effect (Lepper, Greene, & Nisbett,
1973), when people attribute their behaviours to external rewards they discount
interest as causes of their behaviours and consequently intrinsic motivation becomes
lower. Extrinsic rewards, particularly highly contingent rewards, are said to be salient
to people and likely to generate external attributions, perceptions that they are
responding to environmental control rather than autonomously and lower intrinsic
motivation. A number of scholars and theoretical perspectives have maintained that
the effects of extrinsic and intrinsic rewards are not interactive, but generally additive
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(e.g., Porter & Lawler, 1968; Staw, 1979; Mawhinney, 1990), rewards generally
increase perceived self-determination. As with other aspects of human behaviour, to
understand intrinsic and extrinsic motivation the person and the environment must be
considered jointly.
7.1.2.2 Life Satisfaction
Life Satisfaction refers to a person‟s general happiness, freedom from tension,
interest in life etc. John Locke emphasized happiness is satisfaction (Tatarkiewicz,
1976). Academic Life Satisfaction is operationally defined as the expected
satisfaction in one‟s life in school by the fulfilment of his/her important academic
goals or aspirations. Bronzaft (1996) investigated and found that academic
achievement and life satisfaction were strongly related.
7.1.3 Review of Allied Literature
satisfaction of the female learners. Review of Literature serves the groundwork for
the current study, in this section, This section has been divided into four sub- sections
each of which is related to four constructs of the study – (a) motivation, (b) life
satisfaction, (c) motivation vs. life satisfaction, and (d) „Kasturba Gandhi Balika
Vidyalaya (KGBV) Scheme‟ vs. motivation as well as life satisfaction.
7.1.3.1 Motivation
Motivation means to provoke someone to do something. On the other hand
unmotivated means a person feels no impetus or encouragement to do something. A
motivated person is directed towards a goal. He is highly energized or activated
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towards the goal. Persons working and playing together with others are concerned
with motivation. But how much are they motivated is a matter of question.
7.1.3.1.1 Enhancing Intrinsic Motivation
Students have the need of autonomy supportive home and school
environments maintaining and enhancing intrinsic motivation (Froiland, 2011a;
Froiland, 2010; Froiland et al., 2012; Ryan & Deci, 2000). An intrinsically
motivated student can learn more. She/he exhibits good behaviour. She/he is happier
and aspires to contribute something good for the society. A greater sense of well-
being is noticed in the intrinsically motivated learners. As they understand the
inherent benefit of education, they become more engaged in the classroom teaching-
learning (Ryan & Deci, 2000).
Promotion of intrinsic motivation in education is of great necessity. School
Psychologists consider the Caring School Community as a potential prevention
Programmeme to promote intrinsic motivation to learn among students. School
psychologists could also become familiar with the facets of teacher autonomy support
so that they can recommend specific teacher autonomy supportive techniques during
either behavioural or instructional consultation (Reeve & Jang, 2006). School
psychology trainers could also further research parental autonomy support
interventions (Froiland, 2011a) because there is the potential to synergistically
promote intrinsic motivation to learn at both home and school (Froiland et al., 2012).
School psychologists who consult with parents can look for opportunities to improve
controlling parental practices because they are associated with lower intrinsic
motivation (Froiland, 2011a), perfectionism and depression among children (Benson
P.L. 2006).
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In a study it was observed that the interplay among academic motivation,
features of emerging adulthood and psychological adaptation in relation to life
satisfaction. Psychological well-being, and perceived stress among Danish University
students, (N=377). Result indicated direct and positive association of autonomous
motivation with life satisfaction, as well as a direct negative link between controlled
motivation and psychological well-being. Furthermore autonomous motivation was
indirectly and positively associated with life satisfaction and psychological well-being
and negatively related with perceived stress through experiences of life possibilities
and experimentation (Simon Ozer & Seth J. Schwartz, 2019).
7.1.3.2 Life Satisfaction
Life satisfaction is a global evaluation by an individual of his or her own life
Pavot, Diener, Colvin, and Sandvik (1991). Research reports on life satisfaction
have been differentiated from other well-being constructs such as self-esteem (Terry
& Huebner, 1995; Lucas, Diener, & Suh, 1996; Huebner, Gilman, & Laughlin,
1999), depression (Lewinsohn, Redner, & Seely, 1991; Huebner, 2001) positive
affect (Lucas et al., 1996; Huebner, 1991c; Huebner, & Dew, 1996) and others.
One earlier study found that the mediation effect of locus of control and
achievement motivation between academic strees and life satisfaction. In the frame of
the study two mediation models were tested by utilising PROCESS procedure for
SPSS. The result indicated that bivariate correlations among study variables ranged
from -24 to 32. The overall composite indicated that academic stress contributed to
6% of the variance in life satisfaction among students, while the mediating effect of
locus of control contributed to 10% of the variance in life satisfaction among students
(Karaman, Nelson & Vela, 2018).
144
7.1.3.3 Motivation vs. Life Satisfaction: Purpose, Hope and Motivation
The outcome expectancies are the primary elicitors of goal-directed
behaviours. Hope outcome expectancies are also the part of the equation. In addition
individuals capable of being successful and hopeful also believe that they have the
means of acting successfully (Snyder, 1995). Empirical differences between hope and
optimism have also been found by Magaletta and Oliver (1999).
7.1.3.4 ‘Kasturba Gandhi Balika Vidyalaya (KGBV)’ Scheme Vs Motivation as

well as Life Satisfaction
The „Kasturba Gandhi Balika Vidyalaya (KGBV)‟ scheme has been launched
by the Government of India in 2004. This scheme is for setting up residential schools
at upper primary level for girls belonging mostly to the SC, ST, OBC and minority
communities in backward areas. The scheme is being put into operation in
educationally backward blocks (EBBs) of the country. In these blocks the female rural
literacy level is below the national average and gender disparity in literacy is above
the national average.
7.1.4 Methods
The present study was carried out through descriptive survey method within
ex-post-facto research design. The details regarding sample, tool, procedure of data
collection and statistical techniques were reported hereunder.
7.1.4.1 Research Design
The research design that was adopted in the present study is presented
hereunder.
7.1.4.1.1 Variables
In the present study following variables were considered.
145
7.1.4.1.1.1 Independent Variable
An independent variable must have at least two values. Each value of the
independent variable is called a level.
i) In the comparative analysis of the present study “independent variable”
was the “Kasturba Gandhi BalikaVidyalaya (KGBV) Scheme”. Here two levels were
considered – (a) residents of KGBV hostels the beneficiary of the scheme (Study
Group, i.e., KGBV) and (b) day scholars the non-beneficiary of the scheme
(Reference Group, RG).
ii) In the multiple regression analysis of the present study the “independent
variables” were the dimensions of the “Motivated Strategies for Learning”. These
dimensions were – (a) Self-efficacy, (b) Intrinsic value, (c) Test anxiety, (d) Cognitive
Strategy use, and (e) Self-regulation
7.1.4.1.1.2 Dependent Variable
Dependent Variable is usually the variable that is measured at the end of a
study.
i) The “Dependent Variables” in the comparative analysis of present study
were – (a) dimensions of Multidimensional Students Life Satisfaction (i.e., Family
Related Life Satisfaction, Friends Related Life Satisfaction, School Related Life
Satisfaction, Living Environment Related Life Satisfaction, and Self Related Life
Satisfaction), and (b) dimensions of Motivated Strategies for Learning (i.e., Self-
efficacy, Intrinsic value, Test anxiety, Cognitive Strategy use, and Self-regulation).
ii) In the multiple regression analysis of the present study the “dependent
variable” was the composite score of “Multidimensional Students Life Satisfaction
Scale”.
146
7.1.4.2 Sample
For the sake of the research the respondents of the study were randomly
selected from 10 schools of 8 districts of West Bengal. Finally, 200 KGBV hostel
dwellers and 247 day scholar female learners were participated to the study.
7.1.4.3 Tool of Research
The following research tool was used in the present study for data collection.
The tools were selected by applying yardsticks of relevance, appropriateness,
reliability, validity and suitability. Brief description of the tool is given hereunder.
7.1.4.3.1 Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich &

De Groot, 1990) (Bengali version of the Scale was adopted and use.)
statements and with each statement a 7 point Likart type scale is attached. Students
are instructed to respond to the items on a 7 -point Likert type scale (1 = never true to
7 = definitely true) in terms of their behaviour in the school.
Analysis of the motivational items revealed – (a) three distinct motivational
factors – self-efficacy, intrinsic value, and test anxiety; (b) Two cognitive scales were
constructed – cognitive strategy use and self-regulation.
The domains contain unequal number of items. The domain and total scores
of each domain were made comparable by summing the item responses in a domain
and dividing it by the number of total items of the domain.
7.1.4.3.2 Multidimensional Students Life Satisfaction Scale (MSLSS) (Huebner,

2001) (Bengali version of the Scale was adopted and used.)
The 40-item Multidimensional Students Life Satisfaction Scale (MSLSS) is
administered to children in groups as well as individually. The five response options
are assigned points as follows – (never true = 1); (not true = 2); (not cognizable = 3);
147
(true = 4) and (definitely true = 5). Higher scores thus indicate higher levels of life
satisfaction throughout the scale.
Because the domains consist of unequal number of items, the domain and
total scores were made comparable by summing the item responses and dividing by
the number of domain (or total) items.
7.1.4.4 Procedure for Data Collection
The heads of the institutes were contacted for his/her permission to allow
collecting the data. The relevant data on different constructs were collected by
administering the above-mentioned tool on the subjects under study in accordance
with the directions provided in the manual of the tool.
7.1.4.5 Statistical Techniques
The results of the study were extracted in three separate ways – (a) descriptive
analysis, (b) comparative analysis, and (c) multiple regression analysis. All these three
analysis were done with the help of SPSS20.0 software.
7.1.5 Summary of Result
The results of the study had been presented in three separate sections – (a)
descriptive presentation, (b) comparative analysis, and (c) multiple regression
analysis. Now the summary of the results were also presented in three separate sub-
sections.
7.1.5.1 Descriptive Presentation
Summary of the descriptive presentation was presented herewith.
148
Table-7.1.5.1: Mean of Life Satisfaction and Academic Motivation Scores of the
Female Students of both Study Group (i.e. KGBV) and Reference Group (RG)
Considering as a Whole
Life Satisfaction
Facet Mean Remark
Family 4.45 High satisfaction
Friends 3.37 Moderate satisfaction
School 3.76 High satisfaction
Living Environment 3.27 Moderate satisfaction
Self 3.64 Moderate satisfaction
MSLSS 3.66 Moderate satisfaction
Academic Motivation
Self-Efficacy 5.21 High motivation
Intrinsic Value 5.28 High motivation
Test Anxiety 3.84 Moderate motivation
Cognitive Strategy Use 5.62 High motivation
Self-Regulation 5.50 High motivation
MSLQ 5.09 High motivation
7.1.5.2 Comparative Analysis
Summary of the comparative analysis was presented herewith.
Table-7.1.5.2: Group Statistics of Life Satisfaction Scale (MSLSS) and Academic

Motivation Scores of the Female Students of the Study Group (i.e. KGBV) and
Life Satisfaction
Facet Type Mean Remark
Family KGBV 4.58 KGBV group students were more
RG 4.34 satisfied than RG
Friends KGBV 3.38 No significant difference
RG 3.37
School KGBV 3.78 No significant difference
RG 3.73
Living Environment KGBV 3.30 No significant difference
RG 3.25
Self KGBV 3.59 No significant difference
RG 3.68
MSLSS KGBV 3.69 No significant difference
RG 3.64
Academic Motivation
Self-Efficacy KGBV 5.36 KGBV group students were more
149
RG 5.09 motivated than RG
Intrinsic Value KGBV 5.46 KGBV group students were more
Test Anxiety KGBV 3.64 KGBV group students experienced
RG 4.00 less test anxiety than RG
Cognitive Strategy Use KGBV 5.80 KGBV group students were more
Self-Regulation KGBV 5.66 KGBV group students were more
MSLQ KGBV 5.18 KGBV group students were more
7.1.5.3 Multiple Regression Analysis
Summary of the multiple regression analysis was presented herewith.
Table-7.1.5.3: Coefficients in Multiple Regression Analysis Life Satisfaction of

Female Students as Dependent Variable
Predictors KGBV and RG as a KGBV Only RG Only

Whole
B B B
(Constant) -0.87 -1.11 -0.87
Self-Efficacy 0.09 0.10 0.11
Intrinsic Value 0.23 0.27 0.23
Test Anxiety 0.24 0.22 0.15
Cognitive Strategy Use 0.15 0.17 0.15
Self-Regulation 0.20 0.18 0.25
7.1.6 Summary of Discussion and Conclusion
Summary of the discussion and conclusion were presented herewith.
7.1.6.1 Summary of Discussion
Summary of the discussion was presented herewith.
(a) Descriptive Presentation – In case of life satisfaction the female learners
of both groups as a whole expressed their high satisfaction in family facet and School
facet of the scale, but in friends, living environment, self facets, life satisfaction in
totality they expressed moderate satisfaction; again, in case of academic motivation
they expressed high motivation in all facets and in totality except in test anxiety.
150
(b) Comparative Analysis – In case of life satisfaction the female learners of
the two groups did not differ significantly in all facets of life satisfaction, except in
home; but in case of academic motivation the female students of KGBV group were
more motivated than their counterparts from RG in all facets, except in test anxiety,
KGBV group students experienced less test anxiety than RG.
(c) Multiple Regression Analysis – Different facets of academic motivation
put significant positive effect in development of life satisfaction of the female
learners.
7.1.6.2 Summary of Conclusion
From the results of descripive presentation it might be concluded that the
female learners of both group were strongly motivated academically and well
satisfied in life.
Again, from the results of the comparative analysis it might be concluded that
there was positive impact of the KGBV scheme in development of academic
motivation in self-efficacy, intrinsic value, cognitive strategy use, self-regulation and
management of test anxiety; and life satisfaction in family, friends, school, living
environment, self, and MSLSS in totality of the KGBV hostel dwellers.
In multiple regression analysis it was observed that all of the facets of
academic motivtion kept positive impact on development of life satisfaction. In all
of the three cases of multiple regression analysis it was observed that all of the facets
of academic motivtion kept positive impact on development of life satisfaction. It has
been concluded (i.e., from Conclusion-VII) that the KGBV scheme has put positive
impact on development of academic motivation in self-efficacy, intrinsic value,
cognitive strategy use, self-regulation and management of test anxiety of the KGBV
151
hostel dwellers; It has also been previously concluded (i.e., in Conclusion-VIII) that
the KGBV scheme put positive impact in development of life satisfaction (in all
aspects) of the KGBV hostel dwellers. So from the results of the multiple regression
analysis it may be concluded that the KGBV scheme puts good impetus on
development of life satisfaction as well as academic motivation.
7.2 Applicative Values
In Self-determination theory Deci and Ryan (1985) suggest that when
extrinsic motivation has merely been taken in but not transformed or integrated it
would continue to organize and reduce feelings of autonomy. Deci and Ryan (1985)
have shown that this type of motivation is antagonistic to autonomy. But when
extrinsic motivation has been fully integrated it allows the feeling of autonomy and
has been found to predict more positive outcomes, such as better school performance,
greater persistence at healthy behaviours, and enhanced psychological well-being
(Ryan & Deci, 2000). From the present study it has been found that the Kasturba
Gandhi Balika Vidyalaya (KGBV) Scheme acting an extrinsic motivator have
increased intrinsic motivation; so it has been found to be well integrated.
This type of scheme may be recommended for the future planning for the
uplift of the deprived persons from their plight.
7.3 Limitations
There were several limitations of the study. Some of these were –
(i) Only West Bengal was considered as source of sample.
(ii) Only life satisfaction and academic motivation were considered as
psychological constructs.
(iii) There are total 82 schools containing KGBV in 82 Educationally
152
Backward Blocks (EBBs) of West Bengal. Out of 82 schools, only 10
were selected for data collection.
7.4 Recommendations for Future Study
There were ample scopes for further research. Some of those were as
follows:
(i) This study was actually an impact study. Based on this methodology
several other impact studies may be launched.
(ii) Only life satisfaction and academic motivation were considered as
constructs of the study; besides these other constructs may be
considered in future studies
153
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Dweck (Eds.), Handbook of Competence and Motivation, 509-526. The
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importance of self-determination for intrinsically motivated behaviour.
Personality and Social Psychology Bulletin, 4: 443–446.
177
Annexure
ANNEXURE
ANNEXURE-1
Motivated Strategies for Learning Questionnaire -MSLQ
Fill up the following information:-
Name …………………………………………….……Age ………….………………
Male/ Female ……………. Religion ………………………………….
Class…………………………………………….
Duration of stay in Hostel: Year ………………….….. Month………………….
Name of the School ………………………………………………………………
Instructions
1. There are a few opinions and there are 7 multiple answers with every opinion.
Please tick (√) the answer which is applicable for you.
2. There is no right answer or wrong answer.To you the right answer is that which
expresses your opinion. There is no right answer or wrong answer. So, don‟t think for
long time to answer.
3. These opinions are important for research. Your answer will be kept secret strictly
except in the usage of research. So, try to answer spontaneously with honesty and
importance.
178
Never Not Seldom Sometimes Definitely
Statement Undecided true
true true true true true
1. I prefer class
work that is challenging
so I can learn new things.
2. Compared with
other students in this
class I expect to do well.
3. I am so nervous
during a test that I cannot
remember facts I have
learned.
4. It is important
for me to learn what is
being taught in this class.
5. I like what I am
learning in this class.
6. I‟m certain I
can understand the ideas
taught in this course.
7. I think I will be
able to use what I learn in
this class in other classes.
8. I expect to do
very well in this class
9. Compared with
others in this class, I
think I‟m a good student.
10. I often choose
paper topics I will learn
something from even if
they require more work.
11. I am sure I can
do an excellent job on the
problems and tasks
assigned for this class.
12. I have an
uneasy, upset feeling
when I take a test.
13. I think I will
receive a good grade in
this class.
14. Even when I do
poorly on a test I try to
learn from my mistakes.
15. I think that
what I am learning in this
class is useful for me to
know.
16. My study skills
are excellent compared
with others in this class.
17. I think that
what we are learning in
this class is interesting.
18. Compared with
179
other students in this
class I think I know a
great deal about the
subject.
19. I know that I
will be able to learn the
material for this class.
20. I worry a great
deal about tests.
21. Understanding
this subject is important
to me.
22. When I take a
test I think about how
poorly I am doing.
23. When I study
for a test, I try to put
together the information
from class and from the
book.
24. When I do
homework, I try to
remember what the
teacher said in class so I
can answer the questions
correctly.
25. I ask myself
questions to make sure I
know the material I have
been studying.
26. It is hard for me
to decide what the main
ideas are in what I read.
27. When work is
hard I either give up or
study only the easy parts.
28. When I study I
put important ideas into
my own words.
29. I always try to
understand what the
teacher is saying even if
it doesn‟t make sense.
30. When I study
for a test I try to
remember as many facts
as I can.
31. When studying,
I copy my notes over to
help me remember
material.
32. I work on
practice exercises and
answer end of chapter
questions even when I
don‟t have to.
33. Even when
study materials are dull
and uninteresting, I keep
working until I finish.
180
34. When I study
for a test I practice
saying the important
facts over and over to
myself.
35. Before I begin
studying I think about the
things I will need to do to
learn.
36. I use what I
have learned from old
homework assignments
and the textbook to do
new assignments.
37. I often find that
I have been reading for
class but don‟t know
what it is all about..
38. I find that when
the teacher is talking I
think of other things and
don‟t really listen to what
is being said.
39. When I am
studying a topic, I try to
make everything fit
together.
40. When I‟m
reading I stop once in a
while and go over what I
have read.
41. When I read
materials for this class, I
say the words over and
over to myself to help me
remember.
42. I outline the
chapters in my book to
help me study.
43. I work hard to
get a good grade even
when I don‟t like a class.
44. When reading I
try to connect the things I
am reading about with
what I already know.
181
ANNEXURE-I (a):
182
183
184
185
ANNEXURE-II
Multidimensional Students’ Life Satisfaction Scale
Fill up the following information:-
Name …………………………………………….……Age ………….………………
Male/ Female……………. Religion ………………………………….
Class…………………………………………….
Duration of stay in Hostel: Year ………………….….. Month………………….
Name of School ……………………………………………………………………
Instructions
1. There are a few opinions and there are 5 multiple answers with every opinion.
Please tick (√) the answer which is applicable for you.
2. There is no right answer or wrong answer. To you the right answer is that which
expresses your opinion. There is no right answer or wrong answer. So, don’t think for
long time to answer.
3. These opinions are important for research. Your answer will be kept secret strictly
except in the usage of research. So, try to answer spontaneously with honesty and
importance.
186
Never Not Definitely
Statement Not True True
True Cognizable True
1. I enjoy being at home with my family.
2. My friends treat me well.
3. I look forward to going to school.
4. I like where I live.
5. I think I am good looking.
6. I like spending time with my family.
7. My friends are nice to me.
8. I like being in school.
9. I wish there were different people in
my neighborhood.
10. I am fun to be around.
11. I like spending time with my parents.
12. I wish I had different friends.
13. School is interesting.
14. I wish I lived in a different house.
15. I am a nice person.
16. My parents and I doing fun things
together.
17. My friends are mean to me.
18. I wish I didn’t have to go to school.
19. I wish I lived somewhere else.
20. Most people like me.
21. My family is better than most.
22. My friends are great.
23. There are many things about school I
don’t like.
24. I like my neighborhood.
25. There are lots of things I can do well.
26. Members of my family talk nicely to
one other.
27. I have a bad time with my friends.
28. I enjoy school activities.
29. I like my neighbors.
30. I like to try new things.
31. My parents treat me fairly.
32. I have a lot of fun with my friends.
33. I learn a lot at school.
34. This town is filled with mean people.
35. I like myself.
36. I have enough friends.
37. I feel bad at school.
38. My family’s house is nice.
39. My friends will help me if I need it.
40. There are lots of fun things to do
where I live.
187
ANNEXURE- II (a):
188
189
190

Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme As Facilitator To Academic Motivation and Life Satisfaction of The Female Learners

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Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme As Facilitator To Academic Motivation and Life Satisfaction of The Female Learners

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KASTURBA GANDHI BALIKA VIDYALAYA (KGBV)

SCHEME AS FACILITATOR TO ACADEMIC

I, Kajal Das, hereby declare that a research project, leading to the

Dated: (Kajal Das)

(Prof. Samirranjan Adhikari)

In the very beginning I have no hesitation in admitting that this dissertation

Foremost, I would like to express my deepest appreciation to my supervisor

Beside my supervisor, I owe a deep sense of gratitude and Pranams to Prof.

It is a genuine pleasure to express my deep sense of thanks and gratitude to

My sincerest thanks go to my elder brothers and friends Mr. Dibakar Ghosh,

I am extremely thankful to my younger brothers Mr. Sajal Kumar Char, Mr.

Besides, I want to convey my gratitude to Smt. Simasree Adhikari Madam

Again I am thankful to my colleagues Mr. Sujan Jana, Mr. Prosanta Sarkar,

I convey my hearty blessings to the students who participated in the research

For achieving the goals of poverty alleviation and population control,

In descriptive statistics of academic motivation (Motivated

In comparative analysis of academic motivation (Motivated

In Multiple Regression Analysis it was showed (in Enter Method,

Discussions and Conclusions

From the results of descripive presentation it might be concluded that

Again, from the results of the comparative analysis it might be

In multiple regression analysis it was observed that all of the facets

Table-4.1: District Wise Distribution of Educationally Backward Block (EBB) .................... 65

Figure-5.1.1: Histogram with Normal Probability Curve of Motivated Strategies for

Figure-5.1.1(a): Histogram with Normal Probability Curve of Motivated Strategies for

Figure-5.1.1(b): Histogram with Normal Probability Curve of Motivated Strategies for

Figure-5.1.2: Histogram with Normal Probability Curve of Multidimensional Students

Figure-5.1.2(a): Histogram with Normal Probability Curve of Multidimensional

Figure-5.1.2(b): Histogram with Normal Probability Curve of Multidimensional

Figure-5.2.1: Bar Diagram of Mean of the scores in Different Facets of Motivated

Figure-5.2.2: Bar Diagram of Means of Group Statistics in Different Facets of

7. A Probe into the Effect of KGBV Rajendra Academy for International

To introduce the research problem we have to make ourselves acquainted with

Sarva Shiksha Abhiyan.

1.1 Sarva Shiksha Abhiyan

Sarva Shiksha Abhiyan is Government of India‟s flagship Programme for

achievement of Universalization of Elementary Education (UEE) in a time bound

Abhiyan has been being implemented in partnership with State Governments.

school improvement grants; (iii) to provided existing schools having inadequate

teachers by extensive training; (v) to provide grants for developing teaching-learning

There are several extrinsic motivators in the Programme (such as

in service teachers‟ training, teacher – both regular and Para, Teaching-Learning

Alternative / Innovative Education Centre, Rabindra Mukta Vidyalaya centres, Bridge

be generated among the learners.

1.1.1 History of the Sarva Shiksha Abhiyan

Sarva Shiksha Abhiyan‟s strives towards achieving the long-cherished goal of

Universalization of Elementary Education (UEE) through a time-bound integrated

teacher is paramount importance.

There have been number of Teachers Training Programmes being organized in

Sarva Shiksha Abhiyan. An initiative of the Government of India, Sarva Shiksha

Abhiyan is the government‟s flagship Programme to provide universal access to

elementary education for children 6-14 years.

The objective of Sarva Shiksha Abhiyan mainly focuses on increasing access,

children to achieve grade appropriate levels of learning.

Sarva Shiksha Abhiyan interventions include opening of new schools and

alternate schooling facilities, construction of schools and additional classrooms,

education is a crucial issue in elementary education which involves the availability

teacher characteristics and teacher motivation, pre-service and in-service education of

teacher's curriculum and teaching-learning materials, classroom processes, pupil

evaluation, monitoring and supervision, etc. The quality of teaching-learning process

variety of knowledge and are not interested in textbooks-based knowledge only.

1.1.2 Aims of Sarva Shiksha Abhiyan

mainstreaming, and utilization and retention of children.