1. Key Words: Personality Traits, Moral Values, National Awak-
International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39
Research Paper - Psychology
Personality Traits, Moral Values and National Awaken-
ing Among School Pupils of Varying Cultural Ideologies.
* Dr. Subalal Paswan April , 2012
* Post Doctoral Fellow (UGC), Dept. of Psychology, M.U. Dodhgaya Bihar
A B S T R A C T
Difference cultural institutions with their typical ideologies run their own schools and manage their programmes and
activities in a manner as to facilitate their objective of educating the students and developing in them a certain kind of
personality (leadership and creativity) moral values, and a certain level of nationalistic feeling and awakening. In order
to make an empirical study, a few hypotheses were framed and tested on a random sample of 12 schools (on X level-Boys+
Girl students having age rang 14-17years) belonging to different cultural attendants of Gaya and Patna town of Bihar.
Utilising the technique of comparison, tests like HSPQ, Moral Values and National Awakening were administered on the
specified sample. Some interesting results with far reading implications were obtained that might prove to be usefully relevant
for educational planning and school management. Gender differences on certain variables also appear to be pronounced
in the investigation.
Introduction ous types of personality traits, values and national
The school is one of the most popular formal feelings. Nearly all the schools predetermine the type
agencies of Education. It plays an important role in of education to be imparted to the children. The deci-
imparting knowledge and ideals, developing skills and sion depends upon the cultural pattern of the society
interests, moulding attitudes and inculcating values of or associations, which run the schools. Beside Govt.
children. It is a social organisation for catering to the schools a large number of schools are run by different
needs of the society and for serving the ends of the organisation and associations. These agencies are
people. It should provide all facilities and suitable based on different religious and cultural backgrounds.
environment for development of their all round person- Cultural oriented schools inspire their students to
alities. The school is to be the reflection of the larger develop their personality within their norms and soci-
society outside its four walls and there children will ety. The total education and cultural background of
learn by living. Our country is wedded to democracy, these schools influence the children. The agency dif-
socialism and secularism. All these are based on mutual ferent social and cultural activities which shape and
love, fellowship, cooperation, tolerance, dignity of develop the desired personality characteristics, val-
individual equality and fraternity. India is a country of ues and national interests.
diversities, but unity is its spirit and it strength. In For example D.A.V. Schools, Central Schools, Is-
common parlance the word culture is understood to lamic Schools, Christian Missionary Schools, Budhist
mean beautiful relived or interesting but this interpre- Monastery Schools, Sanskrit Vidhyapith Schools, Govt.
tation does not constitute its scientific. Culture is the Schools, & Public Schools. These schools oriented
complex whole, which includes knowledge belief are and impart the philosophy of their culture to the stu-
law, moral, custom and any other capabilities and hab- dents. These schools provide such environment and
its acquired by man as a member of society. organize such programmes that develop traditional
Like religion, caste is also believed influence the manners, style of like, family manners, society man-
development of the personality of the individuals. In ners, attitudes, thinking, beliefs, interests etc. required
our society the entire population is divided into differ- to their culture. This study was undertaken with the
ent castes community religion. The functions duties objectives to find out how far the children studding in
and privileges of each caste are more or less marked different culturally based schools differ in respect of
social differences among different society.It can be personality traits moral values and national awaken-
presumed that modes of thinking habit values systems ing.
etc. of individual very from culture to culture. Hypotheses::
A society with democratic ideas attempts con- (i) There is no difference in personality traits among
sciously to improve its programme and agencies for children of schools of different cultural associations.
serving the common welfare of all the citizens.The edu- (ii) The moral values of children of schools run by
cational system is very important in developing vari- different cultural groups do not differ.
SHODH, SAMIKSHA AUR MULYANKAN 9

2. International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39
(iii) National awakening is similar among children these variables. Hindu culture is ahead of all the cul-
studying in schools run by different cultural associa- tural association schools. Western culture school stu-
tions. dents closely follow them and are in the second place.
(iv) There is no sex difference in personality traits, The Christian and Muslim culture students are in the
moral values, and national awakening among schools third and fourth position.
children of different cultural associations. See Table 4, 5
Method:- The male and female students of all the six cultural
Sample:- The Sample was down from different types groups significantly differ on personality traits i.e.
of schools run by various cultural associations by Leadership and Creativity, Moral Values and National
random sampling. Children were taken from class Xth Awakening. Therefore all the four hypotheses are re-
and the age range was 14 to 17 years. jected. The table indicating gender difference among
Tools boys and girls on leadership creativity find that girls of
1. High School Personality Questionnaire Indian Ad- Hindu and Western culture have no difference on all
aptation Dr. S.D. Kapoor (1981) the six variable but the boys and girls of the Christian
2. Moral Value Test, Vidya Prakashan (1996) and Muslim girls differ significantly.
3. Early Schools Personality Questionnaire Lal (1968) Findings :-
4. Test of National Awakening, Dr. S.S. Tripathi (1996) The present study reveals the following findings:
5. Socio-Economics Status Scale,- Khan & Fatmi (2002) 1. The leadership ability of the students of the western
6. Personal Values under study were measured by us- oriented schools is the highest. Hindu, Christian, Bud-
ing Varma's (1997) Hindi adaptation of Allport- Varmon dhist, Shikh and Muslim culture school students ob-
Lindzey (1960)
Table-1Sample Selected for he Study.
S.No. Schools of different cultural associations No. of Schools No. of Boys No. of Girls Total
1. Hindu Culture 7 200 190 390
2. Muslim Culture 6 180 170 350
3. Christian Culture 5 150 140 290
4. Buddhist Culture 4 150 130 280
5. Shikh Culture 4 100 90 190
6. Western Culture 5 75 50 125
Total 31 855 770 1625
Table- 2 Moral Value Scores based on Mean Scores
S.No Schools of differences cultures Obtained Scores
Raw Scores Percentiles
1. Hindu Culture 48 95
2. Muslim Culture 39 60
3. Christian Culture 35 50
4. Buddhist Culture 30 45
5. Shikh Culture 25 36
6. Western Culture 40 65
Table- 3 Moral Value Scores based on Mean Scores
S.No Schools of differences Cultures Obtained Scores
Raw Scores Percentiles
1. Hindu Culture 35 90
2. Muslim Culture 29 65
3. Christian Culture 25 55
4. Buddhist Culture 19 46
5. Shikh Culture 15 40
6. Western Culture 32 85
See Table s The table shows that as far as national tain second and third positions.
awakening is concerned students of Hindu Culture i.e. 2. The students of D.A.V., Central school, Sanskrit
D.A.V. are in the first position and students of Western Vidhyapith School who are taught through Hindu cul-
Culture, Christian Culture and Muslim Culture are in ture have the highest moral values, while the students
the second third and fourth position respectively. The of Muslim, Christian and Buddhist cultural schools are
D.A.V. school Girls are on the lop or creativity, moral in the last position. Students of Western, Shikh cultural
values, and national awakening variables but western schools are in the second and third position.
culture school girls are in first position on leadership 3. The result of National Awaking shows that the stu-
ability. The Muslim girls are in the last position on all dents of Hindu, Western, Shikh, Buddhist, Christian
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3. International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39
Table 4: Male students of different culture association schools
S.No Variables D.A.V. Muslim Mission Western F Inference
Schools Schools Schools
1. Leadership 62.62 60.33 57.12 65.05 18.36 .01
2. Creativity 72.55 63.62 32.35 21.32 21.36 .01
3. Moral Values 37.12 32.35 28.62 34.13 26.75 .01
4. National
Awakening 28.38 21.32 19.75 24.55 20.16 .01
Table 5:Female students of different culture association schools
S.No Variables D.A.V. Muslim Mission Western F Inference
Schools Schools Schools
1. Leadership 66.36 59.44 60.34 62.57 12.31 .01
2. Creativity 70.45 61.36 60.56 69.21 16.56 .01
3. Moral Values 38.66 31.52 28.44 33.43 18.66 .01
4. National
Awakening 27.62 20.51 16.64 24.57 15.62 .01
and Muslim culture obtained the first, second third and students make progress in developing traits and abili-
fourth position respectively. ties if they have been given definite programme and are
Discussion:- involved in the activities related to these aspecteds.
The results reveal that the null hypotheses do not The school organising authorities helpful in develop-
stand true. The children Hindu culture studying in ing the personality traits, moral values and national
D.A.V. schools, Central school, Sanskrit Vidhyapith awakening and such other potentialities in the stu-
occupy the first position in creativity and second po- dents as the culture demands
sition in leadership ability while the Western culture Conclusion :
students are in the first position in the Leadership The main findings of this study highlight the sig-
ability and second position creativity ability among nificance of culture based education on Personality
personality traits. Christian and Muslim students are in patterns, Moral and National Awakening among stu-
the third and fourth position respectively. The Stu- dents of schools run by different cultural groups. The
dents of Hindu, culture schools surpass the students D.A.V schools run by Hindu cultural society surpass
of other cultural associations on the moral values and all the other students of schools of other cultural
national awakening variables. The Western culture groups. In the leadership quality the students of West-
school students are second in position on these two ern culture group occupied the first position. The stu-
variables. Christian, Shikh and Muslim culture school dents of Muslim culture schools are in the lowest po-
students are placed in the third and fourth position. sition in leadership and creative ability.As regards the
These results it can be inferred that the schools moral values, the students of Hindu culture schools are
like Central School and Western Culture schools orga- on the top while students of Muslim culture are on the
nized more systematically their religions training and lowest position. The students of Western and Chris-
other activities to develop personality traits and moral- tian culture occupy the second and third position.
ity while other schools have no such programme. The
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