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  • 1. 20 International Indexed & Refereed Research Journal, ISSN 0974-2832, (Print), E- ISSN- 2320-5474, Aug-Oct, 2013 ( Combind ) VOL –V * ISSUE – 55-57 Introduction All the Branches of Education and Psychol- ogy are ultimately related to understand the Concept ofPersonalityorthedevelopmentofPersonality.Intel- ligence is the one ofthe major aspect ofPersonality. In a Common classroom some students are bright, other dull, some are quick, other slow, Some solve the prob- lem quickly and directly other fumble over them for a long time, some adopt themselves to new situation easilywhileotherexperiencedifficultly.Althoughspe- cific personality characteristics differ between indi- viduals, extraverts typically prefer to be in social situ- ations where they are busy and able to interact with others rather than spend time alone. When interacting withotherpeopleextrovertsseemmoreconfidentthan those who are introverted. Those who are extraverted typically desire to be known by others, while those who are introverted do not viewrecognition as signifi- cant(Jung,1971). An extraverted individual spends more time each day interacting with people in social situations than an introverted individual (Leary & Buckley, 2000).Introvertedpeoplearemoreinclinedtokeeptheir feelings to themselves and deal with issues alone, al- though they are generally quite sympathetic to the feelings ofotherpeople.Social relationships for intro- verts, often labeled as shy, start with less depth than social relationships developed with more outgoing individuals. Shyness could immobilize the social con- tact needed for quality relationships because the indi- vidual fears being rejected. Behavior connected to a shy personality does not always assist in the progress ofbuildingacceptanceandfamiliaritywithotherpeople. Introverts may give off the impression that they do not wanttoreceiveattentionfromotherindividuals(Leary & Buckley, 2000).Shyness may lead to a fear of nega- tive evaluation in social settings, meaning feelings of anxiety over being judged by other people (Cowden, Research Paper - Education Aug- Oct , 2013 AStudy of Intelligence of Extrovert andIntrovertStudents. * Mr Dinesh Kumar *AssistantProfessor,SPCollegeofEducation,Rewari(Haryana) The study aims to study the intelligence of extrovert and introvert secondary students of District Rewari (Haryana). A sample of 200 secondary Boys and girls students with the age range 15 to 18 years. The Introversion -Extroversion Inventory (IEI) (By P F Aziz & Rekha Agnihotri) and Samuhik Manasik Yogyata Pariksha By Dr S S Jalota were used. Mean, SD, T-test were used as statistical Techniques. The finding of the present research revealed that extrovert adolescent students are more intelligent as compared to introvert adolescent students A B S T R A C T 2005). Manyquestions on the Fear ofNegative Evalu- ationscale(FNE)(Watson&Friend,1969)focusonthe issues of being judged and concern over impressions made on others; questions cover items such as, "I am afraid people will find fault with me" ( Carleton, McCreary,Norton,&Asmundson,2006).Onesubtype of social anxietyis fear or concern over social interac- tion and public speaking(Moore & Gee,2003). Those who are anxious in social interactions tend to be ex- tremely preoccupied with clearly articulating their speech and portraying a presentable physical appear- ance. They are highly concerned with the impression they make on other people, thus they are high self- monitors and have high levels of self-awareness (Kocovski&Ender,2000). Personality Personality, in psychology, the patterns of behavior,thought,andemotionuniquetoanindividual, and the ways they interact to help or hinder the adjust- ment of a person to other people and situations. A number of theories have attempted to explain human personality. In his psychoanalytic interpretation, Sigmund Freud asserted that the human mind could be divided into three significant components-the id, the ego, and the superego-which work together (or come into conflict) to shape personality. Psychoanalysis emphasizesunconsciousmotivationsand theconflicts betweenprimal urgesandlearned social mores,stress- ing the importance of early childhood experiences in determining mature personality. Exponents of behav- iorism,suchasB.F.Skinner,suggestthatanindividual's personality is developed through external stimuli. In the behaviorist model, personality can change signifi- cantly with a shift to a newenvironment. Social-learn- ingtheorists,notablyAlbertBandura,alsoemphasized environmental influences but pointed out that these work in conjunction with forces such as memory and feelings to determine personality.
  • 2. 21SHODH, SAMIKSHA AUR MULYANKAN International Indexed & Refereed Research Journal, ISSN 0974-2832, (Print), E- ISSN- 2320-5474, Aug-Oct, 2013 ( Combind ) VOL –V * ISSUE – 55-57 Extroversion Extroversionischaracterized byapreference to focus on the world outside the self. Extroverts are energized by social gatherings, parties and group ac- tivities.Extrovertsareusuallyenthusiastic,gregarious andanimated.Theircommunicationstyleisverbaland assertive.Extrovertsoftenneedtotalkinordertothink. They enjoy the limelight. Introversion Introversion is characterized by a preference to focus on the inside world. Introverts are energized byspendingtimealoneorwithasmallgroup.Theyfind large group gatherings draining because they seek depth instead of breadth of relationships. Introverts processinformationinternally.Theyaregreatlisteners and think before talking. Intelligence Intelligence, in psychology, thegeneral men- talabilityinvolvedincalculating,reasoning,receiving relationships and analogies, learning quickly, storing and retrieving information, using language fluently, classifying, generalizing, and adjusting to new situa- tions. Alfred Binet the French psychologist, defined intelligenceasthetotalityofmentalprocessesinvolved in adapting to the environment. Although there re- mainsastrongtendencytoviewintelligenceasapurely intellectual or cognitive function, considerable evi- dence suggests that intelligence has many facets. Objectivesofthepresentstudy • To Study the intelligence of secondary students. • To study the significance difference in intelligence on the basis of their Personality. Hypothesis • There is no significant difference in the intelligence of Extrovert and Introvert students. ToolsUsed • The following tools have been used in the present study:•TheIntroversion-ExtroversionInventory(IEI) • By P FAziz & RekhaAgnihotri • Samuhik Manasik Yogyata Pariksha • By Dr S S Jalota Sample The Present study aims to study the intelli- gence of Extrovert and Introvert Students. For this Total Percentage Type of Students Personality Category A 43 21.5% Introvert Category B 72 36% Extrovert Category C 85 42.5% Ambivert purpose a total sample of 200 students of class X were selected on the basis of Convenience sample method fromDharuheraBlockofdistrictRewari(Haryana).The Introversion -Extroversion Inventory (IEI) were dis- tributed to each student.On the basis of Marks 43 studentswerefoundIntrovert,72 studentswereExtro- vertand 85studentswereAmbivert.40-40sampleeach from extrovert and introvert group were selected by Lottery Method. StatisticalTechniquesUsed: Mean, Standard Deviation and T-test. AnalysisandInterpretationofData: Sr, Groups No. Mean S.D t-value Sig/Not Sig No. 1 Extrovert 40 105.43 14.32 2.82 Significant at 2 Introvert 40 95.87 17.05 0.05 level Hypothesis: There is no significant difference in the intelligence of Extrovert and Introvert students. Tableshowingmean,S.D.&'t'valueofsecondaryschool students for intelligence of Extrovert and introvert students. A perusal of table indicates that the mean scoreof extrovert and introvert student are 105.43 and 95.87 respectively whereas the standard deviation of the extrovert and introvert students is 14.32 and 17.05 respectively.Ahigher value of SD in extrovert student infers that the former is more homogenous and consis- tencesampleascompareto later.Onapplyingt-testthe difference in the level of intelligence of extrovert and introvert students is found to be 2.82, which is signifi- cant at 5% level of significance. Thus, it can be con- clude that there is significant difference in the level of intelligence of extrovert and introvert students. Conclusion: Thus it may be conclude that the extrovert students are more intelligent as compare to introvert students. 1 Best, John W., Khan James V. (1992) Research in Education Prentice Hall of India Ltd., Sixth Edition, and New Delhi. 2 Aggarwal J.C. Education Research, Arya Book Depot , New Delhi (1995). 3 Walia J.S.Foundation of Educatuon psychology. Paul Pub.N.N.11 Gopal Nagar Jalandhar city (PB)1987. 4 Jung, C. G. (1971). Psychological types. Princeton, NJ: Princeton University Press. 5 Kocovski, N. L., & Ender, N. S. (2000). Social anxiety, self-regulation, and fear of negative evaluation. European Journal of Personality, 14(4), 347-358. 6 Larsen, R. J., & Buss, D. M. (2002). Personality psychology. New York: McGraw Hill. 7 Opt, S. K., & Loffredo, D. A. (2003). Communicator image and Myers-Briggs Type Indicator extraversion-introversion. The Journal of Psychol ogy, 137(6), 560-568. 8 Walia, J.S.(2012-13).Learner, learning and cognition. Jalandhar city: Ahim Paul Publisher. 9 Mehrotra, S. (1986) A Study of relationship between Intelligence, Socioeconomic status, ansiety, Personality adjustment and academic achievement of high school students Ph.D Edu, Kanpur University. 10 Chauhan, S.S. (1984), A Comparative study of achievement motivation of scheduled tribe and scheduled cast student of Hamchal Pradesh in relation of their intelligence and Socio-Economic status. Deptt. of Education, H.P. University, Shimla. R E F E R E N C E