Dissertation report on.

COMPARISON ON EMOTIONAL INTELLIGENCE AND GLOBAL

ADJUSTMENT AMONG RURAL AND URBAN COLLEGE
STUDNETS

Dissertation Submitted to

Sushilavati Government Women's College, Rourkela, Odisha

In partial fulfillment for the award of the degree of

Bachelor’s of Arts (B.A.)

PSYCGOLOGY HONOURS.
Submitted by.

MOHSENA KHANAM
Registration No:- 26509/19
University Roll no:-S05419PSY024
Guided by :- Nirupama Behra.

SAMBALPUR UNIVERSITY
Jyoti Vihar, Burla, Odisha 768019India

JULY. 2022
 DECLARATION
I the undersigned solemnly declare that the report of the project work entitled
“COMPARISON ON EMOTIONAL INTELLIGENCE AND GLOBAL
ADJUSTMENT AMONG RURAL AND URBAN COLLEGE STUDNETS”, is
based my own work carried out during the course of my study under the
supervision of “Nirupama Behra”
I assert that the statements made and conclusions drawn are an outcome of the
project work. I further declare that to the best of my knowledge and belief that the
project report does not contain any part of any work which has been submitted for
the award of any other degree certificate in this University.

MOHSENA KHANAM
Roll No.: S05419PSY024

(Signature of the Candidate)

Certificate
Certified that this project report titled “ COMPARISON ON EMOTIONAL
INTELLIGENCE AND GLOBAL ADJUSTMENT AMONG RURAL AND URBAN
COLLEGE STUDNETS” for the final phase of the project, is bonafide work of

Mohsena Khanam (S05419PSY024 ), who carried out the work under my

supervision , for the partial fulfillment of the requirement for the award of the
Bachelor Degree. Certified further that to the best of my knowledge and
belief , work reported herein does not from part of any other thesis or
dissertation on the basis of which a award was confirmed on an earlier
occasion on this or any other candidate.

Internal Signature External Signature.

ACKNOWLEDGEMENT
I would like to express my gratitude to my teacher " Nirupama Behra " who
gave me the amazing opportunity to do this wonderful project on "
COMPARISON ON EMOTIONAL INTELLIGENCE AND GLOBAL ADJUSTMENT AMONG
RURAL AND URBAN COLLEGE STUDNETS " . Secondly , I would also like to

thanks my parents and friends who helped me a lot in finalizing this project
within the limited time frame.

MOHSENA KHANAM.

Signature of the Student.

 CONTENT

CHAPTER TITLES PAGE NO.

1 INTRODUCTION 1

2 REVIEW OF LITERATURE 21

3 METHOD OF INVESTIGATION 33

4 RESULTS AND DISCUSSION 56

5 SUMMARY AND CONCLUSION 60

6 REFERENCES 62

7 APPENDICES 65
 LIST OF TABLES

TABLE
TITLES
NO PAGE NO

Differences between urban and rural students on

1 30
global adjustment

Difference between urban and rural students on

2 32
emotional intelligence

LIST OF DAIGRAM

DAIGRAM
TITLE PAGE NO
NO
Bar diagram of urban and rural students on
1 31
global adjustment

Bar diagram of urban and rural students on

2 33
emotional adjustment
COMPARISON ON EMOTIONAL INTELLIGENCE AND GLOBAL ADJUSTMENT
AMONG RURAL AND URBAN COLLEGE STUDENTS

ABSTRACT

INTRODUCTION: The purpose of the study is to understand the differences between

emotional intelligence and global adjustment of rural and urban students. Emotional

Intelligence is the ability to understand one’s own emotions and others emotions. Emotional

intelligence will help to identify the emotions effectively to control ones thinking and actions

in any situations. Global Adjustment refers to the overall adjustment of how people interact

and adapt to any situations. The adjustment may also be refer to the adequacy of the personal

and interpersonal processes that we use to adapt or tackle to any environment.

METHODOLOGY: The total sample collected was 310 (Young adult) between the age of 18-

24 years. Emotional Intelligence Scale by Singh (2004) and Global Adjustment Scale GAS-S

by Sanjay Vohra were used for data collection. A purposive sampling technique was used for

the study. RESULT: There is no significant difference between urban and rural students on

emotional intelligence. There is no significant difference between urban and rural students on

global adjustment. But out of six dimensions, two dimensions are found to have significant

differences, namely college and sex adjustments of urban and rural students.

KEYWORDS: Emotional intelligence, Adjustment, Young Adults,

 CHAPTER - I

INRODUCTION
 CHAPTER I

INTRODUCTION

EMOTIONS

Emotion plays a very important role in our daily lives. It helps to identify of who we are and

how we react, which is also very important in our lives. Understanding ourselves first will

lead to any kind of adjustment in an appropriate way. Emotions can be seen and felt

according to the situations of the individual. Emotions also help us to know how they affect

our personal and also in adjustment. Emotions can be either positive or negative form. It

depends on the person’s behaviour and personality or society. Emotions include interest, joy,

happiness, sadness, worry, fear, anger, shamefulness, surprise, stress, disguised etc.

The ability to express and control our emotions is very important as well as our ability to

understand, interpret and respond to the emotions of others. Imagine when we couldn’t

recognize whether our friend is feeling sad or when a co-worker was angry. Psychologists

refer to this as emotional intelligence.

INTELLIGENCE

When psychologists begin to write and think about intelligence, they focused on cognitive

aspects such as thinking, intellect, memory, and problem solving as the manifestation of

intelligence. Some researchers yet recognized the importance of non-cognitive process such

as mood and emotions. In other words, David Wechsler (1940) defined intelligence as the

aggregate or global capacity of the individual to act purposefully, to think rationally, and to

deal effectively in their environment.

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Difference between EQ or (EI) and IQ

Emotional Quotient (EQ)

It is a way to measure how a person recognizes emotions in individual and others, and also

manages these emotional states to work better as a group or team. Emotional intelligence

works in understanding emotions or understanding information.

Intelligence Quotient (IQ)

It is a value that indicates a person’s ability to learn, understand and apply information and

skills in a meaningful way. IQ part is to work of a person’s mental abilities they measures.

1.1 INTRODUCTION TO EMOTIONAL INTELLIGENCE

Emotional intelligence in the simplest words refers to the ability to recognize and regulate

emotions in ourselves and others to make effective decisions. EI may be relatively new term,

not more than 25 years old but the roots of EI can be found in The Bhagavad-Gita, 5000

years ago where Krishna’s Sthithapragnya (emotionally stable person) is very close to Mayer

and Salovey’s Emotionally Intelligent person and also the work of Plato, 2000 years ago

where he stated, “All learning has an emotional base”. Since then, researchers, scientists,

educators and philosophers have worked to prove or disprove the importance of feelings and

emotions in day to day life.

1.2 HISTORY OF EMOTIONAL INTELLIGENCE

1930s-: Edward Thorndike defined the concept of social intelligence as the ability to get

along with other people by being able to understand the internal states, motives and

behaviours of one-self and others.

2
1940s-: David Wechsler developed the concept of non-cognitive intelligence stating that it is

essential for success in life. Intelligence is not complete until we are not able to define its

non-cognitive aspects.

1950s-: Humanistic psychologist Abraham Maslow suggests that people can build emotional

strength.

1975-: Howard Gardner developed the concept of multiple intelligence in his book ‘The

Shattered Mind’.

1983-: Howard Gardner in his book Frames of Mind introduced interpersonal and

intrapersonal dimensions and said they are important for IQ.

1985-: Wayne Payne introduced the term emotional intelligence in his doctoral dissertation

entitled, ‘A study of emotion; Developing emotional intelligence, self-integration, relating to

fear, pain and desire.’

1987-: In an article published in Mensa Magazine, Keith Beasley used the term ‘emotional

quotient’. It has been suggested that this is the first published use of the term, although

Reuven Bar-On claims to have used the term in an unpublished version of his graduate thesis.

1990-: Psychologists Peter Salovey and John Mayer published their famous article,

‘Emotional intelligence’ in the journal Imagination, Cognition and personality.

1995-: The concept of EI got popularized after the publication on Daniel Goleman’s book

“Emotional Intelligence: Why it can Matter More than IQ”

1.3 CONCEPT AND DEFINITION OF EI

Emotional intelligence is a new concept by Dr. John Mayor and Dr. Peter Salovey (1990)

from American university. However, it was popularized by American psychologist Daniel

Goleman (1995). Peter Salovey and John D. Mayer have been the leading researchers on

3
emotional intelligence. In their inspirational article ‘Emotional Intelligence’ they defined

emotional intelligence as, “The subset of emotional intelligence that involves the ability to

monitor ones and others feelings and emotions, to discriminate among them and to use this

information to guide one’s thinking and actions” (1990).

The four branches ability model of emotional intelligence

Dr. Salovey and Dr. Mayer proposed a model that identified four different factors of

emotional intelligence.

1. Perceiving emotions: The first step in understanding emotions involves skills needed to

perceive and express feelings. More specifically, perception of emotions requires picking

up on subtle emotional cues that might be expressed in a person’s face or voice. This

might involve understanding nonverbal signals such as body language and facial

expressions.

2. Reasoning with emotions: The second step concerns using emotions and emotional

understanding to facilitate thinking. Simply stated, person who are emotionally intelligent

harness emotions and work them to improve problem solving and to boost creativity. It is

to promote thinking and cognitive activity.

3. Understanding emotions: The third step concern that it understands the variety of

emotional expressions towards others. It highlights the skills needed to foster an

understanding of complex emotions, relationships among emotions, and relationships

between emotions and behavioural consequences.

4. Managing emotions: The last step is concerned with the ability to manage emotions

effectively and it is a key part of emotional intelligence. It involves numerous mood

regulating skills. These skills are difficult to master because regulation is a balancing act.

4
 This responding appropriately to the emotions of others is an important aspect of

emotional management.

1.4 FIVE DIMENSIONS OF EMOTIONAL INTELLIGENCE

1. Self-awareness: Self-awareness refers to knowing what one is feeling at any given time

and understanding the impact of those moods on others. And also understanding their

strength and weakness. Many believe that self-awareness is more important part of

emotional intelligence.

2. Self-regulation: Self-regulation refers to controlling or redirecting one’s emotions,

anticipating consequences before acting on impulsive or destructive manner.

Characteristics of self-regulation are thoughtfulness, comfort with change, integrity and

the ability to say no.

3. Motivation: Motivation refers to utilizing emotional factors to achieve goals, enjoys the

learning process and perseveres in the face of obstacles and it is highly productive, love

challenge and are very effective in whatever they do.

4. Empathy: Empathy refers as it is sensing the emotions of others. Empathy is the ability

to identify with and understand the wants, needs and viewpoints of those around us. This

is perhaps the second most important element of emotional intelligence. Also good at

recognizing the feelings of others, even when those feelings may not be obvious.

Empathetic people are usually excellent at managing relationships, listening and relating

to others. They avoid stereotyping and judging too quickly and live their lives in a very

open, honest way.

5. Social skills: Social skills refer as managing relationships, inspiring others and inducing

desired responses from them. It’s usually easy to talk to and like people with good social

skills. They can manage disputes, are excellent communicators and are masters at

building and maintaining relationships.

5
The Importance of Emotional intelligence

Emotional intelligence is the ability to identify, understand and manage emotions in an

effective and positive way. A high emotional intelligence helps individuals to communicate

better, reduce their anxiety and stress, defuse conflicts, improve relationships, empathize with

others, and effectively overcome life’s challenges.

Emotional intelligence affects the quality of our lives and relationships. It is synonymous

with self-awareness because it enables us to live lives with intention, purpose and autonomy.

Many of us move through life making important decisions based on the current

circumstances. Taking time to reflect and examining why we decide to do what we do

enables us to lead lives determined by our conscious intentions rather than circumstances.

Developing Emotional Intelligence can greatly influence our success. Our personal situations

and intelligence are factors as well. However emotional intelligence can profoundly affect the

choices made by us by creating options we may not have.

1.5 ADJUSTMENT

Adjustment means trying to fit into the new environment or the ability to become familiar

with a new situation. Adjustment is required and maintain by each and every individual in

every circumstances. In every stages of lives adjustments come along with it. It can be social

settings, family, personal, relationship, occupation, environment, sex, health etc. Everyone

require adjustment to survive and maintain our life cycles. What we really required is how to

take place our own adjustment in any situations or circumstances and how to live

successfully.

Gates and his colleagues have viewed adjustment in two ways. They do not refer to the

process but also to the state or conditions bought about by the process. They defined as; the

term ‘adjustment’ has two meanings. In one sense it is a constant process by which an

6
persons varies his behaviour to produce a more harmonious relationship between himself and

his environment. In other sense adjustment is a state, i.e. the condition of harmony arrived at

by a person whom we call ‘well-adjusted’.

In psychology, adjustment refers to the process of behaviour of balancing conflicting needs,

or needs challenged by obstacles in the environment. Adjustment disorder happens once there

is an incapability to make a normal adjustment to some need or stress in the environment.

People who are incapable to adjusting well are more likely to have clinical anxiety or

depression also experiences feelings of hopelessness. They may have Anhedonia, difficulty

concentrating, sleeping problems and reckless behaviour.

When evaluating adjustment it can be considered in two ways.

1. Adjustment as an achievement

2. Adjustment as a process

Adjustment as an achievement

This achievement talks about an adjustment at a specific moment of time, considering a

person’s adjustment to one challenge, but not all the challenges they have faced. Successfully

adjusting to one scenario can be independent of struggling to adjust to another, unrelated

scenario. Example is observing a poor student beginning to study during holidays (recess)

because they don’t have a home environment where they can effectively study. Beginning to

study at another time would be considered adequately adjusting to this scenario, but does not

consider the other ways it may impact their life (i.e. inhibiting social interaction with peers)

Adjustment as a process

This is a process that since the moment we are born humans are in a constant state of

adjustment. Till now we are changing so quickly and continuously, we cannot break these

7
down into separate unrelated challenges. Also there is no way to have successfully adjusted

because something will always be about to change and prompt further adjustment. This

approach views all life events as connected and unable to be teased apart. It is a lifetime

process in specific time.

1.6 CONCEPT AND DEFINITION OF ADJUSTMENT

Adjustment is the adequacy of the personal and interpersonal process that we use to adapt in

environment. There is no way to define a good or poor adjustment without the use of certain

basis that we have for what represents appropriate behaviours. Any individual at any given

time is dealing with their own environment.

The concept of adjustment refers to active and creative efforts to live effectively and

satisfactorily. Thus, adjustment is viewed in relation to the growth and adaptation that made

to specific life contexts. In order to consider this complex process adequately, we need to

keep following two aspects in mind:

1. The individual and

2. The environment

The individual

Any individual at any given time is dealing with himself/herself at their environment. So here

are some important factors that stimulate the personal growth of the individual which help in

adaptive behaviour.

 Competence: Competence refers to any area of skills that would permit a person to be

effective and controlled. It is described as competent when he /she is able to manage most

tasks or challenges in a straightforward, skilful manner. The sense of competence is an

8
 internal psychological state. It is a result of feelings about: one’s ability to perform and

the quality of one’s performance.

 Sensing and perceiving: We take information about our environment through five

sensory functions namely; vision, hearing, touch, taste and smell. Each sensory shows the

ability to adjust to the environment. Each function also has limits to its adaptability.

Perceiving organizes sensory information into meaningful concepts.

 Thinking: Thinking is private mental activity. It involves the creation of mental

imaginary. Some thinking is not a real experience. It may bring together ideas, sensory

experiences, or images that have never occurred in reality. Thinking is vital for

adjustment; it allows exploring alternate solutions to problems before we take action.

 Reasoning: Reasoning is the ability to identify the logical implications of a statement,

event or relationship. Human can also impose reason and they can assess information and

evaluate whether or not the information is likely to be correct. And also attempt to predict

cause-effect relationship. Reason is a basic component in a process of adjustment. It

enables one to think through a problem to a solution.

 Learning: One of the most important processes that help us to adjust during our lives is

learning. It always involves changing behaviour as a result of one’s experiences. New

knowledge, new skills, new associations may be learned. It helps people to behave

flexibly and more effectively. Humans learn to make different responses where they are

appropriate, rather than making the same responses in every situations. Adjustment to life

through learning is possible for all healthy humans.

 Feelings: Human beings are born with emotions. These emotions have a physical base in

the hormone system and also have a behavioural expression and a cognitive meaning.

Feelings are central adaptive mechanisms that serve as cues to one-self and to others. To

oneself as cues, this alerts us to possible sources of threat and comfort. And in others,

9
 they alert members of the social group to one’s inner state. When we recognize the same

feelings in our-selves and in others we begin to understand about human nature more.

The environment

The concept of individuality takes us a long way towards an understanding of the process of

adjustment. They are incomplete without a framework for understanding the environmental

context in which adaptation actually occurs.

Definitions of environment: The concept of environment requires definition:

1) The word environment is derived from an ancient French word ‘environner’, meaning to

encircle. Environment includes the aggregate of natural, social and cultural conditions that

influence the life of an individual or community.

2) The notion of the environment is similar to the gestalt concept of ground. It is everything

else outside the boundaries created by the figures.

3) Another definition focuses on the organized contexts for social interaction (Newman &

Newman, 1978).

4) The term environment is described as the aggregate, all the external forces, influences and

conditions, which affect the life, nature, behaviour and the growth, development and maturity

of living organisms (Douglas and Holland).

5) Environment refers the aggregate of social and cultural conditions that influence the life of

an individual or community.

Change in the environment: When we think about adjustment, we tend to understand the

importance about the response; the person makes in order to cope with the stable or

unalterable challenges of life. Both the person and the environment must be able to change or

10
adapt to it. A family size may increase. A school or colleges may find new rules and ethics or

economic into their district or areas. A business or organizations requires new competences

of their employees in order to get flourishment. Adaptation is therefore not only

characteristics of persons or individuals but of surviving social systems (Moos, 1976).

Flexibility of environment: We believe that there is dynamic interaction between

individuals and their social groups. Both the person and the group are involved in the process

of adaptation. Changes in the psychosocial system may stimulate changes in the individual

and changes in the individual may stimulate changes in the system.

The notion of flexibility or rigidity of the environment refers to the degree to which

individuals can make meaningful impact. The degree of flexibility of the environment will

have an impact on personal adjustment.

Resources in the environment: Another dimension which environments differ is the

availability of the resources, Personal resources can be considered as the parent’s education,

their salaries, and their talents. Children might contribute their own talents, energy and

information as personal resources. As we know resources parents bring significant impact on

the development of the children in the family. Marital satisfaction, another form of personal

adjustment is also positively associated with family income and level of education (Blood &

Wolfe, 1960; Renne, 1970). Families with more income and resources have better access to

information. They can able to function with more flexibility. There will be less chronic

stresses of hunger, illness, and poor quality housing etc.

In thinking about the process of adaptation, it is necessary to take a dynamic view of

individual and his environment. As adaptation is a product of individual’s needs and

resources in interaction with his environment.

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Adaptation: Adjustment in this view point is considered as adaptation to the demands of

reality. This concept is essentially biological in nature. The biological concept of natural

selection states that those forms of life which are not adapted to the environment eventually

become extinct only the fit survive. Biological adaptation is in fact a criterion of life, for

adaptative behaviour maintains life. According to Shaffer and Shoben, ‘All living organism

tend to vary their activities in response to changed conditions in their environments. When

circumstances change, an animal must modify its behaviour and discovered new ways to

satisfy its wants or it will not survive’. Adaptation to environment is therefore a necessity of

the entire living organism in adjusting to physiological needs. Lack of adaptation may

produce disharmony between an organism and its environment and make the life ineffective

and unhappy.

Mastery: We human being however does not always change our-self and adjust to his/her

environment as they finds it. He also modifies it to suit his needs. It is many a times moulded,

manipulated and mastered by him. This involves their abilities to influence the environment

for their satisfactions. Our intelligence, sensory and motor capacities are important to us.

Adjustment is not merely adaptation as in case of other animals. As compared to animals lot

of learning or problem solving enters into the man’s struggle for existence and happy living.

As such adjustment is considered different from adaptation by most psychologists. Marzolf

says ‘In man, this process of adjustment is more than an unfolding of genetically determined

patterns of behaviour, the instincts. The problem of human adjustment has come to that of

learning and problem-solving’.A positive adjustment to the environment i.e. the mastery and

efficiency in dealing with the situation is invariably involved in the process of adjustment of

a human-being.

Conformity: Conformity has special reference to culture. Man is a biological as well as

social organism. By and large they are sensitive to group opinion and there is considerable

12
pressure exerted to conform. A satisfactory or harmonious relationship with the social

environment can be maintained by more or less conforming to its norms and ethical

standards. Social and cultural environment is particularly important for human-beings. An

individual is so dependent upon the support and approval of the social group, that conduct

which is markedly unusual should always raise the suspicion of something being wrong with

his adjustment. According to Allen, in the strict interpretation of the term, adjustments are the

effects of personality dimensions. The potentialities within each person are not the same. The

fact of personal differences in the nature and capacities of individuals is well known. There

are so many limitations of capacities and aptitudes of every individual. Since no people

perceive the problem of life in the same way or respond in an identical manner, the process is

different for each person. The end result will however be a satisfactory relation of an

individual to his/her environment. This is the result of the process or as a state of being. This

brings up the individual differences in the adjustment process.

1.7 GLOBAL ADJUSTMENT

It is overall opinion or adjustment of the individuals. Adjustment includes, emotional, family,

health, school/colleges, sexual and social adjustment.

Psychological descriptions of Global Adjustment Scale areas:

1. Emotional Adjustment: This concern in terms of maturity and sensitivity.

2. Family Adjustment: This concern with the parents and siblings, with regards to

freedom and cohesion in the family.

3. Health Adjustment: This concern about the physical functioning of the body.

4. School/colleges Adjustment: This concern mainly on school/college life and

academic involvement.

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 5. Sexual Adjustment: This concern on related behaviour i.e., about sex related

knowledge, anxiety, myths, satisfaction etc.

6. Social Adjustment: This concern with friends and acquaintances outside the home,

with regard to how hostile or submissive he is around them and how much trust the

student has on people around them.

1.8 UNDERSTANDING SUCCESSFUL ADJUSTMENT

Successful adjustment is also known as ‘well adjusted’ and is related to mental health. Being

well-adjusted is defined as a person who is reasonable and has good judgement and his

behaviour is not difficult or strange. It is important to remember that adjustment is a chain not

a simple dichotomy (difference, disagreement) people can fluctuate and be adept at adjusting

in different circumstances.

In general, a person who is well-adjusted will have the following characteristics:

 An understanding of personal strength and weaknesses and a tendency to put up strengths

while limiting the appearance of weaknesses.

 Personal respect and appreciation, a well-adjusted individual finds themselves to be

inherently valuable.

 Appropriate aspirations that require hard work and capitalizing on strengths without

being too far out of reach and setting them up for failure.

 Basic needs such as food, water, shelter and sleep are consistently met as well as a

general feeling of security and positive self-esteem.

 Positive attitude and a tendency to find the goodness in other people, objects and

activities. A well-adjusted person will recognize others and they won’t look for their

faults and weaknesses.

 Flexibility to respond to and accommodate for changes in the environment.

14
 A realistic perception of the world that allows for a healthy amount of distrust of others

and encourages pragmatic thinking.

 Ability to handle adverse circumstances, well-adjusted people are able to take negative

life events in stride, they will be motivated to take action to solved the problem rather

than reflexively accept it.

There are some characteristics listed can be synthesized into these main criteria:

 Ability to perform adaptive responsibilities

 Ability to adequately function

 Highly positive affect and low negative affect

 General satisfaction in various areas of life

 Absence of illness in psychological disorders

15
1.9. DEFINITION OF URBAN AND RURAL

STUDENTS Urban students

The Census of India 2001 defines urban India but rural India is left for guesswork. Urban

India is defined as: All statutory places with municipality, corporation, cantonment board or

notified town area committee, A place which satisfies the three criteria , Minimum population

of 5,000, Density of population of at least 400 per sq. km. (1,000 per sq. mile), At least 75%

of male working population engaged in non-agricultural activities.

The term urban simply refers to the region or area which is densely populated and possess

the characteristics of the man-made surroundings. The people residing in such area are

engaged in trade, commerce or services. The life in urban areas is fast and complicated.

People who born in this area consider as urban students.

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Rural students

According to the Planning Commission, a town with a maximum population of 15,000 is

considered rural in nature. The National Sample Survey Organisation (NSSO) defines ‘rural’

as follows: An area with a population density of up to 400 per square kilometre, Villages with

clear surveyed boundaries but no municipal board, a minimum of 75% of male working

population involved in agriculture and allied activities.

The term rural as a region located on the outskirts. It refers to the small settlement, which is

outside the boundaries of a city, commercial or industrial areas, villages where there are

natural vegetation and open spaces. The life of rural is simple and relaxed. People who born

in this area consider as rural students.

17
 CHAPTER II

REVIEW OF LITERATURE
 CHAPTER II

REVIEW OF LITERATURE

This chapter comprises of a review of research study related to emotional intelligence and

adjustment organized accordingly. There is no previous direct study on comparison on

emotional intelligence and global adjustment among rural and urban college students.

EMOTIONAL INTELLIGENCE AND ADJUSTMENT

Chen, Lin & Tu (2006) conducted a study of emotional intelligence and life adjustment

among senior high school students in Taiwan and Anhui. Tools used are Emotional

Intelligence Inventory (EII) and Life Adjustment Inventory (LII). Sample size is 1060 by

using random cluster techniques. The results show that there is a positive correlation between

the emotional intelligence and life adjustment for students in both Taiwan and Anhui.

Gumit Singh (2015) conducted a study to investigate the relationship of adjustment with

emotional intelligence and mental health of senior secondary school students. Sample size

was 600 students. The result shows that there is a significant positive relationship between

adjustment and emotional intelligence and also found positive relationship between

adjustment and mental health.

Mohit Dexit (2015) conducted a study to find out the emotional intelligence and adjustment

in B.ED students in Punjab. Tools used are Emotional Intelligence Scale developed by Hyde,

Pethe and Dhar (1971). And Revised Adjustment Inventory developed and standardized by

Pramod Kumar (1999), sample size 200 by using descriptive survey method. The result

shows that the factors like locality and gender of the students influence emotional intelligence

and adjustment.
Mahesh. B. Bharat (2015) conducted a study on emotional intelligence and adjustment

among school students. Sample size was 240 by using random techniques. The results of the

study show that:

 There is a significant difference between male and female urban and rural school

students. Male students got high emotional intelligence then the female urban and rural

students.

 There is a significant difference between arts and science students among urban and rural

students on emotional intelligence. Urban students have more emotional intelligence then

rural students.

 There is a significant difference between male and female urban school students. Male

students got more than the female students.

 There is a significant difference between male and female rural school students. Female

students got more than male students.

Ratan Singh (2016) conducted a study of secondary schools adjustment in relation to their

emotional intelligence. A co relational study was conducted on 300 students selected

randomly. The Results of the study shows that adjustment of school students is significantly

correlated with their emotional intelligence. Therefore, it also concluded that adjustment of

the students is closely related to the emotional intelligence.

M.Amin, Payal Patel & Prof.A.K.Srivastava (2016) conducted a study on emotional

intelligence and adjustment among adolescents. Sample size consists of 100 divided equally

into two groups (boys and girls) and this two group divided into two sub-group high socio

economic status (HSES) and low socio economic status (LSES). The results of the study show

that insignificant difference was found between emotional intelligence of boys and girls. And
significant difference was found between adjustments of the same group. Also insignificant

difference was found between emotional intelligence and adjustment of HSES and LSES.

Geeta (2017) conducted a study on a co relational study of emotional maturity, emotional

intelligence and life satisfaction among college girls. Sample size was 60. Results of the

study show that there is a positive correlation between emotional maturity and life adjustment

whereas no significant correlation is found between emotional intelligence and emotional

maturity. Also no significant correlation was found between emotional intelligence and life

adjustment.

Dr Kuldeep Singh Yadav (2018) conducted a study to find out the relationship between

emotional intelligence and adjustment of senior secondary school students of Jind on urban

and rural students. Sample size was 200 by using random sampling method. The results of the

study indicates that higher the emotional intelligence higher the adjustment of the students..

Sasikumar & Jeyakumari (2018) conducted a study to find out the relationship between

emotional intelligence and social adjustment among adolescent students. Tools used are

emotional intelligence and social adjustment scale. Sample size was 300 using random

sampling method. The results of the study show that there is significant relationship among

adolescent students.

Tajinder Kour & Dr. Anita Soni (2018) conducted a study to find out the adjustment and

emotional intelligence of adolescence Sample size was 100 using descriptive survey methods.

The results show that there is a significant positive relationship between adjustments and

emotional intelligence of adolescent students.

Dr. Ranjit Kaur & Lokesh Kumari (2018) conducted a study to find out the emotional

intelligence and adjustment among senior secondary school students. Tools used are
Emotional Intelligence and Adjustment Scale by A.K.P. Sinha and R.P. Singh. Sample size

640 using random sampling method. The results show that there is a significance difference

in emotional intelligence and adjustment of students with respect to the nature of the school

and there is no significance difference in emotional intelligence and adjustment of students

with the gender difference.

Dr Gopal Jagannath Pedapalli (2019) conducted a study on emotional intelligence on

gender and living area among college students. Tool used was Emotional Intelligence Scale

developed by Hyde, Pethe and Dhar. Sample size 100 (50 urban (25male &25female) and 50

rural (25male &25female) using non-probability quota sampling method. The results show

that there is a significant difference where female has high emotional intelligence than male.

And there is no significant difference between urban and rural emotional intelligence of

college students.

COMPARATIVE STUDY

Suresh Agarwal & Manoj Kumar Saxena (2012) conducted a comparative study of

emotional intelligence of students. Tool used was Indian adaptation of Schutte Self-report

Inventory for measuring EI developed by Saxena and Aggarwal (2009) originally developed

by Nicola Schutte et. al. 1998. Sample size was 150 (75 male and female) using stratified

random sampling. Results show that there is a significant difference between male and female

students where female students have high emotional intelligence than male.

Ramesh K. Adsul (2013) conducted a comparative study on emotional intelligence and

adjustment of urban and rural students. Tools used are Mangal emotional intelligence

inventory and bells adjustment inventory. Sample size was 100 (50 boys and girls) using

Random sampling method. Results of the study show that there is a significant difference

between urban and rural students. Urban students have better emotional intelligence than
rural. There is a significant difference between urban and rural students in adjustment where

urban students have better adjustment than rural.

R. Indira & A. Anand Jerard Sebastine (2014) conducted a comparative study on

emotional intelligence on MBA male and female students. Tool used was Emotional

Intelligence Scale developed by Daniel Goleman. Sample size 60 (30male and female) using

Descriptive Research design. Results of the study show that there is no difference between

male and female emotional intelligence. Also no significant difference between age

differences.

M. Sharad V. Sawalkar (2015) conducted a comparative study on aggression and emotional

intelligence among college students of rural and urban area. Tools used are aggression

inventory by M.K. Sultania (2006) and emotional intelligence by S.K. Mangal (2004).

Sample size was 60 (30 urban) (30 rural). Results of the study show that there is no

significant difference of urban and rural student’s aggression as well as emotional

intelligence.

B.P. Singh (2015) conducted a comparative study on emotional intelligence, academic

achievement and self-concept in male and female college students. Tools used are self-

concept scale by Mukta Rani Rostogi (1979), Emotional Intelligence Scale by Hyde, Pethe

and Dhar and academic achievement collecting from the student’s highest percentage they

secured. Sample size was 120 using descriptive survey methods. Results of the study show

that there is a positive correlation between academic achievement and self-concept along with

emotional intelligence i.e. male students got higher than the female students.

Joiceswarnalatha. R. (2015) conducted a comparative study on emotional intelligence level

on urban and rural students. Sample size was 78 (34 rural 44 urban) using random sampling

method. Results show that urban students have more emotional intelligence compared to rural

students.
Charan Singh (2015) conducted a study on a comparative study of emotional intelligence on

rural and urban female student. Tools used are Emotional Intelligence Scale constructed and

standardized by Anukul Haide, Sanjot Pathi and Upandra Dhar (2005). Sample size was 300

using random sampling method. Results of the study show that there is no statistically

significant difference of self-awareness, empathy. But significant difference of self-

motivation of rural and urban students was found. Rural students were found to get more self-

motivation, emotional stability, managing relations, commitment and value orientation as

compared to urban students.

Mohammad Muzaffar Lone (2015) conducted a comparative study on emotional

intelligence of rural and urban post graduate students of Kashmir University. Tool used was

Emotional Intelligence Scale by Ankul Hyde et.al. Sample size was 100 (50 urban) (50rural).

Results of the study show that there is no significant difference between the emotional

intelligence of rural and urban students. Except there is a significant between two factors that

is emotional stability and value orientation of emotional intelligence.

Deepa Sikand Kauts (2016) conducted a study on emotional intelligence and academic

stress among college students. Tools used are emotional intelligence scale by Anukool Hyde,

Sanjyot Pethe, Upinder Dhar (2001) and Bisht Battery of stress by Abha Rani Bisht

(Almora). Sample size was 300 using random sampling techniques. Results of the study show

that emotional intelligence of students has got significant effect on their academic stress.

Students with low emotional intelligence have high academic stress compared to high

emotional intelligence.

Dr. Anjali Sharma & Pinku (2017) conducted a comparative study on emotional

intelligence in relation to Academic Achievement in relation to gender and locality in

secondary school students. Tool used was emotional intelligence scale developed by S.K.

Mangal. Sample size was 800 (400 Urban- 200 male and 200 female and 400 Rural) using
survey method. Results of the study show that there is a significant difference between urban

and rural students on emotional intelligence where urban students have high emotional

intelligence than rural students. And there is no significant difference between male and

female students on emotional intelligence.

Franky Rani & Madhu Bala (2017) conducted a comparative study on emotional

intelligence of Kendra Vidyalaya and public school students in relation to their family

climate. Tools used are Family Climate Scale by Bhatia .H and Chada K.N. (1993) and

Emotional Intelligence Scale by Hyde, Pethe and Dhar. Sample size was 300 boys and girls

and samples were collected by using Descriptive survey method. Results of the study show

that Kendra Vidyalaya students have high emotional intelligence and favourable family

climate when compared to public school students.

Neetu Khokhar (2017) conducted a comparative study on emotional intelligence and social

adjustment of adolescents. Tools used are Emotional Intelligence Scale by S.K. Mangal and

Social Adjustment Inventory by Dr. R.C. Deva. Results show there is no relationship or

correlation between emotional intelligence and social adjustment of urban and rural

adolescents.

Neha Das (2018) conducted a comparative study on emotional intelligence of adolescents in

urban and rural settings. Tool used was Emotional Intelligence Test by Dr. S. Mathur. Sample

size was 300 (150 urban) (150 rural) using random sampling method. Result of the study

shows that there is a significant difference between intelligence of urban and rural

adolescents.
 CHAPTER III

METHOD OF INVESTIGATION
 CHAPTER III

METHOD OF INVESTIGATION

This chapter contains statement of the problem, objectives, hypotheses, conceptual

definitions, and research design, sampling procedure sample description, variables used in the

study, tools used for collecting data, tool description, method of data collection and statistical

analyses followed in the present study.

3.1 AIM

To study the emotional intelligence and global adjustment among rural and urban college

students.

3.2 OBJECTIVE

To find out the difference between emotional intelligence and global adjustment of rural and

urban students.

3.3 HYPOTHESES

1. There would be significant difference between rural and urban students on global

adjustment.

2. There will be no significant difference between rural and urban students on emotional

intelligence.

3.4 RESEARCH DESIGN

An ex-post facto research design was used to collect and analyse data for the present study.

The major variables of the study were emotional intelligence with five dimensions i.e. self-

awareness, self-regulation, social-awareness, motivation, empathy & global adjustment with

six areas i.e. family, health, occupation, emotion, social and sex.

3.5 SAMPLING TECHNIQUES

The sampling technique used for the study was purposive sampling.
3.6 SAMPLING DESCRIPTION AND SELECTION

Researcher collected the data from the sample directly from the students of various colleges

inside Chennai from undergraduate students. In this study 310 samples were selected out of

350 by using emotional intelligence scale and global adjustment scale. The samples age

group vary from 18-24.The objective of the study were explained and the instruction was

given to the samples while distributing the questionnaires. Totally 350 questionnaire were

distributed and among which 26 questionnaire were not return and 14 were return incomplete.

There were total 180 questions. The students reported that it took 30-35 min to fill up the

questionnaires. At the end, all the participants were thanked for their time and cooperation.

3.7 SELECTION CRITERIA

INCLUSION CRITERIA

 Age group between 18-24

 Both male and female

 Who could read and write English

EXCLUSION CRITERIA

 Above 25 age

 Who do not understand English

3.8 VARIABLES SELECTED

 Independent variables -Emotional Intelligence

 Dependent variables - Global Adjustment

3.9 CONCEPTUAL DEFENITION OF THE

VARIABLES Emotional Intelligence

Emotional intelligence is a type of social intelligence that consists of the ability to monitor

one’s own and other emotions, to discriminate between these emotions and use information

effectively to guide ones thinking and actions. Singh (2004)

Adjustment

Adjustment would be harmonious relationships of an individual to his enrolment which

affords him a comfortable live devoid of strain, stress, conflicts and frustration.(Rao 1990)

Global adjustment

It is overall opinion or adjustment of the individuals. Adjustment includes, emotional, family,

health, school/colleges, sexual and social adjustment.

3.9 TOOLS

 Emotional Intelligence Scale by Singh (2004)

 Global Adjustment Scale by Sanjay Vohra (1994)

 Demographic Data

3.11 TOOLS DESCRIPTION

EMOTIONAL INTELLIGENCE SCALE:

Emotional intelligence scale was developed by Singh in the year 2004. The questionnaire

consists of 60 statements with 5 dimensions namely social skills, social awareness, self-

awareness, self-regulation and motivation.

Instruction: The individual kindly tick the item which is suitable to them as they read the

statements.

Scoring : Number of ticks is counted without any omit in all the statement and represents the

score of emotional intelligence.

The statements are rated on 4 point scale;

Strongly Disagree (1)

Disagree (2)
 Agree (4)

Strongly Agree. (5) (No Reverse Scoring)

Interpretation: Higher score indicates the high level of emotional intelligence.

GLOBAL ADJUSTMENT SCALE:

Global adjustment scale was developed by Sanjay Vohra in the year 1994. The questionnaire

consists of 120 statement with 6 dimensions namely family, health, sex, college, social and

emotions.

Instruction: The individuals must read each statement carefully and indicates how they feel

about each statement.

Scoring: Before starting the scoring process, examiner should ensure that the subject has

answered all the questions on the answer sheet. Ensure that each question has one and only

one answer. Please note that each answer scores either 2 or 1 as indicated by the numbers

printed above the circles. Convert the obtained raw scores to sten scores by the procedure

mentioned in the norm tables.

The statements are given and can tick or circle as:

a) as YES

b) as NO

c) as SOMETIMES

Interpretation: Interpretation is given by converting raw scores to sten score by using norms

tables.
3.12 PROCEDURE OF ADMINISTRATION

The following directions were given to the participants:

“Here are few questions in the sheet. Please read each statement carefully and mark the

responses which are suit you well. There is no right or wrong answers. There is no time limit

but try to finish as soon as possible. Give your spontaneous answer and try to ponder over

one statement for too long. Please make sure that you do not omit any question. Answer each

statement honestly and word individually. Give only one answer that is true for you. Ask now

if something is not clear. And the results obtained will be kept confidential and will be used

for academic purpose only.”

Rural students were selected as students who did schooling at village area and came to study

graduate in City College. And urban students were as same as who born and did schooling at

the same place which is city.

3.13 ETHICAL CONSIDERATION

 Purpose of the study: The participation will be debriefed regarding the study and the

purpose of the study. A general idea of the study will be given before the data is collected

 Voluntary participation: The questionnaire will only be given to the voluntary

participants and no one will be forced to take up the questionnaire.

 Confidentiality: The individual information will be kept confidential and will not be

revealed for commercial purposes.

 CHAPTER IV

RESULTS AND DISCUSSION

 CHAPTER IV

RESULTS AND DISCUSSION

The data collected by adopting the methodology mentioned in the previous chapter were

employed for statistical analysis, details of which are presented and discussed in the

following sections.

4.1 STATISTIC ANALYSIS

Statistical package for social sciences (SPSS-Version 20) was used for the purpose of data

analysis. The following statistics were employed for the data obtained.

Descriptive statistics was used to find out the mean and standard deviation (SD) value for the

variables in the study. Independent sample t-test was used to find out the significant

differences with regard to emotional intelligence and global adjustment.

Table 4.1. Difference between urban and rural students on global adjustment.

Variables Groups N Mean S.D t p

Emotional Adjustment Urban 155 20.53 5.74

-.663 .508
Rural 155 20.95 5.57

Urban 155 15.37 7.23

Family Adjustment .540 .590
Rural 155 14.95 6.64

Urban 155 13.27 6.00

Health Adjustment -.766 .444
Rural 155 13.77 5.40

Urban 155 15.37 6.53

College Adjustment -2.691 .008*
Rural 155 17.32 6.22

Urban 155 13.81 5.32

Sex Adjustment -5.330 .000*
Rural 155 16.92 4.95

Urban 155 21.81 6.10

Social Adjustment .009 .993
Rural 155 21.80 6.38

P<0.01 * t value is significant at 0.01

Table 1 shows the difference between urban and rural global adjustment viz: emotional

adjustment, family adjustment, health adjustment, college adjustment, sex adjustment and

social adjustment. The t-values are shown in the above table. From the table, we can see that

there is no significant difference between urban and rural students on global adjustment

among students except for college adjustment and sex adjustment. Hypothesis 1 (There will

be no significant difference between urban and rural global adjustment) was partially

accepted. This also presented in Bar graph in figure 1.

 Global Adjustment
UrbanRural

21%21% 22%22%
17% 17%
15%15% 15% 14%
13%13%

EmotionalFamily Health College Sex Social

Fig 1: Bar diagram of urban and rural students on global adjustment.

It is to be noted that higher scores indicate poor adjustment for the students. Hence, the

results from the table show that the Rural and Urban students adjustment differ significantly

in college and sex adjustment. This could be due to rural students are unable to adapt to the

changes such as new rules and environment of the college. Sometimes they develop personal

difficulties & stress to follow the norms of their college. They might be facing difficulties

such as language problems, new people with different cultures, new rules and also academic

pressures. Urban students can adapt to college life easily because they come from educated,

sophisticated family background and exposed to all facilities in the urban set-up.

Similarly, there is a significant difference between urban and rural college students in Sex

Adjustment. Rural students might feel uncomfortable talking to the opposite sex and feel

insecure towards them. This may be the reason that students have a lack of proper

understanding towards opposite gender because of lack of education of their parents, different

family background and beliefs. Lack of information and understanding about sex & gender

issues can lead to poor adjustment. As students who join college are usually young adults

who are likely to undergo rapid physical changes and rural students may find it difficult to

accept such changes in them. This may be due to lack of proper education given by the
family to the individuals about the changes they are going through. Urban students tend to

adapt to it because they get better parental guidance in these matters. Hence, based on the

results we can see that there is a significant difference in college adjustment and sex

adjustment among rural and urban college students.

Table 4.2: Difference between urban and rural student on emotional intelligence.

Variables Groups N Mean S.D t P

Urban 155 45.30 6.99

Self-Awareness 1.381 .168NS
Rural 155 44.17 7.40

Urban 155 44.21 7.42

Self-Regulation 1.128 .260NS
Rural 155 43.28 7.07

Urban 155 44.59 6.96

Motivation .866 .387NS
Rural 155 43.92 6.54

Urban 155 44.90 7.55

Social Awareness 1.732 .084NS
Rural 155 43.50 6.73

Urban 155 42.50 8.55

Social Skills -.166 .869NS
Rural 155 42.65 7.18

N.S- Not significant

Table 2 shows the difference between urban and rural college students on emotional

intelligence which includes variables such as self-awareness, self-regulation, motivation,

social awareness and social skills. According to the analysis, there is no statistically

significant difference between urban and rural emotional intelligence. Hypothesis 2 (There

would be a significant difference between urban and rural emotional intelligence) was not

accepted. This also presented in a bar graph in figure 2.

 Fig 2. Bar diagram of urban and rural college students on emotional intelligence

Bar diagram shows statistically mean difference in self-awareness, self-regulation, social-

awareness where rural students got less than the urban students. In this case it can be the

reason on individual also where people tend to act according to the situations. Also another

reason can be of their parenting guidance where urban students have educated parents and

mostly they are working employees and so they have more advanced setup and different

parenting style. But in rural students they may not have proper parenting guidance because

most of the rural parents tend to be uneducated. But now college training, awareness and

teaching method can be improve differently in urban and rural students. In social skills rural

students got better than urban students. This can be the reason that rural students can build

rapport building easily because they are open-minded and down to earth. Mostly rural family

they are joint family and stay with grandparents and have enough time to spend with them.

But in urban students most of them are alone and stay separately even though they have

grandparents because of their work and time schedule. They didn’t have enough time to

spend with their parents.

The results of the study show that emotional intelligence is high among urban and rural

students. This can be the reason that the present study is done among young adults. Young
adults tend to be more aware of the ethics of emotions in their colleges and awareness is

given in colleges to make them learn and understand the changes in emotions. But based on

the previous study conducted among senior high school students and there is a significant

difference in emotional intelligence and adjustment. It can be the reason that school students

tend to find it hard to understand the emotions themselves and it is based on family

background during these stages of life (Chen, Lin & Tu 2006).

Based on the other studies conducted to study the significance relationship of adjustment with

emotional intelligence and mental health of senior secondary students (Govt School) shows a

significant difference in emotional intelligence and adjustment. And also significant

difference in adjustment and mental health. It can be the reason that students from

government school are not aware of it and lack of understanding the concept and it is very

necessary to be taught about the importance of mental health, emotional intelligence and how

to learn adjustment. (Gumit Singh 2015).

Similarly, a study on emotional intelligence and adjustment among B.Ed. students in Punjab

found out that there is a significant difference between urban and rural students. This tends to

be the reason that teaching emotional intelligence is important in colleges and make the

students learn the adjustment. (Mohit Dexit, 2015).

 CHAPTER V

SUMMARY AND CONCLUSION

 CHAPTER V

SUMMARY AND CONCLUSION

SUMMARY

The present study was conducted to assess the emotional intelligence and global adjustment

among urban and rural college students. An attempt was also made to find out whether there

was any difference between rural & urban students on these variables. Emotional intelligence

was used as independent variable and global adjustment was used as dependent variable for

the study. A standardized scale developed by Singh (2004) was used to measure emotional

intelligence. And another standardized scale developed by Sanjay Vohra (1994) was used to

measure global adjustment for the students. Demographic variables namely, age, gender and

birthplace was used for the study.

An ex-post facto research design was used to collect data for the present study. The sample of

the study consists of 310 samples from, Chennai. In the present study the results of the study

has analysed using Statistics Package of Social Science (SPSS-Version 20), statistics such as

t-test has been used with graphical representation

5.1 CONCLUSION

The following conclusions were drawn within the limitation of the study.

1. The study found that there is no significant difference between emotional intelligence

& global adjustment of urban and rural students.

2. The results show that there is no significant difference between urban and rural

students on emotional intelligence.

 3. The results of the study show that there is no significant difference between urban and

rural students on global adjustment’s 4 dimensions namely emotional adjustment,

family adjustment, health adjustment & social adjustment..

4. The results show that in global adjustment out of six dimensions, two dimensions

namely college adjustment & sex adjustment were found to have significant

differences between urban and rural college students.

5.2 LIMITATION

 More samples can be collected from outside Chennai.

 The sample size was small to generalize the findings.

 Gender differences of the students were not taken into accounts in the present study due

to uneven gender sample distribution.

 Religion differences of the students were not taken into accounts in the present study.

5.3 IMPLICATION OF THE STUDY

 This study brings out the difficulties of the students on their adjustment which is very

important to make good academic progress.

 This study stresses the importance of Sex Education to improve the sex adjustments of

college students.

 The study will help students to cope up with their college demands & academic pressures

and how to tackle the new college environment.

 The study stresses the importance of giving extra-curricular activities to the students

which will improve their college & social adjustments.

5.4 SUGGESTION FOR FURTHER RESEARCH

 Similar kind of research can be done on larger scale to understand the comparison on

emotional intelligence and global adjustment in urban and rural settings.

 Selection of the sample can be done from their permanent areas rather than temporary

areas of the rural students.

 Study can also be done comparing gender difference of students in addition to urban and

rural students.

 Different tools can be used for emotional intelligence.

CHAPTER VI

REFERENCES
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APPENDICES
 APPENDIX

Dear participant

I am pursuing M.Sc. Counselling Psychology. As a part of my final semester, I am doing a

dissertation with a sample of college students. In this regard, I kindly request you to fill the
following questionnaires. I assure that the results obtained will be kept confidential and will
be used for academic purpose only.

Please read each statement carefully and mark the response which suits you well. There
is no right or wrong answers. There is no time limit but try to finish as soon as possible.
Give your spontaneous answer and try to ponder over one statement for too long. Please
make sure that you do not omit any question. Answer each statement honestly and word
individually. Give only answer that is true for you. Ask now if something is not clear.

Thank you for your time, co-operation and sincere participation in my research work.

DEMOGRAPHIC DETAILS

Initials

Age

Gender Male / Female

Degree

Birth place Urban (city) / Rural (student who did schooling at village)

Religion

SES Higher class/ Middle class/ Lower class

 EMOTIONAL INTELLIGENCE SCALE

Instructions: Below are given number of statements and you are requested to read carefully
each and to respond in following manner.
Assign “1” to the statements when you have Strong Disagree

Assign “2” to the statement when you have Disagree

Assign “4” to the statement when you have Agree

Assign “5” to the statement when you have Strong Agree

Strongly Strongly
S.no Questions Disagree
Disagree Agree Agree
1 I am able to identify my feelings. 1 2 4 5
I have learned a lot about myself through my feeling
2 1 2 4 5
and emotions.
3 I understand the reasons for my moods. 1 2 4 5
I am clearly able to see how my feelings impact my
4 1 2 4 5
performance.
5 My values and goals are very clear in my mind. 1 2 4 5
6 I am aware of my strengths and weaknesses. 1 2 4 5
I frequently seek feedback on my
7 1 2 4 5
behavior/performance.
8 I have full confidence in myself and in my decisions. 1 2 4 5
9 I take initiative to meet people in social situation. 1 2 4 5
When I contribute to group discussions I believe my
10 1 2 4 5
contributions are as valuable as those of other.
If I am convinced that my position is right, I prefer
11 to maintain my position even if it means becoming 1 2 4 5
unpopular.
12 I am clear what I want from life. 1 2 4 5
13 I can achieve what I want though my determination. 1 2 4 5
14 I don’t easily give up even if I received setbacks. 1 2 4 5
When I have a problem that creates undo tension, I
15 try to relax and gain a feeling of tranquillity so that I 1 2 4 5
can re-evaluate things.
When I face a problem I focus on what I can do to
16 1 2 4 5
solve it.
I can adjust very quickly to new challenges, problem
17 1 2 4 5
and information.
I am sensitive to the development in the environment
18 1 2 4 5
and capture the opportunity there.
19 I am able to anticipate changes, and plan in advance 1 2 4 5
 to encase the opportunities.
I am able to handle multiple demands and rapid
20 1 2 4 5
changes.
I am quite flexible in my approach to life and
21 1 2 4 5
problems.
22 I can frequently anticipate solutions to my problems. 1 2 4 5
When a certain approach to a problem does not work,
23 1 2 4 5
I can quickly re-orient my thinking.
24 I seek out fresh ideas from a wide variety of sources. 1 2 4 5
25 I constantly try to improve my performance. 1 2 4 5
I set challenging goals for myself and strive to
26 1 2 4 5
achieve them.
I work hard for a “better” future reward rather than
27 1 2 4 5
accept a lesser reward now.
I constantly scan the environment to seize any new
28 1 2 4 5
opportunity.
29 I prefer to pro act 1 2 4 5
30 I mobilize other though unusual, enterprising effort. 1 2 4 5
31 I take initiative to start dialogue for a new adventure. 1 2 4 5
32 I prefer to be idea leader. 1 2 4 5
I believe in performance rather than just following
33 1 2 4 5
the rules.
34 I believe where there is a will there is a way. 1 2 4 5
I start any activity with the firm determination to
35 1 2 4 5
complete it.
36 Under pressure, I am confident I will find the way. 1 2 4 5
People don’t have to tell me what they feel, I can
37 1 2 4 5
sense it.
I can sense the pulse of other and state unspoken
38 1 2 4 5
feelings.
I listen to the feelings of people while they are
39 1 2 4 5
talking.
I listen to the feelings of people when I walk into a
40 room. 1 2 4 5
41 I anticipate people’s need and try to satisfy them. 1 2 4 5
I try to understand and meet the expectations of
42 1 2 4 5
people.
I seek information about people’s need and then
43 1 2 4 5
provide service accordingly.
I take initiative in talking to people in order’s to
44 1 2 4 5
serve them better.
I am very comfortable in working with people of
45 1 2 4 5
different background.
 I am able to identify who has real power in the
46 1 2 4 5
group/organization.
I am able to relate well with people who matter in
47 1 2 4 5
the organizational dynamics.
I am able to influence the opinion of important
48 1 2 4 5
people.
49 I am able to convince people. 1 2 4 5
I present myself in such a way that people get
50 1 2 4 5
impressed.
I keep my knowledge base updated and influence
51 1 2 4 5
people through that.
I am able to read the needs of the hour and influence
52 1 2 4 5
people through my initiative.
53 I am a good communicator. 1 2 4 5
54 I am able to put across my messages effectively. 1 2 4 5
I use a variety of medium of communication to get
55 1 2 4 5
the desired response.
56 I am able to arouse enthusiasm in people. 1 2 4 5
I emerge as a natural leader during unstructured
57 1 2 4 5
situation.
I recognize the need for change and work for
58 1 2 4 5
removing the barriers.
I create such an atmosphere where people
59 enthusiastically interact and participate in the team 1 2 4 5
work.
I build team and promote commitment among team
60 1 2 4 5
members.
 GLOBAL ADJUSTMENT SCALE
Instructions: Below are given number of statements and you are requested to read carefully
each and to respond in following manner. Circle or mark it tick.

I have a lot of ups and downs in my mood without any apparent (a) (b) (c)
1
cause. Yes No Sometimes
(a) (b) (c)
2 I often get help and support from my family members.
Yes No Sometimes
I am occasionally troubled by a skin disease or skin eruption (a) (b) (c)
3
such as rashes, carbuncles, or boils. Yes No Sometimes
(a) (b) (c)
4 I often get badly confused and panicky in my school/college.
Yes No Sometimes
(a) (b) (c)
5 I fear that I may lose interest in the opposite sex.
Yes No Sometimes
I feel self-conscious when I have to ask somebody for some (a) (b) (c)
6
work. Yes No Sometimes
I am extremely afraid of certain objects which I know can do no (a) (b) (c)
7
harm to me. Yes No Sometimes
(a) (b) (c)
8 I don’t enjoy life at home with my family.
Yes No Sometimes
(a) (b) (c)
9 Have you ever had trouble with your heart, kidneys, or lungs?
Yes No Sometimes
(a) (b) (c)
10 I think I made a wrong selection of my school/colleges?
Yes No Sometimes
(a) (b) (c)
11 I am worried about losing the physical attraction in me.
Yes No Sometimes
(a) (b) (c)
12 I like to participate in parties and social gatherings.
Yes No Sometimes
(a) (b) (c)
13 I worry too long over humiliating experiences.
Yes No Sometimes
I feel that my presents family environment does not allow (a) (b) (c)
14
enough opportunities to develop my personality. Yes No Sometimes
(a) (b) (c)
15 I catch cold rather easily as compared to others.
Yes No Sometimes
My school/college does not allowed enough time for (a) (b) (c)
16
extracurricular activities. Yes No Sometimes
The sight of love scenes is not exciting for me as others talk (a) (b) (c)
17
about it. Yes No Sometimes
(a) (b) (c)
18 I find it difficult to start a conversation with a stranger.
Yes No Sometimes
(a) (b) (c)
19 Some useless thoughts never come into my mind and bother me.
Yes No Sometimes
20 I often disagree with my parents about the type of occupation I (a) (b) (c)
 will choose. Yes No Sometimes
(a) (b) (c)
21 I find it necessary to watch my health carefully.
Yes No Sometimes
I have to do a lot of unwilling tasks to from my teachers in (a) (b) (c)
22
school/colleges. Yes No Sometimes
(a) (b) (c)
23 I am worried that my opposite sex friends are too smart for me.
Yes No Sometimes
I get upset that when someone asks me to speak in public, (a) (b) (c)
24
without any preparation. Yes No Sometimes
(a) (b) (c)
25 I don’t get upset easily.
Yes No Sometimes
(a) (b) (c)
26 There is a feeling of togetherness in our family.
Yes No Sometimes
(a) (b) (c)
27 I frequently have shooting pains in the head.
Yes No Sometimes
(a) (b) (c)
28 I feel I am always treated fairly by others in my school/colleges.
Yes No Sometimes
I feel free to discuss topics on sex with my friends of the (a) (b) (c)
29
opposite sex. Yes No Sometimes
(a) (b) (c)
30 I prefer to keep myself in the background on social occasions.
Yes No Sometimes
(a) (b) (c)
31 I am often in a state of excitement.
Yes No Sometimes
I often have unpleasant disagreements over such matters as (a) (b) (c)
32
religion, politics, or sex with my family members. Yes No Sometimes
(a) (b) (c)
33 I suffer from sinusitis and some obstructions in breathing.
Yes No Sometimes
(a) (b) (c)
34 My school/college requires very long hours of study.
Yes No Sometimes
(a) (b) (c)
35 I feel that sex education leads to a contented life in general.
Yes No Sometimes
I feel embarrassed if I have to ask for permission to leave a (a) (b) (c)
36
group of people. Yes No Sometimes
(a) (b) (c)
37 I don’t get disturbed by criticism.
Yes No Sometimes
I rarely volunteer myself when something has to be done in the (a) (b) (c)
38
family. Yes No Sometimes
(a) (b) (c)
39 I often find it difficult to get rid of a cold.
Yes No Sometimes
At present I am willing to change my school/college and go to a (a) (b) (c)
40
better one. Yes No Sometimes
I feel that my knowledge about sex related topics has been quite (a) (b) (c)
41
OK till now. Yes No Sometimes
 I tend to have a few close friends rather than many casual (a) (b) (c)
42
acquaintances. Yes No Sometimes
I get troubled with the idea that people are watching me on the (a) (b) (c)
43
street. Yes No Sometimes
I am quite happy and contented in my present family (a) (b) (c)
44
environment. Yes No Sometimes
(a) (b) (c)
45 I am often troubled much with constipation.
Yes No Sometimes
In my school/college I have to study with certain classmates (a) (b) (c)
46
whom I dislike. Yes No Sometimes
(a) (b) (c)
47 I feel that I am physically not as attractive as others.
Yes No Sometimes
(a) (b) (c)
48 I am often certain of attention as parties.
Yes No Sometimes
I get bothered by the feeling that people are reading my (a) (b) (c)
49
thoughts. Yes No Sometimes
(a) (b) (c)
50 I feel lack of love and affections in my family.
Yes No Sometimes
(a) (b) (c)
51 I have frequently been absent from school/college due to illness.
Yes No Sometimes
My performances in school/colleges are good enough to get (a) (b) (c)
52
appreciation from my parents and teachers. Yes No Sometimes
(a) (b) (c)
53 I fear that I am sexually not as aware as others.
Yes No Sometimes
(a) (b) (c)
54 I make friends very easily.
Yes No Sometimes
(a) (b) (c)
55 I day-dream quite frequently.
Yes No Sometimes
I feel that my friends have happier family environments than (a) (b) (c)
56
mine. Yes No Sometimes
(a) (b) (c)
57 I frequently experience nausea or vomiting or diarrhoea.
Yes No Sometimes
I like almost all the students with whom I study in my (a) (b) (c)
58
school/colleges. Yes No Sometimes
I do not find discussion on sex as exciting as people talk about (a) (b) (c)
59
it. Yes No Sometimes
I hesitate to enter a room by myself when a group of people
(a) (b) (c)
60 are sitting around talking to each other.
Yes No Sometimes
(a) (b) (c)
61 A lot of ideas run through my head that cannot sleep.
Yes No Sometimes
(a) (b) (c)
62 Others in my family get angry at me quite often.
Yes No Sometimes
 (a) (b) (c)
63 I am quite prone to tonsillitis or other throat ailments.
Yes No Sometimes
Have you frequently changed your school/college during the last (a) (b) (c)
64
three years? Yes No Sometimes
I fear that I am not able to interact freely with my friends of (a) (b) (c)
65
opposite sex. Yes No Sometimes
I often hesitate to speak out in a group unless I am compelled to (a) (b) (c)
66
do so. Yes No Sometimes
(a) (b) (c)
67 I don’t worry much over possible misfortunes.
Yes No Sometimes
I feel that my family members are congenial and well suited to (a) (b) (c)
68
each other. Yes No Sometimes
(a) (b) (c)
69 I am subjects to attacks of indigestion.
Yes No Sometimes
I feel I get adequate opportunities to express my ideas in my (a) (b) (c)
70
school/colleges. Yes No Sometimes
(a) (b) (c)
71 Sex education id very important for a healthy mind.
Yes No Sometimes
If I am late to join a function, I would rather stand or leave than (a) (b) (c)
72
take a front seat. Yes No Sometimes
(a) (b) (c)
73 I blush very easily.
Yes No Sometimes
(a) (b) (c)
74 I dislike certain family members quite intensely.
Yes No Sometimes
(a) (b) (c)
75 I feel tired and lethargic most of the time.
Yes No Sometimes
My school/college forces me to do things in a hurry most of the (a) (b) (c)
76
times. Yes No Sometimes
(a) (b) (c)
77 I don’t hesitate in interacting with the opposite sex.
Yes No Sometimes
(a) (b) (c)
78 I like to appear before public gatherings.
Yes No Sometimes
(a) (b) (c)
79 I often feel self-conscious because of my personal appearance.
Yes No Sometimes
I occasionally have conflicting moods of love and hate for (a) (b) (c)
80
members of my immediate family. Yes No Sometimes
(a) (b) (c)
81 It has been necessary for me to have frequent medical attention.
Yes No Sometimes
In school/college others take all the credit for tasks which I have (a) (b) (c)
82
done myself. Yes No Sometimes
(a) (b) (c)
83 I feel guilty indulging in sexual acts (such as masturbation, etc).
Yes No Sometimes
 (a) (b) (c)
84 I am frequently chosen as a leader at social affairs.
Yes No Sometimes
(a) (b) (c)
85 I don’t consider myself as a nervous person.
Yes No Sometimes
There is plenty of time and attention for each other in our (a) (b) (c)
86
family. Yes No Sometimes
(a) (b) (c)
87 I frequently have spells of dizziness.
Yes No Sometimes
I get lot of praise from others when I do well in my (a) (b) (c)
88
school/colleges. Yes No Sometimes
I feel incestuous relationships (sex with blood relatives) is not a (a) (b) (c)
89
crime. Yes No Sometimes
It is difficult for me to start a conversation with a person with (a) (b) (c)
90
whom I have been just introduced. Yes No Sometimes
(a) (b) (c)
91 I feel frightened when I am alone in the dark.
Yes No Sometimes
I get irritated by certain personal habits of my family (a) (b) (c)
92
member(s). Yes No Sometimes
(a) (b) (c)
93 I have never been seriously injured in any kind of accidents.
Yes No Sometimes
I took admission in this school/college because I really wanted (a) (b) (c)
94
to study here. Yes No Sometimes
(a) (b) (c)
95 I don’t find sex related activities interesting.
Yes No Sometimes
(a) (b) (c)
96 I may cross the street to avoid meeting some people.
Yes No Sometimes
(a) (b) (c)
97 On a very high place I feel afraid that I may jump off.
Yes No Sometimes
(a) (b) (c)
98 I tend to get along well with the family member(s).
Yes No Sometimes
(a) (b) (c)
99 I have lost considerable weight recently.
Yes No Sometimes
(a) (b) (c)
100 I get discouraged quite frequently in my present school/colleges.
Yes No Sometimes
(a) (b) (c)
101 I feel literature on sex should not be available so freely.
Yes No Sometimes
I like to take the responsibility of introducing people at a social (a) (b) (c)
102
gathering. Yes No Sometimes
I often feel depressed because of thee unkind things others say (a) (b) (c)
103
about me. Yes No Sometimes
I have frequent disagreements with the family
(a) (b) (c)
104 member(s) concerning the way things are to be done.
Yes No Sometimes
 (a) (b) (c)
105 I frequently feel very tired toward the end of the day.
Yes No Sometimes
(a) (b) (c)
106 My present school/college is quite boring.
Yes No Sometimes
(a) (b) (c)
107 I feel guilty after seeing sexual-dreams
Yes No Sometimes
(a) (b) (c)
108 I feel it very difficult to ask help from others.
Yes No Sometimes
(a) (b) (c)
109 I am not easily moved to tears.
Yes No Sometimes
(a) (b) (c)
110 Some members of my family get irritated very easily.
Yes No Sometimes
I sometimes find it difficult to sleep even when there is nothing (a) (b) (c)
111
to disturb me. Yes No Sometimes
I feel that I have very low real interest in my present (a) (b) (c)
112
school/college. Yes No Sometimes
I often blame myself of being ‘immoral’ even after thinking (a) (b) (c)
113
about a sexual act. Yes No Sometimes
In group conversation. I have to think a lot before making an (a) (b) (c)
114
appropriate remark. Yes No Sometimes
(a) (b) (c)
115 I often feel lonesome even when I am with people.
Yes No Sometimes
I would like to move away from my family so that I may have (a) (b) (c)
116
more personal independence. Yes No Sometimes
(a) (b) (c)
117 Are you subject to attacks of influenza quite often?
Yes No Sometimes
(a) (b) (c)
118 I have fears of failures in my present school/college.
Yes No Sometimes
(a) (b) (c)
119 I feel embarrassed discussing sex with people older than me.
Yes No Sometimes
(a) (b) (c)
120 I find it easy to make friendly contacts with the opposite sex.
Yes No Sometimes