Journal of Educational Research and Essays Vol. 1(1), pp. 5- 8 Jan. 2013

Available online at http://www.wynoacademicjournals.org/edu_research.html ©2013 Wyno academic Journals

A COMPARATIVE STUDY OF ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS

Dr. M.Y. Ganai1, Muhammad Ashraf Mir

2 Dr. M.Y. Ganai

1, Muhammad Ashraf Mir

2

1Association of Professor, Department of Education, University of Kashmir, J & K, India

2Research scholar, Department of education, University of Kashmir, J & K, India

Email of the Corresponding Author: E-mail: mirashraf33@gmail.com

Accepted Date: 10th January 2013

ABSTRACT The sample for the present study comprised of 80 students who were on rolls in various higher secondary schools of district Baramulla. The tool used for data collection was Mental Health Battery by A.K.Singh and Alpana Sengupta which is the battery of six tests including Emotional Stability (ES), Overall adjustment (OA), Autonomy (AY), Security- Insecurity (SI), Self – Concept(SC), Intelligence (IQ).Data was analyzed by using mean, SD and t-value. The findings revealed that the male and female adolescents differ significantly on mental health. However the two groups showed no difference on academic achievement. Further the two groups showed difference on various dimensions of the Mental Health Battery including Emotional Stability (ES), Overall Adjustment (OA), Security Insecurity (SI) and General Intelligence. The main difference favored the male adolescents in case of these dimensions. However, the two groups showed no difference on Autonomy (AY) and Self Concept dimension (SC). Based on the findings of the study recommendations were made to provide guidance and counseling facilities in the higher secondary schools of district Baramulla.

1. INTRODUCTION Adjustment, in psychology, refers to the behavioral process by which humans and other animals maintain equilibrium among their various needs or between their needs and the obstacles of their environments. A sequence of adjustment begins when a need is felt and ends when it is satisfied. Hungry people, for example, are stimulated by their physiological state to seek food. When they eat, they reduce the stimulating condition that impelled them to activity, and they are thereby adjusted to this particular need. In general, the adjustment process involves four parts: (1) a need or motive in the form of a strong persistent stimulus, (2) the thwarting or no fulfillment of this need, (3) varied activity, or exploratory behaviour accompanied by problem solving, and (4) some response that removes or at least reduces the initiating stimulus and completes the adjustment. Social and cultural adjustments are similar to physiological adjustments. People strive to be comfortable in their surroundings and to have their psychological needs (such as love or affirmation) met through the social networks they inhabit. When needs arise, especially in new or changed surroundings, they impel interpersonal activity meant to satisfy those needs. In this way, people increase their familiarity and comfort with their environments, and they come to expect that their needs will be met in the future through their social networks. Ongoing difficulties in social and cultural adjustment may be accompanied by anxiety or depression. Adjustment plays a pivotal role in the development of an individual. It is adjustment which is responsible for the organization of behaviour to life situations in every sphere. Academic achievement may be defined as excellence in all academic disciplines, in class as well as co- curricular activities. It includes excellence in sporting behaviour, confidence, communication skills, punctuality, arts, culture and the like which can be achieved only when an individual is well adjusted. Trow (1956) defined academic achievement as “knowledge attaining ability or degree of competence in school tasks usually measured by standardized tests and expressed in a grade or units based on pupils’ performance”. Good (1959) refers to academic achievement as, “The knowledge obtained or skills developed in the school subjects usually designed by test scores or marks assigned by the teacher”. Mehta K.K. (1969) defined academic achievement as “academic performance includes both curricular and co-curricular performance of the students. It indicates the learning outcome of the students. In class rooms students performs their potentials efficiently, as a result of it, learning takes place”. The learning outcome changes the behaviour pattern of the student through different subjects.

First year students must adapt to an unfamiliar environment, adjust to different living arrangements, and develop new relationships. Living with roommates may be the first ‘test’ freshmen experience. Students face the challenge of adjusting to roommates who may have very different boundaries and individual needs than family and friends from home. Roommates may or may not develop close friendships, but communication and

6 Ed. Res. Ess.

compromise can build a smoother transition. College brings a unique opportunity to interact and live with students from various backgrounds and cultures. Expanding your worldview by learning about each other’s differences and similarities will likely enhance your college experience. Living on your own for the first time means that you will gain independence and take charge of the many choices and decisions that your parents and teachers made for you in the past. While this new found freedom can be exciting, it may also feel overwhelming and less predictable than what you are accustomed to. The freedom to manage your daily life is a learning process, but one that can be very satisfying. The first year of college is a new and exciting adventure, but one that may come with a few challenges along the way. What are some of the most common stressors that first-year students experience? Now that you are in college, there are no more eight hour school days like those in many high schools. You may have class for six, three, or even zero hours a day. The rest of your time must be negotiated between homework, clubs and activities, work, socializing, and self-care. College students often feel as if there is just not enough time to do everything that needs to be done. Using a schedule and some organizational skills will help you to effectively manage your hectic and changing life. By nature, college coursework is challenging, and it can be hard to keep up with the increased academic demands. Some students undergo pressure from both themselves and their parents. There may be requirements for scholarships and graduate school admission that you have not previously experienced. In order to manage the increased demands and expectations, it is important to attend class regularly, keep up with readings and assignments, and ask for help when you need it. Learning to live with someone new can be one of the most challenging aspects of going to college. Different living habits are the most common source of roommate conflict (i.e. neat vs. messy; quiet vs. noisy; early-to-bed vs. up-all-night). Failure to communicate your expectations about living together can lead to tension and eventually conflict. To avoid “roommate fallout” you should communicate your needs and expectations respectfully, while recognizing your own habits and quirks that might affect your relationship. If conflict does escalate you should take it to a Resident Advisor, Resident Director, or a Counselor to determine a course of action. It is not uncommon for first-year students to begin college in a long distance dating relationship. Where at one time this relationship may have helped you cope with everyday stress, it could now be a source of distress due to the distance between you and your partner. Uncertainty in what the future holds for the relationship is one of the most common stressors experienced by college students in long distance dating relationships. There are a few key efforts that each partner can make to lessen the sting of separation. Verbal communication, openness, and assurance of one another can reduce stress associated with being separated. It is also essential for each partner to seek social support from others and remain active in their individual lives while apart. Many college students also struggle with body image. Our culture pays a great deal of attention to the appearance of our bodies, particularly during young adulthood. Media representations of the ideal body, messages from peers and other cultural factors shape what we perceive as “normal” or “good”. It can be difficult to have a clear, healthy perspective on ourselves and our bodies when our culture sends so many confusing, conflicting, and sometimes unhealthy messages. This can be stressful at a time when many are trying to “fit in” with others and make new, exciting relationships. If you find yourself preoccupied with how you look or become distressed about your body, discussing your concerns and ideas with someone can be extremely helpful in creating, developing, and maintaining a body image that is healthful and fulfilling. 1.1 Objectives of the study: The following objectives have been formulated for the present study: 1. To study the adjustment and academic achievement of male and female college students. 2. To compare male and female college students on home adjustment. 3. To compare male and female college students on social adjustment. 4. To compare male and female college students on educational adjustment. 5. To compare male and female college students on emotional adjustment. 6. To compare male and female college students on academic achievement. 1.2 Hypotheses: The following hypotheses have been formulated for the present investigation; 1. Male and female college students differ significantly on home adjustment. 2. Male and female college students differ significantly on social adjustment. 3. Male and female college students differ significantly on educational adjustment. 4. Male and female college students differ significantly on emotional adjustment. 5. Male and female college students differ significantly on academic achievement.

7 Ed. Res. Ess.

2. METHOD AND DESIGN The present study is descriptive in nature. This study was undertaken to study the adjustment and academic achievement of male and female college students. 2.1 Sample: - The present study was carried out on 80 undergraduate students (40 male and 40 female0 of Government Degree College, Gander bal, Kashmir. 2.2 Tools used: - Adjustment inventory by D.N Srivastava and Govind Tiwari was used for the measurement of adjustment of college students. 2.3 Statistical Treatment: The data was analyzed by applying’- test. Table 1.0: comparison of male and female college students on home adjustment dimension of the adjustment scale.

Group N Mean S.D. ‘t’- value Level of significance

Male 40 4.7 2.5 1.68

Insignificant

Female 40 5.9 3.7

Table 1.0 gives the mean, S.D. and‘t’-value of male and female college students with N=40 in both the cases. A quick glance at the table reveals that the two groups do not differ significantly on home adjustment dimension of the adjustment scale. Table 1.1: comparison of male and female college students on social adjustment dimension of the adjustment scale.

Group N Mean S.D. ‘t’- value Level of significance

Male 40 5.98 4.2 1.3

Insignificant

Female 40 7.05 2.95

Table 1.0 gives the mean, S.D. and‘t’-value of male and female college students with N=40 in both the cases. A quick glance at the table reveals that the two groups do not differ significantly on social adjustment dimension of the adjustment scale. Table 1.2: Comparison of male and female college students on educational adjustment dimension of the adjustment scale.

Table 1.2 gives the mean, S.D. and‘t’-value of male and female college students with N=40 in both the cases. A perusal of the table reveals that the two groups do not differ significantly on educational adjustment dimension of the adjustment scale. Table 1.3: Comparison of male and female college students on emotional adjustment dimension of the adjustment scale.

Group N Mean S.D. ‘t’- value Level of significance

Male 40 3.28 1.71 0.05

Insignificant

Female 40 3.3 1.87

Group N Mean S.D.

‘t’- value

Level of significance

Male 40 10.8 4.19 1.87

Insignificant

Female 40 12.5 3.92

8 Ed. Res. Ess.

Table 1.3 gives the mean, S.D. and‘t’-value of male and female college students with N=40 in both the cases. A perusal of the table reveals that the two groups do not differ significantly on educational adjustment dimension of the adjustment scale. Table 1.4: Comparison of male and female college students on academic achievement.

Group N Mean S.D. ‘t’- value Level of significance

Male 40 56.09 6.89

0.81

Insignificant

Female 40 57.36 7.17

Table 1.4 gives the mean, S.D. and‘t’-value of male and female college students with N=40 in both the cases. A perusal of the table reveals that the two groups do not differ significantly on academic achievement. 3. CONCLUSIONS No significant difference was found between male and female college students in terms of total scores obtained on the adjustment scale. The two groups also do not differ in terms of scores obtained separately on any dimension of the adjustment scale. Furthermore the two groups showed no significant difference in terms of their academic achievement. 4. SUGGESTIONS • Students should exercise patience. They should refer to many resources available to assist them in navigating their surroundings. Maps, upper-level students, and the university Website are all useful tools to get them through the initial transition to campus. • Student organizations are a fun way to interact with other students and faculty. Meeting people with similar interests and goals is an exciting way to make friends and participate in social activities. • There are numerous resources on campus designed to create a rewarding college experience. A range of offices and programs, are offered to assist the diverse campus’s needs. In addition, there are numerous sources of support such as the Office of Dean of Students, the Counseling Center, the Career Center, your Academic Advisor, financial aid programs, and mentoring/tutoring programs offered to address various student needs. • The foundation for a productive college career is a healthy lifestyle. Take the necessary steps for nurturance, getting adequate rest, socializing, and physical activity. Campus Recreation offers several resources that students can utilize to work towards wellness. The ARC, CRCE, and the Wellness Center are just a few campus facilities that strive to promote healthy practices and to educate the campus community on various health topics. 5. REFERENCES Counseling Center at NC State University (2004). Adjusting to College. Retrieved June 1, 2008, from http://www.ncsu.edu/counseling_center/resources/personal/personal_growth/adjusting_college.htm. Counseling Services, State University of New York at Buffalo. (2008). Tips for Adjusting to University Life and Resources at the Counseling Services. Retrieved June 1, 2008, from http://ub-counseling.buffalo.edu/adjusting.shtml. Darling, C. A., McWey, L. M., Howard, S. N., & Olmstead, S. B. (2007). College student stress: The influence of interpersonal relationships on sense of coherence. Stress & Health: Journal of the International Society for the Investigation of Stress, 23(4), 215-229. Knox, D., Zusman, M. E., Daniels, V., & Brantley, A. (2002). Absence makes the heart grow fonder: Long distance dating relationships among college students. College Student Journal, 36(3), 364. Lapsley, D. K., & Edgerton, J. (2002). Separation-individuation, adult attachment style, and college adjustment. Journal of Counseling & Development, 80(4), 484-492. Maguire, K. C. (2007). “Will it ever end?” A (re)examination of uncertainty in college student long-distance dating relationships. Communication Quarterly, 55(4), 415-432. Pittman, L. D, & Richmond, A. (2008). University belonging, friendship quality, and psychological adjustment during the transition to college. Journal of Experimental Education, 76(4), 343-362. Pritchard, M. E. Wilson, G. S. & Yamnitz, B. (2007). What predicts adjustment among college students? A longitudinal panel study. Journal of American College Health, 56(1), 15-22. Raspberry, C. N. (2008). Battling body image: Confessions of a health educator. Journal of American College Health, 56(4), 423-426. Scott, K. (1998). Roommate roulette. Career World 26(6), 13.