Presentation The Effect of Emotional Quotient and Educational Anxiety on Adjustment of Adolescent Students

By Mrs. Rani Vaidya

Dr. Himani Upadhyaya

Head of Education Department, Sr. Asstt. Professor, Principal Investigator, MRP, Hawabagh Womens College, Jabalpur

Under the guidance of

ABSTRACT
Emotional Quotient is now being recognized as an important field of research, development, and application. This research is an effort to synthesize and integrate some of the major findings of some studies on Adolescence, Adjustment, Emotional Intelligence and Educational Anxiety, as they relate to the goals of education in context of Gender, Area, & Caste. The purpose of the present study was to investigate the effect of Emotional Quotient & Educational Anxiety on Adjustment of Adolescent Students. Class 9th & 11th M.P. Board [2000 (1000 Boys & 1000 Girls)] students were randomly selected from Jabalpur District. The tools administered for the study were Emotional Intelligence test developed by Anukool Hyde, Sanjyot Dethe & Upandhar, Anxiety Scale developed by Raymond B. Cattell and Adjustment Inventory for High School Students developed by A. K. Singh and A. Sengupta. The result revealed that Adolescent Students of Both Urban Area and Rural Area belonging to different levels of Emotional Intelligence & Educational Anxiety are found to have significant interaction on Adjustment. Implications for these findings as they relate to Gender, Area & Caste view are discussed.

CONTENTS
1. A. INTRODUCTION
1. Need & Important 2. Statement of the Problem 3. Objectives 4. Hypotheses 5. Delimitation of the Study

B. CONCEPTUAL FRAMEWORK
1. Concept of Emotional Quotient 2. Concept of Educational Anxiety 3. Concept of Adjustment 4. Concept of Gender 5. Concept of Area 6. Concept of Caste

2.
3.

REVIEW OF THE RELATED LITERATURE RESEARCH METHODOLOGY DESIGN, SAMPLE, INDEPENDENT VARIABLE, DEPENDENT VARIABLE, METHOD, STATISTICAL ANALYSIS

4. 5.

RESULT, VERIFICATION OF HYPOTHESIS , INTERPRETATION AND DISCUSSION CONCLUSIONS, SUGGESTIONS , EDUCATIONAL IMPLICATIONS

NEED AND IMPORTANCE

Adolescence is known to be a bridge between childhood and adulthood.

Furthermore, research does indicate that adolescence is a period of heightened risk; rates of depression, conduct disorders, suicide and drug and alcohol used increase across adolescence (Adams & Gullotta, 1989).
4

It is a period of stress, fear and anxiety, as adolescent students secure attachment which is necessary for them for better interpersonal, social relationship and positive adjustment. The challenge for adolescence is to engage students not just intellectually but emotionally too.

Need & Importance continued

Challenges for Adolescence ?

Concern s Worries Beliefs
6

Our Indian Schools

In our Indian schools, prevailing tendency is to attach too much importance to the examination. The curriculum is mostly heavy to which many cannot conform. The result is a large number of failures. These failures enhance the feeling of rejection, lack of adjustment, frustration, alienation from study, in the students. Poor adjustment in life was found to be a significant condition for the development of the feeling of life alienation (Vashishitha, 1981).

Adolescent Depression
Extreme sensitivity to rejection or failure Low self-esteem and feelings of guilt Frequent complaints of physical illnesses such as headaches and stomachaches Frequent absences from school or poor performance in school Threats or attempts to run away from home Major changes in eating or sleeping patterns
(American Academy of Child and Adolescent Psychiatry, 8/98)

The adolescents are facing many adjustment problems such as home, health, social, emotional, educational & their adjustments become difficult or crucial. The presence of educational anxiety, fear or phobias, during school performance, causes many problems for the adolescent students as it has an obstructive & paralyzing effect, if it is not managed well. It means that the adolescent students who come under control level of educational anxiety; have proper adjustment ability.
9

Most important aspect of adolescents as well as all of us is usually ignored. It is this aspect that is described as emotional intelligence.

Goleman (1998) has demonstrated that emotional intelligence is the single most important factor for personal adjustment, overcoming our anxiety, successful relationships, and in job performance.
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Five Domains of Emotional Intelligence

econd level

lick to edit Master text styles

Third level
Fourth level Fifth level

Salovey & Mayer (1990) in their attempt to clarify and define emotional intelligence categorized emotional intelligence into five domains. 1. Self - awareness 2. Managing emotions 3. Motivating one self 4. Empathy 5. Handling relationship

11

High IQ makes you a good English professor; adding high EQ makes you chairman of the English Department.. High IQ makes you a brilliant fiscal analyst; adding high EQ makes you CEO. Goleman (1997) High IQ + High EQ High IQ but LOW EQ

EI

Success

Failure CAREER

DERAILMENT
12

IQ v/s EQ (Intelligence Quotient v/s Emotional Quotient)

IQ can help you to be successful to the extent of 20 percent only in life. The rest of 80 percent success depends on your EQ (Goleman, 1995).
20% IQ 80% EQ

1313

Some Questions related to Research Problem

The investigator even wondered why some extremely intelligent adolescents fail miserably when they try to succeed? Why high pressures of academic achievement play a negative role on their school life? Why school success for all adolescent students, is dependent upon sound adjustment?

14

On the basis of previous researches, it is clear that to some extent very high level of educational anxiety makes obstruction, sometimes very low adjustment ability plays a negative role in achievement and in many cases, people emphasize on their intelligence at the cost of their emotional intelligence. At present this question remains unsolved. In the present study an attempt to see interaction effect of Emotional Quotient & Educational Anxiety on different Areas of Adjustment of Adolescent Students. Thus the researcher selected this topic for the Present Research Work.
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STATEMENT OF THE PROBLEM

The Effect of Emotional Quotient and Educational Anxiety on Adjustment of Adolescent Students

16

OBJECTIVES
To find the effect of Gender, Emotional Quotient & their interaction on different areas of Adjustment of Adolescent Students. To find the effect of Gender, Educational Anxiety & their interaction on different areas of Adjustment of Adolescent Students. To find the effect of Area, Emotional Quotient & their interaction on different areas of Adjustment of Adolescent Students. To find the effect of Area, Educational Anxiety & their interaction on different areas of Adjustment of Adolescent Students. To find the effect of Caste, Emotional Quotient & their interaction on different areas of Adjustment of Adolescent Students. To find the effect of Caste, Educational Anxiety & their interaction on different areas of Adjustment of Adolescent Students.

17

MAIN HYPOTHESES
I. There is no significant effect of interaction between Gender and Emotional Quotient on Adjustment of Adolescent Students. II. There is no significant effect of interaction between Gender and Educational Anxiety on Adjustment of Adolescent Students. III. There is no significant effect of interaction between Area and Emotional Quotient on Adjustment of Adolescent Students. IV. There is no significant effect of interaction between Area and Educational Anxiety on Adjustment of Adolescent Students. V. There is no significant effect of interaction between Caste and Emotional Quotient on Adjustment of Adolescent Students. VI. There is no significant effect of interaction between Caste and Educational Anxiety on Adjustment of Adolescent Students.

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1. (a) The field of the study was confined to Jabalpur District in Pradesh. (b) Definitions of the variable as adopted and used.

DELIMITATION OF THE STUDY

Madhya

(c) The use of Home, Health, Social, Emotional and Education Scores the Adjustment Inventory to represent Adjustment Areas. (d) The use of Emotional Quotient Test (EIS Scale) to identify High, and Low Emotional Quotient levels.

from Average

(e) The use of Anxiety Test (A.S.Q.) to identify High, Average and Low Educational Anxiety Groups. (f) Urban and Rural Areas of Jabalpur District, which represent the Area. (g) General and Other Caste Category, which represent the Caste 2. Age, class was controlled in the present study. (a) Age 14 to 18 years old Male and Female Adolescents. (b) Class 9th & 11th. Category.

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CONCEPTUAL FRAME WORK

EMOTIONAL QUOTIENT
Self awareness Self awareness

Self regulation Self regulation

Self motivation Self motivation

Empathy

Empathy

Social skills

Social skills

Concept

Concept

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CONCEPTUAL FRAME WORK

EDUCATIONAL ANXIETY
Apprehension Tension Low self- control Emotional instability Suspicion Educational Anxiety
Anxiety Component

21

CONCEPTUAL FRAME WORK ADJUSTMENT

Home Adjus tment

Education al Adjustme nt

Health Adjust ment

Emotion

Social

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CONCEPTUAL FRAME WORK CONCEPT OF GENDER

Gender Framework requires distribution of culturally and socially constructed roles, responsibilities, privileges, relations and expectations of Women and Men, Boys and Girls.

23

CONCEPTUAL FRAME WORK CONCEPT OF AREA

The unit of classification in respect to Concept of Area is 'town' for Urban Areas and 'village' for Rural Areas.

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CONCEPTUAL FRAME WORK

CONCEPT OF CASTE

25

SUMMARY RELATED TO ADJUSTMENT

The results of the studies reviewed in the section, try to bring out the factors that influence Adjustment Problems of school going Adolescent Students. The results indicate that adjustment is a process by which a living organism maintains a balance between the needs and the circumstances, which have shown that Areas of Adjustment (Home, Health, Social, Emotional, Education) of Adolescent Students is dependent on the Other Variables e.g. the Family Climate, Socio Economic Status, Physical Ailments, Behavior Problems, Teaching Attitude, Parent & Peer Attachment, Academic Stress, Frustration, Achievement (Vashishtha (1981); Lal (1985); Rao (1986); Aggrawal (1988); Gupta (1990); Kasinath (1991); Shah (1991); Laible, Carlo, Raffaeli; (2000); Raju, Rahamtulla, (2007); Hussain, Kumar, Hussain (2008); Lavakare (2009); Wahat, Nasir, Omar (2009);). However, Adequate Adjustment in Home, Health, Social, Emotional and Educational Areas, and a favorable attitude towards Teacher, Pupils, Child-Centered Practices, Educational Process, and Parents significantly induce positive values in Adolescent Students.

REVIEW OF THE RELATED LITERATURE

26

SUMMARY RELATED TO ANXIETY

Present section contains studies, which are an attempt to evaluate and establish a Standardized Scale for Measuring Anxiety of the School Students and to examine the relationship between Anxiety and Other Variable such as Sex, Area, Size of the Family. Revised childrens Manifest Anxiety scale (RCMAS) by White, Farrel (2001). Academic Attainment, Aspiration, Learning Effect, Reactive Thinking, Intelligence, Achievement, Self-Concept, Personality Traits, Situational Stress, Economic Status, Reasoning, Adjustment, Social Skills, Self Construal [Despande (1976); Hussain (1977); Gupta (1978); Patel (1979); Dagaur (1982); Sibia (1989); Swami (1989); Ramchandran (1990); Thialgavathi (1990); Gupta (1992) Namrata (1992); Ingman, Ollendick (1999); White, Farrell (2001)]. Finally some interesting results were revealed when the students having lower level of Anxiety tended to score higher in the school examination. However, low anxious tended to be outgoing, intellectually superior, emotionally stable, enthusiastic and less frustrated whereas high anxious tended to be reserved, intellectually inferior, emotionally less stable, assertive, tense and frustrated. 27

REVIEW OF THE RELATED LITERATURE

REVIEW OF THE RELATED LITERATURE

Studies from this Section critically focus on the Emotional Quotient and SUMMARY RELATED TO EMOTIONAL other variables related to Emotional Quotient. Some Articles explore the review of claimed role of EQ in QUOTIENT the Educational and School Context [Hee; Hoe (1999); Zeidner; Roberts; Mathews (2002); Swain (2008); Dubey (2010)]. These Reviews show that most intervention programs were specifically designed and evaluated for EQ, as a predictor of School Success. Most of the Researches have been conducted in the Area of Emotional Development, how to make a Key Decision for their further work place [Ciarrochi; Chan Caputi (1999); Dulewiez; Higga (2000); Ciarrochi; Amy; Caputi (2000); Hamme (2004); Pant; Prakash (2004) Rooy; Viswesvaran; Pluga (2005)]. Many studies reveal that Emotional Quotient affects the Academic Achievement, Creativity, Personality, Social Relationship, Leadership, Critical Thinking Ability, Adjustment, Anxiety, Age and Gender [Lopez; Salovey; Straus (2003); Drago (2005); Adeyemo (2005); Summer feldt; Kloosterman; Antony; Parkar (2006); Sharma; Hussain; Patni (2008); Adeyemo (2008); Surwade and Patil (2008) Verma, Singh; Panda (2009); Varma (2010)]. Results from the Reviews are useful for assessing Educational Performance of individual students.

28

to study The Effect of Emotional Quotient and Educational Anxiety on Adjustment of Adolescent Students, except one International Published investigation made on the relationship between Social Anxiety and Emotional Intelligence (EI), and of their shared impact upon Interpersonal Adjustment, which particularly emphasizes on Social Anxiety and Interpersonal Adjustment, but not Educational Anxiety and whole Adjustment Areas. No studies of the same nature have been carried out in Indian Situation, therefore the Researcher was curious to know the Effect of Emotional Quotient & Educational Anxiety on different Areas of Adjustment. What type of interaction effect can be detected between Emotional Quotient and different Areas of Adjustment, Educational Anxiety and different Areas of Adjustment? At present this question remains unsolved. In the present study an attempt to see interaction effect of Emotional Quotient & Educational Anxiety on different Areas of Adjustment of Adolescent Students. Thus the researcher selected this topic for the Present Research Work. 29

REVIEW OF THE RELATED LITERATURE SUMMARY In the past researches, no one made an endeavor

RESEARCH METHODOLOGY

RESEARCH DESIGN
In the present study, 2 x 3 Factorial Design Analysis of Variance has been used. With special focus on Gender, Area and Caste, each Analysis of Variance has a 2 x 3 Design with Adjustment (Dependent Variable) represented by the five separate areas; Home Adjustment, Health Adjustment, Social Adjustment, Emotional Adjustment and Educational Adjustment. The Two Independent Variables of the study were Emotional Quotient (EQ) & Educational Anxiety. Emotional Quotient (EQ) level was classified by three groups: High, Average and Low. Similarly, Educational Anxiety level was classified by three groups: High, Average and Low.

30

RESEARCH METHODOLOGY

DISCRIPTION OF THE SAMPLE

The sample of this study consisted of 2000 Adolescent students (1000 Boys & 1000 Girls from 9th & 11th Class) from 11 school of Urban & Rural Areas of Jabalpur District. The bulk of my subjects belonged to Higher Secondary Schools, affiliated to M.P. Board School of Jabalpur District, the number was approximately 7500. For maintaining socio- economystatus, as well as same type of course, the investigator selected only M.P. Board affiliated Schools of Urban and Rural Area of Jabalpur District.

31

SAMPLING PROCEDURE
The Researcher has used Disportionate Stratified Random Sampling Procedure for collection of the sample. List of recognized Higher Secondary Schools of Jabalpur district, procured from District Education Office (DEO) of Jabalpur. 11 Higher Secondary Schools were selected randomly from the list of schools. 2000 students (1000 boys and 1000 girls) were enrolled from above mentioned school, to carry on the study.

32

G B o r y s s ( ( 1 1 0 0 0 0 ) )

UO RG r ut Ue bh rn a be n l ar ( na 5 4C (l 6 3 7 5a 8 9s 2C )t 1a )s e ( t 2 ( e 7 8 2 1 5 ( 4 8 ) 2 7 6 ) 0 )

DISCRIPTION OF THE SAMPLE

33

DISCRIPTION OF THE TOOLS

INDEPENDENT VARIABLE MEASURE

1. EMOTIONAL INTELLIGENCE SCALE (EIS) [2001] By: Anukool Hyde
Sanjyot Dethe Upinder Dhar 2. ANXIETY SCALE By: Samuel E. Krug Ivan H. Scheier Raymond B. Cattell

34

DISCRIPTION OF THE TOOLS

DEPENDENT VARIABLE MEASURE

HIGH SCHOOL ADJUSTMENT INVENTORY (HSAI) By: A.K. Singh A. Sen Gupta

35

METHOD

Factorial Experimental Research Design First, the investigator administered Emotional Intelligence Test to classify the High, Average and Low Emotional Quotient Groups from 2000 Adolescent boys & girls of Rural & Urban areas of Jabalpur District. Second, the investigator administered Anxiety Scale to identify their High, Average and Low Educational Anxiety Groups from 2000 Adolescent boys & girls of Rural & Urban areas of Jabalpur District. In the end the investigator administered the Adjustment Inventory on them, to find out the Adjustment ability in Fives different Areas of Adjustment.
36

STATISTICAL ANALYSIS
Since the individual effect and the joint effect of Emotional Quotient Groups and Educational Anxiety Groups on different Areas of Adjustment (with special focus Gender, Area, Caste) were of interest in the present study, Analysis of Variance (ANOVA) and Duncans Multiple Range Test were used to analyze the data. The Statistical Analysis were accomplished by using the SPSS (Statistical packages for social science).
37

EFFECT OF GENDER, EMOTIONAL QUOTIENT AND THEIR INTERACTION ON ADJUSTMENT

RESULT VARIFICATION OF HYPOTHESIS INTERPRETATION AND DISCUSSION

The first Objective was to study the effect of Gender, Emotional Quotient and their interaction on Adjustment and its different areas separately. There were two levels of Gender, namely, Males and Females. High, Average and Low were the three levels of Emotional Quotient. Thus the data were analyzed with the help of 2X3 Factorial Design ANOVA and the results are given separately for Adjustment and its different areas in Tables 4.1.
Table 4.1

Source of Variance Gender

Summary of 2x3 Factorial Design ANOVA of Adjustment

Df 1 2 2

SS

MSS

F-value 8.98

Remark p<0.01 p<0.01

3950.24

3950.24

Emotional Quotient Gender X Emotional Quotient Error

15030.70 458.74 876727.270

7515.35 229.35 439.68

17.09 0.52

1994

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Table 4.2 Mean, SD Value of Adjustment Gender

Level of Emotional Quotient High EQ Average EQ N 52 754 194 1000 217 708 75 1000 269 1462 269 2000 Mean 109.38 104.84 97.22 103.60 103.08 101.90 93.11 101.50 104.29 103.42 96.07 102.55 SD 15.16 20.36 22.36 20.77 22.12 21.19 21.05 21.50 21.08 20.81 22.04 21.16

Male

Low EQ Total EQ High EQ Average EQ

Female

Low EQ Total EQ High EQ

Total

Average EQ Low EQ Total EQ

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From Table 4.1 it is evident that the F-value for Gender is 8.98 which is significant at 0.01 level with df=1/1994. It shows that the mean score of Adjustment of Males and Females differ significantly. So there is a significant effect of Gender on Adjustment. Thus, the null hypothesis that there is no significant effect of Gender on Adjustment of Adolescent Students is rejected. Further, the mean score of Adjustment of Males is 103.60 which is significantly higher than that of Females whose mean score of Adjustment is 101.50 (Vide Table 4.2). It may therefore be said that Males are found to have significantly better Adjustment than Females. In respect of Emotional Quotient, the F-Value is 17.09 which is significant at 0.01 level with df=2/1994 (Vide Table 4.1). It shows that the mean score of Adjustment of students belonging to High, Average and Low levels of Emotional Quotient differ significantly. So there was a significant influence of Emotional Quotient on Adjustment. Thus, the null hypothesis that there is no significant influence of Emotional Quotient on Adjustment of Adolescent Students is rejected. In order to know which groups mean score of Adjustment is significantly higher, the data were further analyzed with the help of Duncans Multiple Range Test and the results are given in Table 4.3.

Table 4.3
Average High Group-wise Mean and significant difference of Adjustment Groups Mean Low Quotient Average Quotient High Quotient Emotional Emotional Emotional Emotional Quotient Emotional Quotient

96.07 103.42 104.30

p<0.01

p<0.01 Not significant

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From Table 4.3, it can be seen that the mean score of Adjustment of students belonging to Low Emotional Quotient and Average Emotional Quotient differ significantly at 0.01 level. The mean score of Adjustment of Average Emotional Quotient Group is 103.42 which is significantly higher than that of Low Emotional Quotient Group whose mean score of Adjustment is 96.07. Thus students with Average Emotional Quotient are found to have significantly better Adjustment than that of students belonging to Low Emotional Quotient. It can be seen that the mean score of Adjustment of students belonging to Low Emotional Quotient and High Emotional Quotient differ significantly at 0.01 level (Vide Table 4.3). The mean score of Adjustment of High Emotional Quotient Group is 104.30 which is significantly higher than that of Low Emotional Quotient Group whose mean score of Adjustment is 96.07. Thus students with High Emotional Quotient are found to have significantly better Adjustment than that of students belonging to Low Emotional Quotient. From Table 4.3, it can be seen that the mean score of Adjustment of students belonging to Average Emotional Quotient and High Emotional Quotient do not differ significantly. Thus, students belonging to High Emotional Quotient and Average Emotional Quotient Group are found to have equally better Adjustment. Further, the F-Value for interaction between Gender and Emotional Quotient is 0.52 which is not significant (Vide Table 4.1). It shows that there is no significant effect of interaction between Gender and Emotional Quotient on Adjustment of Students. Thus the null hypothesis that there is no significant effect of interaction between Gender and Emotional Quotient on Adjustment of Adolescent Students is not rejected. It may, therefore, be said that both Males and Females belonging to different levels of Emotional Quotient are found to have better Adjustment to the same extent.

41

of Males & Females. Result indicates that Males are found to have significantly better Adjustment than Females. On the Adjustment point of view, Boys have higher mean score than the Girls, indicating that they have better Adjustment. An examination of the individual items of the Adjustment factor indicates that Boys students, as compared to Girls students, feel their responsibility to fulfill their needs easily. This could be because Boys students tend to give more importance to the need of current situation. Similarly findings, like that of M.V. R. Raju & T. Khaja Rahamtulla (2007) assert that there is always significant influence of Gender on Adjustment. Other findings like that of Prasad (1985) also supported that Males adjusted better than Females.

INTERPRETATION & Table No. 4.1, 4.2 & 4.3 Significant difference was found between the Adjustment DISCUSSION

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of students belonging to High, Average and Low levels of Emotional Quotient differ significantly. Further, the mean score of Adjustment of High Emotional Quotient is significantly higher than Average and Low Emotional Quotient. It is also clear from the Analysis of Duncans Multiple Range Test that High Emotional Quotient is found to have better Adjustment, as compared to others. The analysis of the individual items of the Emotional Quotient indicates that the students, who have High Emotional Quotient, have better Adjustment than others. They express self control, confidence, and positive attitude to others, wherever things are not happening according to their wish. Finding of David (2005) revealed that a student who possesses Emotional Intelligence & Mayer (1990) stated that Emotionally Intelligent persons have been described as well adjusted, warm, genuine, persistent and optimistic, these support the present result.

INTERPRETATION & DISCUSSION The second finding represents that Adjustment

continued

43

and Emotional Quotient on Adjustment of students was found. Finding indicates that both Males and Females belonging to different levels of Emotional Quotient have equal Adjustment to same extent. This is supported by result of Pandit & Pathan there is no significant difference between the Emotional Quotient of Males & Females, but the study of Verma (2010) that Females Emotional Intelligence is higher than Males Emotional Intelligence, is significantly interactional, which negatively supports present result. It is well known that there are many other factors responsible for affecting Gender, Emotional Quotient & their interaction on Adjustment, such as Socio Economy Status, an Attitude of Parents, Social Condition, and Academic Performance etc.

INTERPRETATION & DISCUSSION No significant interaction between Gender

continued

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RESULT VARIFICATION OF HYPOTHESIS INTERPRETATION AND DISCUSSION

EFFECT OF GENDER, EDUCATIONAL ANXIETY AND THEIR INTERACTION ON ADJUSTMENT
The second Objective was to study the effect of Gender, Educational Anxiety and their interaction on Adjustment and its different areas separately. There were two levels of Gender, namely, Males and Females. High, Average and Low were the three levels of Educational Anxiety. Thus the data were analyzed with the help of 2X3 Factorial Design ANOVA and the results are given separately for Adjustment and its different areas in Tables 4.19, 4.22, 4.25, 4.28, 4.31, and 4.34. Table 4.19 Source of 2x3 Factorial Design ANOVA of Adjustment Df SS MSS F-value Remark Summaryof Variance Gender 1 427.19 427.19 0.96 Educational Anxiety Gender X Educational Anxiety Error 2 2 8177.81 840.25 4088.91 420.12 443.53 9.22 0.94 p<0.01

1994 884407.63

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Table 4.20 Mean, SD Value of Adjustment

Gender Level of Educational Anxiety High Anxiety Male Average Anxiety Low Anxiety Total Anxiety High Anxiety Female Average Anxiety Low Anxiety Total Anxiety High Anxiety Total Average Anxiety Low Anxiety Total Anxiety N 155 688 157 1000 155 633 212 1000 310 1321 369 2000 Mean 97.73 105.14 102.62 103.60 98.35 102.28 101.46 101.50 98.04 103.77 101.95 102.55 SD 20.78 20.22 22.15 20.77 20.19 21.33 22.80 21.50 20.46 20.80 22.50 21.16

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From Table 4.19 it is evident that the F-value for Gender is 0.96 which is not significant. It shows that the mean score of Adjustment of Males and Females do not differ significantly. So there is no significant effect of Gender on Adjustment. Thus, the null hypothesis that there is no significant effect of Gender on Adjustment of Adolescent students is not rejected. It may therefore be said that Males and Females have equally better Adjustment to the same extent. In respect of Educational Anxiety, the F-Value is 9.22 which is significant at 0.01 level with df=2/1994 (Vide Table 4.19). It shows that the mean score of Adjustment of students belonging to High, Average and Low levels of Educational Anxiety differ significantly. So there is a significant influence of Educational Anxiety on Adjustment of students. Thus, the null hypothesis that there is no significant effect of Educational Anxiety on Adjustment of Adolescent students is rejected. In order to know which groups mean score of Adjustment is significantly higher, the data were further analyzed with the help of Duncans Multiple Range Test and the results are given in Table 4.21.

Table 4.21 Group-wise Mean and significant Average difference of Adjustment High
Groups Mean Educational Anxiety Educational Anxiety Low Educational Anxiety Average Educational Anxiety High Educational Anxiety

101.95 103.77 98.04

Not significant

p<0.01 p<0.01

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From Table 4.21, it can be seen that the mean score of Adjustment of Adolescent Students belonging to Low Educational Anxiety and Average Educational Anxiety do not differ significantly. Thus students with Average Educational Anxiety and Low Educational Anxiety are found to have equally better Adjustment. It can be seen that the mean score of Adjustment of Adolescent Students belonging to Low Emotional Quotient and High Emotional Quotient differ significantly at 0.01 level (Vide Table 4.21). The mean score of Adjustment of Low Educational Anxiety Group is 101.95 which is significantly higher than that of High Educational Anxiety Group whose mean score of Adjustment is 98.04. Thus students with Low Educational Anxiety are found to have significantly better Adjustment than students belonging to High Educational Anxiety. From Table 4.21, it can be seen that the mean score of Adjustment of Adolescent students belonging to Average Emotional Quotient and High Emotional Quotient differ significantly at 0.01 level. The mean score of Adjustment of Average Educational Anxiety Group is 103.77 which is significantly higher than that of High Educational Anxiety Group whose mean score of Adjustment is 98.04. Thus, students with Average Educational Anxiety are found to have significantly better Adjustment than students belonging to High Educational Anxiety. Further, the F-Value for interaction between Gender and Educational Anxiety is 0.94 which is not significant (Vide Table 4.19). It shows that there is no significant effect of interaction between Gender and Educational Anxiety on Adjustment of Students. Thus the null hypothesis that there is no significant effect of interaction between Gender and Educational Anxiety on Adjustment of Adolescent students is not rejected. It may, therefore, be said that both Males and Females belonging to different levels of Educational Anxiety are found to have better Adjustment to the same extent.

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Graph - 4.1.1 Group Wise Means Difference Scores for Adjustment

49

GRAPH DISCUSSION
It is also clearly visible in the graph no. 4.1.1, that mean score of Adjustment of Males increases from Low Anxiety group to Average Anxiety group and sudden fall in Adjustment is seen for High Anxiety group. In other way mean score of Adjustment of Females increases gradually from Low Anxiety group to Average Anxiety group and sudden fall in Adjustment is seen for High Anxiety group, but all in all Males Adjustment is far better Adjustment than Females but in High Anxiety group Females show better Adjustment than Males.

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The present result reveals that No significant difference was found between Gender and Adjustment of Adolescent Student. It shows that Males and Females have equally better Adjustment to the same extent. It means, the teenage boys or girls may be faced with various problems of Adjustment equally when they try to succeed in current situation, because in modern generation everybody lives and breathes for competition and hence becomes the victim of tensions. Cicchetti and Toth (1998) states that Adolescence presents both challenges and opportunities, which interact with a range of contextual factors to produce multiple developmental paths, which supports the present result.

INTERPRETATION & Table No. DISCUSSION 4.19, 4.20 & 4.21; Graph No. 4.1.1

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INTERPRETATION & DISCUSSION Significant influence of Educational Anxiety on Adjustment was found. It means that High, Average and Low continued in respect to Levels of Educational Anxiety differ significantly
the mean score of Adjustment of Adolescent students. From the result of Duncans Multiple Range Test, it is clear that Average Educational Anxiety is found to have significantly better Adjustment than that of Adolescent students belonging to High and low levels of Educational Anxiety. It indicates that Adolescents, who have generally a normal Educational Anxiety Level, become capable of proper Adjustment for different types of conditions. Research with students at the college level also shows that high levels of anxiety interfere with academic performance even for students with above average ability (Mathur, 2005), this finding also supports the present result.
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INTERPRETATION & DISCUSSION

The result clearly indicates that There was no significant interaction between Gender and Educational Anxiety on Adjustment of Adolescent Students. It shows that both Males and Females belonging to different levels of Educational Anxiety are found to have better Adjustment to the same extent except in Average Anxiety group. It is clearly seen from the graph that similar Adjustment is found for both the Gender groups, except for Average Educational Anxiety group. It means that Average Educational Anxiety is necessary for better Adjustment of Adolescent students. On the basis of Gender Adjustment group, it clearly shows that all in all Males Adjustment for Educational Anxiety is far better than Females Adjustment, except for High Anxiety group where Females show better Adjustment than Males. It reveals that Academic Anxiety is one of the most important factors, which influences both Male and Female Adolescent Adjustment. In reference to Indian culture, Pramod (1996) concludes that boys manifest more future orientations than girls, therefore boys have more academic anxiety, which supports present result. In general, boys have better self-esteem. Tension areas, for them, are restricted to academics and future as till date, boys are expected to be the primary bread winners. But the sources of tension for girls are more than boys, thats why in exceptional case of High Anxiety group girls play better adjustment than boys.

continued

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RESULT VARIFICATION OF HYPOTHESIS EFFECT OF AREA, EMOTIONAL QUOTIENT AND THEIR INTERPRETATION AND DISCUSSION
INTERACTION ON ADJUSTMENT
The third Objective was to study the effect of Area, Emotional Quotient and their interaction on Adjustment and its different areas separately. There were two levels of Area, namely, Urban and Rural. High, Average and Low were the three levels of Emotional Quotient. Thus the data were analyzed with the help of 2X3 Factorial Design ANOVA and the results are given separately for Adjustment and its different areas in Tables 4.37, 4.39, 4.41, 4.43, 4.45, and 4.47.
Table 4.37 Summary of 2x3 Factorial Design ANOVA of Adjustment Source of Variance Df SS MSS F-value Remark Area Emotional Quotient Area X Emotional Quotient Error 1 2 2 1994 5829.41 10766.78 2676.37 876525.83 5829.41 5383.39 1338.18 439.58 13.26 12.24 3.04 p<0.01 p<0.01 p<0.05

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Table 4.38 Mean, SD Value of Adjustment

Area Level of Emotional Quotient High EQ Urban Area Average EQ Low EQ Total EQ High EQ Rural Area Average EQ Low EQ Total EQ High EQ Total Area Average EQ Low EQ Total EQ N 141 764 108 1013 128 698 161 987 269 1462 269 2000 Mean 107.67 103.98 99.43 104.01 100.57 102.80 93.82 101.05 104.29 103.42 96.07 102.55 SD 19.29 20.12 17.85 19.86 22.38 21.55 24.24 22.33 21.08 20.81 22.04 21.16

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From Table 4.37 it is evident that the F-value for Area is 13.26 which is significant at 0.01 level with df=1/1994. It shows that the mean score of Adjustment of Urban Area and Rural Area differ significantly. So there is a significant effect of Area on Adjustment. Thus, the null hypothesis that there is no significant effect of Area on Adjustment of Adolescent Students is rejected. Further, the mean score of Adjustment of Urban Area is 104.01 which is significantly higher than that of Rural Area whose mean score of Adjustment is 101.05 (Vide Table 4.38). It may therefore be said that Urban Area is found to have significantly better Adjustment than Rural Area.

In respect of Emotional Quotient, the F-Value is 12.24 which is significant at 0.01 level with df=2/1994 (Vide Table 4.38). It shows that the mean score of Adjustment of students belonging to High, Average and Low levels of Emotional Quotient differ significantly. So there is a significant effect of Emotional Quotient on Adjustment. Thus, the null hypothesis that there is no significant effect of Emotional Quotient on Adjustment of Adolescent Students is rejected. Further, the mean score of Adjustment of High Emotional Quotient is 104.29, which is significantly higher than that of Average and Low Emotional Quotient whose mean score of Adjustment are 103.42 & 96.07 respectively (Vide Table 4.38). It may therefore be said that High Emotional Quotient is found to have better Adjustment than Average and Low Emotional Quotient.

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Further, the F-Value for interaction between Area and Emotional Quotient is 3.04 which is significant at 0.05 level with df=2/1994 (Vide Table 4.38).It indicates that the mean score of Adjustment of Urban and Rural Areas belonging to High, Average and Low levels of Emotional Quotient differ significantly. So there is significant effect of interaction between Area and Emotional Quotient on Adjustment of Students. Thus, the null hypothesis that there is no significant effect of interaction between Area and Emotional Quotient on Adjustment of Adolescent Students is rejected. It may, therefore, be said that both Urban and Rural Areas belonging to different levels of Emotional Quotient is found to have significant interaction on Adjustment.

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Graph - 4.2.1 Group Wise Means Difference Scores for Adjustment

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GRAPH DISCUSSION
It is also clearly visible in the graph no. 4.2.1, that mean score of Adjustment of Urban Area decreases gradually from High Emotional Quotient group to Average & Low Emotional Quotient group. In other way mean score of Adjustment of Rural Area increases gradually from High Emotional Quotient group to Average Emotional Quotient and sudden fall in Adjustment is seen for Low Emotional Quotient, but all in all Urban Area of Adjustment is far better than Rural Area of Adjustment.
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INTERPRETATION & Table No. DISCUSSIONNo. 4.2.1 4.37, 4.38 & Graph
Deduced result significant difference was found between the Adjustment of Urban and Rural Areas of Adolescent Students. It indicates that Urban Area is found to have significantly better Adjustment than Rural Area. Generally, Urban Students experience good Adjustment in comparison with Rural Students. Looking at the factors such as surroundings, lifestyle and family, they also contribute to the Proper Adjustment of the Students in these different locations.

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Second finding shows that there was Area wise significant effect of Emotional Quotient on Adjustment of Adolescent Students. It means that High, Average and low levels of Emotional Quotient differ significantly; in respect of Area wise mean score of Adjustment of Adolescent Students. It also shows that High Emotional Quotient is found to have better Adjustment than Average and Low Emotional Quotient. In the context of Area, High Emotional Quotient abilities are important and unique contributors to better Adjustment of Adolescent Students.

INTERPRETATION & DISCUSSION

continued

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and Emotional Quotient on Adjustment of Adolescent Students. It indicates that the mean score of Adjustment of Urban and Rural Areas belonging to High, Average and low levels of Emotional Quotient differ significantly. It means that both Urban and Rural Areas belonging to different levels of Emotional Quotient are found to have significant interaction on Adjustment. It is also clear from the Table & Graph that mean score of Urban Adolescent Students belonging to High, Average and Low Emotional Quotient groups is higher in comparison to Rural Adolescent students, because Urban Adolescent Students have better facilities and opportunities in comparison to Rural Adolescent Students that is why they have better Adjustment than Rural Adolescents.

INTERPRETATION & Significant interaction effect was found between Area DISCUSSION
continued

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CONCLUSIONS, SUGGESTIONS AND

MAIN CONCLUSIONS EDUCATIONAL HYPOTHESIS NO.1 IMPLICATIONS REGARDING

The individual effect of Gender on Adjustment and its different areas: Significant effect of Gender on Adjustment (Total, Home, Health, Social and Educational Adjustment) of Adolescent Students is found. It is a noticeable thing that Males are found to have significantly better Adjustment (Total, Home, Health, Social and Educational Adjustment) than Females. The individual effect of Emotional Quotient on Adjustment and its different areas: Gender wise significant effect of Emotional Quotient on all the areas of Adjustment of Adolescent Students is found. From the result of Duncans Multiple Range Test, it is clear that Adolescent Students of both genders who belong to High Emotional Quotient group are found to have significant better Adjustment for Total, Emotional and 63

MAIN CONCLUSIONS
REGARDING HYPOTHESIS NO.2 The individual effect of Educational Anxiety on Adjustment and its different areas: Gender wise significant effect of Educational Anxiety on all the areas of Adjustment of Adolescent Students is found. From the result of Duncans Multiple Range Test, it is clear that Adolescent Students belonging to Average Educational Anxiety group are found to be significantly better in all the areas of Adjustment for both Genders than High and Low levels of Educational Anxiety groups.
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REGARDING HYPOTHESIS NO.3

MAIN CONCLUSIONS

The individual effect of Area on Adjustment and its different areas: Significant effect of Area on Adjustment (Total, Home, Health and Educational Adjustment) of Adolescent Students is found. It may therefore be said that Urban Area is found to have significantly better Adjustment (Total, Home, Health and Educational Adjustment) than Rural Area. The individual effect of Emotional Quotient on Adjustment and its different areas: Area wise significant effect of Emotional Quotient on Adjustment (Total, Home, Health, Social and Educational Adjustment) of Adolescent Students is found. It may therefore be said that Adolescent Students belonging to High Emotional Quotient are found to have better Adjustment (Total, Emotional and Educational Adjustment) for both Urban & Rural Areas than Average and Low levels of Emotional Quotient. The joint effect of Area and Emotional Quotient on Adjustment and its different areas: Significant difference of interactional effect is found between Area and Emotional Quotient on Adjustment (Total, Home and Health Adjustment) of Adolescent Students. It is noticeable thing that different levels of Emotional Quotient group for Urban Areas of Adjustment (Total, Home and Health Adjustment) of Adolescent Students are far better than that of Rural Areas.

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REGARDING HYPOTHESIS NO.4

MAIN CONCLUSIONS

The individual effect of Area on Adjustment and its different areas: Significant effect of Area on Adjustment (Total, Home and Health Adjustment) of Adolescent Students is found. It may therefore be said that Urban Area is found to have significantly better Adjustment (Total, Home, Health and Educational Adjustment) than Rural Area. The individual effect of Educational Anxiety on Adjustment and its different areas: Area wise significant effect of Educational Anxiety on all the areas of Adjustment of Adolescent Students is found. Noticeable thing is that Adolescent Students who belonging to Average Educational Anxiety is found to have better all the areas of Adjustment for both Urban & Rural Areas than High and Low levels of Educational Anxiety. The joint effect of Area and Educational Anxiety on Adjustment and its different areas: Significant interactional effect is found between Area and Educational Anxiety on Adjustment (Total, Home, Health and Emotional Adjustment) of Adolescent Students. From the result, it is clear that different levels of Educational Anxiety group where Urban Areas of Adjustment (Total, Home and Health Adjustment) of Adolescent Students is far better than Rural Areas. Except for Emotional Adjustment of Rural Areas is better than Emotional Adjustment of Urban Areas of Adolescent Students.

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MAIN CONCLUSIONS
REGARDING HYPOTHESIS NO.5 The individual effect of Emotional Quotient on Adjustment and its different areas: Caste wise significant effect of Emotional Quotient on Adjustment (Total, Home, Health, Social and Educational Adjustment) of Adolescent Students is found. It is noticeable that Adolescent Students who belong to High Emotional Quotient are found to have better Adjustment (Total, Emotional and Educational Adjustment) for both General & Other Caste than that of Average and Low levels of Emotional Quotient.

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MAIN CONCLUSIONS
REGARDING HYPOTHESIS NO.6 The individual effect of Educational Anxiety on Adjustment and its different areas: Caste wise significant effect of Educational Anxiety on all the areas of Adjustment of Adolescent Students is found. Noticeable thing is that Adolescent Students who belong to Average Educational Anxiety are found to be better in all the areas of Adjustment for both General & Other Caste than High and Low levels of Educational Anxiety.

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Some other variables may be used in further researches such as SocioEconomic Status, Age Factor, Facilities provided by Schools, Academic Achievement, Child Health, and Parents Educational Level, Self-Concept of Student, Leadership Qualities, Personality Traits etc. In order to study Emotional Intelligence, a greater number of components such as Self-Awareness, Self-Regulation, Motivation, Empathy, SocialSkills can be used to compare the differences. To obtain minute results, Longitudinal Designs can be used. This study can be undertaken in both English and Hindi Medium Schools on different school pattern such as Central School, Navodya Vidyalaya, Govt. School and Public School etc. To enhance the Measurement of Emotional Quotient, it is recommended that Performance Test, or Case Study Methods be investigated.

SUGGESTIONS FOR FUTURE RESEARCH

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The implications that should be adopted to improve the Adjustment Level of Adolescent Students in respect to Emotional Quotient and Educational Anxiety are:
SUGGESTION FOR STUDENTS Students should increase their interaction with their parents and teachers. Students should increase their self-talk so as to better analyze themselves. SUGGESTION FOR TEACHERS All teachers should give due regard to individual capabilities of the children in the school. Teachers should recognize small achievements communication strategies and feedback. SUGGESTION FOR PARENTS Motivate peers, parents and community members about new and different perceptions of Emotional Intelligence. Parents need to recognize the continued importance of their relationship with their adolescents. using positive reinforcement,

Educational Implications

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Thank You

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