This study examined the relationship between social maturity, school adjustment, and academic achievement among 347 girls attending a private residential school in North India. Measures of social maturity and school adjustment were administered and students' end-of-year academic scores were obtained. Results showed a significant positive correlation between social maturity and school adjustment. Significant differences were also found in social maturity and school adjustment between groups with low, average, and high academic achievement. Specifically, students with lower achievement had poorer social maturity and adjustment than those with higher achievement. The findings suggest that greater social maturity is related to better adjustment at school, which may positively impact academic performance.
Cengage Learning Webinar, Psychology of Adjustment: Teaching Our Students to ...Cengage Learning
During this April 2013 presentation with psychology instructors Dana Dunn and Elizabeth Hammer as they explore ways that teaching about adjustment can promote psychological literacy among students.
Hammer and Dunn will be covering:
• Predictive factors for happiness
• Defining Psychological Literacy and its importance to education in psychology.
• Defining Adjustment, its scope and relevance for contemporary psychology education.
• Identifying connections between these topics and the characteristics of today's students.
• Presenting ways to teach adjustment topics that promote psychological literacy.
Concept and of adjustment, Causes of maladjustmentDr.Amol Ubale
Concept and of adjustment, Causes of maladjustment, Problems of adjustment in adolescents and role of school, and teachers in helping the students facing following problems- Anxiety, withdrawal, aggression, delinquency, drug addition, failure and low achievement
Adjustment and maladjustment - Education Psychology (BEd)- its meaning,definition, process,students and teachers behavior, Maladjustment , symptoms and treatments
Cengage Learning Webinar, Psychology of Adjustment: Teaching Our Students to ...Cengage Learning
During this April 2013 presentation with psychology instructors Dana Dunn and Elizabeth Hammer as they explore ways that teaching about adjustment can promote psychological literacy among students.
Hammer and Dunn will be covering:
• Predictive factors for happiness
• Defining Psychological Literacy and its importance to education in psychology.
• Defining Adjustment, its scope and relevance for contemporary psychology education.
• Identifying connections between these topics and the characteristics of today's students.
• Presenting ways to teach adjustment topics that promote psychological literacy.
Concept and of adjustment, Causes of maladjustmentDr.Amol Ubale
Concept and of adjustment, Causes of maladjustment, Problems of adjustment in adolescents and role of school, and teachers in helping the students facing following problems- Anxiety, withdrawal, aggression, delinquency, drug addition, failure and low achievement
Adjustment and maladjustment - Education Psychology (BEd)- its meaning,definition, process,students and teachers behavior, Maladjustment , symptoms and treatments
Maladjustment is the common term used to describe an inability to maintain a stable relationship or adjust to changing environments.
Maladjustment is the inability by individuals, family, groups, community or society to be in sync with other individuals, family, group, community or society on differences and conflict with socio-political and economic reasons or ideologies.
This study aimed at finding out the effects of social life adjustment on the academic achievements of adolescents in secondary schools in the North West Region of Cameroon and also to verify if the social life adjustment and academic achievement apply equally for both male and female. Four hundred and eighty (480) students were randomly sampled from three secondary schools in major urban areas of the Region. The descriptive survey design was used for the study. A self-constructed questionnaire with the Likert scale on social life adjustment was used to gather the necessary data. Two null hypotheses were formulated and tested at the 0.05 level of significance. The data were analysed using the chi-square and Fishers’ Z scores for gender. The findings revealed that social life adjustment had significant influence on students’ academic achievements in secondary schools in the North West Region of Cameroon. It was also found that there exist no significant difference in the effects of social life adjustment on academic performance between boys and girls. Based on these findings, it was recommended amongst others that, counsellors should constantly monitor and guide adolescents properly during class periods, recess periods and extracurricular activities in order for them to achieve academically. Keywords: Social life adjustment; Adolescents; Academic achievements; Cameroon.
Formation of Attitude, How it is Changed and Rule of PrejudiceEHSAN KHAN
Let's quickly define the word attitude. An attitude is the value a person assigns to something or someone. How do you feel about the current president of the United States? What do you think about classical music? These questions will reveal your level of value towards these things, or, your attitude about the president or classical music.
Creating Value in Yammer: Value maturity model 080914Simon Terry
Presentation by Simon Terry from the Microsoft Enterprise Social Masterclass event in Melbourne on 9 September 2014 on the creation of value in enterprise social collaboration in Office 365 and Yammer networks. The presentation is a high level overview of the Value Maturity Model of enterprise social networking value creation.
Maladjustment is the common term used to describe an inability to maintain a stable relationship or adjust to changing environments.
Maladjustment is the inability by individuals, family, groups, community or society to be in sync with other individuals, family, group, community or society on differences and conflict with socio-political and economic reasons or ideologies.
This study aimed at finding out the effects of social life adjustment on the academic achievements of adolescents in secondary schools in the North West Region of Cameroon and also to verify if the social life adjustment and academic achievement apply equally for both male and female. Four hundred and eighty (480) students were randomly sampled from three secondary schools in major urban areas of the Region. The descriptive survey design was used for the study. A self-constructed questionnaire with the Likert scale on social life adjustment was used to gather the necessary data. Two null hypotheses were formulated and tested at the 0.05 level of significance. The data were analysed using the chi-square and Fishers’ Z scores for gender. The findings revealed that social life adjustment had significant influence on students’ academic achievements in secondary schools in the North West Region of Cameroon. It was also found that there exist no significant difference in the effects of social life adjustment on academic performance between boys and girls. Based on these findings, it was recommended amongst others that, counsellors should constantly monitor and guide adolescents properly during class periods, recess periods and extracurricular activities in order for them to achieve academically. Keywords: Social life adjustment; Adolescents; Academic achievements; Cameroon.
Formation of Attitude, How it is Changed and Rule of PrejudiceEHSAN KHAN
Let's quickly define the word attitude. An attitude is the value a person assigns to something or someone. How do you feel about the current president of the United States? What do you think about classical music? These questions will reveal your level of value towards these things, or, your attitude about the president or classical music.
Creating Value in Yammer: Value maturity model 080914Simon Terry
Presentation by Simon Terry from the Microsoft Enterprise Social Masterclass event in Melbourne on 9 September 2014 on the creation of value in enterprise social collaboration in Office 365 and Yammer networks. The presentation is a high level overview of the Value Maturity Model of enterprise social networking value creation.
Family Therapy: Relationship Satisfaction & Marital AdjustmentUnmana123
One of the most brief yet comprehensive ppt containing ways of how to measure a satisfied relationship and adjusted marriage and what can be done in a family or marriage counselling and how therapy works with the couples.
Classroom Social Environment and School Performance in The Selected Secondary...AJHSSR Journal
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Handout 4.3: Leadership StrategiesModule 4
The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel Rev. 2/10 H 4.3
(p.1/2)
“From the last two decades of research, it is unequivocally clear that children’s emotional and
behavioral adjustment is important for their chances of early school success.” (Raver, 2002)
There is mounting evidence showing that young children with challenging
behavior are more likely to experience early and persistent peer rejection,
mostly punitive contacts with teachers, family interaction patterns that are
unpleasant for all participants, and school failure (Center for Evidence-Based
Practice: Young Children with Challenging Behavior, 2003). Conversely,
children who are emotionally well-adjusted have a greater chance of early
school success (Raver, 2002). Social and behavioral competence in young
children predicts their academic performance in the fi rst grade over and above
their cognitive skills and family backgrounds (Raver & Knitzer, 2002).
Science has established a compelling link between social/emotional
development and behavior and school success (Raver, 2002; Zins, Bloodworth,
Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the
link may be causal….academic achievement in the fi rst few years of schooling
appears to be built on a foundation of children’s emotional and social skills
(Raver, 2002). Young children cannot learn to read if they have problems
that distract them from educational activities, problems following directions,
problems getting along with others and controlling negative emotions, and
problems that interfere with relationships with peers, teachers, and parents.
“Learning is a social process” (Zins et al., 2004).
The National Education Goals Panel (1996) recognized that a young child
must be ready to learn, e.g., possess the pre-requisite skills for learning in
order to meet the vision and accountability mandates of academic achievement
and school success. Academic readiness includes the prosocial skills that
are essential to school success. Research has demonstrated the link between
social competence and positive intellectual outcomes as well as the link
between antisocial conduct and poor academic performance (Zins et al., 2004).
Programs that have a focus on social skills have been shown to have improved
outcomes related to drop out and attendance, grade retention, and special
education referrals. They also have improved grades, test scores, and reading,
math, and writing skills (Zins etal., 2004).
Social skills that have been identified as essential for academic success include:
getting along with others (parents, teachers, and peers),
following directions,
identifying and regulating one’s emotions and behavior,
thinking of appropriate solutions to confl ict,
persisting on task,
www.challengingbehavior.org
Recommended Practices
Linking Social Development and Beh ...
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
Academic Stress in Relation to Academic Performance of High School Students i...AJHSSR Journal
ABSTRACT : This study aimed to determine the academic stress in relation to academic performance of high
school students in the new normal education. The researcher utilized the descriptive research design
withquestionnaire as the instrument in gathering data from the 392 students who were randomly selected.
Statistical analysis shows that the assessment on academic stress was ―Moderately Stressful‖ and on
well-being was ―Sometimes‖. The academic performance the students was rated ―Very Satisfactory‖. There is
significant difference on sex towards academic undertaking and parental pressure while significant on age
towards academic undertaking. There is significant difference according to learning modality on emotional,
social, intellectual and spiritual well-being; significant on sex towards physical well-being and grade level
towards intellectual well-being. There is negligible correlation between the level of academic stress and
academic performance and positive slight correlation between the well-being and academic performance.
It is recommended thatparents are encouraged not to force children to have good academic
performance. Need to assessed and understand the intellectual ability of the children. Students are encouraged to
participate in activities promoting health, social, and spiritual wellness and further study be conducted on the
design of a curriculum which optimizes the balance between the ‗push‘ factors bringing out the students,
maintaining standards, etc.), and inducing undue and unproductive stress.
Parental Involvement in The Implementation of Modular Distance Learning Appro...AJHSSR Journal
ABSTRACT :The general purpose of this study was to find out the level of extent on the parental involvement
in the implementation of modular distance learning approach in Botolan District, Division of Zambales,
Philippines during school year 2020-2021. The study revealed that the parent-respondent is a typical female in
her early adulthood, married, high school graduate with part-time work and meagre income whose children are
at primary grade level. The academic performance of the parent- respondents‘ children was assessed ―Very
Satisfactory‖. Perceived ―Highly Involved‖ on Parent as a Teacher and Acceptance of the Self-Learning Module
while ―Involved‖ on Submission of the Self-Learning Module. There is significant difference when grouped
according to highest educational attainment towards Parent as a Teacher, Acceptance and Submission of the
Self-learning module respectively; significant when grouped according to family income towards Parent as
Teacher and Acceptance of the Self-Learning Module; while significant on number of children studying in the
elementary level towards Parent as Teacher and Submission of the Self-Learning Module respectively. There is
significant difference on the perception towards dimensions on the level ofextent on the parental involvement in
the implementation of modular distance learning approach. There is negatively weak or little relationship
between the level of academic performance and the level ofextent on the parental involvement in the
implementation of modular distance learning approach.
Based on the summary of the investigations conducted and the conclusions arrived at, the researcher
recommended that the parents are encouraged to be given orientation to heighten awareness on their respective
limited roles in the implementation of the self-learning modular approach; that parents are encouraged to help
children developed with high levels of self-directed learning, to have strong for learning.\
KEYWORDS:Botolan District, Division of Zambales,Parental Involvement in Modular Distance Learning
Approach
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The goal of the study was to explore the scope of parental participation in junior high school education, particularly in the asynchronous modality. Specifically, parents’ perspectives, challenges, and contributions to children’s education were probed. Using social constructivism as a worldview, the study employed a qualitative phenomenological research design. Research participants comprised ten parents of junior high school students who were purposely selected based on the inclusion criteria as well as the appropriate ethical protocols of consent, anonymity, and confidentiality. Key informant interviews were conducted in the first quarter of 2022 in Barangay Colorado, Digos City. Three themes that describe the parents’ perceptions of the new normal education system were identified through thematic analysis of the qualitative data, including; saddening due to difficulty, requiring a positive attitude, and necessitating a positive change in attitude and mentality. The challenges faced by parents can be thematically described as; becoming passive, disinterest in studies, and constraints and limitations. Lastly, for the contributions given by the parents to their children’s studies under asynchronous distance learning, the themes are; reinforcing extrinsic and intrinsic motivation, giving support, and constructing a support system. It is hoped that these findings may be relevant for DepEd’s implementation of the self-learning modules.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
Study Of Achievement in Environmental Studies, Family Environment and Learnin...paperpublications3
Abstract: Environment in developing countries like India have been threatened by problems like poverty, pollution, overpopulation, degradation and depletion of environment. As such, the environmental protection and preservation has been an urgent need of the hour. Realizing its importance, it has been enshrined in the Constitution of India, which requires both the state and the citizen to protect, preserve and improve the environment. Considering the seriousness of the problem only inclusion in Constitution will not help a lot in preserving our environment, but the issue should be initiated at the grass root level i.e. in family, school and society. In the changing scenario of our society attitude of an individual are greatly affected by family, teachers, school environment, teaching methods, learning styles and many other factors and they all have a great impact on the personality development of the child. It is well accepted fact that healthy family environment, co-operative learning and environmental education can help a lot in the development of positive desirable attitude towards environment among future citizens.
Communicating Community Environment of Junior High School Students in the Fir...ijtsrd
The study investigates the community environment, particularly the learning and social communities of junior high school students in the first congressional district of Northern Samar, Philippines. The research design employed descriptive research. The sample consisted of 388 junior high school students enrolled during the Academic Year 2019 2020. The research findings revealed that while the learning community was moderately favorable, the social community was highly favorable. To sum up, the community environment was moderately favorable. It was also indicated that a communication task force should be instituted in schools. In the same manner, the schools should forge for sustainable school students community relations. Veronica A. Piczon | Leah A. De Asis | Brenfred N. Romero "Communicating Community Environment of Junior High School Students in the First Congressional District of Northern Samar, Philippines: Inputs to School-Students-Community Relations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49272.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/49272/communicating-community-environment-of-junior-high-school-students-in-the-first-congressional-district-of-northern-samar-philippines-inputs-to-schoolstudentscommunity-relations/veronica-a-piczon
Similar to A study on social maturity, school adjustment and academic achievement among residential school girls (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
A study on social maturity, school adjustment and academic achievement among residential school girls
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
A study on Social Maturity, School Adjustment and Academic
achievement among residential school girls
Jyotsana K Shah (Corresponding Author)
Associate Professor, Deptt. of Applied Psychology
Guru Jambheshwar University of Science & Technology, Hisar-India
Contact No.- 91-94162-27869, email- drjyotsana.univ@gmailcom
Bhawna Sharma
Research Scholar, Deptt. of Applied Psychology
Guru Jambheshwar University of Science & Technology, Hisar-India
Abstract
The present study is aimed at studying the relationship between Social Maturity, School Adjustment and levels of
Academic achievement among residential school girl students. The study was conducted on a sample of 347 girls
from class ix –xii at an all girls residential school of North India. Dr. Nalini Rao’s Social Maturity Scale (RSMS) was
used to measure social maturity, Sinha & Singh’s Adjustment Inventory for School Students (AISS) was used to
measure school adjustment and aggregate score of the students in the year end final examination was taken to
assess level of their academic achievement. The results indicated a significant relationship between social maturity
and school adjustment. Also, significant difference existed between the school adjustments of the three groups i.e.
low, high and average levels of academic achievement.
Key words: Residential school, Social maturity, School Adjustment, Academic achievement.
1 Introduction
Academic scores have become the destiny charters for Indian students. Almost every adolescent student bears the
heavy baggage of the expectations of parents and teachers. Thus, exploring the predictors of academic success has
always been on the agenda of both educational and child psychologists’ .Social psychologists and sociologists
consider achievement in school as a consequence of the interplay of multifarious social factors (Bernstein, 1975,
Vendal, 1981). Admittedly, academic or scholastic achievement is a complex phenomenon and requires different
approaches to un derstanding and interpretation. It is the function of many cognitive and non-cognitive aspects of
personality (Vendal, 1994). One non-cognitive factor that may affect the academic achievement of students is
Social Maturity.
Social Maturity is a term commonly used in two ways like, with respect to the behaviour that is appropriate to the
age of the individual under observation and secondly the behaviour that conforms to the standard and expectations of
the adults. Thus Social Maturity permits more detailed perception of the social environment which helps adolescents
to influence the social circumstances and develop stable patterns of social behaviour. Raj.M defines social maturity
as the level of social skills and awareness that an individual has achieved relative to particular norms related to an
age group. It is a measure of the development competence of an individual with regard to interpersonal relations,
behaviour appropriateness, social problem solving and judgement.
Social responsibility, also a sub-trait of social maturity, defined as "adherence to social rules and role expectations",
by Wentzel (1991b) is instrumental in the acquisition of academic knowledge and skills. Social responsibility makes
two contributions to learning:
69
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
(1) Behaving responsibly can aid learning by promoting positive interactions with teacher and peers, e.g. peer
sharing of materials or exchanging help with assignments;
(2) Students' goals to be compliant and responsible can constrain and enhance the learning process, e.g. pupils'
striving to complete assignments on time to comply with requirements. (Wentzel (1991b). The association between
academic and social performance has been demonstrated in a number of empirical studies in North America and West
Europe (e.g., Green, Forehand, Beck, & Vosk, 1980; Havighurst, Bowman, Liddle, Mathews, & Pierce, 1962;
Wentzel & Asher, 1995). In general, it has been found that children who display sociable and prosocial behavior are
likely to achieve highly in academic areas (e.g., Green et al., 1980; Masten et al., 1995; Wentzel & Asher, 1995). In
contrast, children who are disruptive and aggressive, fare poorly on academic achievement (e.g., Dishion, 1990;
Masten et al., 1995). It has been found that social withdrawal and inhibition are also associated with academic
difficulties among North American children (e.g., Green et al., 1980; Wentzel, 1991); socially inhibited and shy
children tend to perform more poorly in school than their less inhibited counterparts. (Wentzel & Asher, 1995).
Social performance, sociable and prosocial behaviour, social inhibition and withdrawal are some of the traits
associated with the psychosocial maturity of an individual. They are either the components or the resultants of social
maturity. How an individual performs in an environment also depends largely on how he or she has adapted or
adjusted to it. Adjustment is a built – in mechanism for coping with the problematic or other realities of life.
Adjustment has been considered as an index to integration; a harmonious behaviour of the individual by which other
individuals of society recognise that the person is well adjusted (Pathak, 1990). Optimal adjustment to the learning
environment seems to be a precursor to maximising achievement of students. School psychologists often come
across numerous cases in which a child performing brilliantly at one school is unable to actualise his potential at a
different school or class.
Adjustment is a major concern in all developmental stages, but is of great relevance during adolescent. Adapting to
the changes within themselves and to the changed expectations of the society is a major developmental task of the
adolescent stage. Their happiness, aspirations, motivation levels, emotional wellbeing and subsequent achievements
are linked to their adjustments with the ever changing internal and external environment. Garrison and Force
(1959), Hallahan and Kauffman (1978) and Chauhan (1979) have proposed three basic factors which facilitate
emotional disturbance among adolescents. These factors are biological disorders and diseases, pathological family
relationships and undesirable experience in school. Also, a positive relationship between social adjustment and
school attainment has long been known (Dishion, 1990; Feschbach & Feschbach, 1987; Green, Forehand, Beck &
Vosk, 1980). Good adjustments make the adolescents proud and self-satisfied, motivate them for future success,
encourage them to be an independent thinking person and build their confidence and in turn improve the mental
health. The environment created in the school as well as home either accelerates or retards the development of any
pupil (Krishnan, 1977). School plays a vital role in the development of an adolescent as they spend most part of their
day attending school, engaging in extra curricular activities; and even at home engaged in scholastic work. School is
an institution which contributes to the total educational and socialization process directed to the development of
personality of an adolescent (Greenbaum, 1974). School environment includes relationships among and between
administration, teachers, parents, students and the community that influences over all development through the
academic demands of formal curricula and through exposure to teachers who emphasize academic achievement,
motivation to learn and self-improvement (Newman and Newman, 1986) There is increasing realisation among
scholars that there are many aspects of interpersonal relationships that have the potential to influence academic
motivation and scholastic attainment too. (Juvonen & Wentzel, 1996) These relationships can either facilitate or
hamper the developmental trajectory of the student.
School has two types of responsibilities, to remove those situations/factors/functions which produce maladjustment
in students and to detect undesirable behaviour of students and to correct them. But very little scientific research has
been done on how and how many schools in India realise these responsibilities. There has been a surge in the number
of private residential schools in the country. There were a handful of reputed boarding schools in the hills of India
that were established either by the British or during the British Raj. These institutions are mostly run by international
missionary charitable trusts, with generous funding from the alumnus and they rigorously protect and uphold the
70
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
philosophy and reputation of their institutes. Almost none of them have any branches.
In the past two decades though, many corporate houses have turned the business of educating into education business.
With the population boom exploding with a bang in our faces and everybody with any resources wanting only the
“best” for their kids, the demand for good schools is being fulfilled by constructing huge concrete structures all over
the country side. With a substantial number of these new schools being residential, it’s important to study the mental
well being issues of students studying in these schools of India. But very little research has been conducted into the
psychological effects of the boarding school experience and so there is little evidence with which to substantiate
observations from clinical practice. An exception is Lambert who conducted sociological research in the 1960’s.
Alongside this he published the views of children themselves that were obtained by sending researchers to live in
boarding schools for at least a week and sometimes for several weeks. These researchers elicited written diaries from
the children, which give a moving and sometimes shocking account of day to day living in boarding schools of that
time, (Lambert 1968). This is the very double bind in which the boarding school child is trapped. Boarding school is
deemed a privilege. The child knows it is expensive for his parents and that he is expected to be appreciative. The
child is inculcated with the parents’ preferred view—that the school is good. However, as Duffell (2005) points out,
if the child is unhappy this ultimately leads to the sad conclusion that, ‘if school is good and I do not like it, therefore
I must be bad’. Thus the child has to do violence to his own perception and he learns to view the situation, not as he
experiences it, but as he is told it is. This leads to unease and a vague sense that something unspecific is wrong and
this may continue into adult life. The psychological impact of boarding school on the developing child affects the
core of the personality. As a result of the sudden loss of early attachment figures the vulnerable self needs protection.
Therefore either a form of acquired and defensive encapsulation may occur or peer influence becomes a supreme
guiding force in the lives of socially immature children.
2 Objectives of the study
1. To study the intercorrelations between social maturity, adjustment to school and academic achievement among
residential school students.
2. To study significance of difference of means on the variable of social maturity among students with different
levels of academic achievement.
3. To study significance of difference of means on the variable of school adjustment among students with
different levels of academic achievement.
3 Hypotheses
1. There will be significant relationship between social maturity and school adjustment of residential school
students.
2. There will be significant difference in the social maturity of students having different levels of academic
achievement at a residential school.
3. There will be significant difference in school adjustment of students having different levels of academic
achievement at a residential school.
4 Method
4.1 Sample: The study was conducted on 347 girls studying in class ix-xii of a private residential school for girls in
North India. Systematic sampling was undertaken for the above.
71
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
4.2 Tools:
1. Social Maturity Scale (Rao, 1986) This is a 90 item scale which can be group administered. It measures social
maturity in adolescents with three sub scales, further detailed into three more subscales each. The three sub scales are
Personal adequacy, interpersonal adequacy and social adequacy. Responses are taken on a rating scale of
‘strongly agree’ to ‘strongly disagree’. The reliability of the sub scales ranges from 0.91 to 0.63. Criterion validity is
high against teacher ratings on social maturity of the students. Scoring is done with the help of a stencilled scoring
key. Appropriate normative data is provided and along with scores on the nine sub scales, a total social maturity
score is also obtained.
2. Adjustment Inventory for School Students -AISS (Sinha & Singh, 1993) This 60 item inventory segregates well
adjusted secondary school students from poorly adjusted students in three areas of adjustment: Emotional, Social and
Educational. Responses are taken in ‘yes’ and ‘no’ for each item. The split- half reliability is .95. Both Item-analysis
and Criterion related validity is high with product moment correlation between inventory scores and criterions
ratings was 0.51. Percentile norms are provided for male and female students separately. Scoring is done manually
3. Aggregate score of the students in the year end final examination was taken to assess level of academic
achievement.
4.3 Administration:
The scales were administered to the subjects in groups in the regular classroom situation. The instructions were
provided on the first page of the scale booklets which are self explanatory. The answers of the subjects were recorded
on the scale protocol. Scoring was done according to the instructions given in the manuals.
4.4 Statistical analysis: In order to analyse the data, the sample was classified into three groups based on their
aggregate percentage on the academic year end exams. The groups were as follows:
GROUP I - LOW ACHIEVERS with aggregate percentage of 60% and below.
GROUP II - AVERAGE ACHIEVERS with aggregate percentage between 60% and 75%.
GROUP III- HIGH ACHIEVERS with aggregate percentage of 75% and above.
Pearson product moment correlation was calculated between the Social maturity scores and School adjustment scores
of the three groups. Independent samples t-test was undertaken to study the difference in means of social maturity
and school adjustment scores across the three levels of academic achievement.
5 Results and Discussion
The result reveals that the value of product moment coefficient of correlation found between social maturity scores
and school adjustment scores for the Low achievers group was ‘ r’ = -.562, N=83 which is significant at the 0.01
level of significance , thus confirming a positive correlation between social maturity and school adjustment scores
of low achievers. The correlation is positive as the scores on the two tests are interpreted in opposite manners. For
Social Maturity, higher the scores, better is the maturity and for School Adjustment higher the score, poorer is the
adjustment. For the Average achievers group was ‘ r’ = -.551, N=187 which is significant at the 0.01 level of
significance , thus confirming a positive correlation between social maturity and school adjustment scores of
average achievers at the residential school. The correlation is positive as the scores on the two tests are interpreted in
opposite manners. For Social Maturity, higher the scores, better is the maturity and for School Adjustment higher the
score, poorer is the adjustment.For the High Achievers group the correlation was was -.55, N=77 which is
significant at the 0.01 level of significance , thus confirming a positive correlation between social maturity and
school adjustment scores of high achievers as well.. The correlation is positive as the scores on the two tests are
interpreted in opposite manners. For Social Maturity, higher the scores, better is the maturity and for School
72
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Adjustment higher the score, poorer is the adjustment.These results prove the first hypothesis correct that there is
significant relationship between social maturity and school adjustment of residential school students in this sample.
The findings of this study are indicative of a relationship between the social maturity of a student and how well she
adjusts to school. It can be deduced on further contemplation that a student who is clearly aware of his/ her priorities
at a certain age and balances the lure of peer company with continuous efforts to fulfil parental and societal
expectations ; is the one who adjusts best to a residential school environment. Similar results were obtained by other
researchers as well. Compared with children who are accepted by peers and have friends, children who have
difficulty getting along with peers are more likely to have more negative attitudes toward school (Kochenderfer &
Ladd, 1996), to have poorer student-teacher relationships (Birch & Ladd, 1998), to be absent from school more
frequently (DeRosier, Kupermsmidt, & Patterson, 1994), to have lower academic achievement (Buhs, Ladd, &
Herald, 2006; Schwartz, Gorman, Nakamoto, & Toplin, 2005), and to be retained in grade (Coie, Lochman, Terry, &
Hyman, 1992; Ollendick, Weist, Borden, & Green, 1992). This association between difficulties in peer relationships
and poor school adjustment is seen in youth ranging from kindergarten age through high school age (Coie et al., 1992;
Ladd, 1990; Ladd, Kochenderfer, & Coleman, 1997; Vandell & Hembree, 1994; Wentzel & Caldwell, 1997).
Furthermore, emerging cross-cultural research indicates that it is seen in Eastern as well as Western cultures (Chen,
Kenneth, & Li, 1997; Chen, Zappulla, Coco, Schneider, Kaspar, De Oliveira et al., 2004; Schwartz, Farver, Chang, &
Lee-Shim, 2002).
The Independent- samples t-test results for Social Maturity are given in Table-4. With a t value of 1.14 at df of 268,
there was no significant difference between the means of social maturity scores of the low achievers and average
achievers at the residential school. The t- value for difference between the means of social maturity scores of the
average achievers and high achievers at the residential school was 3.377 at df of 262. This is significant at the 0.01
level. The t- value for difference between the means of social maturity scores of the high achievers and low
achievers at the residential school was 4.91 at df of 158. This is also significant at the 0.01 level.These results lead us
to the acceptance of the second hypothesis which is that there will be significant difference in the social maturity of
students having different levels of academic achievement at a residential school.
The above statistical analysis lends towards an assumption that at a residential school, the higher social maturity of
students might be a precursor to better academic achievement. There is significant difference between the social
maturity of average achievers and high achievers and also between that of low and high achievers. As suggested by
some researchers, social maturity is a non-cognitive factor associated with academic performance. A study conducted
by Singh & Thukral (2010), on Social Maturity and Academic Achievement of High School Students reported a
significant relationship between social maturity and academic achievement of high school students in that sample.
Thus it can be deduced that perhaps one of the elusive factors contributing to academic success, and also
differentiating between survivors and achievers is social maturity of an adolescent. Low levels of social maturity
even after attaining puberty might result in poor academic orientation. Moffitt (1993) explains that the social
maturity of youth in today’s society is reached at a later age than in previous eras, even though youth have reached
full biological maturity. While adolescents may have reached full physical development, today’s society delays the
positive aspects of adulthood, such as seeking employment, sexual experiences, establishing independence, and so on.
Thus, these adolescents are caught in the maturity gap, where their biological maturity does not correlate to their
social maturity.
Also, social maturity allows an individual to assess her social requirements and responsibilities correctly. A
related study (Wentzel, 1989) suggests that the pursuit of goals compatible with the social requirements of the
classroom is related to academic achievement in adolescence. In this study the pursuit of highly distinct sets of goals
differentiated high, medium and low achieving students as measured by classroom grades. High achieving students
reported trying to achieve several goals, including being dependable and responsible, learning and understanding
things. In contrast the goals frequently pursued by the average or low achievers were to make friends and have fun.
Thus, the simultaneous pursuit of social responsibility and learning goals appear to enhance
performance in academic settings. Presumably this is because both types of goals are compatible with the
73
6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
performance requirements of the classroom.
The Independent- samples t-test results for School Adjustment are given in Table-5. The t- value for difference
between the means of school adjustment scores of the high achievers and low achievers at the residential school was
4.171 at df of 158. This is significant at the 0.01 level. The t- value for difference between the means of school
adjustment scores of the average achievers and high achievers at the residential school was 2.41 at df of 262. This is
not significant at either the 0.01 level or the .05 level. The t- value for difference between the means of school
adjustment scores of the average achievers and low achievers at the residential school was 2.51 at df of 268. This is
not significant at either the 0.01 level or the .05 level.
These results validate the third hypothesis partially as there is significant difference in school adjustment only
between high achievers and low achievers. These results are conclusive only about the different school adjustment
levels of low and high achievers. Research on academic achievement and school adjustment is not conclusive.
Niebrzydowski and Porcy (1991) looked at school adjustment of high ability students at the end of an eight year
period. The students started school one year earlier because they had demonstrated outstanding abilities while in
nursery school. Majority of the students tested displayed high or very high achievement and appropriate
interpersonal relations with peers. However one quarter displayed low achievement and low social acceptance,
although they were of high ability. Nevertheless, children who are poorly invested in school are also commonly
found to struggle behaviourally and academically (Blum, McNeely, & Rinehart, 2002; Ozer, 2005). When a student
fails to meet the academic requirements in school, negative outcomes during school and post-school years can result.
(Maha Al-Hendawi, 2010). Success leads to favourable self concepts which in turn, lead to good personal
adjustments and favourable social evaluations. These contribute heavily to good future adjustments (BharatiDevi,
1982).
Conclusion
In conclusion, this study has emphasised on social maturity contributing both to school adjustment and academic
achievement of residential school students and perhaps school performance and school adjustment share a
bidirectional relationship.
References
Asher, S.R., MacEvoy, McDonald.(2008) Children’s Peer Relations, Social Competence, and School Adjustment: A
Social Tasks and Social Goals Perspective. Advances in Motivation and Achievement (Volume 15: Social
Psychological Perspective on Motivation and Achievement). Amsterdam: Elsevier.
Al-Hendawi Maha (2010). The predictive relationship between temperament, school adjustment, and academic
achievement: a 2-year longitudinal study of children at-risk. Virginia Commonwealth University.
Bernstein (1975). Class, codes and control, applied studies towards a sociology language. London, Routledge and
Kegan Paul
Bharatidevi (1982). Certain psychological factors of adjustment influencing achievement among school children.
Indian J. Psy., 57: 143-153.
Birch, Sondra H., and Gary W. Ladd. 1998. Children’s Interpersonal Behaviors and the Teacher-Child Relationship.
Developmental Psychology 34 (5): 934–946
Blum, R. W., McNeely, C. A., & Rinehart, P. M. (2002). Improving the odds: The untapped power of school to
improve the health of teens. Minneapolis: Center for Adolescent Health and Development, University of Minnesota.
74
7. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Chauhan, S. S., 1979, Advanced educational psychology. Vikas, New Delhi
Chen, X., Kenneth H. R., Dan Li (1997), Relation between Academic Achievement and Social Adjustment: Evidence
from Chinese Children Developmental Psychology. Copyright 1997 by the American Psychological Association,
Inc.1997, Vol. 33, No. 3, 518-525
Chen, X., Zappulla, C., Coco, A. L., Schneider, B., Kaspar, V., De Oliveira, A. M., He, Y., et al. (2004).
Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations wit social and school
adjustment. International Journal of Behavioral Development, 28, 129-138.
Coie, J. D., Lochman, J. E., Terry, R., & Hyman, C. (1992). Predicting early adolescent disorder from childhood
aggression and peer rejection. Journal of Consulting and Clinical Psychology, 60, 783-792.
Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the
relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational
Psychology, 98, 1-13.
DeRosier, M. E., Kupersmidt, J. B., & Patterson, C. J. (1994). Children’s academic and behavioral adjustment as a
function of the chronicity and proximity of peer rejection. Child Development, 65, 1799-1813.
Dishion, T. J. (1990). The family ecology of boys' peer relationships in middle childhood. Child Development, 61,
874-892
Duffell, N.(2005) Surviving the Privilege of Boarding School - Draft article for Mental Health Assn, Qld, Australia ?
Nick Duffell 2005
Feschbach, N. & Feschbach, S. (1987). Affective processes and academic achievement. Child Development, 58,
1335-1347
Garrison, K. C. and Force, D. G., 1959, The Psych. exceptional children. Ronald New York.
Green, K. D., Forehand, R., Beck, S. J. & Vosk, B. (1980). An assessment of the relationship among measures of
children's social competence and children's academic achievement. Child Development, 51, 1149-1156
Greenbaum, W., 1974, America in search of a new ideal: an essay on the rise of pluralism. Harvard Edu. Rev., 44 :
25-28. 3031. 32.
Hallahan, D. P. and Kauffman, J. M., 1978, Exceptional children: introduction to special education. New York:
Prentice-Hall
Havighurst, R.J., Bowman, P.H., Liddle, G.P., Mathews, C.V., & Pierce, J. V. (1962). Growing up in River City. New
York: Wiley
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and
adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155
Juvonen, J., & Wentzel, K. R. (1996). Social motivation: Understanding
75
8. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
children's school adjustment. New York: Cambridge University Press.
Krishnan, A.P., 1977, Non-intellectual factors and their influence on academic-achievement. Psy. Stu., 22: 1-7.
Kauffman, J. M. (2005). Characteristics of children’s behavior disorders, (7th ed.). Columbus OH: Merrill.
Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment?
Child Development, 67, 1305-1317
Ladd, G. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom:
Predictors of children's early school adjustment. Child Development, 61 (4), 1081-1100.
Ladd, G. W., Kochendorfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and
victimization: Distinct correlational systems that contribute uniquely to children's school adjustment? Child
Development, 68, 1181?1197.
Lambert R., Millham S.,( 1968) The hothouse society- an exploration of boarding-school life through the boys' and
girls' own writings published
by Weidenfeld & Nicolson in London .
Lerner, J.W., Lowenthal, B., & Egan, R.W. (2003). Preschool children with special needs: Children at risk and
children with disabilities. (2nd ed.). Boston: Allyn and Bacon.
Masten AS, Coatsworth JD, Neemann J, Gest SD, Tellegen A, Garmezy N (1995) The structure and
coherence of competence from childhood through adolescence. Child Dev. Dec; 66(6):1635-59
Missall, K. N. (2002). Reconceptualising school adjustment: A search for intervening variables. Unpublished
doctoral dissertation, University of Minnesota, Minneapolis.
Moffitt, T. E. (1993). Life-Course-Persistent and Adolescence-Limited Antisocial Behavior: Developmental
Taxonomy. Psychological Review, 100: 674-701.
Moffitt, T. E., Caspi, A., & Rutter, M. (2001). Sex Differences in Antisocial Behavior. Cambridge.
Morales Julie R. and. Guerra Nancy G(2006). Effects of Multiple Context and Cumulative Stress on Urban
Children’s Adjustment in Elementary School. University of California at Riverside. Child Development. Volume 77,
Number 4, Pages 907 –923.
Mokashi, M.V., 2007, Correlates of anxiety and scholastic achievement of residential school students. M.H.Sc.
Thesis, Univ. Agric. Sci., Dharwad
Newman, B. M. and Newman, P. P., 1986, Adolescent development. Merill publishing company.
Niebrzydowski, L. & Porcy, G. (1991). School adjustment of high ability students ( 2) 2 139-145
Ollendick, T. H., Weist, M. D., Borden, M. G., & Greene, R. W. (1992).
Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal
76
9. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
of Consulting and Clinical Psychology, 60, 80-87.
Pathak, A. N., 1990, Pattern of high and low creative tribals. Ind. Psy.Rev. 35 (3-4) : 11-14.
Raj, M. (1996). Encyclopaedia Dictionary of Psychology and
Education, New Delhi: Anmol publications.
Rao, N. (1986). Manual for Rao’s Social Maturity Scale. Agra National psychological Corporation
:
Schaverie Joy, (2004) Boarding school: the trauma of the. ‘privileged’ child Journal of Analytical Psychology, 2004,
Leicester, U K 49, 683–705 0021–8774/2004/4905/683 ? 2004, The Society of Analytical Psychology
Schwartz, D., Farver, J. M., Chang, L., & Lee-Shin, Y. (2002). Victimization in South Korean children's peer groups.
Journal of Abnormal Child Psychology, 30, 113-125.
Singh S., Thukral P. (2010). Social Maturity and Academic Achievement of High School Students, July 2010.
Canadian Journal on Scientific and Industrial Research Vol. 1, No. 16
Sinha, A. K.P., Singh, R.P.(1993) Manual for Adjustment Inventory for School Students. Agra National
psychological Corporation
Srividhya V.(2007) Mental health and adjustment problems of Students of navodhaya, central and state Schools
M.H.Sc. Thesis, Univ. Agric. Sci., Dharwad
Sylva, K. (1994) School Influences on Children's Development- Child Psychol. Psychiat. Vol. 35, No. 1, pp.
135-170.
Vandell, D. L., & Hembree, S. E. (1994). Peer social status and friendship: Independent contributors to children's
social and academic adjustment. Merrill-Palmer Quarterly, 40, 461?477.
Vendal, N., 1981, A study of achievement in school in relation to certain social organizational and individual factors.
Psy. Stu. 25(1): 9-12
Vendal, N., 1994, Academic achievement and semantic relationships. Psy. Stu. 39(1): 25-27.
Wentzel, K. R. (1989). Adolescent classroom goal, standards for performance, and academic achievement: an
interactionist perspective on primary prevention. Journal of Consulting and Clinical Psychology, 59,830-851
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child
Development, 62, 1066-1078.
Wentzel, K. R., & Asher, S. R. ( 1995 ). The academic lives of neglected,
rejected, popular, and controversial children. Child Development, 66,
77
10. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
754-763
Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to
academic achievement in middle school. Child Development, 68, 1198?1209.
Winga Maureen Adhiambo, Agak John Odwar and Ayere A. Mildred. The Relationship among School Adjustment,
Gender and Academic Achievement amongst Secondary School Students in Kisumu District Kenya. Journal of
Emerging Trends in Educational Research and Policy Studies (JETERAPS) 2(6):493-497 (ISSN: 2141-6990).
Table 1
CORRELATION BETWEEN SOCIAL MATURITY AND SCHOOL ADJUSTMENT FOR LOW ACHIEVERS
Correlations
TSAS TSMS
Pearson TSAS 1.000 -.562**
Correlation TSMS -.562** 1.000
Sig. TSAS . .000
(1-tailed) TSMS .000 .
N TSAS 83 83
TSMS 83 83
**. Correlation is significant at the 0.01 level
(1-tailed).
Table 2
78
11. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
CORRELATION BETWEEN SOCIAL MATURITY AND SCHOOL ADJUSTMENT FOR AVERAGE
ACHIEVERS
Correlations
TSAS TSMS
Pearson TSAS 1.000 -.551**
Correlation TSMS -.551** 1.000
Sig. TSAS . .000
(1-tailed) TSMS .000 .
N TSAS 187 187
TSMS 187 187
**. Correlation is significant at the 0.01 level
(1-tailed).
Table 3
CORRELATION BETWEEN SOCIAL MATURITY AND SCHOOL ADJUSTMENT FOR HIGH ACHIEVERS
Correlations
TSMS TSAS
Pearson Correlation TSMS 1.000 -.551**
TSAS -.551** 1.000
Sig. (1-tailed) TSMS . .000
TSAS .000 .
Sum of Squares TSMS 32317.714 -7610.714
and Cross-products TSAS -7610.714 5893.169
Covariance TSMS 425.233 -100.141
TSAS -100.141 77.542
N TSMS 77 77
TSAS 77 77
**. Correlation is significant at the 0.01 level (1-tailed).
.
79
12. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 7, 2012
Table 4
COMPARISON OF MEANS ON SOCIAL MATURITY
Sr. no Variables Group Mean SD df t-value
1 Social maturity Low ach (N=83) 223.83 32.73
Avg ach (N=187) 268 1.14
229.44 39.03
2 Social maturity Avg ach (N=187) 229.44 39.03
High ach (N= 77) 262 3.37
245.28 20.62
3. Social maturity High ach (N= 77) 245.28 20.62
Low ach (N=83) 158 4.91
223.83 32.73
Table 5
COMPARISON OF MEANS ON SCHOOL ADJUSTMENT SCORES
Sr. no Variables Group Mean SD df t-value
1 School adjustment Low ach (N=83) 26.28 7.52
Avg ach (N=187) 268 2.51
23.63 8.23
2 School adjustment Avg ach (N=187) 23.63 8.23
High ach (N= 77 262 2.41
20.89 8.81
3 School adjustment High ach (N= 77) 20.89 8.81
Low ach (N=83) 158 4.171
26.28 7.52
80
13. This academic article was published by The International Institute for Science,
Technology and Education (IISTE). The IISTE is a pioneer in the Open Access
Publishing service based in the U.S. and Europe. The aim of the institute is
Accelerating Global Knowledge Sharing.
More information about the publisher can be found in the IISTE’s homepage:
http://www.iiste.org
The IISTE is currently hosting more than 30 peer-reviewed academic journals and
collaborating with academic institutions around the world. Prospective authors of
IISTE journals can find the submission instruction on the following page:
http://www.iiste.org/Journals/
The IISTE editorial team promises to the review and publish all the qualified
submissions in a fast manner. All the journals articles are available online to the
readers all over the world without financial, legal, or technical barriers other than
those inseparable from gaining access to the internet itself. Printed version of the
journals is also available upon request of readers and authors.
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische
Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial
Library , NewJour, Google Scholar