psychology test self acceptance

1. PSYCHOLOGYTEST :-SELF
ACCEPTANCE

2. INTRODUCTION
Self -acceptance is acceptance of self in spite
of deficiencies. According to Shepard (1979),
self- acceptance is an individual’s satisfaction
or happiness with oneself, and is thought to
be necessary for good mental health. Self -
acceptance involves self-understanding, a
realistic, albeit subjective, awareness of
one’s strengths and weaknesses. It results in
an individual’s feeling about oneself, that
they are of “unique worth”.
In clinical psychology and
positive psychology, self- acceptance is
considered the pre requisite for change to
occur. It can be achieved by stopping
criticizing and solving the defects of one’s
self, and then accepting them to be existing
within one’s self. That is , tolerating oneself
to be imperfect in some parts.

3. Self- acceptance is an
initiation to stop trying to change yourself
into the person you wish to be, long enough
to find out who you really are.At the deepest
level, self-acceptance is either complete or
not at all, but for most, yes/no feels too
limited because you worry about all the
things you would like to change about
yourself.
COLLECTION OF DATA
In order to
understand the self -acceptance , 34
questions were prepared. The questions
were true/false type questions. The
questions were related to the person’s view
about life, his/her school life, their capacity
to interact with others, their social
awareness, his/her mentality about the
events happening in the society etc.

4. The collected data includes,
 Is anyone choose their father as an ideal
man.
 Their leadership quality.
 Their confidence to make suggestions in
a group.
 Their opinion about the women drinking
in cocktail bars.
 Their social behavior.
 Their school days.
 Their dreams etc.
METHODOLOGY
For preparing a report on the self-
acceptance, survey method is used to collect
the data. For doing the survey, the
queustionnaire method was adopted.
Because, questionnaires are a useful method
to investigate patterns, frequency, ease and
success of use, user needs, expectations,

5. perspectives, priorities and preferences. For
this, 34 questions were prepared. 20 student
teachers were selected, and the 34 questions
were answered by each one ofthem.
The main advantages of
questionnaires are;
 They are relatively easy to analyse.
 They are familiar to the people.
 They are simple to administer.
 The format is familiar to most
respondents.
 Information is collected in a standardized
way.
 They are usually straight forward to
analyse.
 The respondents have time to think
about their answers; they are not usually
required to reply immediately.

6.  A large sample of the given population
can be conducted at relatively low cost.
The important steps involved in the
questionnaire designing process are;
1. Determine what information is
required, what do we want to find
out?
2. Decide on the audience for the
questionnaire.
3. Decide on the method of data
collection.
4. Draft the questionnaire,
considering content, wording, format,
structure and layout.
Issues to consider while preparing a
questionnaire:
 Can the question be easily
understood?
 Is the question too vague or too
precise?

7.  Is the question biased?
 Is the question necessary to the
evaluation?
 Will respondents be willing to
provide the information?
 Is the question applicable to all
respondents?
5. Test the questionnaire with
colleagues or a sample of potential
respondents and revise the
questionnaire.
6. Plan the timings of the
questionnaire.
7. Distribute the questionnaire.
8. Analyse the response.
ANALYSIS
The questionnaire consist of 34
questions were answered by 20 student
teachers. One mark is given for each correct

8. response. Total mark is out of 34. In order to
analyse the data, the student teachers who
gets 25-30 mark is included in the above
average category. Those who gets mark
between 17 and 25 is included in the average
category. Those who gets mark below 17 is
included in the below average category.
The following table shows the mark
distribution of the 20 student teachers;
Name
Mark
Name Mark
Afna Meeran 13 Jimiya Joy 8
Alisha Bava 12 Nivyamol
Kuriyan
17
Anjitha V.R 19 Haseena
Maideen
23
Ansalymol
Thomas
7 Ramya M.T 7
Anu Thomas 13 Rincy M.M 10
Archana C.M 14 Seenamol M.K 5
Aruna M.A 17 Sethulakshmi 19

9. K.D
Aysha Bai 21 Shibina Shaji 17
Chinchu P.E 13 Sunitha
Rajendran
8
Geethu Priya
K.P
9 Vidhya M 15
From this table, we can see that there is
a significant change in the response of
student teachers. Because of this
variation, they are categorized into 3
levels; below average, average and
above average.
Below
Average
Average Above
Average
Anu Thomas Aruna M.A
Afna Meeran Aysha Bai
Alisha Bava Nivyamol
Kuriyan
Ansalymol
Thomas
Haseena
Maideen

10. Archana C.M Shibina Shaji
Chinchu P.E Sethulakshmi
K.D
Geethu Priya
K.P
Anjitha V.R
Jimiya Joy
Ramya M.T
Rincy M.M
Seenamol
M.K
Sunitha
Rajendran
Vidhya M
From the above table, it is
understood that majority come under
the below average level. Among the 20
student teachers, 13 of them fall under
the below average category and the
remaining 7 student teachers are in the
average level and no one is in the above
average category.

11. STATISTICAL ANALYSIS
ROW DATA:-
13 12 19 7 13
14 17 21 13 9
8 17 23 7 10
5 19 17 8 15
FREQUENCY TABLE:-
CLASS TALLY
MARK
FREQUENCY
0-10 ||||| 6
10-20 |||||||||| 12
20-30 || 2
TOTAL 20

12. MEASURES OF CENTRAL
TENDENCY:-
CLASS FREQUENC
Y
f
Mi
d x
fx CUMULATIV
E
FREQUENCY
0-10 6 5 30 6
10-20 12 15 18
0
18
20-30 2 25 50 20
TOTA
L
20 26
0
Mean = ∑fx∕N
=260∕20
= 13
Median= l+[((N/2)-F)∕fm]*i
=10+[(10-6)∕12]*10
=10+[4∕12]*10
=13.33

13. Mode=3Median-2mean
=(3*13.33)-(2*13)
=39.99-26
=13.9
MEAN 13
MEDIAN 13.3
MODE 13.9
MEASURES OF DISPERSION
1. STANDARD DEVIATION:-
Assumed mean,x̅= 15
CLASS FREQUENCY
f
Mid
x
d’ =
(xi-
x̅)÷i
fd’
d’2 fd’2
0-10 6 5 -1 -6 1 6
10-20 12 15 0 0 0 0
20-30 2 25 1 2 1 2
20 -4 8

14. Therefore, S.D =i* (∑fd’2∕N)-(∑fd’∕N)2
=10* (8∕10)-(-4∕20)2
=10* (8∕20)-(16∕400)
=10*(12/20)
=6
MEAN DEVIATION:-
CLASS F x fx |d| f|d| cf
0-10 6 5 30 8 48 6
10-20 12 15 180 2 24 18
20-30 2 25 50 12 24 20
Total 20 260 22 96
|d|=|x-x̅|
Where x̅=(∑fx)/N
=260/20=13
Therefore, M.D= (∑|f(x-x̅)|)/N
=96/20=4.8
RANGE:-
Range=Highest mark-Lowest mark
=23-5=18

15. QUARTILE DEVIATION:-
Quartile Deviation=(Q3-Q1)/2
Q1class=size of (N/4)th item
=size of (20/4)th item
=5th item
Q1class=0-10
Q1=l1+[[((N/4)-F)*i]/f1]
=0+[(5-0)/6]*10
=8.33
Q3 class=size of 3(N/4)th item
=size of 15th item
Q3 class=10-20
Q3=l3+[[3*(N/4)-F]fm]*i
=10+[(15-6)/12]*10
=10+[(9/12)*10]=17.5
Quartile deviation=(Q3-Q1)/2
=(17.5-8.33)/2
=4.585

16. Standard Deviation=6
Mean Deviation =4.8
Quartile Deviation =4.585
Range =18
GRAPHICAL REPRESENTATION OF
FREQUENCY DISTRIBUTION
1.Histogram
2.Frequency Polygon
3.Frequency Curve
4.Ogives
Class Tally Freque-
ncy
Mi
d x
Lower
Boun
d
Greate
r than
cf
Upper
Boun
d
Less than
cf
0-10 ||||| 6 5 0 20 10 6
10-20 |||||
|||||
12 15 10 14 20 18
20-30 || 2 25 20 2 30 20

18. CONCLUSION
Acceptance means embracing what is,
rather than wishing for what is not. When
we accept difficult realities, we are able to
discover whatever positive feelings and
experiences may be possible in that
situation. We find ourselves more at peace
and able to experience life more deeply.
Acceptance of our faults and faults of
others help us to be patient and able to
avoid hurtful kinds of criticism or judgement.
By accepting faults we become more able to
trust and celebrate strengths.
When people have self acceptance, they
usually feel better about themselves. Self
acceptance can help to reduce self-defeating
anxiety, guilt,shame,shyness,and other self-
defeating emotions and behaviours.

19. SUGGESTIONS
1.Set an intention
2. Celebrate your strengths
3. Consider the people around you
4. Create a support system
5. Forgive yourself
6. Grieve the loss of unrealized dreams
7. Realize that acceptance is not
resignation
8. Speak to your highest self
9. Be kind to yourself

20. REFERENCES
 Psychological Foundation of Education
 http://www.hawthorne-ed.com
 http://www.scope.org
 Self-Love Books That Will Change Your
Life- Anne Sophie Reinhardt