Chapter 2
Chapter 2
Chapter 2
2.1 INTRODUCTION
Any beneficial research study in any field of knowledge requires an adequate
presumption with the work, which has already been done in the same area. Review of
related literature is a significant aspect of any research work. The researcher need to
acquire up to date information about what has been thought and done in particular
area from which he/she intends to take up a problem for research. Review of literature
is an exacting task calling for a deep insight and clear prospective of the overall field
and is a crucial aspect of the planning of the study.
As Rudestam and Newton (1992) pointed out, A literature review is a
coherent argument that leads to the description of a proposed study. The review
attempts to convince the reader of the legitimacy of the assertions by providing
sufficient logical and empirical support along the way. According to Best and Khan
(2005), review of related literature helps to eliminate the duplications of what has
been done and provide useful hypotheses and helpful suggestions for significant
investigations. It is a valuable guide to defining the problem, recognising its
significance study of design and source of data.
Hence, in this chapter the investigator attempts to provide a detailed and
critical analysis of the related research works pertinent to the variables emotional
intelligence, creativity, school adjustment and academic achievement. For convenience
as well as for ease of understanding, the literature is reviewed and presented here
under the following six main sections
a) Studies related to Emotional Intelligence and Academic Achievement
36
Whilst global emotional intelligence did not significantly predict final average
percentage mark (APM).
and achievement as moderators of the relation between adverse life events and
emotional and behavioural problems in early adolescence. This study was carried out
to model the functional form of the effect of contextual risk (number of adverse life
event) on emotional and behavioural problems in early adolescence, and to test how
intelligence and academic achievement compare as moderator of this effect. The
results indicate that:
38
These findings suggest that both moderator and outcome specify should be
considered when evaluating the role of intellectual competence in the association
between contextual risk and childrens emotional and behavioural problems.
Mercedes Ferrando (2011) analysed the relationship between trait emotional
intelligence and academic performance, controlling for the effects of IQ, personality,
and self-concept dimensions on a sample of two hundred and ninety preadolescents
(11-12 years old). The instruments used were (a) Trait emotional intelligence
questionnaire-Adolescents Short Form (TEI Que-ASF); (b) Childrens Personality
Questionnaire (CPQ; Form A, Part A); (c) IQ test TIDI-2; (d) Adaptation
Questionnaire (CAI-1) and (e) academic performance.
39
in a study entitled as The role of emotional intelligence in the decision to persist with
academic studies in higher education. The study examined whether emotional
intelligence mediates withdrawal in a higher educational institution and whether an
EI-based intervention might improve retention rates. The study consider the effects of
emotional intelligence upon retention, revealing that
40
intelligence (EI) and scholastic achievements in two hundred and nine secondary
school (86 males and 123 females) Australian adolescents. The result indicates that:
41
42
students at the University of Ibadan, Nigeria age range between 16.5 years and
30 years. The result demonstrated that:
be integrated into undergraduate curriculum. The study further advocated for the
promulgation of educational policy on emotional intelligence and academic selfefficacy.
Scott A. Woitaszewski and Matthew C. Aalsma (2004) conducted a study
entitled The contribution of emotional intelligence to the social and academic
success of gifted adolescents as measured by the multifactor Emotional Intelligence
Scale adolescent version. An adolescent version of the unpublished Multifactor
Emotional Intelligence Scale (MEIS-A) was used to measure emotional intelligence,
while measures of interpersonal relations, social stress, and grade point average were
utilized to gauge success. Thirty-nine gifted adolescents (mean age = 16.5) were
participated. The results of hierarchical multiple regression analyses revealed that
emotional intelligence did not significantly contribute to the social and academic
success of these adolescents.
In a study Nicola S. Schutte et al. (2001) examined the link between emotional
intelligence and interpersonal relations in seven different studies.The results of the
study revealed that:
Participants with high scores of emotional intelligence had higher scores for
close and affectionate relationships and social skills.
43
Participants with higher scores for emotional intelligence had higher scores for
close and affectionate relationships.
Girls have a high mean score of emotional intelligence than the boys. Students
of aided schools got the highest mean score of emotional intelligence than the
students studying in the government and unaided schools.
Anu, G.S. (2010) carried out a study entitled Developing an emotional
intelligence enhancement package for Primary school students with special reference
to emotional competencies The study focuses on the development of an Emotional
44
Intelligence Enhancement Package (EIEP) for primary school students with special
reference to emotional competencies. As a prelude to the experiment, the investigator
analysed the level of Emotional Intelligence (EI) of primary school students through a
survey using a standardised Emotional Intelligence Test (EIT). The analysis of data
revealed that emotional intelligence of primary school students varies in accordance
with gender, locale, economic status, and type of family, literacy of parents, and type
and nature of the schools. For the total emotional intelligence, girls are found superior
to boys. Students of APL family, students from joint family, and students of literate
parents have high level of emotional intelligence than students of BPL family,
students coming from nuclear family and students of illiterate parents respectively. In
the case of locale, type of school and nature of schools also, there are significant
variations on the level of emotional intelligence among the students. Based on these
emotional competencies, a package was prepared called EIEP and trained the students
with experiential training. The quantitative analysis of data collected was done using
the t-test and ANCOVA. The findings of the study revealed that;
For the total emotional intelligence and all of its dimensions there are significant
enhancements after the intervention of EIEP.
The results of the experiment revealed that EIEP can be effectively used for
raising the emotional intelligence of upper primary school students.
Raja, Vasimalai (2009) conducted a study entitled as Influence of emotional
45
schools as the sample for the study. Emotional intelligence inventory was developed
by the investigator for measuring emotional intelligence. The result of the study
reveals that:
There is no significant difference between rural and urban students in their selfawareness, self management, social awareness, relationship management and
emotional intelligence
emotions in personal setting: A study into the effect of emotional intelligence on the
performance of sales executives. The major focus of the study is on the emotional
intelligence and its impact on performance of the sales executives. An EQ test which
measures emotional intelligence developed by Dr. N.K. Chadha (2003), has been used
in the study for measuring the emotional intelligence of the sales executives. Results
indicated that:
Sales executives with high emotional intelligence perform better than the
executives with low emotional intelligence.
Age, sex, marital status and educational qualifications of the executives have
no significant influence over the emotional intelligence of the executives.
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Conclusion
The investigator had gone through many studies which relate emotional
intelligence and its associated factors with academic achievement. Most of the studies
(Debbie Pope (2013); Mercedes Ferrano (2011)) reported a positive and significant
relationship between emotional intelligence and academic achievement. Only very
few studies reported a negative association between emotional intelligence and
academic achievement. The socio emotional intervention programmes used in the
studies had succeeded in improving childrens emotional skills. Also the investigator
found out that there was only less number of studies reported in India related to the
two variables.
2.3 STUDIES
RELATED
TO
EMOTIONAL
INTELLIGENCE
AND
CREATIVITY
It is obvious that from the accessible research, limited as it is, that the
stimulation of creative thinking and creative acting can lead to sound mental health,
vocational success, and continual learning in our coeval society. Creative endeavours
are accompanied and leaded by intense feelings of emotional commitment and great
excitement upon their cognisation. Research has shown that experiencing positive
emotion may improve problem-solving ability, facilitate recall of affectively neutral
and positive information, and improve decision making (Estrada et al. 1994; Isen and
Shalker 1982). Realising the significance, investigator had gone through a wide range
of studies related to emotional intelligence and creativity and is reported below.
Petrides, K.V., et al. (2011) in a study entitled The relationship between trait
emotional intelligence and creativity across subject domains investigated the
47
association between divergent thinking and creative personality and key aspects
of cognitive ability, personality and trait emotional intelligence in a sample of
one hundred and seventy-five Spanish undergraduates. The result shows that:
48
strategies of teaching has a significant effect on nurturing Creativity. The study also
found a long lasting effect on Creativity by using certain strategies of teaching
English.
David W. Chan (2003) in a study entitled Dimensions of emotional
intelligence and their relationships with social coping among gifted adolescents in
Hong cong assessed the emotional intelligence and social coping strategies in two
hundred and fifty nine gifted adolescents. In coping with their being gifted, students
endorsed to different degrees their use of 6 coping strategies, which were; valuing
peer acceptance, involvement in activities, attempting avoidance, denying giftedness,
prizing conformity, and discounting popularity. The findings of the study reports that:
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Picture Vocabulary Scale (Dunn and Dunn, 1981). Each of the 11 adolescents
answered questions about how he or she had handled a difficult social encounter.
Results revealed that those with higher emotional intelligence were better able to
identify their own and others emotions in situations, use that information to guide
their actions and resist peer pressure than others.
Conclusion
Many educationists and psychologists tried to investigate the relationship
between emotional intelligence, creativity, intelligence, school behavior, school
environment, and individual development, personal characteristics and socio-familial
factors and so on. There is a general agreement among the researchers (Petrides, K.V.,
et al., 2011; Ademola, Olatoye, et al., 2010) that those who are emotionally competent
are likely to be creative. The investigator realized that no scientific attempt was made
to study the potential creativity of individuals especially that of the adolescents in the
Indian context.
2.4 STUDIES RELATED TO EMOTIONAL INTELLIGENCE AND SCHOOL
ADJUSTMENT
The competence of adolescents to cope, to develop their emotional autonomy,
and to behave in socially appropriate and responsible ways enables them to more
easily accept the social challenges of transition. The possession of social skills is an
important determinant of childrens and adolescents healthy psychological
development and adequate psychological adjustment across their lifespan (Elias,
1997). In this review of literature, investigator explored the relationship between
school adjustment and emotional intelligence.
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Results also illustrated the importance of taking age into consideration when
assessing the relationship between trait emotional intelligence with childrens
socioemotional adjustment at school and academic achievement.
Susan E. Rivers et al. (2013) conducted a study entitled as Emotion skills as
a protective factor for risky behaviours among college students and compared the
contributions of emotional intelligence and self esteem, a commonly studied risk
factor, to engagement in risk-taking behaviours among undergraduates (N = 243).
Structural equation modelling revealed that emotional intelligence, but not selfesteem, was related significantly to risky behaviours.
Maria S Paulo (2013) investigated the role of students global personality
characteristics and social skills in the occurrence of emotional and behavioural
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difficulties. Five hundred fifty-nine students aged 1214 years, completed the Trait
Emotional Intelligence QuestionnaireAdolescent Short Form (TEI QueASF), the
Matson Evaluation of Social Skills with Youngsters (MESSY), and the Strengths and
Difficulties Questionnaire (SDQ). The result shows that:
Students with higher Trait emotional intelligence and stronger social skills were
less likely to present emotional and behavioural difficulties.
Trait emotional intelligence along with the acquisition of social skills was
influential factors of students emotional and behavioural difficulties.
Abraham, M. Michelle and Kerns, A. Kathryn (2013) conducted a study
Girls reported the quality of their best friendship at camp, and camp counsellors
rated girls peer competence.
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The experience of positive emotions, problem-solving coping, and socialsupport coping mediated the links between attachment and peer relationships.
Jos M. Salguero et al. (2012) in a study titled Perceived emotional
The results indicated that adolescents with high scores in attention to feelings
and low scores in emotional clarity and repair display poorer psychological
adjustment, concretely, higher levels of anxiety, depression, and social stress
and lower levels of general mental health.
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These findings provide additional support for the validity of perceived emotional
intelligence, and suggest that emotional intelligence components contribute to
important well-being criteria independently from well-known constructs such as
self-efficacy.
Johnson, Vanessa et al. (2010) conducted a study entitled Managing the
The way one views ones whole family environment during the emerging
adulthood years is linked to ones adjustment during normative transition points,
such as the college transition.
Emotion coping variables also predicted college adjustment over and above the
variance accounted for by family factors.
Participants from less expressive families who tend to avoid their emotions
reported significantly more difficulty adjusting to college than their peers from
more expressive family environments.
Stella Mavroveli and Maria Jose Sanchez-Ruiz (2010) investigated the
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(2004) found positive relationship between the ability to manage emotion and
quality of social interactions, supporting the predictive and incremental validity of
an ability measure of emotional intelligence. The study was conducted in a sample of
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one hundred and eighteen college students and found that scores on the managing
emotions were positively related to the quality of interactions with friends and
interactions with opposite sex individuals.
Maureen Simunek et al. (2002) in a study entitled Characteristic emotional
intelligence and emotional well-being investigated the relationship between
emotional intelligence and mood, and between emotional intelligence and self-esteem
in two studies. The results of these studies indicated that:
Higher emotional intelligence was associated with a higher positive mood state
and greater state self-esteem.
Emotional Intelligence and Ego Defence Mechanisms. The author examined the
relationship between the components of emotional intelligence (perception of
emotion, affect regulation. and emotional knowledge) and personality factors
associated with adaptation represented by the hierarchical model of defence
mechanisms (M. Bond. S. Gardner. J. Christian and J. Sigel. 1983).
Bivariate correlation analyses yielded mixed results; the adaptive defence styles
were correlated with overall emotional intelligence but not with the emotional
perception and regulation components, as was hypothesized.
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This study also shows the negative correlation between the following
variables:- emotional intelligence and stress (academic stress and family
stress), emotional intelligence and adjustment (home, health, social and
emotional), which shows that the students who have high emotional
intelligence have low degree of stress and better adjustment in their life which
is very much useful for achieving success in life.
It also shows that there is significant difference between the mean (stress and
academic achievement) scores of students having high and low emotional
intelligence.
Singh, Rashee (2011) in his research entitled Emotional maturity among
senior secondary school students in relation to their self esteem, home environment
and mental health examined relationship between emotional maturity among senior
secondary school students and their self-esteem. The sample of the study comprised
four hundred students of class XI and XII in the age ranging 17 to 18 years senior
secondary school students of Gurgaon district. Major findings of the study were:
No significant difference was found between rural and urban senior secondary
school students in relation to emotional maturity.
No significant difference was found between male and female senior secondary
school students in relation to emotional maturity.
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Mandava, Neelima (2011) carried out a study entitled as A study of selfconfidence and mental health in relation to emotional intelligence of college
students. The Emotional intelligence scale developed and standardized by
Schutte et al., was used in this study. The sample consisted of six hundred students
from twenty colleges of Krishna district. The main highlights of the study were:
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Conclusion
It was evident from the review of these studies that no serious attempt was
made to investigate the relationship between emotional intelligence and school
adjustment. Results from most of the reviewed studies reveals that those who are
emotionally intelligent are more stable, psychologically well adjusted and are
successful in their life. There were not many studies related to gender and type of
schools. In India studies related to the variables were rare, so considering the
significance of the variables there is a need to have more concern about these aspects.
2.5 STUDIES RELATED TO CREATIVITY AND ACADEMIC
ACHIEVEMENT
Researchers have focused attention upon the relationship between creative
ability, intelligence and scholastic aptitude, and academic achievement. Creative
behaviours and products are typically defined in terms of originality and adaptiveness
(Rothenberg and Hausman, 1976; Runco and Charles, 1993), and it follows that the
processes which generate original and adaptive ideas, solutions, and insights are
indicative of creative processes. Through this review investigator attempted to seek
the relationship and prediction of the variables Creativity and Academic
Achievement.
2.5.1 Studies Conducted Abroad
A number of studies have been conducted on creativity in the educational as
well as educational psychological literature. The selected studies which are reviewed
by the investigator are arranged and presented below.
Maria et a1. (2010) conducted a study entitled as The effects of the
instruction method thinking actively in an academic context (TAAC) on thinking
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skills, creativity, self-regulation and academic achievement. The design was pre-testintervention-post-test with control group. The sample included 46 participants (aged
16 to 18 years), 24 experimental and 22 control groups. Before and after application
of the method, six instrumentals were used to measure thinking skills and academic
achievement. The method, divided into eight stages, was followed in each didactic
unit during an academic course. The method allows teaching the thinking skills, the
creativity and the self-regulation simultaneously with the syllabus content. The results
showed that greater changes were obtained with the new method of instruction in all
the dependent variables.
Mingjie Rui et al. (2009) conducted a study entitled as Turning knowledge
into new product creativity: an empirical study. The study investigated the
relationship between knowledge acquisition, dissemination, and innovation and new
product creativity and to identify different hidden patterns in which knowledge
acquisition, dissemination, and innovation affect new product creativity. Findings
revealed that the new product creativity is significantly related to knowledge
management.
Karwowski, Maciej, Lebuda, Isabella and Wisniewska, Ewa (2009) in an
article presents results of research conducted on a large sample (N = 1,316) of youths
of both sexes (49% men and 51% women) from two categories of schools--public or
state (68%) and non-public or private (32%). Participants creative ability and style of
creative functioning was assessed using Urban and Jellen TCT-DP (to assess level)
and Kirton Adaption-Innovation Inventory (to assess style). It was reported that:
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achievement among high school students in Shiraz city. There were three hundred and
six high school students (150 boys and 156 girls) in the research. To measure the rate
of Creativity, Nori used an Abebi questionnaire and CGPA for academic
achievement. The analysis revealed that there was no significant relationship between
creativity and academic achievement, but the result was different for the two sexes.
Denise D. Shondrick et al. (1992) conducted a study entitled as Interpersonal
problem solving and creativity in boys with and boys without learning disabilities.
The study compared the interpersonal problem-solving skills and creativity of
forty-six boys with (LD) and forty-six boys without (NLD) learning disabilities. In
addition, it examined the relationships between interpersonal problem solving and
creativity. The Test of Interpersonal Problem Solving (TIPS), based on DZurilla and
Goldfrieds (1971) model of the interpersonal problem-solving pro-cess, and two
measures of Creativity - the Alternate Uses Test (AUT) and Eisens Test of
Remoteness (ETR) - were administered individually. The findings reveal that:
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No group differences were noted on either the verbal (AUT) or the nonverbal
(ETR) measure of creativity.
Trainees with high preferences for achievement and dominance but low
preference for deference are less likely than average to self-select for
creativity training.
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study with reference to the self concept and achievement motivation. Eight hundred
adolescents (i.e. about 15% of the total population) in the age group of 16 to 18 years
studying in the 11th and 12th standards of both CBSE and state syllabus in the
66
geographical area of Kochi Corporation are selected as the sample of the study. The
researcher concludes that:
It was also found that the achievement motivation of the high creative
adolescents is comparatively less than the achievement motivation of the low
and average creative adolescents in all the sub-samples and the total samples.
There were more high creative adolescents than the low creative adolescents
but their self-concept and achievement motivation are significantly poor.
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The sample of study was comprised six hundred secondary students studying
in various secondary schools of Haryana. The tools selected by the investigator for
collecting authentic information from the respondents were (i) Meenakshi Sharma.
Socio-Economic Status Scale (SSESS), English; (ii) Mahesh Bhargava. Dimensional
Personality Inventory (DPI) Hindi/ English; (iii) D. Venkataraman. Style of Learning
and Thinking (SOLAT) English; (iv) B.K. Passi. Passi Test of Creativity (PTC)
Hindi/English. It was found out that:
It is also concluded that there exists significant difference between the learningthinking style of secondary school students belonging to above and below
average socio-economic status.
It is also concluded that there exists a significant difference between the learning
thinking style and creativity of boys and girls and of rural and urban secondary
school students.
Conclusion
Most of the studies on creativity are correlated with variables like intelligence,
personality factors and socio-familial correlates. There were some studies, which try
to establish the relationship between the creativity and academic achievement. Most
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of the studies have established positive relationship and a very few results indicated
negative relationship between these variables. Another trend found in this review was
that no serious attempt has been made to study the creativity and academic
achievement particularly on adolescents.
2.6 STUDIES RELATED TO CREATIVITY AND SCHOOL ADJUSTMENT
According to Plucker et al. (2004) creativity is the interaction among aptitude,
process, and environment by which an individual or group produces a perceptible
product that is both novel and useful as defined within a social context. Many
theoretical perspectives have stated that creativity is fostered in environments that
provide psychological safety and psychological freedom (Erikson 1963; Rank, cited
in Harrington et al. 1987; Rogers, 1970). The investigator had presented the reviewed
recent studies that are related to creativity and school adjustment.
2.6.1 Studies Conducted Abroad
The details of reviewed studies related to creativity and achievement are
shown in the following pages.
Shu-Ling Peng, Biing-Lin Cherng and Hsueh-Chih Chen (2013) conducted
a study entitled as The effects of classroom goal structures on the creativity of
junior high school students. Data was collected from two hundred and thirty-two
seventh-grade students from Taipei City and randomly divided them into the
following three classroom goal structure groups at the start of the semester: an
enhanced group with a mastery classroom goal structure, an enhanced group with a
multiple (mastery and performance) classroom goal structure and a control group.
Before receiving the experimental manipulation, the students level of
creativity showed no significant differences. After six weeks, the students in the
enhanced groups with mastery classroom goal structure and multiple classroom goal
69
structure exhibited superior fluency, flexibility and creativity compared to those in the
control group. The results of this study support that:
The creativity of the students in the enhanced groups with mastery classroom
goal structure and multiple classroom goal structure showed no significant
difference. This indicates that the mastery classroom goal structure itself can
sufficiently enhance students creativity.
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The overall emotional adjustment of both groups falls within normal limits when
compared with the General norms established by the authors of the BASC.
The gifted group obtained significantly lower T-scores than the non-gifted
group, suggesting the presence of fewer indicators of behavioral-emotional
maladjustment. No difference was obtained between groups with regard to
grade.
Results support previous findings that, when a difference exists between the
overall emotional adjustment of gifted and non-gifted students, the gifted
students show better adjustment on self-report instruments.
Dearing, Eric et al. (2009) in a study entitled as Adolescent adjustment and
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Adolescents whose parents set a large number of rules (i.e., Rule setters) or
were also heavily involved in the community (i.e., the Managers cluster) had
the lowest adjustment.
Detlef H. Rost and Tatiana Czeschlik (1994) conducted a study entitled as
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Girls were found to profit from inter-mediate and informal environments more
than boys.
Teachers tended to view creative children positively and as well adjusted in the
classroom.
Government and private schools differed in their institutional climate type and
on certain dimensions of institutional climate.
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adolescents. A sample of one thousand two hundred and forty two adolescents of
10+1 grade was taken through stratified sampling. High School Personality
Questionnaire (HSPQ) developed by Dr. R.B. Cattell and Mary D.L. Cattell (1999)
was used to assess the personality factors of adolescents. The results of the study
explained that:
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from four hundred students in which 200 were male and 200 were female students
between the age group of 18 to 21 years. The results revealed that:
Low adjusted pupils have least original power of creativity and highly
adjusted pupils have highest original power of creativity.
High self concept pupils have high levels of creativity and low self concept
pupils have low levels of creativity.
Conclusion
The reviewed literature reported that institutional climate, classroom
environment, personality traits, factors related to home exerts a positive relationship
on creativity and cognitive styles of individuals. The studies also indicated that only
few studies were conducted related to the variables to assess the gender differences
and type of management of schools.
2.7 STUDIES RELATED TO SCHOOL ADJUSTMENT AND ACADEMIC
ACHIEVEMENT
Early and middle adolescence are decisive periods involving significant social,
cognitive, and biological changes that are the basis for increases in adolescents
autonomy, orientation toward peers, and time spent away from parents in the home,
school, and surrounding community (Steinberg and Silk, 2002). Educators need to
broaden their thinking about adolescence education, what constitutes their school
learning and achievement, and the scope of desired educational outcomes. In this
research reviews investigator presents a detailed analysis of the factors related to
school adjustment and academic achievement.
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adjustment and the academic success of rural African American early adolescents in
the deep south. This study examined the relationship between end-of-year grades and
the academic, behavioural, and social characteristics of rural African American youth.
Participants included three hundred and ninety two, seventh and eighth grade students
from two rural middle schools in the south. Participants were African American and
were from two communities that have child poverty rates exceeding 50% for public
school students. Girls were more likely to have positive characteristics than boys.
Academic, behavioural, and social difficulties were linked to low end-of-year grades,
and positive characteristics were linked to high grades.
Winga Maureen Adhiambo et al. (2011) in a study entitled The relationship
among school adjustment, gender and academic achievement among secondary school
students in Kisumu District Kenya investigated the levels of school adjustment and
its relationship with academic achievement. Gender differences in school adjustment
were also examined. The theory used in the current study is the stage-environment fit
theory propounded by Eccles and Midgley. A cross sectional research design was
employed. The sample consisted of four hundred and fifty secondary school students
with mean age 18.38, SD 1.078. The form four classes in the selected schools were
used. Questionnaires as well as official KCSE examination results were used to
collect data in the study. Cronbachs alpha as well as a pilot study was used to depict
the reliability of the instrument. The finding shows that:
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There were significant differences between high achievers and low achievers
in dedication, absorption, engagement and school adjustment.
Altermatt, Ellen Rydell (2011) conducted a study titled Capitalizing on
adjustment added to the prediction of academic outcomes above and beyond prior
academic functioning. Researchers collected school records and peer, teacher, and
self-report measures for one thousand two hundred and fifty five, third-grade children
in the fall and spring of the school year. Measures of social adjustment included social
acceptance by and aggression with peers. Academic outcomes included math and
reading grade point average, classroom behaviour, academic self-esteem, and
absenteeism.
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The researchers found support for the causal model such that both forms of
social adjustment contributed independently to the prediction of each area of
academic adjustment.
Gender differences were present in the patterns of results, particularly for the
impact of aggression on academic adjustment.
Mathew J. Irvin et al. (2011) in a study entitled Relationship of school
Ability and Achievement as moderators of the Relation between Adverse Life Events
and Emotional and Behavioral Problems in early adolescence. This study was carried
out to model the functional form of the effect of contextual risk (number of adverse
life event) on emotional and behavioral problems in early adolescence, and to test
81
how intelligence and academic achievement compare as moderator of this effect. The
findings of the study revealed that:
These findings suggest that both moderator and outcome specify should be
considered when evaluating the role of intellectual competence in the
association between contextual risk and childrens emotional and behavioral
problems.
Daniela and Michael (2011) investigated the effect of social-emotional
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Path analyses revealed that classroom practices are the source of students
learning enjoyment, while self efficacy functions as a partial mediator.
Data from students diaries showed that a teachers neglect of students needs
for competence and relatedness were significant sources of impeded learning
enjoyment.
Gregory J. Benner et al. (2008) conducted a study entitled as An
83
adjustment and other school related variables. Using data from one lakh sixty seven
thousand seven hundred and thirty-eight 7th to 12th graders located in a sample of 185
predominantly white communities, multi level models were estimated for perceived
school performance and school liking using a variety of individual level and
school/community level variables as predictive variables. The following were the
major findings:
Results also indicated that participation in school and non school activities,
strength of rural schools, can play a positive role in school adjustment.
Kathleen Lynne Lane (2008) in a study describes the academic, social, and
Results revealed that elementary and secondary group scores were well below
the 25th percentile on reading, math, and written expression measures.
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The results also suggest that school climate, in particular the sense of school
cohesion felt by students, teachers, and administrators, are important to
successful student outcomes.
Gregory J. Benner et al. (2008) conducted a study entitled as An
The overall academic fluency standard score was more than three-fourths of a
standard deviation below the mean for the norm group;
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Among girls, adjustment typical of the peer group was associated with the
group members educational expectations.
By contrast, among boys, only problem behaviour typical of the peer group was
associated with the group members educational expectations.
Laura D. Pittman and Adeya Richmond (2007) conducted a study entitled
The authors also found that parental education (i.e., whether the participant
was a first-generation college student) interacted with high school belonging
in predicting externalizing problem behaviours.
Chen, Xinyin (2001) in a study entitled Group social functioning and
individual socio emotional and school adjustment in Chinese children examined the
relevancy of group social functioning to individual social, academic, and
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It also was found that the contributions of peer social functioning to individual
school adjustment might depend on the childs social characteristics, and that
the relations between child social functioning and socio emotional adjustment
might be moderated by group context.
A study conducted by Herald Valas (2001) was entitled Learned
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The results also found that boys showed more helplessness than girls and girls
reported more psychological adjustment.
Kaisa Aunola (2000) in a study entitled as Adolescents achievement
The results revealed that low self esteem was associated with adolescents
maladjustment at school and externalising and internalising problem
behaviours.
school belonging and gender in the academic adjustment of Latino Adolescents. The
aim of this study was to examine the roles of sense of belonging and gender in the
academic outcomes of urban, Latino adolescents. Participants (N = 143) included
mostly Mexican and Puerto Rican seniors from a large, urban high school. The
academic outcomes assessed were grade point average, absenteeism, motivation,
effort, and educational aspirations and expectations. As hypothesized, females
consistently had more positive academic outcomes than males.
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Regression analyses did not show that gender explained differences in the
relationship between sense of belonging and academic outcomes.
Regression analyses did not show that gender explained differences in the
relationship between sense of belonging and academic outcomes.
Patrick, Helen (1995) conducted a study entitled Personality characteristics,
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school perceptions using both variable- and person-centred analytic techniques. Data
were collected from one thousand and forty one adolescents and their parents at the
beginning of seventh and the end of eighth grade in middle school.
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urban and rural adolescent students and the academic factors are positively correlated
with each other.
Yellaiah (2012) conducted a study entitled A study of adjustment on
academic achievement of high school students. The sample of the study was three
hundred students of class nine from government and aided schools of urban and rural
areas of Andhra Pradesh. Results revealed a low positive relationship between
academic achievement and adjustment.
It was also found that adjustment and academic achievement cause significant
difference between male and female students, government and private school
students.
Rural and urban school students do not cause any significant difference
between adjustment and academic achievement.
It was also found that there is a low positive relationship between adjustment
and academic achievement.
Manju Gehlawat (2011) in a study entitled A study of adjustment among
high school students in relation to their gender investigated the adjustment among
high school students with respect to their gender. The population of the study
constituted of all the class X students studying in Rohtak city. The present study was
conducted on a random sample of one hundred students (boys=50 and girls=50) of
class X of secondary schools of Rohtak. The age of the students ranged between 14
and 15 years. The results reported that:
There exists no significant difference between the total adjustment of boys and
girls of class X.
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High achievers are more emotionally calm, stable and face reality appropriately
than the low achievers.
High achievers have got a happy go lucky, impulsively lively and enthusiastic
personality than the low achievers.
There is no significant difference between high and low achievers in super ego
strength.
High achievers are more venture some, socially bold, uninhibited and
spontaneous than the low achievers.
Conclusion
Most of the reviewed studies about school adjustment are designed with
dimensions of adjustment on variables like intelligence, personality factors and sociofamilial correlates. Regarding the relationship between academic achievement and
adjustment, most of the researches disclosed that home, educational, emotional, health
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and overall adjustment was positively correlated with academic achievement. Few
researches showed the significant influence of gender on academic achievement and
some studies showed significant gender difference regarding emotional adjustment,
overall adjustment as indicating that girls showed better adjustment than boys.
Based on the review of studies presented in this chapter, investigator
concludes that:
Boys showed more helplessness than girls and girls reported more
psychological adjustment.
done in India related to the variables of the study, so the investigator felt an urgent
need to give more concentration to this area. From the available resources it was
found that there was no study done on the relationship between academic achievement
on emotional intelligence, creativity and school adjustment especially in the Kerala
context. Also this review of the related literature reveals some important trends in the
research field and further substantiates the significance, relevance, and rationale of
this research study. The next chapter presents the methodology of the study in detail.
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