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"A COMPARATIVE STUDY OF
PERSONALITY NEEDS AND ADJUSTMENT

OF GIRLS STUDYING IN UNISEX AND
CO-EDUCATIONAL COLLEGES"
A
DISSERTATION
SUBMITTED IN PARTIAL FULFILMENTS
OF THE REQUIREMNETS
FOR THE DEGREE
OF
MASTER OF EDUCATION
2020-2022
SUPERVISOR : SUBMITTED BY:

Dr. Amita Solanki Swati Upadhyay
Associate Professor M.Ed. (Student)
. Roll No. 200254020
VMLG, Ghaziabad
2020-22
CERTIFICATE
It is certified that Swati Upadhyay has worked under my guidance for her
dissertation on the topic entitled "A Comparative Study of Personality Needs
and Adjustment of Girls studying in Unisex and co-educational colleges".
This is being submitted in partial fulfillment of her M. Ed. Examination

Session 2021-22 of VMLG, College, Ghaziabad under Ch. Charan Singh
University, Meerut. The data forming the basis of the dissertation are all
Genuine and that the analysis and interpretation made them are her own work.
The whole work is original.
It is, further, certified that the candidate fulfill all the requirements for
submitting her dissertation in Ch. Charan Singh University, Meerut.
Date. : Dr. Amita Solanki
Associate Professor
ACKNOWLEDGEMENT
This investigator hereby acknowledge her deep sense of gratitude
towords Dr. Amita Solanki for her expert guidance through out the writing
of the present study. It was her support and guidance only that made possible
the completion of this study.
The researcher also expresses her profound gratitude from the depth of
her heart to plenty of intellectual teacher educator of VMLG College &
Profoundly thank to the principal for his valuable guidances and Mr.
Ramji Upadhyay, my father who gave full suport to the researcher during
her study since the time of admission.
I am also thankful to my all friends who gave me their full co-
operation.
My thanks to all the principals of those colleges where I collected the
data. I am also thankful to all those students who had acted as subjects for
data collection. It is not the lack of sense of gratitude but the space constraint
which restricts me in thanking them individually by name. To all of them, I
am much indebted and cannot forget their valuable support.
At last but not least my thanks are due to Mr. Pramod Kumar Tyagi,
Kumar Electrostat, 127/1, Mangal Pandey Nagar, Meerut who not only typed
the manuscript very patiently and efficiently but also gave many suggestion
and guidances to bring the dissertation in this shape.
Date: Swati Upadhyay

Place: M.Ed. (Student)
Roll No. 200254020
Session - 2020-22
VMLG Ghaziabad,
DECLARATION
I hereby declare that this dissertation entitled "A Comparative study of
personality needs and adjustment of girls studying in Unisex and Co-
educational Colleges" submitted by me to VMLG College, Ghaziabad
affiliated to C.C.S. University, Meerut for the partial fulfillment of the degree of
Master of Education is my own work, the data presented in this dissertation are
genuine and original one.
Date: Swati Upadhyay

M.Ed. (Student)
Place: Roll No. 200254020
2020-22
VMLG Ghaziabad
CONTENTS
CHAPTERS Page No.
CHAPTER - I
INTRODUCITON 1 - 27
CHAPTER - II
REVIEW OF REALTED LITERATURE 28 - 45
CHAPTER - III
RESEARCH DESIGN 46 - 62
CHAPTER - IV
ANALYSIS AND INTERPRETATION OF DATA 63 - 94
CHAPTER - V
FINDING AND CONCLUSION 95 - 106
CHAPTER - VI
SUMMARY 107 - 120
APPENDICES
BIBLIOGRAPHY I-V
APPENDICES A
APPENDICES B
APPENDICES C
APPENDICES D
1.1 INDTRODUCTION
Education is a continuous process. Since the dawn of human history It
has continued to evolve, diversify and extend it's reach and coverage. It is
the most influential instrument available to society for fostering it's ideas and
ensuring the growth of free human being consequent to knowledge growth,
social and cultural change, political expectations and to meet the future
challenge. Education is a national responsibility which is to transform a
static society into one vibrant with a commitment to development and
change. The development of human resources is said to be the main function
of education through which development of attitudes aptitudes, capabilities
both of knowledge and skills takes place. It provide a strength and resilience
to respond to changing situation.
Education has been defined in different ways according to the social
needs of the society. Education is in a way development of desirable habit,
skills and attitudes which make an individual a good citizen. In the process
of education we try to shape the behaviour of young children in accordance
with aims and goals of national life. Briefly we can define education as
shaping of behaviour or modification of behaviour of the individual for
adequate adjustment in the society.
Psychology is the science of behaviour. To shape the behaviour or to
bring about some changes it is necessary to study the science of behaviour.

The development stages of children and characteristic are very essential
factors which the teacher must know science of behaviour, how can we
expect him that he would succeed in bringing about the desirable changes in
children.
Educational psychology is an applied discipline which combines the
two different field of education and psychology. It is the scientific study of
human behaviour by which it can be understood, predicted and directed by
education to achieve goal of life.
Personality is surely a potential determinant of human behaviour. The
human being behaves by responding to stimulation received from the
environment. The way in which human being behaves in different situations
of life is therefore, certainly the output of distinct organization of different
takes of personality the unique composition of the personalities traits
determines largely the behaviour of the human beings.
The chief psychological basis of personality development lies in
inherent propensities (instincts, urges or needs). The concept of need,
presupposes the existence of an inseparable relation between the individual
and the environment from which they draw their abject of satisfaction. At no
time is the individual separable from the environment since life itself is a
function of the organism environment relationship. According to Fleming.
"A need implies the co-operation of the group for its satisfaction". The
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concept of need is essentially more social in its implication and since human
beings are, as it were moving plants in the social roots spread all around and
are social beings as members of groups.
Every country develops its system of education to express and
promote its unique socio-cultural identity and also to meet the challenges of
the times. The educational institutions or colleges are the formal channel of
making students capable of meeting out the challenges. The educational
institutions control and direct the society into a desirable direction and affect
the total personality of individual and creat an environment conducive to
those stimulating situations which exercise positive and developmental
impact on the thinking and perception of the student. No other system is so
powerful as the educational system is, in developing a desirable system of
values and norms which equips the individual with analytical ability to
perceive things in a logical and realistic perspective. There are two types of
educational colleges unisex and co-educational.
Unisex college are the separate institutions for girls and boys where
they are taught separately. The environment of these type of college are
specifically created by girls for the girls and boys for the boys.
Co-education means the teaching of both boys and girls in the same
college and under the same roof. It also means imparting the same education
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aims at bringing boys and girls together. It allows free mixing of sexes
without any inhibition.
The great Greek Philosopher, Plato had propagated the system of co-
education in the ancient times. He believed that co-education will create a
feeling of comradeship between boys and girls. Plato was a great supporter
of the education of women. Therefore, he wanted them to be educated with
men in the same institutions. He felt that if man and woman are taught
together, it will develop their personality to the maximum. They will not feel
any shyness from each other. He advocated that it was the only method in
which both could become useful members of the society.
Plato in reality was much influenced by the coeducational system of
Sparta, a city of Greece. There the boys and girls were given both the
alchemic and physical education together. The girls and boys studied and
played together. They were both taught the art of fighting, horse riding,
archery etc. Thus the women of Sparta were not in any way inferior to men.
In ancient India also, there was no segregation between boys and girls
in the Aryan society. In the modern times, co-educational system is prevalent
in Europe and USA. In India also, now-a-days more and more co-
educational school and colleges are being established.
There are many advantages and hardly any dis-advantage in the co-
educational system of education. The first advantage is that if boys and girls
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are taught together, there will not be any need for opening separate schools
for boys and girls. Co-education is an economical system, because both boys
and girls can study in some schools and they can be taught by the same staff.
All the types of colleges may be creating a different environment.
They may, cherish or affect 'needs' and Adjustment power of their students
in different ways. So it seemed appropriate to the researcher to investigate as
to how their different types of environment are casting their effect upon the
personality needs and adjustment behaviour of students. Keeping the time
limit and resource limitations in mind the researcher decided to choose only
girls and co-educational colleges.
1.2.1 The Concept of Personality Needs
The great objection against the instinct doctrine, however, is that it
regards individuals as things-in-themselves, observable as separate entities
and that education through instincts yields only human solitariness. Instincts
seem to have an individualistic implication in the sense of drives or forces
residing in the individual and expressing themselves on the environment
with a demand as it were for their objects of satisfaction.
The concept of needs, on the other hand, presupposes the existence, of
an inseparable relation between the individual and the environment from
which they draw their objects of satisfaction. At no time is the individual
separable from the environment since life itself is a function of the organism
5
environment relationship. "An instinct is by definition an attribute of an
individual. A need implies the co-operation of the group for its satisfaction."
The concept of 'needs' is essentially more social in its implication and since
human beings are, as it were, moving plants in the social soil, drawing in
their nourishment by means of social roots spread all-round and are social
beings as members of groups the concept of 'needs' seems more adequate to
understand the problem of human growth and development, instead of any
other conceptual system based on instincts.
The word "need" here, however is not employed in the sense used by
Lewin or Murray. Lewin, Like other Gestalt psychologists and field theories,
emphasized the importance of environment situations, and the individual is
inseparably related to them; and both forming a total field configuration in
terms of which the behaviour of the individual could be understood. He said
that the actual behaviour of the child depended, in every case, both upon his
individual characteristics and upon the momentary structure of the existing
situations.
According to Lewin perception of a certain object in the field rests up
a tension-system in the individual urging for relief. The individual behaivour
is an attempt to release the tension disturbed mental equilibrium was not
restored; and until the tension was removed the individual would do, say or
think something which showed that he 'needed' to do say or think in with any
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purposive activity directed towards a certain goal, and since the final object
of all such endeavours was relief from the tension or tension-system every
purpose of goal was labeled as need. There is a confusion here in regarding
the need both as the instrumental and the final cause which Lewin did not
quite clarify. He also failed to provide a basis for classifying these goals and
for giving them a definite shape. Every purposive activity can not be a need
since one purposive activity may now be fixed at one goal and then at
another.
To Lewin every purposive act was directed towards seeking release of
tension and consequent relief or satisfaction. But it seems proper to say that
the relief is the by-product of reaching the goal which is other than the
release of tension. Tension is around because the goals need reaching of the
need requires satisfaction. Purposive activities are directed to definite goals
and not to release of tension. Moreover release of tension is the same in
every successful action. According to Lewin there was only one need for
releasing tension but in actual fact motives are many and goal are many
Lwein does not seem to give a satisfactory replay to the question as to why
we behave in so many wage. He does not distinguish between the various
needs which determine behaviour.
A second writer who, in recent days, has used the term need is
Murray, who proposing to find "The fundamental variables in terms of which
7
a personality may be comprehensively and adequately described" gave forty-
four variable in terms of which the behaviour of his subjects could be
analysed. Being influenced by Lewin, he accepted a dynamic views of
personality and, like Lewin, defined a need's "a disequilibrium which
stresses towards uneasiness." He also defined a need as an existing state of
tension a compelling unclearness or dissatisfaction, an hypothetical
disequilibrium within the organism as the action-irritating state".
Murray enumerates forty-four such needs or variables out of which
twenty are the manifest needs of the psychogenic nature. They are abasement
achievement, affiliation, aggression, autonomy, counteraction, defence,
dependence, dominance, exhibition, harm avoidance, in avoidance
nurturance, order play, rejection, seclusion, sentience, sex succarance or
superiority and understanding.
Then he gives a list of eight latent needs which are repressed-
abasement, repressed aggression, repressed cognizance repressed dominance,
repressed exhibitionism, repressed sex, repressed homosexuality and
repressed succorance.
Out of the forty four variables, Murray's twelve general traits and four
certain inner traits. To these he adds thirteen vicerogenic needs-air, water,
food, sex, expiration, location, urination, defecation, harm avoidance, no-
avoidance, heat avoidance, cold avoidance and sentience.
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It is evident from this list that some of the needs overlap. For instance.
Corresponding to Mc Dougall's acquisitive instinct, Murray gives three
needs (which he calls secondary since they are dependent upon and derived
from the primary needs). They are :-
a) Acquisition (Acquisitive Attitude) to gain possessions and property.
b) Conservance (conservative Attitude) to collect and to protect from
danger.
c) Retention (Retentive Attitude) to retain possession of things and to
hoard.
This classification of needs, however, is not very different from the
lists constructed by Mc Dougall, Garnelt and number of other writers. On
closer examination, Mc Dougal's list is even more logical and
comprehension avoiding at least over lapping or repetition.
Human beings have physiological needs-for food, air, water, warmth,
shelter, rest and change. For the knowledge of needs on the psychological
plane it seems better to rely on the studies of human beings in actual life
situations in social groups. The studies of delinquent or problems children in
clines, In law courts, studies of children in homes and in schools and of
adults in factories, workshops or other social groups, seems better sources
from which to arrive at any conclusion regarding fundamental psychological
needs of human beings than mere speculation. Such studies have provided
9
many lists of basic needs. One of the earliest was that of Thomas, who threw
light on the causes of delinquency unadjusted girls in 1920, in terms of needs
which society failed to satisfy. The fundamental new experience or
adventure which the unadjusted girls longed for, while their homes had given
them insecurity, rejections and monotony.
On the basis of study of some two hundred cases in clinics sayles
considered security as the most fundamental of all needs. She said that as the
child is utterly helpless at the outset, his embryonic personality needs the f
fostering of love as much as his body needs the fostering of physical care.
She next emphasized the need for adventure as she said that since in a state
of absolute security the youngster could find small incentive to the full
exercise of all his powers which is essential to healthy growth and since
every child wants to grow up to become strong and independent adventure is
as essential as security. The need for companionship (as indicated in the
child's desire to talk about his interests) is also considered as fundamental.
The importance of needs was recognized by Hamley as early as in
1936 when he wrote: "We begin with the analysis of the child's nature-not in
terms of 'instincts'; a concept of limited value to the child psychology but in
terms of the child's physical and psychological needs. It is..........important
for him to realise that the child has real and fundamental needs; the need, for
10
example, of security, of recognition, affection independence, freedom, and
adventure."
Rogers, from his clinical experience with problem of children, came to
the conclusion that there are two great classes of needs. The first is the need
for affection shown by others. This would include the need for recognition
and the desire, in the mature individual, for sexual response from a mate.
The second great need is the need to achieve to obtain the satisfaction which
comes from accomplishment and from having added to ones sense of self-
esteem.
Maslow emphasizes the need for security. In his opinion insecure
human beings feel rejected, isolated, anxious, hostile, suspicious, unhappy,
pessimistic, nervous, irritable, neurotic etc. He said that in every insecure
person with whom he had worked, he had always found a continual never
dying longing for security. He again emphasizes the need for safety,
belongingness and for love for normal behaviour and for mental health.
Super remarked on personality that "The field of personality is one of
the most popular, challenging, important and confuse in contemporary
psychology." There are a number of different definitions of personality and
this has created good deal of confusion. Considering this difficulty Hall and
Lindzay have provided a general definition of personality that, "Personality
consists conceretely of a set of values of descriptive terms which are used to
11
describe the individual being studies according to the variables or
dimensions which occupy central position within the particular theory
utilized."
Pietrofesa and Splete also says, "Personality is a hypothetical structure
of the mind, the consistent establishments and processes of which are
manifest continuously, including some unique and novel elements in the
internal and external proceedings that comprise an individual is exposed."
Murray says that, "The term personality has been reserved for the
hypothetical structure of the mind, the consistent establishment and
processes of which are manifest over and over again in the internal and
external proceedings which constitute a person's life."
He triess to understand the human personality in terms of 'needs'
which determine the uniqueness of one's personality. Marry defines the
concept of need as a hypothetical process, the occurrence of which is
imagined in order to account for certain objective and subjective facts. It is a
"theoretical construct" which is inferred in order to account for human
behaviour. Marry holds that due to the influence of environment a special
type of will, need of psychological need grows within the individual, which
compels him to behave in specific direction. This influence of outer
environment consequently, many specific demands are developed and
become permanent in the personality of the individual which direct his
12
behaviour and help us to understand his personality. According to Murray
these personality needs are characteristics of personality and control and
direct all behaviours. He summarized that these needs are hypothetical
entities and prime movers of an individual's behaviour and his activities. He
explains need as follows :-
A need is a construct.........which stands for a force which organizes
perception, apperception, intellection cognition and action in such a way as
to transform in a certain direction in existing unsatisfying situation.
Murray has investigated such twenty main psychological needs on the
basis of wide experiments. He calls them manifest needs because these
demands are manifested in the individual behaviour and we know them
through these behaviours. Prof. Edwards of Washington University of
America prepared a questionnaire in 1954 which measures 15 main needs
out of these 20, in 1966 Dr. R.P. Bhatnagar presented Hind version of this
test Meenakshi personality inventory (MPI) is a further refinement of that
version. This inventory has the same theoretical base and also measures the
main psychological personality needs. Although in this inventory the
psychological needs are defined in the same way as by Murrary and
subsequently by Edward and Bhatnagar in the construction of their tests, but
no statement is taken MPI from the latter's is tests.
The inventory measures the following ten personality needs.
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1. Need of Achievement
2. Need of Exhibition
3. Need of Autonomy
4. Need of Affiliation
5. Need of Succorance
6. Need of Dominance
7. Need of Abasement
8. Need of Nurturance
9. Need of Endurance
10. Need of Aggression
The selection of the above needs was made taking into consideration
their relative importance other minor needs were left out. Every needs,
mentioned above is measured with a scale of twenty statements, Every
statement aims to find out "what an individual prefers or what he likes".
Different needs of the inventory are explained as follows :-
1. Achievement (n ach.)
This need is represented by different statements that pertain to the will
to do good deeds, to get success, to write good book, to desire to be a head of
others, to desire to be better than others, to get fame, to be a high officer, to
14
be a great man, to desire to rise higher, to pass a good life, to get social
regards in the society, to desire to fulfill aspirations, to desire to be a
successful politician.
2. Exhibition (n-exh)
This need is defined as the will to show off one's intelligence and ones'
speaking power, to wear attractive clothes, to attract other's attention, to
desire to use words not understood by others to desire to be considered
important by other, to desire to live with pomp and show, to desire to say
something which impress upon others that one is able and competent, to
desire to praise one's ownself to desire to do something which gets other's
appreciation.
3. Autonomy (n-auto)
This need is exposed by the will to work according to one's own will
not to like to work under any one's sub-ordination to feel to be a freewill
person, to desire not to be interfered with, to like to do something in which
there is complete freedom not to hesitate in opposing others on right points
not to like imposition of rules and regulation, not to accept wrong policies of
the administration to like to call a spade a spad, to dislike to be a "Yes-man"
of others, not to care for others.
4. Affiliation (n affli)
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This statement to assess this need relation to this will to have many
friends, to like to write to letters to friends, to desire to have close relations
with friends, to desire not to be alone, to desire to get more and more
affection from others, to desire to have friendly and affectionate terms with
all, to desire to consult one's friends on all matters, to desire family members
to be around.
5. Succorance (n Succ)
This need is represented by the will to desire one's friend to talk about
his goodness, to desire one's friends to encourage to him on his failure, to
desire one's friend to sympathesize with him when depressed, to desire one's
friend to be ready to help at all times, to desire one's relatives to help when
in loss, to expect from every body to do something for one, to desire one's
friend to help him in rising up, to desire one's friends to appreciate his work.
6. Dominance (n-dom)
The will to be the convener of any committee to advise others to be a
leader, to settle the quarrels of others, to order rather than obey, not to
tolerate inobedience, to be accepted as a leader by other, not to live as
subordinate to any body etc., demonstrates this needs.
7. Abasement (n-abs.)
The will to feel inferior to others, to feel guilty, to feel unlucky, to
have faith on fate, to be unhappy on one's mistakes, to be frustrated and

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disappointed, to feel one's incapable on oneself failure, to feel want of
courage, to accept defeat, ignore of fighting with the circumstances, to feel
lack of confidence in the midst of more able persons etc., provide evidence
of need of abasement.
8. Nurturance (n-Nur.)
This need is defined as the will to have sympathy with others, to
contribute something for the promotion of others, to work with friends, to
serve old persons, to help others to try to provide maximum facilities to
others to help others in difficulties, not to disappointed even on failures, not
to cleave leave desired work even in troubles, to forget everything when
engaged in an activity, to perform very work with great zeal and enthusiasm
not to feel fatigued even on working continuously for hours, not to refuse
hard work to reach the goal etc.
9. Endurance (n-end)
This need is represented by the desire not to leave a work even if there
is no hope of success, to work continuously, not to do anything unless the
work undertaken is complete, not to disappoint any one, to do social
services, to do something for the sourceless persons, to start a good school
for the children etc.
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10. Aggression (n-agg.)
This need means the will to beat others and using ill words, to accept
the policy for "tit for tat" not to hesitate insulting others, to feel pleaser in
harming others, to defame others, to threaten others, not to tolerate harsh
words of others, to be angry frequently, to have a feeling of revolt, to
criticise on having difference, to feel pleasure in killing and hunting to
instigate others to quarrel, to fight with others on not accepting one's view
etc.
1.2.2. The Concept of Adjustment
Adjustment of a student is related to arriving at a balanced state
between his needs and satisfaction need of an individual are
multidimensional. Good adjustment is realistic and satisfying, Frustrations,
tension and anxieties are reduced to the minimum. Students have good
adjustment in all the aspects of their life if there is balance between their
academic, intellectual, emotional, social and other needs and their
satisfaction.
The process of adjustment starts right from the birth of the person and
continues till his death.
Acc to Coleman, James e., Adjustment is the outcome of the individual's
attempts to deal with stress and meet his needs also, his efforts of maintain
harmonious relationship with the environment".
18
H.C. Smith : "A good adjustment is one which is both realistic and
satisfying. At least in the long run, it reduces to a minimum the frustrations,
the tensions and anxieties which person must endure".
Gates. A.S. and Jerrild A.T; "Adjustment is a continual process by which a
person varies his behaviour to produce a more harmonious relationship
between himself and his environment".
Genuner, B. Vonhaller : We can't think of adjustment as psychological
survival in much the same way as biologist uses the term adaptation to
describe physiological survival.
Traxler : "Occasionally in the use of the term adjustment we imply that
most desirable state of adjustment is one in which the individual is perfectly
happy and satisfied with all aspects of his life and one in which he has
reached the level in all his contacts with his environment that he would be
glad to see persist through his life.
A perusal of the above definitions of adjustment leads us to the
following characteristics of adjustment.
1. Adjustment helps us to keep balance between our needs and the
capacity to meet these needs.
2. Adjustment implies changes in our thinking and way of life to the
demands of the situation.
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3. Adjustment gives us the ability and strength to bring desirable changes
in the state of our environment.
4. Adjustment is physiological as well as psychological.
5. Adjustment is multidimensional
6. Adjustment brings us happiness and contentment.
Therefore, a comprehensive definition of adjustment would be like
this : Adjustment is a condition of state in which one feels that one's need
have been (or will be) fulfilled and one's behaviour conforms to the needs of
a given environment or the environment is changes (or will be changed).
An adjusted individual seems to be one who has established some
reasonable goal in line with his interest and abilities and who has settled
down to work towards those goals seriously one steadily but without tension.
Emotional Adjustment
Intellectual honesty and clarity and open mindedness allow for
emotional expression which is again in tune with other's 'emotional
expression rather than suppression or indulgence gives way to emotional
balance. Thus emotional maturity is obtained with right place for anything
emotional difficulties can be overcome.
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Social Adjustment
Teacher student relations and relations among students are
harmonious, if there is mutual concern, understanding, respect and
cooperation. Many social needs are satisfied, social skill are developed,
social competencies are established, ands social poverty broken to work as a
team for purposeful goals.
Educational Adjustment
Student with a definite goals or purpose to be better in their classes
have better adjustment. Academic adjustment depends upon mental,
adequacy of the student, his previous background, academic home
environment, diligence and facilities provided in the school is the first
durable, larger world into which he energies, the year spent at school may
work as a bridge or tension in his whole field for future life.
Adjustment is not a simple term like adoptions or accommodation. It
is actually a condition or state of mind and behaviour in which one feels that
one's need have been or will be, gratified. The satisfaction of these needs,
however must the framework and requirements of one's culture ands society.
As long as this happens the individual remains adjusted failing this, he may
drift towards malediction and mental illness.
A person is said to be adjusted when he is relatively happy, efficient
and has some degree of social feeling. In simple words, adjustment is all-
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inclusive terms meaning relationship between an individual and his
environment through which his needs are satisfied in accordance with social
demands.
This adjustment is a state of person where he tries to keep his need in
the way of gratification within the requirements of various situations in his
environment. But in no way adjustment should be taken as a one way
process. The individual tries to keep balance between himself and his
environment by his personality characteristics some time he changes himself
and at other times his environment.
1.3 Statement of the Problem
"A COMPARATIVE STUDY OF PERSONALITY NEEDS AND
ADJUSTMENT OF GIRLS STUDYING IN UNISEX AND CO-
EDUCATIONAL COLLEGE"
1.4 Objectives of the Study
The study is designed to accomplish and realize the following
objectives :-
1. To compare the Personality Needs of girls studying in unisex and co-
educational colleges.
This objective was divided into 10 sub-objective
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1.1 To compare the Achievement need of girls studying in unisex and co-
1.2 To compare the Exhibition need of girls studying in unisex and co-
1.3 To compare the Autonomy need of girls studying in unisex and co-
1.4 To compare the Affiliation need of girls studying in unisex and co-
1.5 To compare the Succourness need of girls studying in unisex and co-
1.6 To compare the Dominance need of girls studying in unisex and co-
1.7 To compare the Abasement need of girls studying in unisex and co-
1.8 To compare the Nurturance need of girls studying in unisex and co-
3.9 To compare the Endurance need of girls studying in unisex and co-
3.10 To compare the Aggression need of girls studying in unisex and co-
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2. To compare the Adjustment of girls studying in unisex and co-
2.1 To compare the Emotional Adjustment of girls studying in unisex and
co-educational colleges.
2.2 To compare the Social Adjustment of girls studying in unisex and co-
2.3 To compare the Educational Adjustment of girls studying in unisex and
1.5 Hypotheses of the Study :-
In the light of various researchers and observations and the rationale
presented i.e., Personality needs, adjustment, etc. the investigator has
formulated the following null hypothesis which will be tested under the
present proposed study. These hypotheses have been formulated keeping in
mind the objectives of study :-
1. There is no significant difference between the personality needs of the
girls studying in unisex and co-educational colleges.
This hypotheses was divided into 10 sub-hypotheses :-
1.1 Thee is no significant difference between the achievement need of the
girls studying in Unisex and Co-educational colleges.
24
1.2 There is no significant difference between the Exhibition need of the
1.3 There is no significant difference between the Autonomy need of the
1.4 There is no significant difference between the Affiliation need of the
1.5 There is no significant difference between the Succorance need of the
1.6 There is no significant difference between the Dominance need of the
1.7 There is no significant difference between the Abasement need of the
1.8 There is no significant difference between the Nurturance needs of the
1.9 There is no significant difference between the Endurance needs of the
1.10 There is no significant difference between the Aggression need of the
2. There is no significant difference between the Adjustment of the girls
studying in unisex and co-educational colleges.
25
This hypothesis was divided into 3 sub-hypotheses:-
2.1 There is no significant difference between the Emotional Adjustment of
the girls studying in unisex and co-educational colleges.
2.2 There is no significant difference between the Social Adjustment of the
2.3 There is no significant difference between the Educational Adjustment
of the girls studying in unisex and co-educational colleges.
1.6 Delimitation of the Study:-
Though it is necessary to study on large sample but due to limitation
of time and number of students the present study has been delimited as
follows:-
1. The study has been delimited to colleges affiliated to C.C.S.
University only.
2. The study has been delimited to the girls students only.
3. The study has been delimited to the sample of 100 girls only
4. Only ten of the personality needs have been taken into account in the
present study.
5. Only three dimensions of adjustment have been taken into account in
the present study.
26
6. The study has been delimited to the normative survey method of
research and to few statistical techniques.
27
REVIEW OF RELATED LITERATURE
It is one of the essential steps in conducting a research work, to review
published and unpublished literature in the area of the research. It is done in
order to avoid the replication of the findings and to take advantage for
planning and conducting the study. John W. West has rightly remarked that
all human knowledge can be found in books and libraries. Unlike other
animals that must start a new with each generation. Man builds upon the
accumulated and recorded knowledge of the part. Muley has also remarked,
"The review of literature is an extracting task, calling for a deep insight and
clear perspective of the over all field. It is a crucial step which minimizes the
risk of dead ends, rejected topics, rejected studies, wasted efforts trial and
error activity oriented towards approaches already discarded by previous
investigators".
'WHY' OF THE REVIEW OF RELATED STUDIES :-
Every investigation needs to conduct a review of related literature
prior to going into the research study in order to minimize the risks of dead
ends, wasted effort, purely trial and error oriented activity, unnecessary.
duplication of work, persistence with discovered approaches, faulty research
design and enormous or empty findings. On the positive side it helps the
investigator to sum up what has been achieved already and taken off from
that point; it is a fruitful source of hypothesis and simulates the researcher to
develop hypothesis of his/her own; and it develops problem consciousness
and nurtures intelligent approaches to problems.
A review of related literature gives a theoretical background and
empirical support for the study. This helps the researcher to select a problem
for investigation. Which is new and significant. It helps in preventing
duplication of the study. The related literature furnishes investigator with
indispensable suggestion about comparative data; good procedures, likely
methods and tried techniques. Review of related literature helps in planning
the research study. It is the beginning of every effective research.
Thus in writing the review, one recognizes the previous findings that
the reader can just see, why the problem is so impcertant and now it is going
to fit into a wider pattern of research results. The investigator collected and
synthesized prior studies related to the present study by reviewing the
research journals, research papers, surveys of Educational Research and
Abstracts of related studies from the internet.
This chapter of review is presenting some significant researcher. For
the present study, the investigator has gone for a detailed analysis of the
studies done in the field of personality needs and adjustment. This review of
related studies helped the investigator to identify the problems in the
concerned area and to go for the summary and generalization of results.
29
The aim of the study designed by Mishra (1989) was to make
relationship of personality need, job satisfaction, adjustment with primary
school male teachers of Gorakhpur region. Five hundred and sixty full time
male primary school teachers were included in the sample. The data was
collected through meenkashi personality inventory, Teacher job satisfaction
scale and primary teachers burnout scale and teacher adjustment scale
developed by investigation himself. It was found in this study :-
1. The personality needs of primary school teachers were related to their
burn out tendency.
2. Primary school teachers adjustment and their burnout state are
negatively and significantly related.
3. Primary school teachers job satisfaction and their burnout state are
negatively and significantly related.
Gupta, Sushma (1990) Education as a factor of social adjustment of
adolescent girls across difference levels of socio-economic status, present
study examine education as a factor of social adjustment of adolescent girls
belonging to different level of socio-economic states.
It was found that adolescent girls studying urban school were
significantly better in their social adjustment as compared to girls in rurual
school adolescent girls studying in private schools significantly better social
adjustment as compared to there government schools adolescent girls
30
studying in co-educational schools were significantly better in their social
adjustment as compared to adolescent of girls school. Adolescent girls
studying English - medium schools were significantly better in their social
adjustment as compared to the girls of Hindi - medium school. Education of
father's and education of mothers positively influenced the social adjustment
of adolescent girls.
Gupta (1992), conducted a study on graduate students. In her study
she found that n-exhibition, n-autonomy, n-succourness and n-edurance were
not related with the academic satisfaction of male graduate students, n-
endurance was positively related with the academic satisfaction of female
graduate students. The need of exhibition, autonomy, affiliation, succounce,
dominance and abasement were not related with the academic satisfaction of
female graduate students. Religious, domestic and democratic values were
positively related with the academic satisfaction. Male students were
significantly higher on n-exhibition, n-autonomy and n-dominance while
female students were significantly higher on n-affiliation. Most satisfied
students were significantly higher on n-achievement, n-affiliation, n-
nurturance and n-endurance while last satisfied students were higher on n-
exhibition, n-dominance and n-aggression.
Sharma (1992) made an attempted to see the relationship of four
needs with value orientation, SES and culture. The related needs were n-
31
change, n-affiliation, n-order and n-achievement. She reported that n-
affiliation, n-order and n-achievement. She reported that n-affiliation, n-
order and n-achievement were more prominent in the rural culture
irrespective of their values and SES. N-order was more prominent in those
person who belonged to high SES, irrespective of their values and culture.
N-affiliation was found more prominent in those persons who belonged to
the rural culture with low the critical economic and social value. N-change
was more prominent in those persons who belonged to rural culture and his
high economic value N-achievement was more religious value. N-change
was more prominent in urban people with low SES while n-affiliation, n-
achievement and n-order were more prominent in the high SES group. Need
affiliation was more prominent in those persons who belonged to the rural
culture, low social and high SES.
Jou and Fukada (1995) examined the effects of an adjustment of 3
dimensions of support (needed, perceived, actual) and the gaps between
those dimensions 92 Chinese students in Japan responded to questionnaires
that included a social support scale and items measuring adjustment,
correlation analysis and multiple regression analysis consistency indicated
that the relation between needed support and adjustment was positive, but
that there was no association of perceived support and adjustment. Perceived
support had a positive effect on adjustment for students who had a high need
32
for support (a buffering effect) and actual support had a positive effect on
adjustment for all students (a direct effect). All support gaps were negatively
related to adjustment indicating that insufficient support was linked to poorer
adjustment.
Rather, A.R. 1998, adjustment among middle school students in
relation to academic home environment & social satisfaction of school. It
attempt to investigate the personality adjustment among middle school
student in relation to academic home environment socio-metric status and
social structure of the school. The major findings of the study was :-
1. Socio-metric status in positively and significantly related to
adjustment.
2. Boy as well as girls differed significantly in their adjustment.
3. Boys showed mine adjustment difficulties in comparison to girls.
4. Girls were found socially better adjusted than boys.
Garg, Chitra 1999, A study of family relations academic home
environment, interest, adjustment of failed high school student. The study
attempts to investigate certain attribute of failed student. The major findings
of the study :-
33
1. The passes student were more intelligent accepted better by parents,
better adjustment socially end economically more advanced than the
failed student.
2. The failed student were more avoided by there parents than passed
student.
Gunthert et al. (1999) examined the influence of neuroticism (N) on
the occurrence of different types of daily events, primary and secondary
appraisals to those events, use of specific capping strategies and end-of-day
negative mood. College students completed questionnaires at the end of
every day for 14 consecutive days. When reporting their most stressful event
of each day, high-N individuals compared with Lo-N individuals, reported
more interpersonal stressors and had more negative primary and secondary
appraisals. Compared with low-N individuals, high-N individuals used less-
adaptive coping strategies (e.g., hostile reaction) and reacted with more
distress in response to some types of coping strategies. The appraisal
findings in particular, help to explain the chromic negative affectivity
associated with neuroticism.
Shakuntala and Sabapathy (1999) studied the adjustment of
secondary school teachers in relation to their interest in and attitude toward
teaching. A sample of 240 teachers were selected by stratified random
sampling technique. A total of .122 male and 118 female teachers were
34
included in the study. Three major scales were included in the study. Three
major scale were administered, namely (i) Teacher adjustment scale, (ii)
Kakkar interest in teaching scale and (iii) attitude towards teaching scale.
Result showed that there was a significant and positive correlation between
adjustment of secondary school teachers and their interest in and attitude
towards teaching. Further t-test analysis revealed that differences in interest
in teaching attitude towards teaching sex, type of management, marital
status, age and experience of secondary school teachers accounted for
significant differences in their adjustment.
Starzyk et al. (2000) studied the personal research form-E (PRF-E; 20
need structure scale), the Halden psychological screening inventory (HPSI; 3
psychological adjustment scales) and the Leisure motivation scale (LMS; 4
Leisure motivation scales) were administered to 60 young offenders and 50
high school students.
Significant between sample differences in means resulted for HPSI
psychiatric, social and Depression symptomatology scales; 1 the PRF-E
Affiliation, Aggression, Autonomy and harm Avoidance content scales; and
LMS and 19 of the 20 PRF-E content scales as well as the HPSI depression
and social symptomatology scales. It is concluded that young offenders, as
compared to high school students, are significantly less well adjusted and
gave different leisure motivations and personality needs. It is likely that need
35
structure impacts directly on psychosocial adjustment as well as indirectly
through leisure motivation.
Singh et al. (2000) research intends to study the personality patterns
of urban and rural female teachers of high school. The study was conducted
on 120 urban and 120 rural female teachers falling in the age range of 30 to
40 years. Findings of the study denote that urban female teachers have
shown higher mean scores than the corresponding mean scores of rural
female teachers on certain personality traits viz. pure, diligent, studiers more
intelligent and patient on the other hand rural female teachers of high school
have shown higher mean scores than their urban counter parts on certain
traits of personality viz. truthful, non-violent, continent, unavaricious,
restrained from theft, complacent and atheist. All the mean differences of
there two groups are significance at .01 level.
Mohanty, A and Mishra, M. (2002) in their study tried to achieve the
following objectives : (i) To identify and compare traditional and progressive
male and female student teachers through the development and use of
teacher traditionalism-progressive inventory (TTPI), and (ii) To assess the
professional attitudes and adjustment of traditional and progressive student
teacher. He found (1) All traditional student teachers differed significantly
from all progressive student teachers with regard to child-centered practices.
(2) A significant difference was observed between traditional and
36
progressive male student teachers with regard to their overall 'Professional
Attitude and specifically with regard to child-centered practices. No
significant difference was observed between traditional and progressive
female teachers. (3) The traditional male and female student teachers
differed significantly on financial adjustment and job satisfaction
components of adjustment inventory, academic and general environment of
the institution, professional relationship and on the total score of the
adjustment inventory. (4) No significant difference was found on the overall
adjustment between traditional and progressive student teachers.
Singh H. (2003) conducted a study on a comparative study of stress
among male and female teachers in relation to their personality needs and
adjustment (i) To compare the stress of male and female teacher belonging to
rural and urban areas at secondary school level and degree level. (ii) To
compare highly and poorly adjusted male teachers with their counterpart
highly and poorly adjusted female teachers, on their stress. (iii) To compare
the stress of male teacher (with high and low scores on personality needs)
with their counterpart female teachers. (iv) To find out the relationship
between P.N. and stress of male and female teachers at secondary school
level and degree level. (v) To find out the relationship between adjustment
and stress of male and female teachers at secondary school level and college
37
level. (vi) To find out how for each P.N. when combined with adjustment
predict the stress among male and female teachers. He found -
1. Male and female teachers have equal degree of stress.
2. Secondary school male teachers are more stressed than their
counterpart female teachers.
3. Male and female teachers of degree college show same degree of
stress.
4. Highly adjusted male and female teachers show equal degree of stress.
5. Poorly adjusted male and female teachers show equal degree of stress.
6. Male and female teachers with high scores on personality needs have
equal degree of stress.
7. Male and female teachers with low scores on personality needs have
equal degree of stress.
8. Male teachers teaching in urban secondary schools and degree
colleges have higher degree of stress than their counterpart rural male
teachers.
9. Female teachers teaching in urban and rural secondary schools and
degree colleges show same degree of stress.
10. Out of ten personality needs of male teachers six personality needs
namely need achievement, need autonomy, need abasement.
38
11. Four personality needs of degree college male teachers namely, need
achievement, need autonomy, need affiliation and need abasement
were significantly correlated with stress.
12. Secondary school female teachers personality needs namely need
nurturance and need endurance were significantly correlated with
stress.
13. Our of ten personality needs of degree college female teachers two
personality needs namely, significantly related with stress.
14. Secondary school male teachers show significant relationship in their
stress and adjustment.
15. Relationship between stress and adjustment of degree college male
teachers was not found significant.
16. Secondary school female teachers show significant negative
relationship in their stress and adjustment.
17. Female teachers teaching in degree colleges have no significant
relationship between stress and adjustment.
18. Adjustment and personality needs jointly have positive and significant
correlation with stress in male and female teacher at .01 level.
Janice Marie Oscar son (2004), conducted study of adjustment body
catharsis, perceived ideal body type in premed & post pubescent girls found.
39
1. Adjustment is related to grade level. Fifth grade subjects exhibit
greater adjustment than the other grade level. Seventh grade subjects
entitled the poorest adjustment.
2. Accuracy of self perception is not related to body type or grade level.
Babu, R. (2004) higher secondary students attitude toward the study
of commerce and their adjustment. Objectives-(i) to find out the relationship
between the higher secondary students attitude towards the study of
commerce and their adjustment in respect of some variables like gender
residence type of school (Private Government) and the medium of
instruction. (Tamil, English) He found - (i) Boys attitude towards the study
of commerce is better than the girls and rural student's are better than the
urban students. On the other side private school students attitude towards the
study of the commerce is better than the govt. school students and the
English medium students are better than the Tamil medium students. (ii) The
higher secondary students selected for this study showed very poor status
intersect of their adjustment (emotional, social, educational) as per the norms
given by the authors of the adjustment inventory. (iii) There is a significant
relationship between the higher secondary students attitude towards the
study of commerce and their adjustment. There is significant difference
between the rural students and urban students in respect of their adjustment
but there is nor significant difference between boys and girls, govt. school
40
students and private school student and Tamil medium and English medium
students respect of their adjustment.
Lajwanti (2004) conducted a study on Aspiration and adjustment as
associated with hearing impaired and normal children. To study the level
aspiration and adjustment level tearing and normal children. He found -
(1) Hearing impaired children possess low level of aspiration compared to
normal students. (2) Hearing impaired children are less adjustment is less in
family and health. The emotional component of adjustment in less in school
and social areas, normal children are well adjusted on all the five
components (Health, family, emotional, social and school of adjustment).
Sharma H.L. (2005) study of adjustment among institutionalised
delinquents in relation to their types. (i) The categories delinquents
according to the nature of the offence (ii) To know the age range of the
delinquents and (iii) to find out the level of adjustment among the
delinquent. He found - (1) 16.90% of the delinquents had excellent
adjustment 15.50% had good adjustment, 49.30% had satisfactory
adjustment and 18.30% had unsatisfactory adjustment. The delinquency was
not only related to poor adjustment level but also related to satisfactory
adjustment level as large percentage of delinquents having good and
excellent adjustment were not real delinquents.
41
Chopra, R. and Kalita. R. (2006) Adjustment problems of
elementary school children of single parent and intact parent families. To
find out the emotional, social and educational adjustment of elementary
school children of single parent and intact parent families and family
structure affects the development of children. He found - The emotional,
social and educational adjustment of elementary school children of single
parents have several problems rather than intact families and affect their
development.
Venkat Lakshmi H, Geeta C.V. & Krishna Murthya K.N. (2008)
conducted a study on behaviour and adjustment of visually impored children.
Found the significant different in the emotional adjustment patterns of the
visually impaired children attending special and integrated school. A good
emotional adjustment by visually impaired children at integrated schools was
attributed to factors like being reasonably, in a better position to more
understanding to leant and to rationalize in a given situation. In contrast to
their counterparts in integrated schools the visually impaired children of
special school were poorly adjusted to their school environment. In the area
of social adjustment pattern the scores were found to be non-significant. In
the area of educational adjustment the visually impaired children of
integrated schools have a better mean score when compared the scores of
visually impaired children attending special.
42
Dr. Neelakshi A Lavakare (2008) Background factors in the
adjustment of adulterants. The study tried to being out the factors that
influence adjustment in adolescents. He found - The result revealed that the
personal adjustment status was a good indicator of physical ailments and
behaviour problems when the personal adjustment was high both the
physical. Ailments and the Behaviour Problems were low. Adolescents of
non working mothers had significantly better social adjustment than those of
working mothers. Physical ailments reflected significant class-wise
differences indicating higher classes i.e. XI and XII were low on physical
ailment than the lower ones. The picture was reversed with behaviour
problems were standards IX and X showed fever problems then the older
standards. Behaviour problems were higher in the older group (17 to 18
years) Than in younger ones (14 to 16 years).
Narendra Narayan Talukdar Mala Chaliha Talukdar (2008). A
study conducted on adjustment problems of adolescent students. (i) To find
out the level of adjustment of male and female adolescent students in the
areas namely home, health social, emotional and educational. (ii) To find out
the major factors leading to adjustment problems of male and female
adolescent students. He found - (i) Overall adjustment of male students was
found to be bellow than female students social adjustment was average in
both two groups. The results also revealed unsatisfactory adjustment of
43
female adolescents in difference areas under study. Emotional adjustment of
both the groups was unsatisfactory many factors identified in the study were
unsatisfactory many factors identified in the study were thought to be
responsible for adjustment problems in the adolescents.
J.A. Ebenezer, Leo Stanly S. (Jan 2009) "Adjustment and
Achievement in physics of XI standards students." To find out the
relationship between adjustment and achievement in physics of class XI
students in Pondecherry region. He found - (i) It was found that there is no
significant relationship between adjustment and achievement of class XI
students in Pondicherry region. (ii) The level of adjustment of class XI
students low. (iii) The adjustment of class XI students in influenced by sex
and type of school. The level of adjustment of male students is higher than
that of the female students. it is also found that there is a positive
relationship between type of school chosen by students, and level of
adjustment.
Dr. Meenakshi Mehta (March 2010) personality needs and academic
achievement of Sr. Secondary students. (i) To find out the relationship
between n-achievement and Academic Achievement. (ii) To find out the
relationship between n-exhibition and Academic Achievement. (iii) To find
out the relationship between n-Autonomy and Academic Achievement. (iv)
To find out the relationship between n-Affiliation and Academic
44
Achievement. (v) To find out the relationship between n-Succourance and
Academic Achievement. (vi) To find out the relationship between n-
Dominance and Academic Achievement. (vii) To find out the relationship
between n-Abasement and Academic Achievement. (viii) To find out the
relationship between n-Nurturance and Academic Achievement. (ix) To find
out the relationship between n-Endurance and Academic Achievement.
(x) To find out the relationship between n-Aggression and Academic
Achievement. He found - Hence, the present study has revealed that need
achievement, need dominance, need -nurturance and need endurance are
positively and significantly related to students academic achievement which
need succorance affiliation, abasement and aggression significantly, but
negatively related to academic achievement.
This information may be used in understanding the achievement
syndrome of students. It is found that some students have low achievement
and the cause is the low level of related they may be helped to boost up that
particular need.
45
RESEARCH DESIGN
Preceding chapters namely- 'Introduction' and 'Review of the Related
Literature' were concerned with the origin and statement of problem.
Objectives and Hypothesis of the study and review of the research literature,
related to personality needs and adjustment.
The Chapter in hand, namely, Research Design means, the blue print
of the research study. The purpose of this chapter is to provide an overview
of the research design of the present study. In the words of Kerlinger :-
"Research Design is the plan, structure, strategy of the investigation
conceived so as to obtain the answer of the research question and to
control variance".
Thus the research design provide the structure and strategy that control
the investigation and extract dependable answers to the question raised by
the research hypothesis. As a matter of fact no one design can answer all the
questions raised by the research problems. The nature of the problem
determines which design is most appropriate and how the design should be
tailored to meet the needs of the investigations. This chapter content
includes research methodology used, population of the study, sample and
sampling techniques used for selection of sample units, variables involved in
the study, tools used in the study, collection of the data, scoring and
preparation of the master sheet. computation for collected data of the
research study and statistical techniques used for analysing data. The
description of the same is as follows :
3.1) Research Methodology :-
There are various methods of study for investigating. It would be
difficult to say which of the method is most appropriate, as every method has
its own merits and short comings. Moreover it can not be said that the
research methods used in one study are superior or inferior to those used in
other researches. This has made the choice of research method difficult.
Methods of research are the study, resources of research etc. These
consideration have let the investigation to use the normative survey method
of research for the present study. This method is also known as descriptive
research. Descriptive method describe "What is". It involves description,
recording analysis and interpretation of conditions that now exist. In the
present investigation all the steps and characteristics of the normative survey
method have been used which are essential for the normative survey method
of research.
3.2) Population :-
All the Girls studying in unisex and co-educational colleges situated in
Meerut district and affiliated to C.C.S. university constituted population of
the study.
47
3.3) Sample and Sampling Technique :-
Accuracy and precision of the generalization depend upon the
representativeness of the sample. Therefore in order to select sample from
the population random purposive sampling techniques was used.
First of all, Graduate and post Graduate colleges of Meerut district
were selected by randomization technique. 3 girls colleges and 3 co-
educational colleges were selected. The names of the colleges are given in
Appendix 'A., while selecting the colleges and girls the following precaution
have been taken under consideration :
1. Both Girl's and co-educational colleges have been taken into
consideration.
2. Only girls studying in girl's and co-educational colleges have been
taken into consideration.
3.4) Tools Used :-
To measure the different variables following tools have been used in
the present study :
1. To measure the personality needs Meenakshi Personality Inventory
(MPI) constructed by Meenakshi Bhatnagar has been used.
2. To measure the Adjustment. Adjustment inventory for school students
(AISS) constructed by A.K.P. Sinha and R.P. Sinha has been used.
48
3.4.1) Meenakshi Personality Inventory :-
Some Psychologists have conceptualised personality on the basis of
Psychological needs of the individual. For example, Murray has postualted
that due to the influence of environment, a special type of will, need or
psychological needs growes within the individual, which compels him to
behave in a specific direction. This influence of outer environment on an
individual is of different types: so with the passage of time many specific
demands are developed and become permanent in the personality of every
person and take command of his entire behaviour. As for their nature Murray
says, "A need is a construct........... which stands for a force (The Physico-
chemico nature of which is unkn........) in the brain region of force which
organizes perception, apperception, intellection, cognition and action in such
a way as to transform in a certain direction in existing unsatisfying
situation".
Murray has investigated such twenty main psychological needs on the
basis of his experiments. He calls them, main fort needs on the basis of his
experiments. He calls them, mainfest needs, because these demands are
manifested in the individuals behaviours and we know them, through there
behaviours. Prof. Edwards of Washington University of America prepared a
questionnaire in 1954, which measures 15 main needs out of the twenty. In
1966 Dr.R.P. Bhatnagar prepared and adapted a Hindi version of this test.
49
Meenakshi personality Inventory (MPI) is a further refinement of that
version. This inventory has the same theoretical base and also measure the
main psychological personality needs. Although, in this inventory also the
psychological needs are defined in the same way, as defined by Moray and
subsequently by Edwards and Bhatnagar in the construction of their tests, but
no statement is taken in MPI from the latters' tests. This tool is well refined
and sophisticated to measure personality need, and found to be more suitable
for Hindi speaking primary school teachers for the purpose of this study. The
other details of the tool have been given in the following sections.
The Meenakshi Personality Inventory (MPI) tests the following ten
psychological needs -
1. Need achievement
2. Need exhibition
3. Need autonomy
4. Need affiliation
5. Need Succorance
6. Need dominance
7. Need abasement
8. Need nurturance
9. Need endurance
50
10. Need aggression
Every need mentioned above is measured with a scale of twenty
statements. Every statements attempts to find out "what an individual
prepare or what he likes". In other words, every statement is a verbal
behaviour which points to the force of the type of psychological need an
individual has. This inventory tests the ten main needs of the personality.
Different needs of the inventory are explained as follows :
1. Need Achievement :- This need is represented by different statements that
pertain to the will to do good deeds, to get success, to write a good book, to
get fame, to be a high officer, to be a great man, to bass a good life, to get
social regard in the society, to be a successful political leader etc.
2. Need Exhibition :- This need reflects one's desire to show off one's
intelligence and one's speaking power, to wear beautiful clothes, to attract
other's attention, to live with great pomp and show, to use such words as are
not understood by others, to be praised by others, to show off one's
greatness, to participate in such activities as may be praised by every one,
etc.
3. Need Autonomy :- This need is defined as the will to work according to
one self, not to accept anyone's slavery, to be of free nature, not to accept
interference, not to like obligation of others to like such activities as are full
of freedom to do unconventional activities, no hitch in opposing others on
51
right ground, not to accept subordination, not to accept bonds of legislation,
not to like to be a 'yes' man, etc.
4. Need Affiliation :- This need is represented by the will to have many
friends, to pass more and more time with one's friends to write letters to
one's friends to show fast friendship, not to like to be alone to like more
nearness with others, to like to have good relations with others, not to
tolerate the annoyance, to have love and affection from others etc.
5. Need Succorance :- The statements of this need reflect the will to have
sympathy of the friends in situation of failure, to expect help from friend in
every situation, to expect help from relatives in hard times, to expect help in
difficulties, to expect from every body to do something for one self, to be
praised by the friends of one's activities, etc.
6. Need Dominance :- The will to be the convenor of any committee to
advise others, to be a leader, to settle the quarrels of others, to order rather
than obey, not to tolerate in obedience, to be accepted as a leader by othes,
not to live as subordinate to any body, etc, demonstrates this need.
7. Need Abasement :- To feel inferior to others, to feel faulty, to feel
unlucky, to have faith on fate, to be unhappy on one's mistakes, to be
frustrated and disappointed, to feel oneself incapable on one's failure, to feel
want to courage, to accept defent instead of fighting with the circumstances,
52
to feel lack of confidence in the midst of more able person etc. provide
evidence of need abasement.
8. Need Nurturance :- This need is defied as the will to have sympathy
with others, to contribute something for the promotion of others, to work
with friends, to serve old persons, to help others, to try to provide maximum
facilities to others, to help others in difficulties, not to disappoint any one, to
do social service, to do something for the sourceless persons, to start a good
school for the children etc.
9. Need Endurance:-This need is defined as the desire not to leave the
work even if there is no hope of success, to work continuously, not to do
anything unless the work undertaken is completed, not to be disappointed
even on the failures, not to leave the desired work in troubles, to forget
everything while engaged in an activity, to perform every work even with
great zeal and enthusiasm, not to feel fatigued even on working continuously
for hours not to refuse hard work to reach the goal, etc.
10. Need Aggression:- This need means the will to beat others and using ill
words, to expect the policy for 'tit for tat', not to hesitate in insulting others,
to feel pleasure in harming others, to defame others, to threaten others, not to
tolerate harsh words of others to be angry frequently, to have a feeling of
revolt, criticise others on having differences, to feel pleasure in killing and
53
hunting, to instigate others to quarrel, to fight with others on not accepting
one's views etc.
Reliability and Validity of MPI :-
The reliability of MPI was found out by its author through split-half
method. The reliability of the half test thus, obtained, was corrected by
applying spearman Brown prophecy formula for each separate need. In this
way ten-co-efficient of reliability were obtained. The reliability strong of the
scales was based on 100 answer sheets of a sample of 100 respondents
selected from a total of 500 the method of selection being random. Needless,
to say that these reliability indices provide evidence of internal consistence
of the scales.
The author further, claims that the above reliability co-efficient are
very similar in size to those obtained by the author of the EPPS (Edwards)
and also quite close to the EPPS (Hindi) developed and standardized by
Bhatnagar.
The Co-efficient of reliability of Meenakshi Personality Inventory are
given in the table 3.1 on the next page:
54
Table - 3.1
Reliability of M.P.I.
S. Personality Needs Reliability co-efficient

(reversed)
1. Need achievement .70
2. Need exhibition .62
3. Need autonomy .74
4. Need affiliation .76
5. Need Succorance .72
6. Need dominance .85
7./ Need abasement .80
8. Need nurturance .70
9. Need endurance .85
10. Need aggression .76
N = 100 -
In view of the fact that the characteristics of the sample of the present
study and the characteristics of the sample used for establishing reliability of
the MPI, are same, no need was felt to establish reliability of his tool afresh.
The validity of the inventory was established on three different sub-
samples. comprising the students of intermediate, B.A./B.Sc. and M.A./
M.Sc. classes. To set up the validity of the inventory, EPPS (Hindi) of
Bhatnagar, which is a properly standerized and valid tool, was accepted as a
criterian. By correlating obtained scores on ten-sub-parts of the present
55
inventory with those on the same ten sub-parts of EPPS (Hindi) the validity,
co-efficients were computed. They are given in the table 3.2 below.
Table - 3.2
Reliability of M.P.I.
S. Personality Needs Co-efficients

Intermedial Graduation Post- Graduation
1. Need achievement .70 .66 .62

2. Need exhibition .65 .48 .56
3. Need autonomy .53 .59 .50
4. Need affiliation .49 .50 .42
5. Need Succorance .42 .46 .40
6. Need dominance .56 .60 .55
7./ Need abasement .40 .55 .46
8. Need nurturance .61 .58 .50
9. Need endurance .45 .62 .48
10. Need aggression .67 .48 .45
N = 100 N = 100 N = 100
Scoring and Interpretation of M.P.I. :-
After collecting all the response sheets the scoring of each sheet was
done in the manner given in the manual of the MPI by its author. The
method is stated as follows :
56
(i) An oblique line was drawn from item No. 1 AB to 100 AB on
response sheet from upper left corner to lower right corner, crossing item
No. 5, 9, 43, 48, 53, 58, 92 and 96.
(ii) A second oblique line crossing item Nos. 71, 75 and 79, a third
oblique line crossing items 22, 26 and 30 and a fourth one, crossing
item 10, 14 and 18 were drawn.
(iii) A horizontal line drawn from item No. 18 to 21.
(iv) Item No. 1-71, 5-75, 7-79, 10-43, 14-48, 18-53, 21-58, 20-92, 26-96
and 30-100 were compared to see whether the respondent has
encircled, 1A and 71A or 1B and 71B, or whether one A was encircled
and in seventy one B was encircled the same type of the two items or
whether he/she had encircled. If in both, the same type of the
responses, (both A or both B) were encircled, the researcher put a right
mark ( ™ ) under that column, and if it was found differing then a
cross mark (x) was put there. In this manner all the columns were
evaluated and marked, then the total right marks were counted only
those response sheets were accepted as reliable which had more than
seven right marks on each columns.
(v) Next, in the first row, leaving only that paired item which falls on
oblique line all encircled 'A' were counted and then total was written
in column 'R' on the right side in the front of the row of response
57
sheet. This score will exceed nine. In a like manner. In first column
leaving the paried item out by oblique line all encircled 'B's were
counted and their total was written in column 'C' in the right side in
the front of the first row of the response sheet. The grand total of both
columns (R&C) was written in the column 'T'. This was the score of
the first need. In this way total score of 'A's and 'B's on second row
and column were written in the front of 2nd row. This was the score of
second need. In this way scores of all the ten needs of personality were
computed.
3.4.2 ADJUSTMENT FOR SCHOOL STUDENTS :
AISS :-
For the present study adjustment inventory for school students (AISS)
constructed by A.K.P. Singh and R.P. Sinha has been used. The purpose of
using this tool was to obtain reliable and valid measures of girls adjustment
which is suited for Indian condition.
Present inventory show 3 dimensions of adjustment.
a) Emotional adjustment
b) Social adjustment
c) Educational adjustment
Different adjustment of the inventory are explained as follow :
58
Emotional Adjustment :-
The person having balanced and organized emotion and ability to
control some of over expressions of their emotions are said to be emotionally
will adjusted.
Social Adjustment :-
The person who adopt himself according to the accepted rules of
society, have ability to work, together in unitary manner and takes part in
social activity is said to be social adjusted.
Educational Adjustment :-
The student who take part in all educational activities, is able to get
success in his study and have good relation with classmates and teacher is
said to have good educational adjustment.
Number and Nature of Items :-
There are total 60 items, each 3 dimensions contains 20 items, every
item has 2 response i.e. yes or No. Their agreement with an item will exhibit
the preference for one student adjustment and disagreement will the other
adjustment. Total No. of items for each student adjustment were arranged in
table 3.3 :
59
Table 3.3
Dimension & Items of student adjustment
S.No. Dimension No. of Girls

of
Adjustment
1. Emotional 1,4,7,10,13,16,19,22,25,28,31,34,37,40,43,46,49,52,55,
58
2. Social 2,5,8,11,14,17,20,23,26,29,32,35,38,41,44,47,50,53,56,
59
3. Educational 3,6,9,12,15,18,21,24,27,30,33,36,39,42,45,48,51,54,57,
60
Administration :-
The test is easy to administer - No time limit for completing the
inventory, but can be completed in 30-35 minutes. Instructions are given on
first page students are asked to read each statement carefully and select the
response sheet with ( ™ ) on suitable Yes or No.
They were asked to give for response to each item in friendly and non-
fearing manner. After certain time i.e. 30-35 mins. the questionnaires were
taken back.
Scoring :-
Scoring has been done with the help of printed scoring response sheet.
Reliability :-
60
The Co-efficient of reliability was determined by following methods
given in table - 3.4
Table 3.4
Reliability Co-efficient of Inventory
S.N. Method use Emotional Social Educational Total
1. Spilt half 0.94 0.93 0.96 0.95
2. Test-retest 0.96 0.90 0.93 0.93
3. K.R. 21 Formula 0.92 0.96 0.96 0.94
3.5 Procedure for data Collection :-
After deciding the sample units of the study. The researcher personally
approached to the head of the colleges and told him about the purpose and
ask him for proper help.
On the first day MPI and AISS were give to the girls students of co-
educational college. The researcher assured them that the information given
in MPI and AISS would not be disclosed to anyone and would be used for
research purpose only.
On the next day these two inventories were given to the girls students
of only girls college and the same information was given to them also by the
researcher.
61
After filling the data the researcher check that all question of
inventorys is filled by the students. This process was replicated till the
required sample is completed.
3.6 Statistical Techniques Used :-
Following statistical technique were used to test the Hypotheses :
X
(a) Mean : M 
N
(b) Standard Deviation : Standard deviation was found with the help of the
following formula:
d2
SD =
N
(c) 't' test : The standard error of difference between two independent
means was found out by using the formula given below:
M ~M
t 1 2
2 2
1 2
N N
1 2
62
ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the analysis and interpretation of the data of
the present study. Data are meaningless heap of materials without analysis
and interpretation. After collecting data the investigator has to analyse these
data, as it is difficult to explain the raw data without proper analysis.
Analysis of data is most important and crucial step in educational research
from which the result can be out streamed. Analysis of data means studying
the organized material in order to discover inherent facts, data are studied
from as many angles as possible to explore the new facts.
To quote Kerlinger (1973) "Analysis of data means categorizing,
ordering, manipulating and summarizing of data to obtains answer to the
research question." To provide a solid foundation for any educational
research analysis of data is very essential. It helps in testing of the hypothesis
and provides or formulates new theory or principles. This is achieved
through logical organization of data and use of relevant statistical
techniques.
In the present chapter analysed data has been displayed in tabular form
objective wise. Therefore, it seems important to recall objectives of the study
once more so that objectivewise tabular representation of data could be made
easy :-
OBJECTIVES OF THE STUDY :-
1. To compare the personality needs of girls studying in unisex and co-
This objective was divided into 10 sub-objectives :-
1.5 To compare the Succorance need of girls studying in unisex and co-
64
2. To compare the Adjustment of girls studying in unisex and co
This objective was divided into 3 sub objectives :-
2.3 To compare the Educational Adjustment of girls studying in unisex
and co-educational colleges.
65
Table .4.1.1
Comparison of Achievement Need of Girls studying in unisex and co-
Name of Group N Mean S.D. t- Level of

value Significance
.01 & .05
Girls studying in 50 11.84 1.38
unisex colleges 2.07 *
co-educational
colleges
* .05 Level of significance
Table 4.1.1 display analysed data regarding the comparison of
Achievement need of girls studying in unisex and co-educational colleges.
Obtained t-value (2.07) is significant at .05 level of confidence for df - 98. It
means girls studying in unisex colleges and co-educational colleges differ
significantly in term of their Achievement need. It also shows that if 100
sample are taken from the same population in 95 cases the result would be
similar to the present study.
Discussion:-
On the basis of t-value which is significant at .05 level of confidence.
It can safely be concluded that both the groups of girls have different level of
achievement need. The researcher could not come across any research study
66
which throw light on the achievement need of girls studying in unisex and
Table .4.1.2
Comparison of Exhibition Need of Girls studying in unisex and co-

value Significance
unisex colleges .86 NS
co-educational
colleges
NS - Not significant
Exhibition need of girls studying in unisex and co-educational colleges.
Obtained t-value (.86) is not significant. As the minimum required t-value
according to t-table should be equal to or more then 1.96 for 98 df. Obtained
t-value is less then the required t-value. It shows that two groups of girls
namely studying in unisex colleges and co-educational colleges do not differ
significantly in term of their exhibition need.
Discussion:-
On the basis of t-value which is not significant, it can safely be
concluded that both the groups of girls have similar level of exhibition need.
67
The researcher could not come across any research study which may throw
light on the exhibition need of girls studying in unisex and co-educational
colleges.
68
Table .4.1.3
Comparison of Autonomy Need of Girls studying in unisex and co-

value Significance
.01 & .05
Girls studying in 50 6.3 1
unisex colleges 3 **
co-educational
colleges
** - .01 Level of significance
Autonomy need of girls studying in unisex and co-educational colleges.
Obtained t-value (3) is significant at .01 level of confidence. As the
minimum required t-value according to t-table at .01 level of confidence
should be equal or more then 2.58 for 98 df. obtained t-value is more then
the required t-values. It means girls studying in unisex colleges and co-
educational colleges differ significantly in their term of Autonomy need. It
also shows that if 100 sample are taken from the same population in 99 cases
the result would be similar to the present study.
The mean autonomy need score of girls studying in co-educational
colleges is 7.08 which is more then the mean autonomy need score of girls
studying in unisex colleges. This shows that girls studying in co-educational
69
colleges have high autonomy need then their counterpart girls studying in
unisex colleges.
Discussion:-
On the basis of t-value which is significant at .01 level of confidence
and the mean scores, it can be safely concluded that girls studying in co-
educational colleges have high autonomy need then girls studying in unisex
colleges.
The researcher could not come across any research study which throw
light on the autonomy need of girls studying in unisex and co-educational
colleges.
70
Table .4.1.4
Comparison of Affiliation Need of Girls studying in unisex and co-
educational college.

Significance
value .01 & .05

unisex colleges 2.72 **
co-educational
colleges
Table 4.1.4 display analysed data regarding the Comparison of
Affiliation need of girls studying in unisex colleges and co-educational
colleges. Obtained t-value (2.72) is significant at .01 level of confidence for
df - 98. As the minimum required t-value according to t-table at .01 level of
confidence should be equal or more then 2.58 for 98 df. Obtained t-value is
more then the required t-value. It means girls studying in unisex colleges and
co-educational colleges differ significantly in their term of Affiliation need.
It also shows that if 100 sample are taken from same population in 99 cases
The mean score of Affiliation Need of Girls studying in co-
educational colleges is 9.88 which is more then the mean score of Affiliation
71
need of girls studying in unisex colleges. This shows that girls in co-
educational college have high affiliation need then their counterpart girls
studying in unisex colleges.
Discussion:-
and the mean score, it can be safely concluded that girls studying in co-
educational colleges have high level of Affiliation Need then the girls
light on the Affiliation Need of girls studying in unisex and co-educational
colleges.
72
Table .4.1.5
Comparison of Succorance Need of Girls studying in unisex and co-

Significance
value
.01 & .05
unisex colleges 4 **
co-educational
colleges
** .01 Level of significance
Table 4.1.5 display analysed data regarding comparison Succorance
need of girls studying in unisex and co-educational colleges. Obtained t-
value (4) is significant at .01 level of confidence for df-98. As the minimum
required t-value according to t-table at .01 level of confidence should be
equal or more then 2.58 for 98 df. Obtained t-value is more then required t-
value. it means girls studying in unisex colleges and co-educational colleges
differ significantly in their term of Succorance needs. It also shows that if
100 sample are taken from the same population in 99 cases the result would
be similar to the present study.
The mean Succorance need score of Girls studying in co-educational
college is 7.08 which is more than the mean succorances need or girls
73
studying in unisex colleges. This show that girls studying in co-educational
colleges have high Succorance need then their counter part girls studying in
unisex colleges.
Discussion :-
and the mean score, it can be safely concluded that girls studying in co-
educational colleges have high level of Succorance need then the girls
studying in unisex collages.
light on the Succorance need of girls studying in unisex colleges and co-
74
Table .4.1.6
Comparison of Dominance Need of Girls studying in unisex and co-

Significance
value
.01 & .05
unisex colleges 2.54 *
Girls studying in 50 6 1.74
co-educational
colleges
Table 4.1.6 display analysed data regarding comparison of Dominance
need of girls studying in unisex and co-educational colleges. Obtained
t-value (2.54) is significant at .05 level of confidence for df-98. As the
should be equal or more then 1.96 for 98 df. obtained t-value is more then
required t-value. It means girls studying in unisex colleges and co-
educational colleges differ significantly in their terms of Dominance need. It
The mean score of Dominance need of girls studying in unisex
colleges is 7.04 which is more then the mean score of Dominance need of
75
girls studying in co-educational college. It shows that girls studying in
unisex colleges have high Dominance need then their counter part girls
studying in co-educational colleges.
Discussion:-
and the mean score, it can be safely concluded that girls studying in unisex
colleges have high level of Dominance need than the girls studying in co-
light on the Dominance need of girls studying in unisex college and co-
76
Table .4.1.7
Comparison of Abasement Need of Girls studying in unisex and

value Significance
.01 & .05
co-educational
colleges
** - .01 Level of significance.
Table 4.17 display analysed data regarding the comparison of
Abasement Need of girls studying in unisex and co-educational colleges.
Obtained t-value (4.21) is significant at .01 level of confidence for df-98. As
the minimum required t-value according to t- value at .01 level of confidence
should be equal or more than 2.58 for 98 df. obdained t-value is more then
required t-value. It means girls studying in unisex college and co-educational
college differ significantly. In their term of abasement need. It also shows
that if 100 sample are taken from same population in 99 cases the result
would be similar to the present study.
The mean score of abasement need of Girls studying in unisex
colleges is 11.52 which is more then the mean score of abasement need of
girls studying in co-educational colleges. This shows that the girls studying
77
in unisex colleges have high abasement need than their counterpart girls
studying in co-educational colleges.
Discussion :-
and the mean score, it can be safely concluded that the girls studying in
unisex colleges have high abasement need then girls studying in co-
The researcher could not come across any research study which may
throw light on abasement need of girls studying in unisex colleges and co-
78
Table .4.1.8
Comparison of Nurturance Need of Girls studying in unisex and

value Significance
.01 & .05
unisex colleges .31 N.S.
co-educational
colleges
NS - Not significant.
Table 4.1.8 display analysed data regarding comparison of Nurturance
need of girls studying in unisex colleges and co-educational colleges.
Obtained t-value (.31) is not significant at both levels of confidence. As the
should be equal to or more then 1.96 for 98 df. Obtained t-value is less then
the required t-value. It shows that two groups girls namely, girls studying in
unisex colleges and girls studying in co-educational colleges do not differ
significantly in terms of their Nurturance Need.
The mean score of Nurturance need of Girls studying in unisex
colleges 13.48 which is almost similar to the mean score of Nurturance need
of girls studying in co-educational colleges (13.6). This shows that the two
group of girls have similar Nurturance need.
79
Discussion :-
On the basis of t-value which is not significant at both level of
confidence it can be safely concluded that both group have similar level of
Nurturance Need.
The researcher could not come across any research study throw light
on the Nurturance need of girls studying in unisex colleges and co-
80
Table 4.1.9
Comparison of Endurance Need of Girls studying in unisex and
Co-educational colleges.

value Significance
.01 & .05
co-educational
colleges
Endurance need of girls studying in unisex and co-educational colleges.
Obtained t-value (2.97) is significant at .01 level of confidence for df -98. As
the minimum required t-value according to t-table at .01 level of confidence
should be equal to or more then 2.58 for 98 df. Obtained t-value is more then
the required t-value. It means girls studying in unisex colleges and girls
studying in co-educational colleges differ significantly in terms of the
Endurance need. It also shows that if 100 sample are taken from the same
population in 99 cases the result would be similar to the present study.
The mean score of Endurance need of girls studying in unisex colleges
is 12.76 which is more then the mean score of Endurance need of girls
studying in co-educational colleges. This shows that girls studying in unisex
81
colleges have high endurance need then their counterpart girls studying in
Discussion :-
and the mean score, it can be safely concluded that girls studying in unisex
colleges have high Endurance need then the girls studying in co-educational
colleges.
throw light on the endurance need of girls studying in unisex and co-
82
Table .4.1.10
Comparison of Aggression Need of Girls studying in unisex and

value Significance
.01 & .05
co-educational
colleges
Aggression need of girls studying in unisex and Co-educational colleges
obtained t-value (4.67) is significant at .01 level of confidence for df-98. As
the minimum required t-value according to t-table at .01 level of confidence
should be equal or more than 2.58 for 98 df. obtained t-value is more then
the required t-value. It means girls studying in unisex colleges and co-
educational colleges differ significantly in terms of their Aggression need. It
The mean score of aggression need of girls studying in co-educational
colleges is 4.32 which is more then the mean score of aggression need of
girls studying in unisex colleges. It shows that the girls studying in co-
83
educational colleges have high aggression need than their counter part girls
Discussion :-
On the basis of t-value which is significance at .01 level of confidence
and mean score, it can be safely concluded that the girls studying in co-
educational colleges have high aggression need than the girls studying in
unisex colleges.
light on aggression need of+ girls studying in unisex and co-educational
colleges.
84
Table 4.1
Comparison of Personality Need of Girls studying in unisex and

value Significance
.01 & .05
co-educational
colleges
NS - Not significant
Table 4.1 display analysed data regarding the comparison of girls
studying in unisex and co-educational colleges in terms of their Personality
needs. Obtained t-value (.77) is not significant at both level. As the
should be equal to or more then 1.96 for 98 df. Obtained t-value is less then
the required t-value. It shows that two groups of girls namely girls studying
in unisex colleges and girls studying in co-educational colleges do not differ
significantly in terms of their personality Needs.
The Mean score of Personality Need of girls studying in unisex
colleges is 79.2 which is almost similar to the mean score of personality need
of girls studying in co-educational colleges (79.64). This shows that the two
group of girls have similar personality needs.
85
Discussion :-
On the basis of t-value which is not significant and the mean scores, it
can be safely concluded that both the group of girls have similar level of
personality need.
The researcher could not come across any research which throw light
on the personality needs of girls studying in unisex and co-educational
colleges.
86
Table 4.2.1
Comparison of Emotional Adjustment of Girls studying in unisex and

value Significance
.01 & .05
co-educational
colleges
NS = Not significant
Table 4.2.1 display analysed data regarding comparison of girls
studying in unisex and co-educational colleges in terms of their Emotional
adjustment. Obtained t-value (.795) is not significant at both level of
confidence. As the minimum required t-value according to t-table at .05 level
of significance should be equal to or more then 1.96 for 98 df. obtained t-
value is less then the required t-value. It shows that two group of girls
namely girls studying in unisex colleges and girls studying in co-educational
colleges do not differ significantly in terms of their Emotional Adjustment.
The mean score of emotional adjustment of girls studying in unisex
colleges is 18.38 which is almost similar to the mean score of emotional
adjustment of girls studying in co-educational colleges (18.64). This shows
that two group of girls have similar emotional adjustment.
87
Discussion:-
On the basis of t-value which is not significant at both level of
confidence and mean scores, it can be safely concluded that both group of
girls have similar level of emotional adjustment.
light on the emotional adjustment of girls studying in unisex and co-
88
Table 4.2.2
Comparison of Social adjustment of Girls studying in unisex and
Name of Group N Mean Social S.D. t- Level of

value Significance
.01 & .05
Girls studying in 50 11.64 .87
co-educational
colleges
Table 4.2.2 display analysed data regarding comparison of social
adjustment of girls studying in unisex and co-educational colleges. Obtained
t-value (10.90) is significant at .01 level of confidence for df - 98. As the
should be equal to or more then 2.58 for df - 98. Obtained t-value is more
than the required t-value. it means girls studying in unisex colleges and girls
studying in co-educational college differ significantly in term of their social
adjustment. It also shows that if 100 sample are taken from same population
in 99 cases the result would be similar to the present study.
The mean score of social adjustment of girls studying in co-
educational colleges is 14.78 which is more than the mean score of social
adjustment of girls studying in unisex colleges. This shows that the girls
89
studying in co-educational colleges have high social adjustment than their
counter part girls studying in unisex colleges.
Discussion:-
and the mean score, it can be safely concluded that the girls studying in co-
educational colleges have high social adjustment than the girls studying in
unisex colleges.
light on social Adjustment of girls studying in unisex colleges and co-
90
Table 4.2.3
Comparison of Educational adjustment of Girls studying in unisex and

value Significance
.01 & .05
co-educational
colleges
Table 4.2.3 display analysed data regarding comparison of
Educational adjustment of girls studying in unisex and co-educational
colleges. Obtained t-value (19.71) is significant at .01 level of confidence for
df - 98 as the required minimum t-value to t-table at .01 level of confidence
should be equal or more then 2.58 for df = 98. Obtained t-value is more then
required t-value. It means girls studying in co-educational college and girls
studying in unisex colleges differ significantly in their term of Educational
adjustment. It also shows that if 100 sample are taken from same population
in 99 cases the result would be similar to the present study.
The mean score of educational adjustment of girls studying in co-
educational colleges is 17.48 which is more than the mean scores of
educational adjustment of girls studying in unsex colleges. It shows that the
91
girl studying in co-educational colleges have high educational adjustment
then their counter part girls studying in unisex colleges.
Discussion:-
and the mean scores, it can be safely concluded that the girls studying in co-
educational colleges have high educational adjustment than the girls
light on the educational adjustment of girls studying in unisex and co-
92
Table 4.2
Comparison of Adjustment of Girls studying in unisex and

value Significance
.01 & .05
co-educational
colleges
Table 4.2 display analysed data regarding the comparison of girls
studying in unisex and co-educational colleges in term of their adjustment
obtained t-value (10.51) is significant at .01 level of confidence for df - 98.
As the minimum required t-value according to t-table at .01 level of
confidence should be equal to or more then 2.58 for 98 df. Obtained t-value
is more then the required t-value. It means girls studying in unisex colleges
and girls studying in co-educational colleges differ significantly in term of
their adjustment. It also shows that if 100 samples are taken from same
population in 99 cases the result would be similar to the present study.
The mean score of adjustment of girls studying in co-educational
colleges is 50 which is more than the mean score of adjustment of girls
studying in unisex colleges. It shows that the girls studying in co-educational
93
colleges have high adjustment than their counterpart girls studying in unisex
colleges.
Discussion:-
On the basis of t-value which is significant at both level of confidence
and the mean score, it can be safely concluded that the girls studying in co-
educational colleges have high adjustment than the girls studying in unisex
colleges.
throw light at adjustment of girls studying in unisex and co-educational
colleges.
94
FINDINGS AND CONCLUSIONS
In the previous chapter, namely Analysis and Interpretation of Data
the process to examine, elicit elucidate and explain or interpret the collected
data was carried out and data have been presented in tabular form. On the
basis of interpretation made in the fourth chapter findings of the present
study has been drawn and presented in the chapter in hand, that is , findings
and conclusion. Findings of the study have been derived by validation of
hypothesis of the study. In the succeeding lines validation of the hypotheses
have been mentioned.
5.1 VALIDATION OF HYPOTHESES :-
1. Hypothesis No. -1 states :-
"There is no significant difference between the personality needs of
the girls studying in unisex and co-educational colleges".
Obtained t-value in reference to this hypothesis is .77 which is not
significant at both levels of confidence which shows that there is no
significant difference between the personality needs of girls studying in
unisex and co-educational colleges.
Hence hypothesis - 1 is accepted
This hypothesis was divided into 10 sub hypotheses :-

2. Hypothesis No. - 1.1 states :-
"There is no significant difference between the Achievement Need of
Obtained t-value in reference to this hypothesis is 2.07 which is
significant at .05 level of confidence which shows that there is a significant
difference between the achievement need of girls studying in unisex and co-
Hence hypothesis - 1.1 is rejected
3. Hypotheses No. - 1.2 states :-
"There is no significant difference between the exhibition need of the
girls studying in unisex and co-educational colleges".
significant difference between the exhibition need of girls studying in unisex
Hence hypothesis - 1.2 is accepted.
"There is no significant difference between the Autonomy Need of the
96
Obtained t-value in reference to this hypothesis is 3. which is
difference between the autonomy need of girls studying in unisex and co-
"There is no significant difference between the Affiliation Need of the
difference between the affiliation need of girls studying in unisex and co-
"There is no significant difference between the succourness need of
Obtained t-value in reference to this hypothesis is 4 which is
difference between the succourness need of girls studying in unisex and co-
97
"There is no significant difference between the Dominance need of the
difference between the dominance need of girls studying in unisex and co-
"There is no significant difference between the Abasement need of the
difference between the abasement need of girls studying in unisex and co-
"There is no significant difference between the Nurturance need of the
98
significant difference between the nurturance needs of girls studying in
"There is no significant difference between the Endurance need of the
difference between the endurance need of girls studying in unisex and co-
"There is no significant difference between the Aggression need of the
difference between the aggression need of girls studying in unisex and co-
99
12. Hypothesis No. - 2 states :-
"There is no significant difference between the Adjustment of the girls
studying in unisex and co-educational colleges".
difference between the adjustment of girls studying in unisex and co-
Hence hypothesis - 2 is rejected
This hypothesis was divided into 3 sub objectives.
"There is no significant difference between the Emotional adjustment
of the girls studying in unisex and co-educational colleges".
significant difference between the emotional adjustment of girls studying in
100
"There is no significant difference between the social adjustment of
difference between the social adjustment of girls studying in unisex and co-
"There is no significant difference between the educational adjustment
of the girls studying in unisex and co-educational colleges".
difference between the educational adjustment of girls studying in unisex
5.2 Findings :-
On the basis of analysis of data and validation of the hypothesis
following conclusion are drawn.
101
1. Girls studying in unisex colleges and co-educational colleges have
similar personality needs.
2. The girls studying in unisex colleges have higher need of
Achievement than the girls of co-educational colleges.
3. The girls studying in unisex colleges and co-educational colleges have
same exhibition need.
4. The girls studying in co-educational colleges have higher need of
Autonomy than their counter parts girls studying in unisex colleges.
Affiliation than their counter parts girls studying in unisex colleges.
6. The girls studying in co-educational colleges have higher succourness
need than their counterparts girls studying in unisex colleges.
7. The studying in unisex colleges have higher dominance need than
their counter parts girls studying in co-education colleges.
8. The girls studying in unisex colleges have higher abasement need than
their counterparts girls studying in co-educational colleges.
similar nurturance need.
10. The girls studying in unisex colleges have higher endurance need than
102
11. The girls studying in co-educational colleges have higher aggression
need than their counterpart girls studying in unisex colleges.
12. The girls studying in co-educational colleges have better adjustment
than their counterpart girls studying in unisex colleges.
same emotional adjustment.
14. The girls studying in co-educational colleges have better social
adjustment than their counterparts girls studying in unisex colleges.
15. The girls studying in co-educational colleges have better educational
adjustment than their counter partsgirls studying in unisex colleges.
5.3 Conclusion:-
1. The girls studying in unisex colleges and co-educational college have
similar exhibition need nurturance need and personality needs as a
whole.
2. The girls studying in unisex colleges have higher personality needs
than their counter part girls studying in co-educational colleges in
terms of achievement need, dominance need, abasement need and
endurance need.
3. The girls studying in co-educational colleges have higher personality
needs than their counterparts girls studying in unisex college in terms
103
of autonomy need, affiliation need, succourness need, aggression
need.
adjustment, educational adjustment and adjustment as a whole, where
as regarding emotional adjustment girls studying in unisex and co-
educational college have equal level of adjustment.
5.4 Implication :-
The research work is a purposeful endeavor, meaning thereby it is
pursued to get solution of a problem finding of the research work can be
generalized on the population from which samples are taken. Therefore,
research can be very crucial to the population. Beside, It benefits other
person and institution. In this regard in educational research it has been made
compulsory to write implication of research findings just other the finding in
the fifth chapter. Under this heading the researcher - mentions areas, persons
and agencies which can be benefited by using research finding in their
respective field keeping this tradition in mind the researches suggests
following implications of finding of the present study :-
1. Findings of the present study will be helpful for the research scholars
of educational and psychology in undertaking research work related to
personality needs and adjustment of students studying secondary
schools.
104
2. Findings of the present study will be helpful to principals of co-
educational institutions and unisex institutions in knowing different
personality needs and the cause of poor social adjustment, educational
adjustment and adjustment as the whole.
3. Findings of the present study will be helpful for the leaders of unisex
institutions in knowing the cause of poor adjustment of the girls
students. They should help the girls of only girls educational
institutions in working better social adjustment, educational
adjustment and total adjustment. Teachers of both type of institutions
should help the girls in developing better personality needs.
4. Findings of the present study will be helpful to the persons concerned
with policy making of the institutions.
5.5 Suggestions for further Research :-
Having completed this work, the investigator feels that there is a lot
which can be suggested in the further research work by way of guidance.
The following are the suggestions for further research
1. The present study is only confined to girls of both unisex and co-
educational colleges. It should be confined with boys also.
2. In the present study only 3 dimensions of adjustment has been taken
other dimensions may also be involved.
105
3. In the present study only 10 dimensions of personality need has been
taken-other dimensions may also be involved.
4. Similar studies can be conducted on the teachers also.
5. The study has been delimited to the sample of 100 girls only. The
further investigation may take up a large number of sample to get
deep into the personality needs and adjustment.
106
SUMMARY AND CONCLUSIONS
6.1 Introduction
Every country develops its system of education to express and
promote its unique socio-cultural identity and also to meet the challenges of
the times. The educational institutions or colleges are the formal channel of
making students capable of meeting out the challenges. The educational
institutions control and direct the society into a desirable direction and affect
the total personality of individual and creat an environment conducive to
those stimulating situations which exercise positive and developmental
impact on the thinking and perception of the student. No other system is so
powerful as the educational system is, in developing a desirable system of
values and norms which equips the individual with analytical ability to
perceive things in a logical and realistic perspective. There are two types of
educational colleges unisex and co-educational.
Unisex college are the separate institutions for girls and boys where
they are taught separately. The environment of these type of college are
specifically created by girls for the girls and boys for the boys.
Co-education means the teaching of both boys and girls in the same
college and under the same roof. It also means imparting the same education
aims at bringing boys and girls together. It allows free mixing of sexes
without any inhibition.

The great Greek Philosopher, Plato had propagated the system of co-
education in the ancient times. He believed that co-education will create a
feeling of comradeship between boys and girls. Plato was a great supporter
of the education of women. Therefore, he wanted them to be educated with
men in the same institutions. He felt that if man and woman are taught
together, it will develop their personality to the maximum. They will not feel
any shyness from each other. He advocated that it was the only method in
which both could become useful members of the society.
Plato in reality was much influenced by the coeducational system of
Sparta, a city of Greece. There the boys and girls were given both the
alchemic and physical education together. The girls and boys studied and
played together. They were both taught the art of fighting, horse riding,
archery etc. Thus the women of Sparta were not in any way inferior to men.
In ancient India also, there was no segregation between boys and girls
in the Aryan society. In the modern times, co-educational system is prevalent
in Europe and USA. In India also, now-a-days more and more co-
educational school and colleges are being established.
There are many advantages and hardly any dis-advantage in the co-
educational system of education. The first advantage is that if boys and girls
are taught together, there will not be any need for opening separate schools
108
for boys and girls. Co-education is an economical system, because both boys
and girls can study in some schools and they can be taught by the same staff.
All the types of colleges may be creating a different environment.
They may, cherish or affect 'needs' and Adjustment power of their students
in different ways. So it seemed appropriate to the researcher to investigate as
to how there different types of environment are casting their effect upon the
personality needs and adjustment behaviour of students. Keeping the time
limit and resource limitations in mind the researcher decided to choose only
girls and co-educational colleges.
6.2 Statement of the Problem
"A COMPARATIVE STUDY OF PERSONALITY NEEDS AND
ADJUSTMENT OF GIRLS STUDYING IN UNISEX AND CO-
EDUCATIONAL COLLEGE"
6.3 Objectives of the Study
The study is designed to accomplish and realize the following
objectives :-
1. To compare the Personality Needs of girls studying in unisex and co-
This objective was divided into 10 sub-objective
109
1.5 To compare the Succourness need of girls studying in unisex and co-
110
2. To compare the Adjustment of girls studying in unisex and co-
2.3 To compare the Educational Adjustment of girls studying in unisex and
6.4 Hypotheses of the Study :-
In the light of various researchers and observations and the rationale
presented i.e., Personality needs, adjustment, etc. the investigator has
formulated the following null hypothesis which will be tested under the
present proposed study. There hypothesis have been formulated keeping
mind the objectives of study :-
1. There is no significant difference between the personality needs of the
This hypothesis was divided into 10 sub-hypothesis
1.1 There is no significant difference between the achievement need of girls
studying in Unisex and Co-educational Colleges.
111
1.2 There is no significant difference between the Exhibition need of the
1.3 There is no significant difference between the Autonomy need of the
1.4 There is no significant difference between the Affiliation need of the
1.5 There is no significant difference between the Succourance need of the
1.6 There is no significant difference between the Dominance need of the
1.7 There is no significant difference between the Abasement need of the
1.8 There is no significant difference between the Nurturance needs of the
1.9 There is no significant difference between the Endurance needs of the
1.10 There is no significant difference between the Aggression need of the
2. There is no significant difference between the Adjustment of the girls
studying in unisex and co-educational colleges.
112
This hypothesis was divided into 3 sub-hypothesis:-
2.1 There is no significant difference between the Emotional Adjustment of
the girls studying in unisex and co-educational colleges.
2.2 There is no significant difference between the Social Adjustment of the
2.3 There is no significant difference between the Educational Adjustment
of the girls studying in unisex and co-educational colleges.
6.5 Definition of specific terms
Personality needs
Need is defined as a hypothetical process within the organism which
stimulates him into either covert and overt action.
Adjustment
Adjustment is the process by which living organism maintains a
balance between his needs and the circumstances that influence the
satisfaction of their needs.
6.6 Method and procedure
Keeping in view a number of considerations such as the nature of
problem, the objectives of the study and resourcefulness of the investigator,
the researcher decided to use normative survey method. In the present study
113
all the steps have been used which are essential for normative survey
methods.
6.7 Population and sample
The population of the study constitutes of girls studying in
B.A./B.Sc./B.Com. classes of unisex and co-educational colleges in Meerut
district.
Accuracy and precision of the generalization depends upon the
representativeness of the sample. Therefore, in order to select sample from
the population random sampling techniques was used.
6.8 Tools used
To measure the different variable following tools were used in the
present study :-
i. To measure the personality needs Meenakshi Personality Inventory
Constructed by Mennakshi Bhatnagar has been used.
ii. To measure the adjustment, Adjustment Inventory for school students
(AISS) constructed by A.K.P. Sinha and R.P. Sinha has been used.
6.9 Statistical technique
After data collection and its proper tabulation t-test was used to test the
significance of difference between the means of girls studying in unisex
114
6.10 Delimitation of the Study:-
Though it is necessary to study on large sample but due to limitation
of time and number of students the present study has been defined as
follow:-
1. The study has been delimited to college affiliated to C.C.S. University
only.
2. The study has been delimited to the girls students only.
3. The study has been delimited to the sample of 100 girls only
4. Only ten of the personality needs have been taken into account in the
present study.
5. Only three dimensions of adjustment have been taken into account in
the present study.
The study has been delimited to the normative survey method of research
and to few statistical techniques.
6.11 Findings
On the basis of analysis of data and validation of the hypothesis
following conclusion are drawn.
1. Girls studying in unisex colleges and co-educational colleges have
similar personality needs.
115
2. The girls studying in unisex colleges have higher need of
Achievement than the girls of co-educational colleges.
same exhibition need.
Autonomy than their counter parts girls studying in unisex colleges.
Affiliation than their counter parts girls studying in unisex colleges.
6. The girls studying in co-educational colleges have higher succourness
need than their counterparts girls studying in unisex colleges.
7. The studying in unisex colleges have higher dominance need than
their counter parts girls studying in co-education colleges.
8. The girls studying in unisex colleges have higher abasement need than
similar nurturance need.
10. The girls studying in unisex colleges have higher endurance need than
11. The girls studying in co-educational colleges have higher aggression
need than their counterpart girls studying in unisex colleges.
116
12. The girls studying in co-educational colleges have better adjustment
than their counterpart girls studying in unisex colleges.
same emotional adjustment.
adjustment than their counterparts girls studying in unisex colleges.
15. The girls studying in co-educational colleges have better educational
adjustment than their counter partsgirls studying in unisex colleges.
6.12 Conclusion
1. The girls studying in unisex colleges and co-educational college have
similar exhibition need and nurturance need.
2. The girls studying in unisex colleges have higher personality needs
than their counter partgirls studying in co-educational colleges in
terms of achievement need, dominance need, abasement need and
endurance need.
3. The girls studying in co-educational colleges have higher personality
needs than their counterparts girls studying in unisex college in terms
of autonomy need, affiliation need, succourness need, aggression
need.
117
adjustment, educational adjustment and adjustment as a whole, where
is regarding emotional adjustment girls studying in unisex and co-
educational college have equal level of adjustment.
6.13 Implication
The research work is a purposeful endeavour, meaning thereby it is
pursued to get solution of a problem finding of the research work can be
generalized on the population from which samples are taken. Therefore,
research can be very crucial to the population. Beside, It benefits other
person and institution. In this regard in educational research it has been made
compulsory to write implication of research findings just other the finding in
the fifth chapter. Under this heading the researcher - mentions areas, persons
and agencies which can be benefited by using research finding in their
respective field keeping this tradition in mind the researches suggests
following implications of finding of the present study :-
1. Findings of the present study will be helpful for the research scholars
of educational and psychology in undertaking research work related to
personality needs and adjustment of students studying secondary
schools.
2. Findings of the present study will be helpful to principals of co-
educational institutions and unisex institutions in knowing different
118
personality needs and the cause of poor social adjustment, educational
adjustment and adjustment as the whole.
3. Findings of the present study will be helpful for the leaders of unisex
institutions in knowing the cause of poor adjustment of the girls
students. They should help the girls of only girls educational
institutions in working better social adjustment, educational
adjustment and total adjustment. Teachers of both type of institutions
should help the girls in developing better personality needs.
4. Findings of the present study will be helpful to the persons concerned
with policy making of the institutions.
6.14 Suggestions for further Research
Having completed this work, the investigator fields that there is a lot
which can be suggested in the further research work by way of guidance.
The following are the suggestions for further research
1. The present study in only confined to girls of both unisex and co-
educational colleges. It should be confined with boys also.
2. In the present study only 3 dimensions of adjustment has been taken
other dimension may also be involved.
3. In the present study only 10 dimensions of personality need has been
taken-other dimension may also be involved.
119
4. Similar studies can be conducted on the teachers also.
5. The study has been delimited to the sample of 100 girls only. The
further investigation may take up a large number of sample to get
deep into the personality needs and adjustment.
120
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V
APPENDIX - A
NAME OF COLLEGES :-
Unisex Colleges -
1. R.G. Degree College, Meerut.
Co-educational Colleges -
1. Meerut College, Meerut.
VI
APPENDIX 'B'
DATA OF UNISEX COLLEGES

Personality Need Adjustment
S.N n-achi n-exh n-Auto n-affi n-Succ. n-Domi n-abas n-nur n-end n-agg total Emoti Social Edu. Total
1. 12 3 7 8 4 6 10 14 13 2 79 17 09 16 42
2. 13 4 5 7 5 7 11 14 13 1 80 17 11 15 43
3. 10 4 6 13 10 03 11 13 8 1 79 17 12 17 46
4. 10 2 6 9 4 4 12 12 16 4 79 16 11 15 42
5. 9 5 5 11 10 4 11 13 7 2 77 19 11 15 45
6. 12 4 6 9 4 7 10 14 12 1 79 18 11 15 44
7. 12 4 6 9 3 7 11 14 12 2 80 19 11 16 46
8. 12 3 7 8 4 7 11 14 12 1 79 19 11 15 45
9. 12 3 6 8 4 7 11 14 13 1 79 19 11 16 46
10. 12 4 6 7 5 7 12 14 12 1 80 19 11 16 46
11. 13 3 6 5 6 6 10 16 16 2 83 19 11 16 46
12. 12 4 5 10 4 7 11 14 12 1 80 19 11 15 45
13. 12 4 5 7 5 8 13 14 11 1 80 19 11 15 45
14. 12 3 7 8 4 7 10 14 13 2 80 19 11 14 44
15. 12 5 7 8 4 4 12 11 13 4 80 19 13 11 43
16. 12 4 7 9 4 5 11 11 14 3 80 19 12 13 44
17. 11 5 7 10 4 4 10 8 13 5 77 18 12 13 43
18. 12 4 6 9 4 5 11 11 14 3 79 18 12 13 43
19. 12 4 5 7 6 7 11 14 12 2 80 18 11 14 43
20. 11 4 6 9 4 5 11 11 14 3 78 16 11 12 39
21. 11 3 8 11 3 8 11 11 12 1 79 18 12 14 44
22. 11 4 6 9 3 8 12 14 11 2 80 18 11 13 42
23. 12 4 6 9 3 7 11 14 12 1 79 18 12 12 42
24. 9 1 8 8 2 5 12 13 14 7 79 18 11 13 42
25. 10 3 7 8 5 7 14 13 8 5 80 16 10 13 39
contd......
26. 9 5 7 8 6 7 9 13 14 5 83 16 10 13 49
27. 12 2 8 8 4 5 9 13 13 7 81 18 11 13 42
28. 12 2 6 9 4 7 10 14 13 1 78 18 12 12 42
29. 11 4 6 9 5 8 11 14 14 2 84 18 11 13 42
30. 9 5 8 11 5 6 14 11 14 1 84 18 9 18 45
31. 10 5 6 9 2 7 9 14 12 3 77 16 11 18 45
32. 11 4 7 10 6 5 9 11 11 2 76 16 12 13 41
33. 11 3 6 13 6 4 13 8 8 3 75 18 11 13 42
34. 11 3 7 8 3 5 9 11 16 5 78 18 11 13 42
35. 9 4 7 8 4 4 11 11 16 3 77 19 10 15 44
36. 12 2 7 7 4 7 10 14 16 4 83 19 11 14 44
37. 13 1 7 10 4 8 11 14 8 2 78 17 11 16 44
38. 12 2 5 9 4 7 12 14 14 1 80 19 13 13 45
39. 11 4 5 7 5 5 13 14 14 1 79 17 12 17 46
40. 12 5 6 10 6 5 11 14 14 2 75 19 12 12 43
41 12 2 6 8 5 4 11 13 16 1 78 19 13 14 46
42. 10 5 6 7 4 5 10 12 13 1 73 17 11 15 43
43. 11 4 7 13 4 8 12 13 14 1 77 19 11 16 46
44. 11 4 7 7 3 8 11 11 14 2 78 19 11 16 46
45. 12 3 5 7 4 4 13 16 13 1 78 16 12 16 44
46. 12 3 6 10 10 4 11 12 7 2 77 17 11 15 43
47. 9 5 6 9 5 7 14 12 13 4 84 18 11 15 44
48. 12 2 7 7 4 7 11 14 9 1 74 19 11 15 45
49. 11 5 6 8 10 7 13 14 9 1 84 17 9 16 42
50. 13 1 5 13 5 3 11 14 7 2 74 16 10 13 39
APPENDIX 'C'
DATA OF CO-EDUCATIONAL COLLEGES

1. 11 2 5 12 8 7 13 13 12 4 87 15 14 16 45
2. 8 4 5 10 9 3 11 11 11 7 79 18 11 14 43
3. 13 1 7 9 4 5 10 15 10 5 79 20 16 17 53
4. 13 5 8 8 8 5 7 14 10 2 80 20 17 20 57
5. 13 3 6 12 4 6 6 15 12 3 80 20 15 17 52
6. 10 5 6 7 5 7 9 16 11 2 78 17 16 15 48
7. 11 6 6 9 4 5 7 16 11 4 79 19 16 19 54
8. 11 3 6 11 4 4 7 13 12 5 76 20 10 17 47
9. 11 4 8 11 2 6 6 13 13 5 79 18 15 18 51
10. 10 3 9 8 2 5 11 14 13 4 79 20 15 19 54
11. 10 4 8 10 4 5 10 14 11 3 79 20 14 18 52
12. 11 3 8 8 3 10 9 13 11 3 79 18 16 20 54
13. 10 3 9 9 3 6 9 12 12 6 79 20 14 17 51
14. 10 2 9 5 7 9 12 11 8 7 80 18 14 19 51
15. 13 6 6 9 4 5 7 16 11 4 81 19 15 19 53
16. 11 5 9 12 3 4 10 12 11 2 79 17 15 17 49
17. 12 4 5 9 8 4 13 15 8 1 79 17 14 17 48
18. 11 4 7 11 6 6 6 15 9 3 78 17 12 17 46
19. 12 6 7 10 6 4 10 10 13 3 81 14 13 14 41
20. 10 4 8 6 6 5 13 10 12 6 80 18 14 19 51
21. 11 3 4 12 7 7 7 14 13 1 79 19 14 17 50
22. 8 4 5 10 9 3 11 11 11 7 79 15 14 16 45
23. 12 4 5 9 8 4 13 15 8 1 79 18 11 14 48
24. 9 3 4 11 7 8 7 18 12 2 76 20 16 17 53
25. 8 4 5 9 8 5 11 12 10 5 77 17 16 15 48
contd......
26. 10 4 8 6 6 5 13 10 12 6 80 18 14 19 51
27. 12 6 7 10 6 4 10 10 13 3 81 14 13 14 41
28. 11 4 7 11 6 6 6 15 9 3 78 17 12 17 46
29. 12 4 5 9 8 4 13 15 8 1 79 17 14 17 48
30. 11 5 9 12 3 4 10 12 11 2 78 17 15 17 49
31. 10 2 9 5 7 9 12 11 8 7 80 19 15 19 53
32. 11 3 9 9 3 6 9 12 12 6 80 18 14 19 51
33. 10 3 8 8 3 10 9 13 11 3 78 20 14 17 51
34. 10 4 8 10 4 5 10 14 11 3 79 18 16 20 54
35. 10 4 9 8 2 5 11 14 13 4 80 20 14 18 52
36. 11 3 8 11 2 6 6 13 13 5 78 20 15 19 54
37. 11 3 6 11 4 4 7 13 12 5 76 18 15 18 57
38. 11 6 6 9 4 5 7 16 11 4 79 20 10 17 47
39. 10 3 6 7 5 7 9 16 11 2 76 19 16 19 54
40. 13 5 6 12 4 6 6 15 12 3 82 17 16 15 48
41 13 3 8 8 4 5 7 14 10 2 74 20 15 17 52
42. 13 1 7 9 8 5 10 15 10 5 83 20 17 20 57
43. 8 4 5 10 9 3 11 11 11 7 79 20 16 17 53
44. 11 2 5 12 4 7 13 13 12 4 83 18 11 14 43
45. 10 4 8 6 6 5 13 10 12 6 80 15 14 16 45
46. 12 6 7 10 6 4 10 10 13 3 81 18 14 19 51
47. 8 4 5 10 9 3 11 11 11 7 84 14 13 14 41
48. 11 3 4 12 7 7 7 14 13 1 79 19 14 17 50
49. 12 1 5 10 4 5 12 15 13 3 80 16 8 12 36
50. 8 4 5 10 9 3 11 11 11 7 79 15 14 16 45
Adjustment Inventory for
School Students (AISS)
A.K.P. Sinha
Ex-Professor of Psychology
Ravi Shankar University
RAIPUR
AND
R.P.Singh
Professor and Head
Department of Education
Patna University, Patna
1993
Est. 1971
NATIONAL PSYCHOLOGICAL CORPORATION
4/230, KACHERI GHAT, AGRA-282004 (U.P.) INDIA

1. I get all the necessary co-operation from my friends at school/college.
2. We.friends study together
3. I am on intimate terms with more than. one person.
4. Though I am the youngest in the family,I get the necessary freedom.
5. I am somewhat of a timid temperament.
6. I do not like teachers to be made fun of in thne classroom.
7. I always try to meet important people at public functions.
8. I do not wish to change my school/college.
9. I do not think that I have disappointed my parents.
10.I have a very large friend circle.
11.I want to have friends.
12.I get my digfficulies solved by my teachers or other people.
13.I prefer to have a few selective intimate-friends to many acquaintances.
14.My parents do not criticize my personality.
15.I am not very sensitive.
16.I suffer from stomach-ache.
17.It makes me sad not to have a mother.
18.Most of our teachers are good.
19.I can talk what I want to without hesitation in the presence of people.
20.I can tell my difficulties to my parents freely.
21.I become restless while studying.
22.Sometimes I suffer from loss of sleep due to crowding of thoughts.
23.I have very honest friends.
24.I do not find it difficult to continue conversation with anyone.
25.I want special help to get a part-time job.
26.I cannot mix with others.
27.I am always worried about something.
28.My teachers hate me.
29.I find it difficult to go and sit in the hall after the programme or meeting
has begun
30.Sometimes I participate in any movement of programme without
thinking.
31.We have all the facilities for extra-curricular activities in our
school/college.
32.I feel shy to seek help from leaders.
33.I perspire excessively.
34.I am not afraid of the atmosphere in our school/college.
35.People feel that I have gone astray because of bad company.
36.I am capable of solving my own difficulties.
37.I want information about various post-graduate professions.
38.I feel that 1 do not have enough knowledge about etiquettes.
39.I do not worry about the future of my family.
40.I find it difficult to present report at a meeting.
41.I often feel frightened without any reason.
42.I do not get a conducive atmosphere to study in the college.
43.I never tell a lie to others for my own benefit.
44.I find it difficult to present my own thoughts properly.
45.I do not know in which subject I am interested.
46.I do not have new types of things at home.
47.Sometimes I have uncontrollable fits of laughter and crying.
48.I feel that I have not chosen the right college.
49.I cannot start a conversation with a complete stranger.
50.I am afraid of being separated from the person whom I love.
51.I do not know how time passes while I am engrossed in difficult
activities.
52.I rarely need medical help.
53.I feel guilty after doing a bad deed.
54.I cannot recall an answer to a question in an examination though I might
know it.
55.I find it difficult to participate in social functions with friends of the
opposite sex.
56.I think that 1 have adequate intelligence
57.I do not think that the rules of our institution are unnecessary or
impractical.
58.If I have simple food when on a picnic, feel shy to share it with others.
59. I am satisfied.
60.All the boys and girls in our school/college are very friendly with each
other.
Adjustment Inventory for School Students (AISS)
A.K.P. Sinha
Coring Sheet
Name ............................................................................... Age ..............................................
College/School .......................................................... Class ...................................................
S.No Ans. S.No Ans. S.No Ans.

Yes Undecided No Yes Undecided No Yes Undecided No
1. . 21. . 41. .
2. . 22. . 42. .
3. . 23. . 43. .
4. . 24. . 44. .
5. . 25. . 45. .
6. . 26. . 46. .
7. . 27. . 47. .
8. . 28. . 48. .
9. . 29. . 49. .
10. 30. . 50. .
11. . 31. . 51. .
12. . 32. . 52. .
13. . 33. . 53. .
14. . 34. . 54. .
15. . 35. . 55. .
16. . 36. . 56. .
17. . 37. . 57. .
18. . 38. . 58. .
19. . 39. . 59. .
20. 40. 60. .
fd'kksj O;fDrRo ijh{k.k
Meenakshi Personality Inventory Tool
MkW] ¼Jherh½ feuk{kh HkVukxj

MkW- gjhflag xkSj fo'ofo|ky;] lkxj ¼e0iz0½
izdk'kd
vkjksgh euksfoKku dsUnz
7] nÙkk ,.M pM~Mk ,uDyso] lkÅFk flfoy ykbUl] tcyiqj ¼e-iz-½ 482 001
Øe dFku
1- nwljksa dh vis{kk esjk O;fDrRo izHko'kkyh gSA
2- dk;Z fcxM+us ds Mj ls dk;Z izkjEHk gh ugha djrkA
3- jksekUpd [ksyksa esa vkuUn vkrk gSA
4- izkjfEHkd vlQyrk ls fopfyr ugha gksrkA
5- fuEu Lrj ds yksxksa ls Hkh feyrk jgrk gSA
6- nwljksa dks viuh ckr le>kus esa dfnukbZ gksrh gSA
7- u;s&u;s LFkkuksa dh lj djuk vPNk yxrk gSA
8- HkkX; dh vis{kk ifjJe esa gh lc dke curs gSA
10- u;s dk;Z ds izkjEHk djus ds igys eSa dbZ ckj ugha lksprkA
11- nqxZe ekxksZa ij p<+us esa vkuan vkrk gSA
12- izR;sd ckr dk mÙkj rRijrk ls nsrk gw¡A
13- nwljs eq>ls vf/kd n{krkiwoZd dk;Z dj ldrs gSA
14- tks dk;Z dfBu yxrk gS mlesa Hkkx ugha ysrkA
15- rst j¶rkj ls dkj&LdwVj pykuk ilUn gSA
16- dfBu ls dfBu dk;Z iwjk djds gh NksMrk g¡w
17- vf/kd tku igpku c<kus ls lEeku de gks tkrk gSA
18- esjs fy, cksyus dh vis{kk fy[kdj vius fopkj izdV djuk ljy gSA
19- pqukSrh Hkjs dk;ksZa esa Hkkx ysrk g¡wA
20- izR;sd ckr dk 'kh?kz fu.kZ; ys ysuk g¡wA
21- esjk psgjk vkd"kZd gSA
22- fof'k"V O;fDr;ksa ls feyus esa ladksp ugha gksrkA
23- igkM+ksa dh lSj dk dk;ZØe NqfV~V;ksa esa cukuk pkgrk gw¡A
24- viuk dke nwljksa dh vis{kk 'kh?kz dj ysrk gw¡A
25 esjh ckrksa ls lHkh 'kh?kz izHkkfor gks tkrs gSA
26- 'kkjhfjd nqcZyrk ds dkj.k fpUrk cuh jgrh gSA
27- iky&okyh uko esa leqnzh ;k=k esa Hkkx ysuk pkgrk gw¡A
28- viuh ckstuk,¡ Lo;a rS;kj djrk g¡wA
29- eSa nwljksa ls jk; ysuk ilUn ugha djrkA
30- nwljksa dh ckr fcuk rZd ds ugha ekurkA
31- leqg ds lkFk cQhZyh pksfV;ksa ij p<+us tkuk pkgrk gw¡A
32- fdlh dk;Z dks dfBu le> dj ugha NksM+ukA
33- eSa nwljksa ds fopkjksa dks gh egRo nsrk gw¡A
34- nwljksa ds leku eSa Hkh egRoiw.kZ dk;Z ysus rRij jguk gSA
35- xqCokj esa cS<dj vkd'k esa lSj djus dh bPNk gSA
36- vlqfo/kkvksa esa Hkh u;k dk;Z djus rS;kj jgrk gw¡A
37- lnL; cuus dh vis{kk eSa v/;{k cuuk pkgw¡xkA
38- lewg esa nwljksa ds funsZ'kkuqlkj gh dk;Z djrk gw¡A
39- vUrfj{k esa tkus dk volj feyus ij eSa dHkh ugha NksM+xkA
40- esjs fy, dksbZ Hkh dk;Z vlEHko ugha gSA
41- funsZ'k ysus dh vis{kk eSa funsZ'k nsrk g¡wA
42- ftEesnkjh ds dke izlUuukiwoZd ys ysrk gw¡A
43- igkM+ks ds pDdjnkj jkLrks esa tkus ls eSa fopfyr gks tkrk gw¡A
44- dfBu ifjfLFkfr;ksa esa lkgl [kks tkrk gSA
45- nwljksa dh ;kstuk ij gh dk;Z djrk gw¡A
46- lHkk eas Hkk"k.k nsuk esjs o'k dk ugha gSA
47- [ksy [ksyus dh vis{kk [ksy ns[kuk vPNk yxrk gSA
48- vius dk;Z dh vlQyrk dh vk'kadk cuh jgrh gSA
49- nwljksa dh bPNkvksa dks vf/kd egRo nsrk gw¡A
50- vius ls vf/kd ;ksX; yksxksa ls feyuk ilUn gSA
51- rst pyus okyh xkM+h esa cSBus esa Mj yxrk gSA
52- HkkX; ls gh lc dke curs gSaA
53- okrkZ esas nwljksa dks Hkh fopkj izxV djus dk volj nsrk gw¡A
54- nwljksa ds lkeus dke djus esa dke djus esa fcxMus dk Hk; jgrk gSA
55- unh rSjdj ikkj djus dh dYiuk ls Hk;Hkhr gks tkrk gw¡A
56- fdlh dk;Z esa vlQyrk feyus ij mls NksM+ nsrk gw¡A
57- nwljs dh ckr /;ku ls lqurk gw¡A
58- u;s yksxksa ls igpku djus dh igy ugha djrkA
59- ldZl ds gSjr&vaxst dke ns[kdj lge tkrk gw¡A
60- volj ls ykHk mBkus ls pwd tkrk gw¡A
61- vutku yM+ds@yM+dh ls Lo;a ckr djuk izkjEHk ugha djrkA
62- u;s dk;Z esa fuiq.krk izkIr djus eas dksbZ dfBukbZ ugha gksrhA
63- igkM+ksa ij p<+uk tks[ke dk dke gSA
64- fdlh dk;Z dks 'kk?kz ugha dj ikrkA
65- NksVs yksxksa ls Hkh 'kkyhurk ls feyrk gw¡A
66- nwljksa ds lkeus esjk dksbZ dk;Z iwjk ugha gks ikrkA
67- ?kqMlokjh lh[kuk esjs fy, vLkEHko gSA
68- Js"B f[kykfM+;ksa ds fo#) [ksyus ls gkj dk Hk; cuk jgrk gSA
69- fdlh Hkh fo"k; ij ckr djus dk volj eSa dHkh ugha [kksrkA
70- nwljksa ds }kjk dke esas xfYr;k¡ fudkyus ij eSa fujk'k ugha gksrkA
71- ?kus taxy esas ?kweus tkus dh vis{kk eSa ?kj ij iqLrdsa i<+uk ilUn d:¡xkA
72- vPNs eqgwrZ eas dk;Z izkjEHk djus ij gh lQyrk feyrh gSA
73- NksVksa dks Hkh ckyus ds fy, izksRlkfgr djrk gw¡A
74- izR;sd dk;Z rRijrk ls djrk gw¡A
75- lsuk dh ukSdjh esa lnSo tks[ke jgrk gSA
76- 'kh?kz gh grk'k gks tkrk gw¡A
77- lHkh dk;Z nwljksa ds lg;ksx ls gh djrk gw¡A
78- nwljksa ds lkeus vius fopkjksa dks Li"V :i ls izxV dj ysrk gw¡A
79- vtuch LFkku esa tkus dh dYiuk ls gh eSa flgj tkrk gw¡A
80- lcds lkeus viuk dkS'ky fn[kkus eas ?kcjk tkrk gw¡aA
Meenakshi Personality Inventory Tool
Dr. (Smt.) Meenakshi Bhatnagar
Coring Sheet
Name ............................................................................... Age ..............................................
College/School .......................................................... Class ...................................................
S.No Ans. S.No Ans. S.No Ans. S.No Ans.

Yes Undecided No Yes Undecided No Yes Undecided No Yes Undecided No
1. . 21. . 41. . 61. .
2. . 22. . 42. . 62. .
3. . 23. . 43. . 63. .
4. . 24. . 44. . 64. .
5. . 25. . 45. . 65. .
6. . 26. . 46. . 66. .
7. . 27. . 47. . 67. .
8. . 28. . 48. . 68. .
9. . 29. . 49. . 69. .
10. 30. . 50. . 70. .
11. . 31. . 51. . 71. .
12. . 32. . 52. . 72. .
13. . 33. . 53. . 73. .
14. . 34. . 54. . 74. .
15. . 35. . 55. . 75. .
16. . 36. . 56. . 76. .
17. . 37. . 57. . 77. .
18. . 38. . 58. . 78. .
19. . 39. . 59. . 79. .
20. 40. 60. . 80. .

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"A COMPARATIVE STUDY OF

PERSONALITY NEEDS AND ADJUSTMENT

SUPERVISOR : SUBMITTED BY:

This is being submitted in partial fulfillment of her M. Ed. Examination

Date. : Dr. Amita Solanki

This investigator hereby acknowledge her deep sense of gratitude

the completion of this study.

her heart to plenty of intellectual teacher educator of VMLG College &

her study since the time of admission.

I am also thankful to my all friends who gave me their full co-

My thanks to all the principals of those colleges where I collected the

which restricts me in thanking them individually by name. To all of them, I

am much indebted and cannot forget their valuable support.

and guidances to bring the dissertation in this shape.

Date: Swati Upadhyay

I hereby declare that this dissertation entitled "A Comparative study of

personality needs and adjustment of girls studying in Unisex and Co-

educational Colleges" submitted by me to VMLG College, Ghaziabad

genuine and original one.

Date: Swati Upadhyay

CHAPTERS Page No.

REVIEW OF REALTED LITERATURE 28 - 45

ANALYSIS AND INTERPRETATION OF DATA 63 - 94

FINDING AND CONCLUSION 95 - 106

SUMMARY 107 - 120

Education is a continuous process. Since the dawn of human history It

ensuring the growth of free human being consequent to knowledge growth,

challenge. Education is a national responsibility which is to transform a

static society into one vibrant with a commitment to development and

change. The development of human resources is said to be the main function

of education through which development of attitudes aptitudes, capabilities

to respond to changing situation.

Education has been defined in different ways according to the social

needs of the society. Education is in a way development of desirable habit,

of education we try to shape the behaviour of young children in accordance

shaping of behaviour or modification of behaviour of the individual for

adequate adjustment in the society.

Psychology is the science of behaviour. To shape the behaviour or to

bring about some changes it is necessary to study the science of behaviour.

Educational psychology is an applied discipline which combines the

two different field of education and psychology. It is the scientific study of

human behaviour by which it can be understood, predicted and directed by

education to achieve goal of life.

Personality is surely a potential determinant of human behaviour. The

human being behaves by responding to stimulation received from the

environment. The way in which human being behaves in different situations

of life is therefore, certainly the output of distinct organization of different

takes of personality the unique composition of the personalities traits

determines largely the behaviour of the human beings.

The chief psychological basis of personality development lies in

inherent propensities (instincts, urges or needs). The concept of need,

presupposes the existence of an inseparable relation between the individual

function of the organism environment relationship. According to Fleming.

are social beings as members of groups.

Every country develops its system of education to express and

making students capable of meeting out the challenges. The educational

the total personality of individual and creat an environment conducive to

those stimulating situations which exercise positive and developmental

impact on the thinking and perception of the student. No other system is so

powerful as the educational system is, in developing a desirable system of

educational colleges unisex and co-educational.

without any inhibition.

education in the ancient times. He believed that co-education will create a