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ADJUSTMENT OF NEW BOARDERS IN GIRLS
HOSTELS OF HIMACHAL PRADESH UNIVERSITY
IN RELATION TO THEIR MENTAL HEALTH
A DISSERTATION
SUBMITTED TO THE HIMACHAL PRADESH UNIVERSITY,
SHIMLA IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
MASTER OF PHILOSOPHY
IN
EDUCATION
(2013)
SUPERVISED BY SUBMITTED BY
Dr. Pushpa Gautam Megha Sharma Associate Professor Roll No. 309
DEPARTMENT OF EDUCATION
HIMACHAL PRADESH UNIVERSITY
SUMMER HILL, SHIMLA – 171005
Dr. Pushpa Gautam Associate Professor
CERTIFICATE [
Certified that Ms. Megha Sharma has worked under my supervision for
her M.Phil. Dissertation entitled, "ADJUSTMENT OF NEW BOARDERS IN
GIRLS HOSTELS OF HIMACHAL PRADESH UNIVERSITY IN REL ATION TO
THEIR MENTAL HEALTH" which is submitted to Himachal Pradesh University,
Shimla-5 in partial fulfillment of the requirement for the award of the degree of
Master of Philosophy in Education. The data collected for the completion of this
dissertation is genuine and research work is original. I recommend it for
evaluation and acceptance.
Dated: …………….. (Dr. Pushpa Gautam)
Place: Shimla
DEPARTMENT OF EDUCATION
HIMACHAL PRADESH UNIVERSITY,
SUMMER HILL, SHIMLA- 171005
Dedicated To Dedicated To Dedicated To Dedicated To My My My My Loving Parents Loving Parents Loving Parents Loving Parents
ACKNOWLEDGEMENTACKNOWLEDGEMENTACKNOWLEDGEMENTACKNOWLEDGEMENTSSSS
I express my sincere gratitude to that Omniscient, Omnipresent, and
Omnipotent Almighty for His enormous blessings and spiritual guidance to me. You
have given me the power to believe in my passion and pursue my dreams. I could never
have done this without the faith I have in you, the Almighty.
I feel no words of thanks would suffice to express my gratitude towards my
esteemed supervisor Dr. Dr. Dr. Dr. Pushpa GautamPushpa GautamPushpa GautamPushpa Gautam,,,, Department of Education, Himachal
Pradesh University, Shimla, for her painstaking guidance, invaluable suggestions and
constant encouragement throughout the course of this work. I feel really fortunate in
having worked under her able guidance and meticulous supervision. Without her help
it would not have been possible for me to complete this work. I shall always cherish in
my memory her magnanimous encouragement and parental affection.
I am deeply indebted to Dr. Sudershna Rana, Chairperson, Department of
Education, Himachal Pradesh University for her kind cooperation.
I also thanks all the teachers, Department of Education, Himachal Pradesh
University, for their generous cooperation.
I shall be falling in my duty if I do not recognize the contribution of my
parents, Sh. Sh. Sh. Sh. JagaJagaJagaJagannnn Nath SharmaNath SharmaNath SharmaNath Sharma and Smt. and Smt. and Smt. and Smt. Naina SharmaNaina SharmaNaina SharmaNaina Sharma and Mama ji Sh. Tek Ram
Sharma & Mami ji Smt. Padama Vati Sharma, who have always shown confidence in
me, catered to all my necessities and it is because of their efforts and blessings that I
have achieved this goal.
I am grateful to my sisters Jeenat, Phool Mala, Indu, Monika and my brother
Rippan Sharma and Lalit Sharma for always being my side and loving me.
I have feeling but not words to express my gratitude towards my best friends
Swati and Sheetal for their emotional support and encouragement.
I appreciate the efforts of Mr. Tilak Sharma and Ms. Krishana Sharma for
diligently typing my dissertation in its present form. All are not mentioned but no one
is forgotten.
Place: Place: Place: Place: Date: Date: Date: Date: ((((Megha SharmaMegha SharmaMegha SharmaMegha Sharma))))
CONTENTS
CHAPTERS TITLE PAGE NO.
I INTRODUCTION 1-38
1.1 CONCEPT OF ADJUSTMENT 2
1.2 MENTAL HEALTH 10
1.3 REVIEWS RELATED TO LITERATURE 17
1.4 SIGNIFICANCE OF THE STUDY 32
1.5 STATEMENT OF THE PROBLEM 33
1.6 OBJECTIVE OF THE STUDY 34
1.7 HYPOTHESES OF THE STUDY 36
1.8 DELIMITATION OF THE STUDY 38
1.9 OPERATIONAL DEFINITIONS OF THE TERMS
38
II METHOD AND PROCEDURE 39-47
2.1 METHOD 39
2.2 SAMPLING 39
2.3 TOOLS USED 41
2.4 ADMINISTRATION OF TOOL 46
2.5 SCORING PROCEDURE 47
III ANALYSIS AND INTERPRETATION OF DATA
48-57
3.1 STATISTICAL TECHNIQUE USED 48
3.2 COMPUTATION OF CORRELATION (r) 49
3.3 INTERPRETATION OF DATA 51
IV CONCLUSION, EDUCATIONAL IMPLICATIONS AND SUGGESTIONS
55-58
4.1 CONCLUSION 55
4.2 EDUCATIONAL IMPLICATIONS 56
4.3 SUGGESTION FOR FURTHER RESEARCH
58
V SUMMARY 59-73
BIBLIOGRAPHY 74-81
APPENDICES
LIST OF TABLES
TABLE NO. TABLE'S TITLE PAGE NO.
2.1 Name of Girls hostels along with number of girls
student taken from each hostel
40
3.1 Coefficients of correlation of Dimensions of Mental
Health (PSE, PR, IP, AUTNY, GOA, EC) with
Home, Health, Social, Emotional, Educational
(Areas of Adjustment)
50
3.2 t- values for testing the significance of correlation 51
Chapter-I
Introduction
1
CHAPTER-I
INTRODUCTION
The adjustment of man to his environment is a problem, which is
crucial to the survival of the individual and the species. Adjustment is the
process of finding and adopting modes of behaviour suitable to the
environment. Adjustment is an unending process and is bound-up with human
life. It is in the nature of human destiny that at every stage of life and every
stratum of society there are problems to be solved so that further progress
and development is attained.
Education plays a very important role in life of human beings. It
provides them to develop and florish their personality on various fields to life.
By developing the personality they then are able to cope with every situation
either pleasant or worse in life. In the process of education students hold
central position. Mainly the responsibilities of social and national development
lie on higher education by creating such stuff from its institution which
provides their best services to the society and nation. So the expectations of
the society are very high from these students of high education for its further
progress and development.
For many first year students of the university may be their first
experience living away from home for an extended period of time. It is a
definite break from home. The individual's usual sources of support are no
longer present to facilitate adjustment to the unfamilar environment living in
hostel with other student of different ethnic/cultural backgrounds can present,
Sometime intense problems.
2
The present trend in the educational practices emphasize the necessity
of understanding each and every student. In order to understand the student
at individual level, knowledge of their mental health and their problems of
adjustment is very important. The mental health and their problems of
adjustment is very important. The mental health plays a crucial role in one's
adjustment in every walk of life. The primary purpose of education is to train
children to solve life's personal, social and economic problems.
The adjustment problems may effect adversely the students learning
and other behaviour some times the problem faced by the students leads to
antisocial activities. Thus, unless the students make the satisfactory
adjustment, his normal pattern of behaviour is disrupted and it also affects all
phases of his life. If the mind of university student is seriously preoccupied
with problems, the effects educating her will not yield satisfactory result. One
of the main characterstic features of living organism is that it continuously tries
to adjust with different factor of the environment.
1.1 CONCEPT OF ADJUSTMENT
The concept of adjustment is as old as human race on earch. It is a
household word we speak of people as being well-adjusted or poorly
adjusted. Well-adjusted people are regarded as successful in the art of living.
The process of adjustment starts right from birth of the child and continues till
his death.
Systematic emergence of the concept of "Adjustment" started with
Darwin's theory of evolution (1859). In those days the concept was purely
biological. In biology the term usually employed was adaptation. Man among
the living beings has the highest capacities to adapt to new situation. Man as
3
a social animal not only adapts to physical demands but he also adjusts to
social pressures. Biologists used the term adaptation strictly for physical
demand of the environment but psychologists use the term adjustment for
varying conditions of social or interpersonal relations in the society. So
adjustment means reaction to the demands and pressures of social
environment imposed upon the individual.
Development of the personality of the child and individual teacher to a
great extents demands adjustment with the environment. It is a process of
maintaining a balance between the needs-physical, psychological and social
and the circumstances that influence the satisfaction of these needs. It is a
continuous process a more harmonious relationship between person and his
environment. Adjustment is a process of directing one's efforts towards
modification of directing one's efforts towards modification of behaviour and
attitudes.
Human beings are born with a number of internal needs eg. need for
food, water, and oxygen etc. The frustration of which leads to discomfort and
sometimes to death. Many of these physiological needs and in the course of
development some additional needs emerge, these physiological demands go
on increasing and become more complicate.
Infact, life is a continuous process of adjusting, self-understanding,
personality integration self-actualization, functional autonomy of motives and
frustration tolerance contributes to the effective adjustment.
Psychologists have interpreted adjustment from two important points of
view are: adjustment as an achievement and other, adjustment as a process.
The first point of view emphasizes the quality or efficiency of adjustment and
4
second lays, emphasis on the process by which an individual adjusts in his
external environment.
In final analysis the dynamics of adjustment involve a realistic self-
appraisal and a whole hearted acceptance of the self. When this is achieved,
one is indeed well adjusted. The term 'Adjustment' has been defined by
various psychologists and researchers in different way. Some of important
definitions of adjustment have been presented and analyzed below for the
purpose of conceptual clarity.
1.1.1 DEFINITIONS OF ADJUSTMENT
According to oxford dictionary, "The meaning of adjustment is: "to
arrange, to out in order, to harmonize discrepancies or to adapt to standard or
purpose."
According to Webster's New Dictionary "to achieve mental or
behavioral balance between one's own needs and the demands of other's as
a result of which the individual is put to a more satisfactory state." These
meanings refer to the psychological and sociological implications of the term
adjustment."
According to Encyclopadia Britanica (1768-Vol.1) 'It is stated that
adjustment is the process of behaviour by which all creatures maintain an
equilibrium between their needs and demands and obstacles to the
environment.'
Encyclopadia of Psychology edited by H.J. Eycenk, W . Arnold and
Re Meili, "a state in which the needs of the individual on the one hand and the
claims of the environment on the other are fully satisfied."
5
According to William Clark (1970), "Adjustment is a harmonious
relationship with the environment in which most individual needs are satisfied
in socially acceptable ways, the resulting informs of behaviour which may
range from passive conformity to vigorous action."
According to Henary Smith (1961), "It may be concluded that a good
adjustment is one which is both realistic and satisfactory. At least in the long
run it reduces to a minimum the frustrations, tensions and anxieties which a
person must endure.
According to Laurance F. Shaffer (1956) defined, "Adjustment in the
process by which a living organism maintains a balance between its needs
and circumstances that influences the satisfaction of these words."
According to Baring, "Adjustment is a process by which a living
organism maintains balance between its needs and the circumstances that
influences the satisfaction of these needs.
According Shaffer and Shoper (1958), "Life consists of a series of
such sequences in which needs are aroused and then satisfied. This familiar
pattern is the process of adjustment."
According to Gates and other (1958), "Adjustment is a continual
process by which a person varies his behaviour to produce a more
harmonious relationship between himself and his environment."
According to Symonds (1949) wrote, "Adjustment can be defined as
a satisfactory relation of an organism to its environment."
Thus we may say that
Adjustment is a process of maintaining a balance between the needs
such as physical, social, psychological and the circumstances that influences
the satisfaction of these needs.
6
Adjustment is a continuous process to produce harmonious
relationship between man and his environment.
Adjustment implies proper degree of social feedings and sense of
social responsibility.
Adjustment is a state, which promotes happiness and efficiency in an
environment.
Adjustment is a process through which a man can change his
environment according to his needs.
Adjustment leads to the modification of one's behaviour and attitude.
1.1.2 ASPECTS OF ADJUSTMENT
There are many and untouchable fields in the sphere of life, but some
held prime position in life sphere such as home, health, social, emotional and
educational fields. The way of adjustment of an individual in these fields effect
him to create his personality according to his type of adjustment. So it is
necessary to know about of these types of adjustment.
HOME ADJUSTMENT
An individual used to live at home with other members of his family. He
behaves differently with the different members according to his and member's
position in the family. Relation of the child with his family members influence
his adjustment. Home promotes satisfaction and security. The degree of
adjustment of an individual exhibits in his behavior with others. So is the ease
with home adjustment, if one is well adjusted in home, most probably he must
has been well adjusted socially because the adjustment in different fields of
life are related and effective to each other.
7
So the home adjustment of students should be healthy one. The
reflection of well and poor adjusted students hoe is clearly seen in their
behaviour with their class fellows. A well adjusted children will be more
cherished and happy in comparison to the poor-adjusted.
HEALTH ADJUSTMENT
Health also plays prime role in the development of one's personality.
Sound health is the source of satisfaction and adjustment. The person should
be physically as well as mentally healthy.
Physically and mentally healthy person always feels himself well
adjusted in society then the unhealthy one. An unhealthy person always cries
for his weekness and could not participate fully with others. Physically and
mentally healthy person will be less guided by emotions. Which is known as
the roof of personality. Such physically and mentally healthy person feel
themselves secure and content in their life.
SOCIAL ADJUSTMENT
It is generally said that man is a social animal. In reference to this we
may say that a person develop his personality in his social environment, he
tries to mold himself on according to his society's social values and ideals and
to achieve these values and ideals his activities and behaviours will be same
as other members of his society, in which he lives and where his social needs
and desires are satisfied. And then he feels himself socially adjusted.
Area of social adjustment is influenced by social maturity of the person.
Maturity in social relationship means to establish good relations with family
neighbours, playmates, classfellows, teachers and other members of the
society.
8
EMOTIONAL ADJUSTMENT
A balanced personality is one which is emotionally adjusted. Every
instinct is followed by some emotion and in this way various emotion play an
important role in the personality of an individuals. Emotionally guided
personality is not sound in nature and disciplined in manner.
A person is emotionally adjusted if he express emotion in a proper
situation in a proper form. An emotionally stable person may be well adjusted
and emotionally unstable conditions causes mental disorders and
maladjustment. Emotional adjustment is essential for creating a sound
personality. It is the roof of personality adjustment and physical, intellectual
mental and esthetical adjustments are possible when emotional adjustment is
made.
Emotional adjustment is followed by the social adjustment. Such
person's activities are socially beneficial and individually helpful in maintaining
effective personality.
EDUCATIONAL ADJUSTMENT
The term educational adjustment means "The concept of education, as
helping, growth and change in an individual so that they may be better
equipped to deal with the various factors of the environment affecting him.
Educational adjustment provides to an individuals to raise up, to
improve his personality, to change his behavior and to make him able to cope
with every situation of life.
Educational adjustment is followed by vocational adjustment, both of
these are correlated to each other. The student of today are the citizens of
9
tomorrow and as such they have to earn their livings. So our educational
system should like this where students will not feel any type of insecurity in
their lives after completing their education, So that they may adjust
themselves in society. If a student's educational adjustment is poor, he will
face difficulty in his future life to adjust himself.
OCCUPATIONAL ADJUSTMENT
Occupational world of adults determines their adjustment degree of
satisfaction with the choice of occupation, working conditions, relationship
with co-workers and employer, financial satisfaction and chances for
promotion and advancement influence the total adjustment of the person.
1.1.3 CHARACTERSTICS OF WELL ADJUSTED PERSON
i) Physical Health
The person should be free from physical ailments like headaches,
ulcers, indigestion and impairment of appetite. These symptoms in person
have sometimes psychological origin and may impair his physical efficiency.
ii) Psychological Comforts
A well-adjusted persons has no psychological diseases as depression,
compulsion and anxiety. These psychological diseases if occur excessively
cause to seek professional advice.
iii) Work Efficiency
The person who makes full use of his occupational or social capacities,
may be termed as well adjusted person in his social set up.
10
iv) Social Acceptance
Everybody wants to be socially accepted by other persons. If a person
obeys social norms, beliefs and setup values. We may call him well adjusted
but if he satisfies his needs by anti-social means then he is called
maladjusted.
v) Flexibility in behaviour
A well adjusted person shows flexibility in his behaviour. He adjust
himself in changing circumstances by making changes in his behaviour.
vi) Healthy Attitudes and interests
A well adjusted person possess healthy habits, attitudes and interests.
vii) Healthy philosophy of life
A well adjusted person possesses healthy philosophy of life that
governs his conduct and activities. He possesses enough coverage and
power of tolerance for facing failures in his life.
In short "a person said to be adjusted when he is so related to a
reasonably adequate environment that he is relatively happy, efficient and has
a proper degree of social feeling."
1.2 MENTAL HEALTH
Human beings from birth to death remain in close association of the
society. It is the proper interaction of a person with the society which brings
out the complete and harmonious development of one's personality. Helath is
the most precious asset that is sought by all human beings. Health as a state
of psychosomatic well being of an individual plays a vital role in this whole
11
process of development of an individual. When we think of health, we
normally associate it with physical health because without a healthy body we
can not perform actions properly nor experience life well. A sound mind lies in
a sound body. The good health depends on the state of both body and mind.
In very simple and general terms mental health denotes the emotional
stability, Social and intellectual efficiency of people. It is an idea, which shows
the extent to which the person has been able to meet his environment
demands. However when he finds himself trapped in the situation he does not
have strategies to deal with those situations and finally get himself mentally
strained.
Mental health may be defined as the adjustment of individuals to
themselves and to the world at large with a maximum effectiveness,
satisfaction, cheerfulness and socially considerate behaviour and the ability of
facing and accepting realities of life.
The highest degree of Mental health might, therefore, be described as
that which permits an individual to realize the greatest success which his
capabilities will permit, with a maximum of satisfaction to himself and the
social order, with a minimum affrication and tension; does not show socially
inadequate or objectionable behaviour and maintains himself intellectually and
emotionally in any environment under any circumstances. A mentally healthy
individual shows balanced behaviour and faces realities of life boldly.
1.2.1 CONCEPT OF MENTAL HEALTH
Mental health is a term used to describe how well the individual is
adjusted to the demands and opportunities of life. The idea of mental health is
12
complex and comprehensive. This term consists of two words "Mental" and
"Health" generally means condition or well being or freedom from diseases. It
is mostly related to physical health of the individual. A person is said to be
physically healthy when his body is functioning well and he is free from pains
and troubles.
'Mental' means relating to the mind or psyche. Mental health, therefore,
may refer to a sound mental condition or a state of psychological well being or
freedom from mental diseases. A person is in good mental health when his
mind or personality is functioning effectively and he is free from emotional
disturbances.
Mental health is normal state of well being and defined as condition
and level of social functioning which is socially acceptable and personally
satisfying.
Good mental health is indicated in such persons are happy, healthy,
hopeful and have harmonious personality.
Mental health has both individual and social aspects. The individuals
aspect cannotes that the individual is internally adjusted and free from internal
conflicts and tensions. But he achieves this internal adjustment in a social
setup although society is constantly moving and changing. If person maintains
equilibrium and adjusts to changing situations and is acceptable as a member
of his society it is defined as mental health.
Further mental health refers to that condition of an individual, which
results from the normal organization and functioning of his mind. A mentally
healthy person is mentally at ease. Conversely, a mentally unhealthy person
is not at ease mentally. He is rather mentally dis-eased. The science that lays
13
down principles method and techniques for the promotion of mental health is
called mental hygiene.
In the promotion of good mental health mental hygiene plays three
main roles
i) Preventive
ii) Preservative
iii) Curative
If we fulfil three aims we will have harmonious functioning of our mental
health. Mental hygiene gives us clues, rules and laws, which help us to
establish adjustment and co-ordination with environment.
1.2.2 DEFINITIONS OF MENTAL HEALTH
John Sutton and Webster defined mental health "is a positive but
relative quality of life. It is a condition which is characteristic of the average
person who meets the demands of life on the basis of his capacity and
limitations."
Carl Roger (1969) defines a healthy personality as one which shows
acceptance of feeling self esteem, relating well to others, openness to new
ideas, ability to make independent decisions, creativity and living fully in the
present."
Bhatia (1982) considers mental health as the ability to balance feelings
desires, ambitions and ideals in one's daily living. It means the ability to face
and accept the realities of life.
The World Book of Encyclopaedia (1994) Connects mental health
with physical health. Mental health plays an important role in both the ways,
14
the people behave and the way, they feel. Emotionally, healthy individuals
accept themselves as they are with all their weaknesses as well as their
strengths.
Coleman defined mental health "is a ability to balance feeling desires
ambitions and ideas in one's daily living and to face and accept the realities of
the life. It is the habit of work and attitude towards people and things that bring
maximum satisfaction and happiness to the individual."
World Health Organization (WHO) According to WHO "mental health
is a state of complete physical, mental and social well adjusted or well being
and not merely absence of disease or infirmity."
Lewkan's view "Mentally healthy person is one who is happy, live
peacefully with his neighbours, makes his children healthy citizen and after
fulfilling such basic responsibilities is still empowered with sufficient strength
to serve the cause of society in any way."
Thus a mentally healthy person enjoys the harmony of the "internal
with external" and maintains a balance between his needs and environmental
factor that influences the satisfaction of needs. He live fuller happier
harmonious and effective life and accepts himself and also other people. Thus
mental health also has social aspect.
1.2.3 CHARACTERSTICS OF MENTALLY HEALTHY PERSON
• A person possessing sound mental health can adjust well to
environmental situations and interpersonal relations and has clear self-
concepts.
15
• The well-adjusted person when meets with a conflict, he tries to resolve
it on sound basis. He develops tension tolerance and does not get
disturbed in moments of displeasure.
• The well adjusted person accepted his limitations and does not blame
others for his deficiencies and does not run away from challenging
situations. He is self confident.
• He accepts joy and sorrow, success and failure with poise. Hence,
mental health becomes synonymous with mental adjustment. He is
happy and remains cheerful.
• Mentally healthy person knows his abilities, motives and desires etc.
and work accordingly. He has the right perception.
• A mentally healthy person participates in creative and constructive
activities and carries on nicely in society.
• He is in touch with reality and his emotions are under control.
• He has developed a philosophy of life that gives meaning and purpose
to his daily activities.
• He has faith in his ability to succeed, he believes that he will do
reasonably well whatever he undertakes. He has the capacity to face
realities rationally and objectively.
• He is adoptable to the changing circumstances of the society,
emotionally satisfied capacity of the evaluating his self-behaviour,
enthusiastic and reasonable and possess good habit and socially
awakened.
16
1.2.4 COMPONENTS OF MENTAL HEALTH
Mental health refers to the six components-
1) Positive Self-Evaluation (PSE): It included self confidence, self-
acceptance, self-identify feeling of worthlessness, realizations of one's
potentialities etc.
2) Perception of Reality (PR): It was related to perceive free from need
distortion, absence of excessive fantancy and a broad outlook of the
world.
3) Integration of Personality (IP): It indicated balance of psychic forces
in the individual and included the ability to understand and to share
other individual's emotions, the ability to concentrate at work and
interest in several activities.
4) Autonomy (AUTNY): It included stable set of internal standards for
one's action, dependence for own development upon own potentially
rather than dependence on other individuals.
5) Group Oriented Attitude (GOA): It was associated with the ability to
get along with others, work with others and ability to find recreation.
6) Environmental Competence (EC): It included efficiency in meeting
situational requirement, the ability to work and play, the ability to take
responsibilities and capacity for adjustment.
In brief we can say that mental health is a condition, which permits the
maximum development of physical intellectual and emotional states of the
individual so that he can contribute, maximum to the welfare of the society
and can also realise his ideas and aims in life.
17
1.3 REVIEWS RELATED TO LITERATURE
Review of the related literature allowing the researcher to acquaint
himself with current knowledge in the field or area in which he is going to
conduct his research. It enables the researcher to define the limits to his field.
It helps the researcher to delimit and define his problems. It helps the
researcher to know about the tools and instruments, which proved to be
useful and promising in the previous studies. Few studies are available which
are mentioned below:
1.3.1 REVIEWS RELATED TO ADJUSTMENT
Kuhlen (1952) emphasized the role of intelligence on adolescents's
pace of adjustment and holds that there is tendency for those who have
higher intelligence test scores to achieve higher level and to make a better
total life adjustment.
Jansen (1958) Found that low achievers encounter more adjustment
problems than to the high achievers.
Garrison (1960) found that, "good adjustment was associated with
extroversion and poor adjustment with introversion."
Bhat, et al., (1961) Conducted a study on a sample of 2500 adolescent
boys and girls drawn form urban and rural schools and colleges. The cor-
reltation coefficients between the three areas of adjustment viz., emotional,
social and family were statistically significant. Sex and community [urban and
rural] were found to influence family adjustment scores. Age did not influence
scores in any three areas of adjustment. Difference between the mean were
found to have affected all the three areas of adjustment. Sex community and
18
grade X community interactions were significant with reference to the family
adjustment.
Aggarwal (1964) Studied the adjustment problems of secondary
school pupils and found that adjustment problem in home and social areas as
perceived by pupils themselves decrease with age, where as in the case of
emotional and health areas, it increases. In general, homogeneity in the
nature of adjustment problems increases with the age and it is found highest
in emotional area and lowest in school area.
Seth (1970) made a survey on the adjustment problems of 500 female
adolescents of Lucknow city. Main findings of the study are:
(i) Adolescents had problems because there is lag between physical and
social development.
(ii) Emotional changes occured in that period.
(iii) Difficulty to attain philosophy of life.
(iv) Individual factors were age, religion, socio-economics status (SES) and
sibling position.
Gupta and Singal (1971) did not find any significant difference in
adjustment of students belonging to different levels of intelligence.
Sudha (1978) studies some socio-psychological factors in relation to
the problems of adolescent girls. She on the basis of the result of her study
concluded that girls from low socio-economic status has more problems than
girls from high socio-economic status.
Veershwar (1979) conducted a study on mental health and adjustment
problems of college going girls. A sample of 406 girls in the age group of 18-
19
20 years was drawn from under graduate students of Meerut-University by the
sequential list method.
The major findings were:
i) Adjustment problems for girls existed in all areas but the percentages
of extreme cases were meager.
ii) There was a significant difference in the area of family adjustment
between urban and rural girls.
iii) The scores of urban and rural girls in the area of education showed a
significant difference. The college, a educational area was a problem
for girls more than for urban girls.
iv) In social area, the difference between the two was significant i.e. the
percentage of rural girls showing unsatisfactory adjustment in the
social area was higher.
v) Personal and emotional problems were shown less by urban girls than
by the rural girls.
vi) Both urban and rural girls showed quite satisfactory health adjustment.
Goswami (1980) investigated on the adjustment problems of urban
adolescent girls of class ix and x. the major findings were:
i) The number of problems increased with age.
ii) The adolescent girls encountered maximum number of problems in the
emotional and mental areas followed by the problems in the school and
home areas.
iii) The physical and the sexual area was the least problem encountering
area.
20
Singh K. (1982) Conducted a study on Adjustment problems of
scheduled caste students with respect to their sex, intelligence and socio-
economic status. Findings of the study revealed that:
i) In the area of home adjustment the boys and girls differ significantly
girls were found superior than boys.
ii) In physical health the boys and girls do not differ significantly.
iii) In social adjustment boys/girls also do not differ significantly.
iv) Overall adjustment high level students were found best in overall
adjustment and low level students were found over all poorly
adjustment than their counterparts.
Sharma I. (1989) conducted a study on school Adjustment problems
rural high school students in relation to sex and socio economic status.
Findings of the studies revealed that:
i) Boys and girls do not differ significantly in their mean scores of school
adjustment in terms of studies subject, classroom school mates, school
teachers and self. But boys and girls differ significantly.
ii) High socio-economic status group of students is better adjusted than
overage and low socio-economic status in terms of studies subject,
class work, school environment.
Sunita (1986) found that girls were better adjusted at home than boys.
Boys were more socially adjusted than girls. Boys were more emotionally
adjusted than girls.
Subudhi (1990) studies the adjustment of college student in relation to
their anxiety and intelligence. The sample consisted of 200, +2 students from
21
four govt. colleges of two district of Orrisa. Normative survey method was
loosened to college data with the help of relevant tools. No significant
differences attributed to sex were found either in personal or in total
adjustment scores. More differences were found in personal social and total
adjustment scores at different levels of anxiety and intelligence.
Mohan and Kaur (1991) conducted a study adjustment of university
research scholars in relation to their values and socio-economic status.
Adjustment was measured with the help of Bells Adjustment Inventory (1993).
Values were measured by using study of values (1960) and Singhs socio-
economic scale was used to measure socio-economic status (SES). The
findings of the study were:
i) Adjustment was found to have a negative cor-relation with religious
value.
ii) Correlation was found between adjustment and socio-economic status
(SES).
iii) Faculty differences (science, arts, professional and language faculty)
were found to be significant for home adjustment, emotional
adjustment, total adjustment, theoretical values and socio-economic
status.
iv) Sex was found to be significant determiner of health adjustment,
emotional total adjustment, theoretical, aesthetic, social, political and
religious values and socio-economic status.
Chada (1994) conducted a study of adjustment problems of scheduled
caste students of Himachal Pradesh. Findings of the study revealed that:
22
i) The non-SC are significantly better adjusted than the SC students on
the areas of home and health adjustment.
ii) In the areas of social and emotional adjustment, non-SC students have
better adjustment than the SC students, but the differences are not
statistically significant. Boys are significantly better adjusted than the
girls irrespective of their caste. In the areas of home, health, and social
adjustments, boy appear to be better adjusted than girls, but in these
areas the differences are not statistically significant.
Singh (1999) conducted a study on various adjustment problems of
adolescents and concluded that adolescents is a generation working under
pressure.
Anderman, Eric, M. (2002) examined a study of personal and social
adjustment of rural and urban high school students. The study examined
health adjustment of adolescents having school level differences in the
relation between school belongings and various outcomes. In study I
predictors of belonging were examined. Results indicated that belonging was
lower in urban schools than in sub-urban school and lower in schools and
used busing practices than those that did not. In study II the relation between
belonging and psychological outcome were examined. The relation valid
depredating on the unit of analysis where as individual students perception of
belonging were inversely related to greater reports of social rejections and
school problems and to higher grade point overage.
Sharda R. (2003) conducted a study of adjustment problems of female
students of H.P. University residing in hostel in relation to their mental health.
The findings of the study revealed that:
23
i) Students possessing low levels of positive self evaluation and
perception of reality were found to have more adjustment problem than
the students having average and high level of perception of reality.
ii) Students possessing high, average and low level of 'integration of
personality and group oriented attitude. Component of mental health
did not exhibit any significant difference in the magnitude of the
problem related to health and social areas of adjustment. Ad regards
home, emotional, educational and in total area, students possessing
high, average and low level of integration of personality were differ
significantly from each other.
iii) Students possessing high, average and low level of 'Autonomy,
component of mental health differ significantly from each other. As
regards health and social areas students possessing high, average and
low level autonomy were alike in their adjustment problems. Students
with high and average level of autonomy have similar magnitude of
problem in all the areas of adjustment.
iv) Student possessing high, average and low level of "Environmental
competence' was differing significantly in area of home and total
adjustment. Students belonging to high, average and low levels of
environment. Students belonging to high, average and low levels of
environmental competence were not found to be different from each
other with regards to their problems pertaining to health, social and
emotional adjustment.
Ritika (2004) conducted a study of school adjustment problems of high
school students in relation to their residential back group and socio-economic
status findings of the study revealed that:
24
i) There is no significant difference in the academic, social, teacher and
personal-adjustment.
ii) Three groups of students of different socio-economic status differ
significantly in their mean scores on academic-adjustment, and social-
adjustment. The students of low socio-economic status group are
better adjusted than the students of high socio-economic status group
of students pertaining to the academic adjustment and social-
adjustment.
iii) Rural high school students are better adjusted than urban high school
students on their adjustment with school organization
Chauhan B. (2005) conducted a study of adjustment problems of +2
students of block Bhoranj in district Hamirpur in relation to their gender and
stream. Findings of the study revealed that:
i) Science boys are better adjustment than their arts counterpart.
ii) Science girls and arts girls are not differed significantly in the area of
family, school, social and total adjustment. The arts girls were found to
have slightly more adjustment problems than science girls.
iii) Science boys and science girls are not differed significantly in all area
of family, school, social and total adjustment. But boys were found to
have slightly more adjustment problems than science girls. It may be
due to chance factor.
iv) Arts boys and arts girls are not differed significantly in all area of family,
school social and total adjustment. But mean score of boys were found
more than girls so that they have the problem of adjustment.
25
v) Total students of science and total student of arts are differ significantly
only in one are i.e. school adjustment. Arts student have the problem of
school adjustment. But they are not differed significantly in family social
and personal and total adjustment.
vi) In the comparison of total boys and total girls there is not significant
difference in the area of family, social, school, personal and total
adjustment. But the mean score of all areas of girls is more than boys
than the girls have the problem of adjustment.
Sharma A. (2005) conducted a study of the adjustment problem of +2
levels students in relation to their sex. Findings of the study reveled that:
i) Majority of the +2 level students have family, school and social and
personal adjustment problems.
ii) Both male and female students do not differ from each other on family,
personal and total adjustment.
iii) Male students have more school and social adjustment problems in
comparison to female students.
Sharma H.L. (2005) founded that:
i) Among the various categories of delinquents, murder cases were
highest in number.
ii) The large percentage of he offenders falls in the age range of 18-20
years. The delinquency was not only related to poor adjustment level
but was also related to satisfactory adjustment.
Chopra R. and Kalita R. (2006) founded that the emotional, social and
educational, social and educational adjustments of elementary school children
26
of single parents have severed problems rather than intact families and affect
their development.
Gardia Alok and Shandilya Sweta (2010) founded that there are
positive and significant correlation between Adjustment, sense of
responsibility and scientific attitude among adolescence. The study also
draws difference among adolescents in adjustment, sense of responsibility
and scientific attitude with respect to gender, education institute and level of
study.
1.3.2 REVIEWS RELATED TO MENTAL HEALTH
Pareekh and Rao (1971) found in the study of mental health of
students and teachers behaviour that pupils were fairly well adjusted with
regard to parents and home but adjustment level with peers, teachers, school
and other general areas were positive though not very high particularly in
adjustment towards school. When faced with frustrating situations they had
more extra and ego defensive reactions.
Mathur (1972) found that the main cause of frustration, mental conflicts
that effect the mental health of private aided school teachers are inadequate
salaries autocratic supervision, bad family conditions and too many
restrictions on their activities.
Bhan and Sinha (1978) from their study concluded that engineering
students were significantly superior in mental health to university students.
Sharma (1979) concluded that mental health did not affect scholastic
achievement but influence certain measures of self concept mental health
was positively and significantly related to self-concept.
27
Mangotra (1982) studied that mental health of boys and girls appeared
to be considerably influenced by the two factors; namely intelligence and
physical health. The mental health of boys was dominated by the feelings of
depression and neurotic behaviour, on the other hand girls were found to be
suffering from a sense of insecurity and anxiety.
Majid, A. (1984) conducted a study on various dimensions of mental
health. The objective of the study was to identify the dominant factors. Which
consituted the complex phenomenon known as mental health. The following
factors were obtained:
i) Factor-I was called "self acceptance" because it was contributed by the
variable, which reflected an acceptance attitude of the individual
towards him. This factor was common to all the three groups.
ii) Factor-II for the combined group and factor-III for boys and girls were
called "Existential Autonomy" because variables, which indicated
existentially and inner orientation contributed them.
iii) Factor-II for girls was called "open mindedness" because it was mainly
contributed by the variable, which referred to a present oriented and
open personality.
iv) Factor-II for boys and Factor III for the combined group emerged as a
configuration of loading contributed by all the variables of mental
health. This factor was, therefore, named the factor of "General Mental
Health."
Das Mohapatra (1989) Conducted the study of the mental health of
primary teachers. He conducted that the causes of poor mental health of
primary teachers are the exessive school work load, poor relations with
28
authority, part-time jobs and ignorance of society. They expressed the view
that a good social environment is necessary for good mental health.
Pathak and Rai (1993) pointed out the mental health of low socio-
economic status students was lower than male students when SES is
controlled. Science students were mentally healthier than arts students.
Mental health increases with grade and age.
Gardiner, M. and Tiggemann, M (Australia) (1999) studied Gardiner
differences in leadership style, job stress and mental health in male and
female dominated industries. He concluded that there was no overall
difference between women and men's mental health. Women in male
dominated industries reported worse mental health whereas men in male
dominated industries reported better mental health.
Wetzel, Janice Wood (New York) 2000 conducted study on women
and mental health: A global perspective. The investigator developed a model
for the promotions of mental health and the prevention of mental illness
among women, called development synthesis. The model integrated personal,
social and economic development programming with crosscutting principles of
mental health and theories of personal development.
Lanier et al. (2001) conducted studies on drug use and mental health
were being among a sample of under graduate and graduate college
students, Results show those health behaviours such as using drugs
recreationally and drinking alcohol play an associative rose with general well
being. So who drank 0-1 or 3-4 drinks weekly attended lower general well
being mean scores than did those who drank 2 drinks weekly. As drinking
increased from 5 to 15 drinks weekly, GWB scores improved. Those SS who
participate in intramural or club sports attained more positive GEB scores.
29
Ngan, R and Kwan, Alex (Hong Kong) 2002 studied the mental
health status and long term care needs of the chinese elderly in Hong Kong.
Analysis of the relationship between geriatric depression scale scores and
residential types revealed that there was higher proportion of respondents
residing in their own residences that feel into the highly depressed category.
Murray C.L., et. al (Canada) 2003 conducted study on the comparison
of the mental health of employed and unemployed women in the context of a
massive lay off. The unemployed women reported significantly poorer mental
well being in the year prior to data collection. At the time of the study,
however, both groups of women were experiencing high levels of distress.
The moratorium, financial problems, and feelings of uncertainty were
identified as key stresses for all the women, but especially for those without
work. Among the working women, past experience with unemployment and
level of education had significant correlation with their mental well being.
Kumar S. (2005) conducted a study of mental health of pupil teachers
of Hamirpur district in relation to their gender, stream and social category.
Finding of the study revealed that:
1) Male and female pupil teachers do not differ significantly on mental
health.
2) Male and female pupil teachers of science and arts streams do not
differ significantly.
3) Male and female pupil teachers of open of reserved categories don't
differ significantly on positive self evaluation component of mental
health but significantly differ on other components of mental health.
30
4) There is no significant international effect on the type of gender and
stream on mental health of pupil teacher w.r.t all components.
5) There is no significant international effect on type of gender, stream
and social category is found on mental health of pupil teachers w.rt.t all
components.
Lee. E. (North carolina) 2006 studied home women issues; identity
and mental health. The descriptive static's showed that many of the
participants behave in ways that are different from their perception i.e., only
39% of the participants behave similarly to their perception of women role in
the home.
Sharma M (2006) conducted a study on life satisfaction and mental
health of secondary school teachers serving in tribal and non-tribal areas of
Himachal Pradesh in relation to certain democratic variables and teaching
competency findings of the study revealed that:
1. There is significant difference in the level of mental health of secondary
school teachers belonging and serving in tribal and non-tribal areas.
2. There is no significant difference in the level of mental health of male
and female secondary school teachers they have average level of
mental health.
3. There is no significant difference in the level of mental health of
secondary school teachers having less and more teaching experience.
Both have average level of mental health.
4. There is no significant international effect of (i) type of teacher ii) area
and gender iii) type of teacher and gender iv) area and teaching
experience v) type of teacher and teaching experience on the level of
mental health of secondary school teachers.
31
Durgesh (2007) conducted a study of mental health of university
female students residing in Hostels of Himachal Pradesh University.
Finding of study revealed that:
1. University female hostler student possess average level of all
dimensions of Mental health.
2. University female students of advantaged and disadvantaged
communities residing in the hostel do not differ from each other on all
dimensions of mental health, except integration of personality
component of mental health.
3. University female students of advantaged and disadvantaged
communities residing in the hostels do not differ from each other on
total mental health.
P., Usha and Lakshmi, S. (2008) studied influence of parenting style
and self-compassion on mental health of secondary school pupils. The results
of the study are:
1) The main effect of parenting style on mental health was found to be
significant at 0.01 level of significance for the total sample.
2) The main effect of parenting style on mental health was found to be
significant at 0.01 level of significance for aided school pupil but, it was
not significant for govt. school pupils.
3) The main effect of self compassion on mental health was found to be
significant for total sample.
4) The interaction effect to parenting style and self compassion on mental
health was not found significant for total sample.
32
Mansuri, M.H. (2008) Mental health of married and unmarried working
women of different organizations in relation to family environment. Founded
that married working women significantly differ on score of mental health and
family environment as compared to unmarried working women married
working women have shown good mental health.
Kumar, S. (2009) conducted a study on mental health and emotional
competence of prospective teachers of Himachal Pradesh in relation to their
gender, stream and social category:
Finding of the study revealed that:
1) Male and female prospective teachers of open and reserved categories
differ significantly in all dimensions of mental health.
2) Male and female prospective teachers of open and reserved categories
differ significantly in their overall mental health.
Soin, et al. (2011) found that working retried individuals were found to
be significantly high on mental health as compared to non-working retired
individuals.
Kumar, Rajender and Rajan (2011) founded that there is no
significant difference between boy B.Ed. trainee and girl B.Ed. trainee on
Mental health and neuroticism and there exists negative relationship between
mental health and neuroticism.
1.4 SIGNIFICANCE OF THE STUDY
Every person is unique in his thinking, reasoning and responding to
particular situation and attitude towards the worldly things. With the passage
33
of time, the development in the area of science, technology and industry gave
birth to a complex system of society. These developments have brought along
with a number of problems in different dimensions of adjustment.
Adjustment and Mental health are mutually dependent. They are the
important aspects of personality of an individual. Thus it is evident that the
study of adjustment problems of university female students in relation to their
mental health is necessary.
A broad review of the related literature shows that a lot of studies have
been done on adjustment problem of adolescent and children by keeping in
view the various factors such as family, school, social, personal achievement,
parental employment, language, caste etc. But a negligible amount of
research has been done to study the adjustment problems of college and
university students. The investigator feels that with the change in science and
technology and to cope up with the demanding society/world, students have
to pass through various problems in relation to school, family, society and
personal as well as achievement problems. Thus keeping in view all these
problems and demands of society, the investigator thought of selecting the
problem as under:
1.5 STATEMENT OF THE PROBLEM
"ADJUSTMENT OF NEW BOARDERS IN GIRLS HOSTELS OF
HIMACHAL PRADESH UNIVERSITY IN RELATION TO THEIR ME NTAL
HEALTH."
34
1.6 OBJECTIVE OF THE STUDY
1. To study the relationship between Positive Self Evaluation (dimension
of mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
2. To study the relationship between Perception of Reality (dimension of
Mental Health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
3. To study the relationship between Integration of Personality (dimention
of mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
35
4. To study the relationship between Autonomy (dimention of mental
health) and following areas of adjustment of new boarders in girls
hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
5. To study the relationship between Group Oriented Attitude (dimension
of mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
6. To study the relationship between Environmental Competency
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
36
1.7 HYPOTHESES OF THE STUDY
Following hypotheses were formulated:
1. There is no significant relationship between Positive Self Evaluation
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
d) Educational
2. There is no significant relationship between Perception of Reality
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
3. There is no significant relationship between Integration Personality
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
37
4. There is no significant relationship between Autonomy (dimension of
mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
5. There is no significant relationship between Group Oriented Attitudes
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
d) Educational
6. There is no significant relationship between Environmental
Competency (dimension of mental health) and following areas of
adjustment of new boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
38
1.8 DELIMITATION OF THE STUDY
The present study is delimited to following
1) Only girls student of H.P. University were selected for study.
2) Only new boarders in girls hostels were selected for study.
3) Only Himachal Pradesh University of Himachal Pradesh were selected
for study.
4) Only M.A. first year girls students were selected.
1.9 OPERATIONAL DEFINITIONS OF THE TERMS
1) Adjustment: Refers to five areas of adjustment as measured by
"Adjustment Inventory for college students" developed and
standardized by A.K.P. Sinha and R.P. Sinha. These areas are:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
2) Mental Health: Refers to six dimension of mental health as measured
by "Mental Health Inventory" development and standardized by Dr.
Jagdish and Dr. Shrivastav. These dimentions are:
a) Positive self evaluation
b) Perception of reality
c) Integration of Personality
d) Autonomy
e) Group oriented attitude
f) Environmental Competency.
Chapter-II
Method and Procedure
39
CHAPTER-II
METHOD AND PROCEDURE
Methodology has to be most important aspect towards any study. By
method we mean systematic approach towards a particular phenomenon. To
carry out the research work a proper method and proper procedure should be
followed, for this one has to sample the population concerned, choose the
appropriated tools. The Method selected and tools employed for the problem
for investigation must be appropriate, feasible, objective, valid, reliable, well
planned and well understood.
2.1 METHOD
To study the "Adjustment of New Boarders in Girls Hostels of
Himachal Pradesh University in Relation to their Me ntal Health".
Investigator selected descriptive method of survey, which is undoubtedly most
popular and common method used for research purpose in education. In this
method data collection is systematic intensive, scientific and objective
analysis of controlled observation towards the solution of problem based on
empirical evidences.
2.2 SAMPLING
Sampling is vital to research since it is physically imposible to work with
total population in any scientific research and as such sampling is final resort.
Moreover, the time, money and efforts involved don't allow the researcher to
study all possible member of a population. Research therefore, is invariably
40
conducted by means of a sample drawn from the accessible population on the
basis of which generalizations are arrived at and made applicable to the target
population as a whole.
The size of the sample varies from study to study, method to method
and nature of population. Thus sampling is indispensable to any scientific
investigation.
In present study, investigator used the convenient method of sampling.
The investigator selected a sample of 120 new boarders are in girls hostels of
H.P. University. There are six hostels for girls in the Himachal Pradesh
University. From each hostel, M.A. first year 120 girls student were selected
by making use of purposive sampling.
The distribution of the sample is shown as below:
Table- 2.1: Name of Girls hostels along with numbe r of girls student taken from each hostel
Sr. No. Name of Girls Hostel No. of Girls Student
1 Rani Laxmi Bai Hostel 20
2 Gargi Girls Hostel 15
3 Renuka Girls Hostel 20
4 Chanderbhaga Girls Hostel 20
5 ITH Girls Hostel 15
6 Sarswati Girls Hostel 30
Total 120
41
2.3 TOOLS USED
For collecting new and unknown data an investigator needs certain
instruments and explore new field of knowledge. These intruments thus
employed are called 'tools'. The selection of suitable tool is of vital
improtance for successful research. Different tools are available for collecting
various kind of information. Before selecting one or more tools relevant to
study, investigator must familiarize him/his self with merits and limitations of
these tools.
For collecting the data for the present study, the following tools were
used by the investigator:
1. Adjustment Inventory for college students by (A.K.P. Sinha and R.P.
Singh)
2. Mental Health Inventory by (Dr. Jagdish and Dr. A.K. Shrivastav).
2.3.1 MENTAL HEALTH INVENTORY
Mental health inventory constructed and standardized by Dr. Jagdish,
Dept. of Psychology, R.B.S. PG college Agra and Dr. A.K. Srivastav, Dept. of
psychology, Banaras Hindu University-Varanasi (1983).
The present mental health inventory has been designed to measure
positive mental health of normal individuals. Mental Health Inventory consist
of 56 items, including 32 'False Keyed and 24 'true keyed' relating to six
dimensions as.
42
Sr.
No.
Dimensions of
Mental Health
Items Positive Negative Total
1 Positive Self
Evaluation
1*, 7*, 13* 19,
23*, 27, 32,
38, 45, 51
06 04 10
2 Perception of Reality 6, 8, 14*, 24*,
35*, 41, 46*,
52
04 04 08
3 Integration of
Personality
2*, 9*, 15*,
18*, 20, 25*,
28*, 33*, 36*,
40*, 47*, 53*
01 11 12
4 Autonomy 3*, 10*, 29,
42*, 48*, 54
02 04 06
5 Group Oriented
Attitudes
4, 11*, 16*,
21*, 26, 30*,
39, 43, 49*,
55*
04 06 10
6 Environmntory
Competence
5*, 12, 17*,
22*, 31, 34,
37, 44, 50, 56
07 03 10
Total 24 32 56
* The items stared are negative items.
2.3.2 RELIABILITY OF THE INVENTORY
The reliability of the inventory was determined by "Split half Method"
using odd-even procedure. The reliability coefficients of different dimensions
of mental health and overall mental health are given in the table.
43
RELIABILITY INDEX OF DIFFERENT DIMENSIONS
Sr. No. Dimension of Mental Health Reliability Inde x
1 Positive Self Evaluation 0.75
2 Perception of Reality 0.71
3 Integration of Personality 0.72
4 Autonomy 0.72
5 Group Oriented Attitude 0.74
6 Environmental Competence 0.71
7 Overall Mental Health 0.73
2.3.3 VALIDITY OF THE INVENTORY
The construct validity of the inventory was determined by finding co-
efficient of correlation between scores on mental health inventory and general
health questionnaire [Gold berg, 1978]. It was found to be 0.54 [It is note
worthy here that high score on the general health questionnaire indicates poor
mental health] The inventory was also validated against "Personal
Adjustment" scale developed by Pestonjee (1973). The two inventory scores
yield positive correlation of 0.57 revealing moderate validity.
2.3.4 THE ADJUSTMENT INVENTORY FOR COLLEGE STUDENT S
In order to measure adjustment problems of the students the
adjustment inventory for college students constructed by A.K.P. Sinha and
R.P. Singh was used. Adjustment inventory consists of 102 items relating to
five areas as:
44
Sr. No. Areas of
Adjustment
Items Total
1 Home 1, 6, 10, 15, 17, 20, 27, 34, 38, 49,
54, 58, 66, 100, 45, 70
16
2 Health 4, 7, 16, 21, 24, 28, 35, 36, 42, 46,
50, 59, 62, 67, 71
15
3 Social 5, 12, 32, 39, 51, 55, 72, 74, 77, 80,
83, 18, 25, 63, 76, 85, 89, 91, 97
19
4 Emotional 2, 8, 11, 13, 19, 22, 26, 29, 31, 33,
40, 43, 47, 52, 56, 60, 64, 68, 75,
78, 81, 84, 87, 90, 92, 95, 96, 98,
102, 99, 101
31
5 Educational 3, 9, 14, 23, 30, 37, 41, 44, 53, 57,
65, 67, 73, 79, 86, 88, 94, 48, 61,
82, 93
21
6 Total 102
2.3.5 RELIABILITY OF THE INVENTORY
Co- efficient of reliability was determined by i) Split half method ii)
Hoyt's analysis of variance method iii) K-R Formula-20. Test-retest reliability
was also determined by administering the test after a period of 3 weeks on
228 students which is 10% of the total sample. The following tables gives the
reliability co-efficient determined by different method.
45
RELIABILITY CO-EFFICIENT
Method Used Home Health Social Emotional Educational Total
Split Half Method 0.87 0.83 0.96 0.95 0.97 0.94
Test-Retest 0.85 0.82 0.95 0.94 0.96 0.93
Hoyt's Method 0.86 0.85 0.95 0.95 0.94 0.94
K-R formula-20 0.84 0.82 0.92 0.94 0.93 0.92
2.3.6 VALIDITY
In item analysis validity coefficients were determined for each time by
biserial correlation method and only such items were retained which yielded
biserial correlation with both the criteria:
i) Total score
ii) ii) Area score significant at .001 levels Inter correlations among the five
areas of the inventory were calculated.
The correlation matrix is presented in table
CORRELATION MATRIX OF THE FIVE AREAS
Sr. No. Areas I II III IV IV
1 Home - 0.22 0.16 0.26 0.25
2 Health 0.22 - 0.14 0.25 0.22
3 Social 0.16 0.14 - 0.21 0.20
4 Emotional 0.26 0.25 0.21 - 0.32
5 Educational 0.25 0.22 0.20 0.32 -
Above the table reveals that correlation among various areas very from
0.14 t 0.32 with an average of 0.22.
46
HOME ADJUSTMENT
Low scores indicates satisfactory adjustment. Individual scoring high
tends to be unsatisfactorily adjusted towards their home surroundings.
HEALTH ADJUSTEMNT
Low score indicates satisfactory health adjustment and high score
unsatisfactory adjustment.
SOCIAL ADJUSTMENT
Individual scoring high are submissive and retiring. Low scores indicate
aggressive behaviour.
EMOTIONAL ADJUSTMENT
High scores indicate unstable emotion, individuals with low scores tend
to be emotionally stable.
EDUCATIONAL ADJUSTMENT
Individual scoring high are poorly adjustment towards their curricular
and co-curricular programmes, person with low scores are interested in the
educational activities.
2.4 ADMINISTRATION OF TOOL
The tool was administered to new boards in girls hostels of H.P.
University to collect the data. The investigator distributed the "Mental Health
Inventory and Adjustment inventory" to all units personally and told about the
instructions to be followed. Any doubt raised by individual removed by the
investigator. There is no time limit for the administration of the tool. To avoid
the false information units were ensure that information provided by units
would not be disclosed and used for research purpose. After completion the
47
booklets were collected and investigator thanked the girls student for their co-
operation.
2.5 SCORING PROCEDURE
The test can be scored accurately by hand.
2.5.1 SCORING PROCEDURE OF MENTAL HEALTH INVENTORY
In the present inventory, four alternative responses have been given to
each statement. In inventory there are 'True' and 'false' items. There are
different procedures for scoring of true and false items in Mental health
inventory.
SCORING FOR FALSE KEYED THE ITEMS (*)
1. Always
2. Often
3. Rarely
4. Never
SCORING FOR TRUE KEYED ITEMS
1. Never
2. Rarely
3. Often
4. Always
2.5.2 SCORING PROCEDURE OF ADJUSTMENT INVENTORY
Items with "Yes" response to be ensured given one (1) score and with
"No" response to be ensured given Zero (0) score. Low scores on various
areas indicates better Adjustment and high scores indicates poor adjustment.
Except in case of social adjustment dimension where low score indicates
aggressive behaviour.
Chapter-III
Analysis and Interpretation of Data
48
CHAPTER-III
ANALYSIS AND INTERPRETATION OF DATA
The present chapter is devoted to the analysis and interpretation of
data. After the data has been collected from relevant sources, the next step in
methodology is to analyze and interpret the data using suitable statistical
techniques to draw the conclusion of research study.
Analysis of data means studying the organized material in order to
discover the inherent facts. The purpose of analysis of data is to bring out
information useful for decision making.
The analysis and interpretation of data collected for study is important
to draw out significant conclusions as it involves breaking down existing
complex factor into simplex parts and putting the parts together in new
arrangements for the purpose of interpretations. Analysis requires an alert,
flexible and open mind. It is worth while to prepare a plan of analysis before
the actual collection of data.
3.1 STATISTICAL TECHNIQUE USED
Statistical is a science which deals with collection, classification and
tabulation of numerical facts on the basis of explanation, description and
comparision of phenomenon. In the words of Best and Kan (1996), "statistic
is a body of mathematical technique or successes for gathering, organizing
and interpreting data, statistics is a basic tool of measurement evaluation and
49
research." The aim of the present study was to study the Adjustment of New
Boarders in Girls Hostels of Himachal Pradesh University in Relation to
their Mental Health. In the present study "Product moment Co-efficient of
Correlation" was used and significance of correlation was tested by using the
following formula:
2Cal r12N
rt−
−==
3.2 COMPUTATION OF CORRELATION (r)
In the present study product moment co-efficient of correlation between
positive self evaluation, perception of reality, integration of personality,
Autonomy, Group oriented Attitude, Environment competence (dimention of
Mental health) and Home, Health, Social, Emotional and Educational
(dimention of Adjustment Problems) were found out by making use of the
following formula:
r=2222 )y(yN[])x(xN[
yxxyN
Σ−ΣΣ−Σ
Σ×Σ−Σ
In which x= sum of scores of test I
y = Sum of scores of test 2
N = total number of students in the sample.
x2 = Sum of squares x values.
y2 = Sum of Square y values.
xy = Sum of products of x and y values.
50
The correlation Co. efficient are given in the table 3.1
Table-3.1: Coefficients of correlation of Dimensions of Mental Health (PSE, PR, IP, AUTNY, GOA, EC) with Home, Health, Social, Emotional, Educational (Areas of Adjustment)
Sr.
No.
Dimensions of
Mental Health
Home Health Social Emotional Education
1 PSE -0.313 -0.390 -0.170 -0.428 -0.228
2 PR -0.326 -0.230 -0.120 -0.354 -0.212
3 IP -0.313 -0.273 -0.319 -0.455 -0.222
4 AUTNY -0.210 -0.243 -0.107 -0.308 -0.216
5 GOA -0.305 -0.286 -0.145 -0.385 -0.300
6 EC -0.296 -0.403 -0.208 -0.466 -0.297
After this significance of correlation was tested by using the following
formula:
tcal= r2r1
2N
−
−
where
r= correlation co-efficient between dimensions
N-No. of cases.
51
The t- values of correlation for significance was given in following table 3.2
Table-3.2: t- values for testing the significance of correlation
Sr.
No.
Dimensions of
Mental Health
Home Health Social Emotional Education
1 PSE -0.358** -460** -1.88 -5.14** -2.54*
2 PR -3.75** -2.57* -1.31 -4.11 -2.36*
3 IP -3.58** -3.08** -3.66** -5.55** -2.47*
4 AUTNY -233* -2.72** -1.17 -3.52** -2.40*
5 GOA -3.48** -3.24** -1.59 -4.53** -3.42**
6 EC -3.37** -4.78** -2.31* -5.72 -3.38**
**Correlation is significant the 0.01 level.
* Correlation is significant at 0.05 level.
3.3 INTERPRETATION OF DATA
3.3.1 POSITIVE SELF EVALUATION AND AREAS OF ADJUSTMENT PROBLEMS (HOME, HEALTH, SOCIAL, EMOTIONAL AND EDUCATIONAL)
Table 3.2 shows that the t values for testing the significance of the
correlation coefficient of 'Positive self Evaluation' (PSE) with home, health
social, emotional and educational areas of adjustment were found to be -3.58,
-4.60, -1.87, -5.14, -2.54 respectively. t values of PSE were found to be
negatively significant at 0.01 level of significance for 118df with home, health
and emotional areas whereas with educational at 0.05 level. But PSE was not
found significant with social.
52
From this it may be interpreted that the new boarders in girls hostels of
H.P. University with high positive self evaluation had fewer home, health
emotional and educational adjustment problems. PSE did not bear significant
relationship with social adjustment problems.
3.3.2 PERCEPTION OF REALITY AND AREAS OF ADJUSTMENT PROBLEMS (HOME, HEALTH, SOCIAL, EMOTIONAL AND EDUCATIONAL)
It is clear from the above Table that t-values for co-efficients of
correlation of "Perception of Reality" (PR) with the areas of adjustment i.e.
home, health, social, emotional and educational came out to -3.75, -2.57, -
1.31, -4.11, -2.36 respectively. These values were found significant at 0.01
level with home and emotional and 0.05 level with health and education areas
for 118df. But PR did not bear significant relationship with social. It indicates
that perception of reality was negatively and significantly related with home,
health, emotional and educational areas of adjustment problems expect
social.
This shows that the new female boarders in hostel of H.P. University
with high perception of reality had fewer adjustment problems in areas namely
home, health, emotional and educational whereas no significant correlation
was found between PR and social area of adjustment problems.
3.3.3 INTEGRATION OF PERSONALITY AND AREAS OF ADJUSTMENT PROBLEMS, (HOME, HEALTH, SOCIAL, EMOTIONAL AND EDUCATIONAL)
It can be seen from Table 3.2 shows that t-values of correlation for
"Integration of Personality" (IP) with home, health, social, emotional and
educational areas of adjustment were found to be -3.58, -3.08, -3.66, -5.55, -
2.47 respectively. These values were found to be negatively and significantly
53
related with home, social and emotional at 0.01 level and educational at 0.05
level of significance for 118df.
From this it may be interpreted that the new boarders in girls hostels of
H.P. University with high integration of personality had fewer adjustment
problems in all the areas of adjustment.
3.3.4 AUTONOMY AND AREAS OF ADJUSTMENT PROBLEMS (HOME, HEALTH, SOCIAL, EMOTIONAL AND EDUCATIONAL)
It is evident from the Table 3.2 that t values for coefficient of correlation
of "Autonomy" (AUTNY) with areas of adjustment i.e. home, health, social,
emotional and educational were found to be -2.33, -2.72, -1.17, -3.52, -2.40
respectively. The values of AUTNY were found negatively significant with
health and emotional at 0.01 level whereas home and education at 0.05 level
of significance for 118 df. Autonomy did not bear significant relationship with
social adjustment.
From this it can be concluded that the new female boarders of H.P.
University with high autonomy had fewer adjustment problems in the areas
i.e. Home, health, Social, Emotional and Educational whereas no significant
relationship was found between autonomy and social area of adjustment.
3.3.5 GROUP ORIENTED ATTITUDE AND AREAS OF ADJUSTMENT PROBLEMS (HOME, HEALTH, SOCIAL, EMOTIONAL AND EDUCATIONAL)
Table 3.2 shows that t-values of Correlation of adjustment i.e. home,
health, social, emotional and educational were found to be -3.48, -3.24, -1.59,
-4.53, -3.42 respectively. These values were found negatively significant with
Home, health, Social, Emotional and Educational at 0.01 level of significance
for 118 df. Except social area of adjustment.
54
Thus it can be concluded that the new boarders in girls hostels with
high "Group oriented attitude had fewer adjustment problems in the areas
Home, health, Social, Emotional and Educational. Whereas no significant
relationship was found between GOA and Social area of adjustment.
3.3.6 ENVIRONMENTAL COMPETENCE AND AREAS OF ADJUSTMENT PROBLEMS (HOME, HEALTH, SOCIAL, EMOTIONAL AND EDUCATIONAL)
It can be seen from Table 3.2 shows that t values of correlation of
"Environmental Competence" (EC) with area of adjustment i.e. Home, health,
Social, Emotional and Educational were found to be -3.37, -4.78, -2.31, -5.72,
-3.38 respectively. These values of EC was found negatively significant with
Home, health, Social, Emotional and Educational at 0.01 level and social at
0.05 level for 118 df.
From this it can be concluded that the new boarders in girls hostels.
With high environmental competency had fewer adjustment problems in the
all areas of adjustment i.e. home, health, social, emotional and educational.
Chapter-IV
Conclusion, Educational Implications and Suggestions
55
CHAPTER-IV
CONCLUSION, EDUCATIONAL IMPLICATIONS AND SUGGESTIONS
4.1 CONCLUSION
The following conclusions were drawn on the basis of data:-
1. New boarders in girls hostels of H.P. University with high "Positive Self-
Evaluation" had fewer adjustment problems in the areas namely home,
health, emotional and educational whereas no significant relationship
was found between positive self evaluation and social area of
adjustment.
2. New female boarders with high Perception of Reality had fewer
adjustment problems in the home, health, emotional and educational
areas whereas no significant relationship was found between
Perception of Reality and Social area of adjustment.
3. Fewer adjustment problems were found in all the areas of adjustment
(home, health, social, emotional and educational) among new boarders
in girls hostels of H.P. University who had high Integration of
Personality.
4. High Autonomy among new female boarders lead to fewer adjustment
problems in the home, health, emotional and educational areas
whereas no significant relationship was found between Autonomy and
Social area of adjustment.
56
5. New Boarders in girls hostels of H.P. University with high Group
Oriented Attitude had fewer adjustment problems in the areas, home,
health, emotional and educational whereas no significant relationship
were found between Group Oriented Attitude and Social area of
adjustment.
6. Fewer adjustment problems were found in all the areas of adjustment
(home, health, emotional and educational) among new female
boarders of H.P. University who had high Environment Competency.
4.2 EDUCATIONAL IMPLICATIONS
The result of the present study indicates that the new boarders in girls
hostels of H.P. University with sound Mental Health had fewer adjustment
problems in the areas of home, health, emotional and educational except
social area of adjustment.
The following can be the education implications of the present study:
1) We can concluded that if the girls have sound mental health then they
can adjustment better in all areas. So there is a great need to promote
the mental health of boarders in girls hostels.
2) For the attainment of higher level of Positive-Self Evaluation personal
guidance services should be provided. A habit of self acceptance and
self evaluation can be developed among the girls student particularly in
regard to acceptance of their weakness.
3) To promote the mental health of new boarders in girls hostels to the
highest level of Perception of Reality some practical work related to
real life situations should be organised so that they can understand
realities of life and think positively towards real life.
57
4) For the attainment of higher level of "Integration of Personality"
various exhibitions, science fairs, educational tours should be
organized so that they can interact with different personalities and get
chance to express themselves.
5) For the attainment of higher level of Autonomy such actions should be
taken which may help in the development of their own potentialities and
caliber rather than depend upon others.
6) To promote the mental health of new boarders in girls hostels to the
highest level of "Group Oriented Attitude" extra activities, group
competitions, cultural activities and educational one or two days trips
should be organized.
7) For the attainment of higher level of Environmental Competency"
such workshops and inhabitations should be organized which may help
in developing the ability of responsibility and capacity for adjustment in
all types of environmental conditions.
8) For removal of adjustment problems and attainment of better level of
mental health personal guidance services should be provided for the
boarders in girls hostels.
9) Parents should pay attention towards the mental health and adjustment
problems of their girls.
10) Special seminars and guest lectures of the mental health experts
should be organized.
11) Better facilities should be provide in the hostels so that girls can adjust
themselves in a better way.
58
4.3 SUGGESTION FOR FURTHER RESEARCH
Suggestions are made for the further research:
1) The study may be conducted on the hostler male students.
2) The similar study may be conducted on the adjustment problem and
mental health of college students.
3) The similar study may be conducted on the school hostler students.
4) The study was conducted only in Himachal Pradesh University. Similar
study may also be conducted other governmental and private
universities in Himachal Pradesh.
5) A study using the variables of present study may be conducted on
employed and unemployed women.
6) The study was confined only to 120 students. A similar study may be
undertaken with a large sample.
Chapter-V
Summary
59
CHAPTER-V
SUMMARY
The adjustment of man to his environment is a problem, which is
crucial to the survival of the individual and the species. Adjustment is the
process of finding and adopting modes of behaviour suitable to the
environment. Adjustment is an unending process and is bound-up with human
life. It is in the nature of human destiny that at every stage of life and every
stratum of society there are problems to be solved so that further progress
and development is attained.
The adjustment problems may effect adversely the students learning
and other behaviour some times the problem faced by the students leads to
antisocial activities. Thus, unless the students make the satisfactory
adjustment, his normal pattern of behaviour is disrupted and it also affects all
phases of his life. If the mind of university student is seriously preoccupied
with problems, the effects educating her will not yield satisfactory result. One
of the main characterstic features of living organism is that it continuously tries
to adjust with different factor of the environment.
CONCEPT OF ADJUSTMENT
The concept of adjustment is as old as human race on earch. It is a
household word we speak of people as being well-adjusted or poorly
adjusted. Well-adjusted people are regarded as successful in the art of living.
The process of adjustment starts right from birth of the child and continues till
his death.
60
Systematic emergence of the concept of "Adjustment" started with
Darwin's theory of evolution (1859). In those days the concept was purely
biological. In biology the term usually employed was adaptation. Man among
the living beings has the highest capacities to adapt to new situation. Man as
a social animal not only adapts to physical demands but he also adjusts to
social pressures. Biologists used the term adaptation strictly for physical
demand of the environment but psychologists use the term adjustment for
varying conditions of social or interpersonal relations in the society. So
adjustment means reaction to the demands and pressures of social
environment imposed upon the individual.
According to oxford dictionary, "The meaning of adjustment is: "to
arrange, to out in order, to harmonize discrepancies or to adapt to standard or
purpose."
ASPECTS OF ADJUSTMENT
There are many and untouchable fields in the sphere of life, but some
held prime position in life sphere such as home, health, social, emotional and
educational fields. The way of adjustment of an individual in these fields effect
him to create his personality according to his type of adjustment. So it is
necessary to know about of these types of adjustment.
• Home Adjustment
• Health Adjustment
• Social Adjustment
• Emotional Adjustment
• Educational Adjustment
• Occupational Adjustment
61
CHARACTERSTICS OF WELL ADJUSTED PERSON
i) Physical Health
ii) Psychological Comforts
iii) Work Efficiency
iv) Social Acceptance
v) Flexibility in behaviour
vi) Healthy Attitudes and interests
vii) Healthy philosophy of life
CONCEPT OF MENTAL HEALTH
Mental health is a term used to describe how well the individual is
adjusted to the demands and opportunities of life. The idea of mental health is
complex and comprehensive. This term consists of two words "Mental" and
"Health" generally means condition or well being or freedom from diseases. It
is mostly related to physical health of the individual. A person is said to be
physically healthy when his body is functioning well and he is free from pains
and troubles.
'Mental' means relating to the mind or psyche. Mental health, therefore,
may refer to a sound mental condition or a state of psychological well being or
freedom from mental diseases. A person is in good mental health when his
mind or personality is functioning effectively and he is free from emotional
disturbances.
Mental health is normal state of well being and defined as condition
and level of social functioning which is socially acceptable and personally
satisfying.
62
Good mental health is indicated in such persons are happy, healthy,
hopeful and have harmonious personality.
World Health Organization (WHO) According to WHO "mental health
is a state of complete physical, mental and social well adjusted or well being
and not merely absence of disease or infirmity."
Thus a mentally healthy person enjoys the harmony of the "internal
with external" and maintains a balance between his needs and environmental
factor that influences the satisfaction of needs. He live fuller happier
harmonious and effective life and accepts himself and also other people. Thus
mental health also has social aspect.
COMPONENTS OF MENTAL HEALTH
Mental health refers to the six components-
1) Positive Self-Evaluation (PSE)
2) Perception of Reality (PR)
3) Integration of Personality (IP)
4) Autonomy (AUTNY)
5) Group Oriented Attitude (GOA)
6) Environmental Competence (EC)
In brief we can say that mental health is a condition, which permits the
maximum development of physical intellectual and emotional states of the
individual so that he can contribute, maximum to the welfare of the society
and can also realise his ideas and aims in life.
63
SIGNIFICANCE OF THE STUDY
Every person is unique in his thinking, reasoning and responding to
particular situation and attitude towards the worldly things. With the passage
of time, the development in the area of science, technology and industry gave
birth to a complex system of society. These developments have brought along
with a number of problems in different dimensions of adjustment.
Adjustment and Mental health are mutually dependent. They are the
important aspects of personality of an individual. Thus it is evident that the
study of adjustment problems of university female students in relation to their
mental health is necessary.
A broad review of the related literature shows that a lot of studies have
been done on adjustment problem of adolescent and children by keeping in
view the various factors such as family, school, social, personal achievement,
parental employment, language, caste etc. But a negligible amount of
research has been done to study the adjustment problems of college and
university students. The investigator feels that with the change in science and
technology and to cope up with the demanding society/world, students have
to pass through various problems in relation to school, family, society and
personal as well as achievement problems. Thus keeping in view all these
problems and demands of society, the investigator thought of selecting the
problem as under:
STATEMENT OF THE PROBLEM
"ADJUSTMENT OF NEW BOARDERS IN GIRLS HOSTELS OF
HIMACHAL PRADESH UNIVERSITY IN RELATION TO THEIR ME NTAL
HEALTH."
64
OBJECTIVE OF THE STUDY
1. To study the relationship between Positive Self Evaluation (dimension
of mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
2. To study the relationship between Perception of Reality (dimension of
Mental Health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
3. To study the relationship between Integration of Personality (dimention
of mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
65
4. To study the relationship between Autonomy (dimention of mental
health) and following areas of adjustment of new boarders in girls
hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
5. To study the relationship between Group Oriented Attitude (dimension
of mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
6. To study the relationship between Environmental Competency
(dimension of mental competency (dimension of mental health) and
following areas of adjustment of new boarders in girls hostels of H.P.
University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
66
HYPOTHESES OF THE STUDY:
Following hypotheses were formulated:
1. There is no significant relationship between Positive Self Evaluation
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
d) Educational
2. There is no significant relationship between Perception of Reality
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
3. There is no significant relationship between Integration Personality
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
67
4. There is no significant relationship between Autonomy (dimension of
mental health) and following areas of adjustment of new boarders in
girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
5. There is no significant relationship between Group Oriented Attitudes
(dimension of mental health) and following areas of adjustment of new
boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
d) Educational
6. There is no significant relationship between Environmental
Competency (dimension of mental health) and following areas of
adjustment of new boarders in girls hostels of H.P. University:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
68
DELIMITATION OF THE STUDY
The present study is delimited to following
1) Only girls student of H.P. University were selected for study.
2) Only new boarders in girls hostels were selected for study.
3) Only Himachal Pradesh University of Himachal Pradesh were selected
for study.
4) Only M.A. first year girls students were selected.
OPERATIONAL DEFINITIONS OF THE TERMS
1) Adjustment: Refers to five areas of adjustment as measured by
"Adjustment Inventory for college students" developed and
standardized by A.K.P. Sinha and R.P. Sinha. These areas are:
a) Home
b) Health
c) Social
d) Emotional
e) Educational
2) Mental Health: Refers to six dimension of mental health as measured
by "Mental Health Inventory" development and standardized by Dr.
Jagdish and Dr. Shrivastav. These dimentions are:
a) Positive self evaluation
b) Perception of reality
c) Integration of Personality
d) Autonomy
e) Group oriented attitude
f) Environmental Competency.
69
METHOD AND PROCEDURE
METHOD
To study the "Adjustment of New Boarders in Girls Hostels of H.P .
University in Relation to their Mental health". Investigator selected
descriptive method of survey, which is undoubtedly most popular and
common method used for research purpose in education. In this method data
collection is systematic intensive, scientific and objective analysis of controlled
observation towards the solution of problem based on empirical evidences.
SAMPLING
In present study, investigator used the convenient method of sampling.
The investigator selected a sample of 120 new boarders are in girls hostels of
H.P. University. There are six hostels for girls in the Himachal Pradesh
University. From each hostel, M.A. first year 120 girls student were selected
by making use of purposive sampling.
TOOLS USED
For collecting new and unknown data an investigator needs certain
instruments and explore new field of knowledge. These intruments thus
employed are called 'tools'. The selection of suitable tool is of vital
improtance for successful research. Different tools are available for collecting
various kind of information. Before selecting one or more tools relevant to
study, investigator must familiarize him/his self with merits and limitations of
these tools.
For collecting the data for the present study, the following tools were
used by the investigator:
70
1. Adjustment Inventory for college students by (A.K.P. Sinha and R.P.
Singh)
2. Mental Health Inventory by (Dr. Jagdish and Dr. A.K. Shrivastav).
STATISTICAL TECHNIQUE USED
Statistical is a science which deals with collection, classification and
tabulation of numerical facts on the basis of explanation, description and
comparision of phenomenon. In the words of Best and Kan (1996), "statistic
is a body of mathematical technique or successes for gathering, organizing
and interpreting data, statistics is a basic tool of measurement evaluation and
research." The aim of the present study was to study the adjustment of new
boarders in Girls hostels of HImachal Pradesh Unive rsity in relation to
their mental health. In the present study "Product moment Co-efficient of
correlation" was used and significance of correlation was tested by using the
following formula:
2Cal r12N
rt−
−==
CONCLUSION
The following conclusions were drawn on the basis of data:-
1. New boarders in girls hostels of H.P. University with high "Positive Self-
Evaluation" had fewer adjustment problems in the areas namely home,
health, emotional and educational whereas no significant relationship
was found between positive self evaluation and social area of
adjustment.
71
2. New female boarders with high Perception of Reality had fewer
adjustment problems in the home, health, emotional and educational
areas whereas no significant relationship was found between
Perception of Reality and Social area of adjustment.
3. Fewer adjustment problems were found in all the areas of adjustment
(home, health, social, emotional and educational) among new boarders
in girls hostels of H.P. University who had high Integration of
Personality.
4. High Autonomy among new female boarders lead to fewer adjustment
problems in the home, health, emotional and educational areas
whereas no significant relationship was found between Autonomy and
Social area of adjustment.
5. New Boarders in girls hostels of H.P. University with high Group
Oriented Attitude had fewer adjustment problems in the areas, home,
health, emotional and educational whereas no significant relationship
were found between Group Oriented Attitude and Social area of
adjustment.
6. Fewer adjustment problems were found in all the areas of adjustment
(home, health, emotional and educational) among new female
boarders of H.P. University who had high Environment Competency.
EDUCATIONAL IMPLICATIONS
The result of the present study indicates that the new boarders in girls
hostels of H.P. University with sound Mental Health had fewer adjustment
problems in the areas of home, health, emotional and educational except
social area of adjustment.
72
The following can be the education implications of the present study:
1) We can concluded that if the girls have sound mental health then they
can adjustment better in all areas. So there is a great need to promote
the mental health of boarders in girls hostels.
2) For the attainment of higher level of Positive-Self Evaluation personal
guidance services should be provided. A habit of self acceptance and
self evaluation can be developed among the girls student particularly in
regard to acceptance of their weakness.
3) To promote the mental health of new boarders in girls hostels to the
highest level of Perception of Reality some practical work related to
real life situations should be organised so that they can understand
realities of life and think positively towards real life.
4) For the attainment of higher level of "Integration of Personality"
various exhibitions, science fairs, educational tours should be
organized so that they can interact with different personalities and get
chance to express themselves.
5) For the attainment of higher level of Autonomy such actions should be
taken which may help in the development of their own potentialities and
caliber rather than depend upon others.
6) To promote the mental health of new boarders in girls hostels to the
highest level of "Group Oriented Attitude" extra activities, group
competitions, cultural activities and educational one or two days trips
should be organized.
7) For the attainment of higher level of Environmental Competency"
such workshops and inhabitations should be organized which may help
in developing the ability of responsibility and capacity for adjustment in
all types of environmental conditions.
73
8) For removal of adjustment problems and attainment of better level of
mental health personal guidance services should be provided for the
boarders in girls hostels.
9) Parents should pay attention towards the mental health and adjustment
problems of their girls.
10) Special seminars and guest lectures of the mental health experts
should be organized.
11) Better facilities should be provide in the hostels so that girls can adjust
themselves in a better way.
SUGGESTION FOR FURTHER RESEARCH
Suggestions are made for the further research:
1) The study may be conducted on the hostler male students.
2) The similar study may be conducted on the adjustment problem and
mental health of college students.
3) The similar study may be conducted on the school hostler students.
4) The study was conducted only in Himachal Pradesh University. Similar
study may also be conducted other governmental and private
universities in Himachal Pradesh.
5) A study using the variables of present study may be conducted on
employed and unemployed women.
6) The study was confined only to 120 students. A similar study may be
undertaken with a large sample.
Bibliography
74
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Appendices
i
SCORING KEY FOR ADJUSTMENT INVENTORY
Areas of
Adjustment
Items with "Yes" Response to be Answered Given (1) score and
with "No" Given (0)
Home
(16)
1, 6, 10, 15, 17, 20, 27, 34, 38, 49, 54, 58, 66, 100, 45, 70.
Health
(15)
4, 7, 16, 21, 24, 28, 35, 36, 42, 46, 50, 59, 62, 67, 71.
Social
(19)
5, 12, 32, 51, 55, 72, 74, 77, 80, 83, 18, 25, 63, 76, 85, 89, 91,
97.
Emotional
(31)
2, 8, 11, 13, 19, 22, 26, 29, 31, 33, 40, 43, 47, 52, 56, 60, 64,
68, 75, 78, 81, 84, 87, 90, 92, 95, 96, 98, 102, 99, 101.
Educational
(21)
3, 9, 14, 23, 30, 37, 41, 44, 53, 57, 65, 67, 73, 79, 86, 88, 94,
48, 61, 82, 93
Low scores on various dimension indicates better adjustment and high
scores indicates poor adjustment. Except in case of social adjustment
dimension where low score indicates aggressive behaviour.
SCORING PROCEDURE OF MENTAL HEALTH INVENTORY
SCORING FOR FALSE KEYED ITEMS (*)
1. Always
2. Often
3. Rarely
4. Never
SCORING FOR TURE KEYES ITEMS
1. Always
2. Often
3. Rarely
4. Never
ii
MENTAL HEALTH SCORES
Sr. No. PSE A
PR B
IP C
AUTNY D
GOA E
EC F
1 37 24 39 18 32 29
2 32 24 37 17 31 32
3 36 28 44 19 33 35
4 35 24 38 19 32 30
5 29 25 33 17 28 27
6 30 22 35 16 30 22
7 24 18 34 16 22 24
8 40 28 46 19 36 32
9 40 28 40 19 35 32
10 38 27 32 17 36 30
11 26 21 34 20 28 29
12 36 22 38 22 33 28
13 36 28 41 22 35 35
14 26 20 24 21 29 26
15 40 31 42 23 33 35
16 30 32 34 18 30 22
17 32 17 22 19 24 33
18 30 24 30 18 28 28
19 35 26 39 15 30 29
20 36 25 40 19 36 31
21 28 20 33 16 22 25
22 27 18 27 14 30 21
23 25 25 38 20 28 15
24 28 20 25 14 21 26
25 30 27 41 17 32 31
iii
Sr. No. PSE A
PR B
IP C
AUTNY D
GOA E
EC F
26 27 26 36 18 32 23
27 32 27 41 17 28 28
28 24 24 38 16 36 26
29 27 22 29 18 26 27
30 37 27 37 20 30 24
31 31 21 35 17 24 27
32 39 32 37 19 37 28
33 32 21 35 18 33 30
34 28 18 35 13 29 28
35 32 25 34 21 30 26
36 36 25 40 18 31 36
37 29 20 38 17 30 25
38 33 22 28 15 29 25
39 38 18 40 19 37 32
40 33 16 31 21 26 32
41 37 22 36 19 29 33
42 35 26 37 20 30 31
43 30 26 37 18 33 29
44 29 23 36 18 31 26
45 24 22 36 14 25 29
46 30 26 37 18 33 29
47 33 26 41 18 29 31
48 31 26 34 19 27 29
49 27 21 35 17 26 20
50 34 21 36 16 37 28
51 28 23 28 16 30 19
iv
Sr. No. PSE A
PR B
IP C
AUTNY D
GOA E
EC F
52 26 21 31 13 26 20
53 28 17 34 18 28 23
54 29 24 27 17 33 28
55 23 23 28 20 29 19
56 32 23 34 17 30 26
57 38 24 35 19 31 31
58 23 18 25 11 25 20
59 23 13 38 6 28 18
60 30 22 37 16 29 30
61 28 21 29 17 31 31
62 31 21 38 18 33 36
63 25 27 36 14 29 26
64 36 26 45 21 33 32
65 36 39 42 18 31 34
66 30 21 36 18 27 26
67 29 25 32 17 29 25
68 28 22 28 13 31 28
69 28 18 28 12 24 23
70 30 21 34 15 28 25
71 31 23 34 14 29 24
72 31 23 36 19 29 24
73 31 26 38 17 34 28
74 28 16 30 11 23 21
75 35 15 36 18 32 30
76 24 21 32 17 27 23
77 23 18 31 15 23 26
v
Sr. No. PSE A
PR B
IP C
AUTNY D
GOA E
EC F
78 21 20 39 11 29 23
79 22 22 34 15 26 22
80 29 21 33 15 26 22
81 30 22 36 17 29 24
82 24 20 32 15 24 24
83 34 21 34 18 39 28
84 22 19 33 16 27 23
85 32 24 35 21 34 28
86 28 25 36 18 32 27
87 26 23 30 15 32 20
88 32 21 38 17 28 27
89 20 24 33 11 25 16
90 38 28 37 16 31 31
91 31 28 40 20 34 28
92 33 29 41 20 35 29
93 27 24 35 17 25 26
94 29 21 30 16 31 28
95 26 22 27 7 26 21
96 31 17 27 16 33 25
97 25 19 35 16 26 23
98 25 27 45 21 33 32
99 35 15 36 18 32 30
100 30 22 36 17 29 24
101 34 29 38 19 35 27
102 34 26 25 18 30 29
103 30 24 32 14 30 32
vi
Sr. No. PSE A
PR B
IP C
AUTNY D
GOA E
EC F
104 24 26 36 19 31 32
105 33 19 38 22 35 25
106 37 27 36 19 32 25
107 30 20 26 17 26 25
108 27 24 35 22 31 29
109 35 20 26 15 24 26
110 30 28 39 22 33 27
111 30 28 36 19 34 26
112 34 24 35 16 28 22
113 36 22 40 20 37 25
114 29 30 18 16 29 33
115 33 24 42 18 38 30
116 32 25 33 16 35 26
117 29 27 36 16 34 27
118 31 29 33 21 33 23
119 30 26 35 19 34 27
120 33 29 42 21 36 28
PSE = Positive Self Evaluation;
PR = Perception of Reality;
IP = Integration of Personality;
AUTNY = Autonomy;
GOA = Group Oriented Attitude;
EC = Environment Competency
vii
Adjustment Raw Scores
Sr. No. Home Health Social Emotional Educational Total
1 5 1 7 13 4 30
2 3 3 10 10 9 35
3 2 0 7 2 5 16
4 5 0 8 11 12 36
5 6 5 11 11 11 44
6 3 2 9 7 6 27
7 2 1 5 12 7 27
8 3 0 6 2 5 16
9 3 0 7 2 4 16
10 3 4 9 10 9 35
11 9 6 9 11 3 38
12 5 4 10 13 12 41
13 2 0 6 2 4 14
14 8 4 9 14 15 50
15 3 4 6 4 4 21
16 3 2 7 10 6 28
17 8 6 12 23 8 57
18 5 5 9 12 4 35
19 4 2 9 12 9 36
20 1 1 1 1 1 05
21 9 9 8 10 19 55
22 8 11 12 20 12 63
23 8 12 14 16 14 64
24 10 9 12 17 17 65
25 3 2 5 5 8 28
viii
Sr. No. Home Health Social Emotional Educational Total
26 4 2 8 9 5 28
27 3 0 3 5 6 17
28 4 2 9 14 7 36
29 11 8 7 12 9 47
30 3 0 7 9 4 23
31 4 5 11 15 8 43
32 3 0 9 5 7 23
33 3 1 11 16 5 40
34 3 1 5 5 4 18
35 3 0 8 10 3 25
36 1 3 8 2 3 14
37 3 4 10 12 10 38
38 5 2 11 21 14 55
39 3 2 7 7 5 24
40 7 2 9 19 08 45
41 7 2 13 18 10 52
42 4 7 11 11 19 37
43 9 8 12 14 10 52
44 7 2 9 20 11 54
45 4 4 8 4 4 22
46 3 1 6 5 5 23
47 3 1 4 7 5 20
48 2 7 5 10 5 23
49 10 5 9 19 11 57
50 4 3 9 12 7 37
51 5 4 9 15 4 26
52 6 9 10 17 9 36
ix
Sr. No. Home Health Social Emotional Educational Total
53 6 3 15 20 13 63
54 2 5 11 13 5 34
55 6 2 12 15 9 47
56 3 1 13 13 6 37
57 4 3 5 3 5 18
58 5 3 9 12 7 37
59 6 3 6 16 9 35
60 3 3 7 11 10 34
61 4 1 6 3 4 18
62 4 3 7 7 8 29
63 3 4 10 10 7 34
64 3 2 7 4 3 19
65 3 4 8 2 6 23
66 3 1 12 9 4 29
67 3 4 4 8 7 26
68 5 2 11 15 8 41
69 1 4 6 5 7 23
70 4 4 8 11 5 32
71 3 1 8 11 9 32
72 3 1 11 7 7 29
73 2 3 8 3 3 19
74 8 6 7 12 6 39
75 3 3 7 6 6 25
76 4 4 11 8 6 33
77 4 2 6 8 6 33
78 10 6 9 17 8 50
79 2 3 12 16 09 42
x
Sr. No. Home Health Social Emotional Educational Total
80 6 3 9 19 11 48
81 4 4 11 18 9 46
82 3 4 3 22 9 51
83 2 1 5 5 5 18
84 9 8 6 15 9 47
85 5 3 6 13 9 36
86 2 1 5 4 4 16
87 3 2 12 15 9 41
88 4 3 12 16 8 43
89 4 10 11 23 16 64
90 4 7 9 14 12 46
91 3 1 5 4 6 19
92 3 1 8 11 7 30
93 9 7 9 15 8 48
94 8 5 10 21 12 56
95 12 11 14 21 10 70
96 8 4 13 17 11 53
97 6 4 7 13 8 38
98 3 4 10 10 7 34
99 3 3 7 6 6 25
100 4 4 11 18 9 46
101 3 1 7 13 4 28
102 3 2 10 9 5 29
103 4 1 20 10 4 39
104 2 3 10 9 5 29
105 5 4 12 8 6 35
106 5 3 10 7 5 30
xi
Sr. No. Home Health Social Emotional Educational Total
107 4 1 15 10 4 34
108 5 1 7 13 4 30
109 3 2 7 10 6 28
110 1 1 1 1 1 05
111 9 9 8 10 19 55
112 3 2 5 5 6 17
113 3 0 3 5 6 17
114 4 2 9 14 7 36
115 11 8 7 12 9 47
116 3 4 6 4 4 21
117 2 1 5 10 5 23
118 6 9 15 20 3 63
119 2 3 11 13 5 34
120 3 2 13 13 6 37