In the previoua chapter, a bakf revlew of the

research studie8 related to the peceasnt inveetigation

wao presented. The purpoae of the F e s e n t stu* was

to examine tha e f f e c t of erocial maur i ty on the perao-

n a l l t y t r a i t e of primary school children drawn f tom

rural and urban communities. The other fac tor s tudied

was the sex of the students.

In t h i s chapter, the methodology of the research

including operational defini t ions, se lect ian of the

variables , hypotheses , sample fo r investigation, tools

used for data collection and the technique of s t a t i -

s t i c a l analysis employed f o r the analysis of data would

be presented.

-rational ~ e f in i t ions of tbe terms used:

In the present investigation, two concepts m ed

t o be explained ope rat ional ly, nanely , personality

t r a i t s end soc i a l maturity.

Pereonalitv t r a i t s :

P e r m a l i t y ie a concept having a comprehensive

connotation and it includes many dimensions which are

developmental and integrative. Personality is a term

t h a t is axtonslvely wed in p.ycholo6ly and m i a l

P r ) ~ c h o l o g ~ and ref e r e t o a number of puycholagical

collrponenta i n *scribing an individual. Tha tenn

porsanali ty i s used i n many sensea, the morrt satis-

fact-y meaning of the term being "the integrated

and dynamic organization of the physica1,mental ,moral

and soc i a l qualitiers of the individual, as t h a t

manif e s t a itself to other people in the give and take

of s o c i a l lif a (Drever, 1935 ). This would Imply on

f u r t h e r analyeis that it cornpii~est of the natural

and acquired impulses, and habits , and intereate,and

complexes, the sentiments and ideals , the oplniona

and be l ie f s , as manifested i n h i s r e l a t i ons within

hla/her soc i a l milieu. Kempd defines perecmality "a6

the habitual mde of adjustmnt which the organiem

effects between i ts own egocentric drives and the

exigencies of enviromn t '. Quthrie def inecl parsonality "as tha t which con-

sists of those habits and habit system of e o d a l

importance t h a t are stable and replistarrce to change".

A l l p o r t defines personality "a8 the dynamic

organization wlkthin the individual of those psycho-

physical syatems t h a t determine h i s unique ad jus tmn t

t o h i s environmentn - peraorrality ie both a proms8

and a product. Some general cha rac te r i s t i c s of per-

monality are t

1. It is continuous

2. It i@ a product of heredity a n l environmant

3. It is a product of inner aapecte and differences

4. It has two functfona - overt and covert

5. It is hnique

6. I t is dynamic

7 . I t is the end product of learning.

The term " t r a i t w indicates an individual 's chara-

c t e r i s t i c mode of behaviour i n thought, feel ing or act,

darharited or acquired. Many psychologists have defined

the concept of personality t r a i t d i f ferent ly , as the

very term is so f l ex ib le t o include many shades of mean-

ing. Hence, the term personality t r a i t my - indi-

catiw of the actions , thoughts and fee l ings t h a t ~ c a

c h a r a c t e r i s t i c s of an individual.

T ra i t b a concept, whicn i s descriptive i n nature

t h a t would characterise the habi tual mode of behaviour

of an i n d i v i ~ u i l manif eating the t o t a l ge rmna l i t y of

an individual which as already been indicated is a -0-

ceas of unique adjua tmnt based on the in te rna l argani-

zation of the psycho-physical sy&ems.

A mt of personality t r a f t s would grovide a

d-criptive charactqrizrtion of an indivAdua1 which

would typ i f y the pa t te rn of bahaviour of a persoar

under dlf f e r e n t con8itlons. Persona lity being unique

i n its na tu re the t r a i t manifestat ion is a l s o unique

and it differs from individual t o individual. Honsver,

a s Al lpor t and oBbert (1936 1 point out t h a t though

there are lnnumerab lea adjec t ives descr ib ing the indl-

vidual behaviour, it 1s possible t o a t r i v e a t a set

af t r a i t 8 , which m y more or less describe an indi-

vidual, Persons liKe Gordon and 0th rs have made an

at tempt In t h i s d i r ec t ion and i n our Indian context

Satyamrthy ( 1964 ) , Sudha ( 1977 ) have examined a set

of e i g h t t r a i t s , onthe l i n e s of Gordon's personal i ty

p r o f i l e and i n w n t o r y ( 1953 1. which would be suit able

for the study of personal i ty of an individual. The des-

c r i p t i v e de f in i t i on8 of these traits are ae f o l l ~ s r

( 1 Aacendenw ( Asc 1 r Those individuals who adopt

an adtitfe role 3n group si tu*ione, who are self-

assured and a s se r t i ve i n r e l a t i onsh ips w i t h others,and

who tend to make independent decis ions s t and high i n

the scale. As a contrast, tho88 who play a paesive r o l e

i n t h e group, +he general ly lack mlf-confidence, who

prefet to have others take the lead, and who t e n d to be

-48-

dapsnbnt on other8 for advice, stand low An t b =a&.

2 Reswrroibllitv (Ra81t Individuals who taka ream-

. ibil it irs eeriously, who are able to et lck to any jab

and get it done, who are palesevering, and determined

atand high in the scale. on the other hand. however,

individiuals who are unable to atick t o taeke do not

intere8t them, and who terd to ercape from t b m , 6t-d

l o w i n the scale.

( 3 ) Emtional Stabi l i ty (ES ),r I ndivMusls w b are well

balanced, emotionally &able, and re la t ive ly f ree from

anxiety and tension, will be at the upper end of the

scale. Persons who demon strate excessive anxiety ,ten-

sion, hypersensitivity ard nervousness, w i l l be a t the

loner end of the scale.

( 4 1 m i a b i l i t y I (Soc 1: IndlLviduals who l ike to be

with other Fndivihrala. who are gregarious and sociable,

can be placed a t the upper end of the scale. Law rcores

reflect lack of gregariousness, restrict ion in s o c i a l

contacts , and in the extrem an avoidance of soda1 re-

1 a t ionships.

( 5 ) V i e o u r (Via ) : InQAviduals who are energetic ,who

l i k e to work more rapidly and who ate able to accomplish

more than the average prwn, tend to be a t the top end

of the ecal.. Individuals d t h lon v i t a l i t y or energy,

with a tendency to t i r e e a s i l y , who f a l l below avareea

i n trrms of waek output, tend to be a t the lower end

of the scale.

( 6 ) Orininal TkWLW ( 0 ~ 1 s Individuals who ten6 Lo

be or ig inal i n the 4.r thinking, who like to work with

ideas, en joy solving d i f f i c u l t problems who a e ref lac-

t i v e , stand a t the higher end of the scale. Persons

who do not care for intel lectual or creative a c t i v i t y ,

and who lack both an inquiring mlnd and a gamral in-

c l i n a t i o n for original thinking, tend t o be a t the

lower end of the acale.

( 7 1 Cautiousness (ceut : Individuals who are highly

caut ious , who consider matters very careful ly before

rnaklng dec$slons, and who do not like to take chances

or run risks, stand a t the top end of the scale. ?$hila.

individuals w h o are irnpuldve ,who act on the spur of

the moment, who make hurried or: snap decis ions . stand

a t the lwer end of the scale.

(8 ) Pereonal Relations (PR) t Persona t~ho have great

f a i t h and tmst i n people nnd A r e tolerant, patient

and mars tand ing tend to b@ at; the higher end of the

acale. Low ecores reflect a lack of t rus t or confidence

Social Maturity:

me second concept that needs to be opegationally

clef in@d the concept of Social ~ i t u r i t y . soc ia l matu-

rity is a bshavioural concept which indicatae the extent

to which an inaividual i s capable of euccessfully en-

counter h i s h e r social environment i n such s way that

he/she would be capable of operating at the optimum

leve 1 of efficiency , success end profoundity based upon

his /her age and other Aenpjlraphic factors. The e i a l

m a t u r i t y provlidos an W e x regarding the growth of the

Person, soc ia l ly which gets reflected in h i s h e r intera-

ction with persons and situations in the society. It

also gives a picture about the optimum leve l of co-ardi-

nation of an individual's psycholagical and social abi-

lities which renders the individual capable of meeting

cha 1 lenge s.

This has bean studied in terms of the ten compo-

nents namfiily,

1) Social &pendency

2 ) Isolation

3 ) on-comunicat ion

4 ) Non-cooperatlon

5 ) Inhibition, which are negative in the*

nature, a high manifestation of which indicate a soc ia l

inmaturity , and

6) Social hatonomy

7 Gregariourrne a r

8) Comnunication

9 ) Coloparation

10) Enrichment, whkh are poaitive in the ir

nature, a high manif eetation of whlch inU-

cate a high hgrae of soc ia l maturity.

A brief descriptive definition of these are a8

follows:

1) Social Empendency: This Is a level of soc ia l matu-

r i t y in which an individual depnds more and mn, on

other8 even i n respect of attending to hirrher own per-

sonal needs and f eels l o s t when he/she is expected to

meet any challenge indegendently. Fie/she would expect

and would f e e l hapgy when others control krim/her and

h i s h e r job remains simply a case of follawhg.

2 ) Isolation: This is an aspect of social maturity In

which an hdividual feels lost i n the company of others,

does not enjoy social gatherings, feels ~ihy to meet and

interact with othara, i a afraid of big mob and crowd

and alwaye feels comfortable and erecurs while alsacl.

3 ) Non-commuricationt Thie is a dimension of s o c i a l

maturity in which the individual feel8 incapable of

ao-nicatfng or t e l l i n g others a b u t hia viewa o r a l l y

or 0th -is@. The individual f e e l s t ~ n g u e - t i e d ~ i a not

able to argue out an issue and -/she cannot ar t icu-

late e f fec t ive ly and plcecisely and hence m u l d l ike to

withdraw from any such soc ia l encounters.

4 ) NOn Co-operation: This is a dimemion of -cia1

maturity which i s negative i n i ts character wherein the

indivictualms behaviaur is loaded with such q u a l i t i e s

as se lf ishne ss , quarr e lsome , non-accommdlakive , un-

concern, impatienca , stubborness, and hence render him-

s e l f /herse l f non-cooperative i n any soc ia l s i tua t ion .

5 ) Inhibit ions This is also a negative dLmension of

s o c i a l maturity wherein the behaviour of an individual

ie characterised as i n f a n t i l e due to such f a c t o r s a8

a posit ive hindrance , obstruction, causlng damage , attempts t o f r ighten and bully others, c r i t i c i o o o the r s

behaviour negatively and an incessent attempt to &mi-

nate o the r s by forcing oneself upon others.

6 ) Social AutonON t This $6 a dimension of social

maturity J I i ch is posi t ive in nature wherein an indivi-

d u a l msnifasta such s o c i a l behaviour patterns as

ae lf lsonf idence , se l f depndencs , absence of peevish-

nsee, self-choice and aelf-deternninism, It is a l so

character ised by the leve l of maturity wherein an

ind iv idua l not only wcepts h i a h r behaviour but a l e0

i a capable of accounting himse l f h r s e l f for his action80

( 7 6 r e g a r i o u m e s ~ t his i s also a posit ive aspect of

s o c i a l maturity wherein an individual aeeks and enjoys

the company of others , involves himself/herself i n

group a c t i v i t i e s , shares the problem of o thers with

h i m e l f /herse l f , takes up organising social and comma-

n i t y a c t i v i t i e s , i a eager t o s t r i k e , maintain and con-

tinue! f r i endsh ip w i t h o thers and gem r a l l y exh ib i t s

soc i a l l y an adventurous behaviour . ( 8 -nication: This is an aspect of s o c i a l matu-

r i t y because of which an individual exh ib i t s a capacity

f o r expressing himself /herself clearly, is very a r t i -

c u l a t e in a l l h i s h e r verbal dealings, t a b s active

pa r t i c ipa t ion i n group discuasione, i s capable of ente-

r i m i n t o a dialogue or a discussion am3 is able to

answer any questions, as a l so convince o thers about

h i s h e r views.

(9 ) Co-operation: Co-operation is a df mension of s o c i a l

maturity wherein an individual is ready t o be of some

help o*r& we8 out of the way to render any asai-

stance to the poor or to the needy, i s socially damn-

able and have a keen s a n a of social responsiveness

and thue generally become uociocenttic r a t h a t h s l

self -centred.

10) Enrichmentr This i s a posi t ive dimension of eocial

maturity i n which an individual endeavours to he lp

others, to grow, to mature and learn. By v i r tue of Chis,

a person is ready to share his/her possessions and k n a v -

ledge with others, always ready to support others

psychologically, is eve- keen to appreciate the good

points in others end is an optimistic lnd&vldual who

sees the bright aide of others rather than the ir dark

side s . The first f ive dimensions are such that a higher

score would indicate a lesser degree of msturity ,

whereas on the second s e t of five dbens iona a higher

score would indicate a greater degree of social matu-

r i ty .

Diecussion of Variable s t

Personality has been the focus of the present

investigation. The main interest of the study was to

masure the personality of the atudents V, V I and VXI

mtandarde in respect of tha e igh t pereonali ty t r a i t s

atudled. The eight traits taken up for the study f a r m a Wneom providing a sgectrum of the persorralfty di-

meneions. This has been concern of the many davelop-

rnantal p6ychologista who have examined the factors and

atages of development of personali ty (Al lpor t , 1959;

H U ~ ~ O C K , 1974 1 Smith, 1968t Dane lson, 1973 Chorpadem, 1977 t

Mathew, 1971; Skinner, 1964 1.

It i a also t r u e t h a t any educational system

should take u p n Atself the t a sk of personali ty deve-

lopment and character formation and hence there I s a

need to study the personnli ty t r a i t s of school going

ohildren. Hence i n t h i s personali ty t r a i t has been taken

as the BcpeMent variable.

Independent Variables :

There a r e a nunJoar of studies which have examined

t h e deve lopmenta 1 aspects of personali ty i n r e l a t i o n to

a number of f a c t o r s (Sudha,1977# R a o and Pat i l r1969t

~Sghwan end Drar, 1 ~ 6 6 ; Jaslpr v,?esley, 197 1, c'yrus E l l s -

worth Criewe 11 , 19691 Adolph Sf l b e r m a n , 1969, Kumar ,1972 ;

Mcelroydrshcraft,lY76# Arthux #assoff,l%6; Rao Nal ini ,

1978) and also the f ac to r s affecting the personal i ty

devalopmnt of an individual . Xn the s e s e n t inveetiqa-

t i o n the following var iab les were conaidere2 as indepen-

d e n t va r i ab l e s which may affect the personal i ty t r a i t s

Standards Personality being a deve lopmental process

gets effected by the chronological age and also the

scholastic leve l i n reapect of the standard or the

grade which has a formetive infauance on the growth.

There are a munber of studiee which have reported the

differential effect of age and grade on the personality

deve lopment.

Theref are the standard i n .which the s tudent8 were

studying namely V, V I and V T X were considered a s an

independent variables i n the study.

Sext There are a number of s t u d i ~ a which have provided - the evidence to show t he di f ferent ia l e f f e c t of persa-

nality among boys and girls (Tyag 1960, J a i n 1954,

Singh 1969, Tapasak, Renee and R o d i n 1979, Gupta 1972).

Generally it i a accepted that g i r l s develop faster

than boys even though this is n o t conclusive. There-

fore i n t h i s inves t iga t ion , sex wae considered as an

independent variable by including both boys and g i r l s

i n the study.

Comnunityr The p ttclrn of pereonality development

q g urban and rural ahildretl va r i e s from one another

bacauae of many sociocultural f aetara. Personality

itself being sociogenic in nakure, it is aff ec tad by

var ious factors which are d i f f e r e n t from one another

in r u r a l and urban comrmnities. There are a number

of studies which have shown t h a t the r u r a l ch i ldren

differ : from those of urban chi ldren i n many respects

( Mangus 1948, Tiwar1 1977, Sudhe 1977 ) . Therefore i n t h e present inves t iga t ion conmu-

n i t y was included a s an independent var iable by draw-

ing sample from r u r a l and urban schools.

J Typa of Schoolea An adoloscent spends mast of h i s

waking hours i n the school environment. There are

many s t u d i e s which have examined t h e school c u l t u r e s

and they have enown t h a t every school as a s o c i a l

i n s t i t u t i o n has its own unique e y n t a l i t y whach has

its own impact on the developing personal i ty of t he

ch i ld ren who come under t h i s influence. me admini-

strasivs set up, the pa t t e rn of time-table , the

involvement and many other such factors of educat ional

importance i n a pr iva te schbol d f f f e t s from tho- of

a government 8chool. There are s tud ies which have

exmined t h e d i f f e r r n t i a l c u l t u r a l and eoc ia l atms-

pheres of t h e m i n s t i t u t i o n s (Orpen Christopher 1971).

Therefore in the poeeent study, c h i l e e n from

both private and government schools w e r e d r a w n to

examine the ef f e e of type of schools on the perso-

n a l i t y t r a i t s .

Social Maturity: Pereor~ality and Maturity are Jnterwe-

lake& They not only mutually depend upon one another,

but also influence the growth of each other. In t h i s

sense. personality and makurity are c y c l i c in the*

interaction, Perwnallty being a psychological dimen-

elon i s eassnt la l ly a pmacesa of dynomic organisation

of many ones own faclaltfsa w i t h b an individual. The

concept of social matutity i s eesential ly behavioural

i n nature which form the basis for the development of

personality. Likewise, the interr.alisation process

w i t h i n itself would support and conaolidnte the exter-

nal matured behaviourable patterns. Theref ore the

effect of the level. of soc ia l maturity on the persona-

lity forrmtion is obvious. There are a number of

s tud ie s which have provided insight regarding the for-

mative inf luence of such psychological and soc ia l

f ectol=er like Lnte l l igence . self esteem, self concept,

eoc ia l interaction and so on the personality form-

t i o n (Undqren 1956, Adam 1976, Gough Hazrison 1966.

ShoettanS 1976, Jerry 1968, vora 1981, Thompson 1969).

Therefore in the present study soual maturity

with its ten dimensions were considered as an inde-

pendent variable.

The following hypotheses were f~rmulated to

determine the effect of the independent variables On

t h e personal i ty t r a i t s of students,

Ma lor Hy~othesis8

1 ) There i s no s i g n i f i c a n t difference i n each of

the personal i ty t r a i t s of rural and urban students.

2 There is no s i g n i f i c a n t di f ference In each of

the personal i ty tr~its of b y 0 nnd girls .

3 1 There is no significant d i f Perenee in each of

the personslity traits of students studying i n

di f f ercnt standards.

4 1 There i s no s i g n i f i c a n t d i f ference i n each of

the personal i ty traits of students studying in Govern-

ment and private schools.

5 There i s no s ign i f i cant differen- in each of

the personal i ty traits of students w i t h high and low

leve le of dig f erent dimensions of s o c i a l maturity.

The above hypothesis was further divided i n to

ten minot hypotheses i n terms of t.en dimension of

social maturity*

Under each of the above major hypotheres, eight

rub h y p o t h s i s were formulated and tested i n terms

of the e ight personality t ra i t s .

The mthod uaed for drawing the sample was

stratif l e d random samplings technique. The population

from which the sample in the present: study was drawn

consisted of a l l the etuaents studying i n V, V I and

VII stnn&rds of primary schools of rWur D i s t r i c t

and Bsngalore c i ty . Ten echools were selected from

urban and rural areas. The eanple consisted of 150

boys and 150 gir l s respectively. The t o t a l senple

being 300 students. The basis of strat i f icatAon a t

the school level being community viz. urban and

rural and also the type of schools namely qovernmnt

and private ins t i tu t ione and st the student level

i t was sex and standsr8.

Tools of Researcht

The following tools were used for collecing

the data in resgect of the personality traits and

social maturity of students.

A personality scale developed by sudha (1977)

on the l i n e s of G u t t m a n was used. his scale meaeuree

e i$ht p e r a ~ n a l i t y tr ai ta viz. , ( 1 ) Ascendency , (2 ) R e ~ p o n s i b i l i t y ~ ( 3 ) Emotianal atability, ( 4 ) Socia-

b i l i t y , (5 ) Viqour, ( 6 ) Origlnal thinking, ( 7 ) Cau-

tiousness and (8) PersKmal R , l a t l o n s . Each trait has

mix items* The items have beer1 reported to be discri-

minating as indicated by the obtained t-values for the

upper anu lower 25% of the sample. The AnGices of

reproducibility showed t h a t the scale 1s a quasi-scale

in the sonse used by C;uttman maL'UTang ur,i-dimensional

traits. ';*he wale consisted of korty eQht item.

Among the 08 items prepared, there were negative as

well as posit ive i t e m s . The ikams ..ere -provided with

tlvee al ternat ive chociee to respond. They were 'Yes',

'Cannot say' and 'NO'. The scoring procedwe for the

Atema tdre done by aiving a acore of bOrjE' t o 'Yes'

response of negative item, a scwre of TWO^ for 'Can

not may' response and a score of "1WREE' for 'NO'

similarly for a positive statement the response

'YBB' i s given a score of ' T ! ~ E E * , br?om reapmae with

a score of 'ONE' and 'Cannot say' response w i t h a score

o f 'Two'.

The fallowing table shows the number of items i n

r e l a t i o n to personality w a i t s .

N u n b a t of item i n the personality scale coxreepond- fng to each personality tzaity.

S1. No. Personality t ra i t8

1. Ascendency

2. Responsibility

3. Emotional 3tehj.lity

4. Sociability

5. V?-gaur

6. **hi Thinking

7 . Con t iauene as

8 Personal Relations

Item Numbers

(see Appenaix X A arld I 3 for the Kannada and Eng l l s h version of personality scale )

Reliabilityt The s p l i t half co-efficients of re&-

b i l i t y for the e i g h t yeruonality traits were found to

range from 0.40 t o 0.73 ( ~ 1 1 4 0 0 ) ana 0.40 to 0.65

VaUdi ty t I t wae also validated against the RSSB

m r s o n a l l t y Inventory and indices obtalned ranged from

0- 22 to 0-42 (by-200) i n respect of e ight personality

t r e i t r and were found t o be s i g n i f l c a t ~ t . Hence the

tool was deemed to be val id and re l i ab l e .

social Maturity scale:

A s o c i a l maturity scale daveloped by Dr. Sudha

and Satyanarayana (1983) a t the bepartment of Educe-

t i o n , sangalore University, Bangalore was used to

measure the level of m i a l maturity of the studente.

I t provides scores on t e n dimensions and s o c i a l

maturity, out of which f i v e are posi t ive , snd f ive are

negntive. The negative dimensions are s o c i a l depen-

dency, faalation. non comnicat ion , non-co-operation

and 1nhil.iltion. The pos i t ive dimerxsions are soclal

Autononry, Gregsriousne 6s , Communication . Co-operst ion,

and Er!ichmnt.

There me eel? ieems dn each dirnu~aion. The itsma

are arranged In such a way that the first f i v e items

cover tkw negative cli~nensions of social maturity and

the eixth to tant;h items cover the p w i t i v e dimensions

of social maturity respc.tively. Thie arrangement is

followed to cover the ten i t a m for each dimentian.

The scale i s a self reporting one, against each of the

statement of which are provided threeimodes of responses

namely, * A * for w ~ l ~ a y s n , l s * for n ~ o m ~ i m a s " and %n

for Stevarmb The etudant has to reapand to each of

the stat@ment by encircung any one of the modes, which

m e t a p ~ o p r i a t e ly describes him/hcr.

+S t o The 8coring is done by giving three p i n -

WAlrqyam, t w o points to HSomtimesH and one point for for

"I%!vexn. Thus the scale provides score s/each dimension

i n such a way that in the case of f i r s t f i v e dimnsions,

higher the score, nigher would be the social immturity

or lesser w w ~ l - 2 bc the social maturity becayae a higher

ecore ! r , an ¶.nc7$cation of a hlghbr aeqrce of soc ia l

dependency, i s o l a t i o n , mn-corm.unic~t ion, non-coopra-

t i o n and inhibit ion, wfx?reas Ln the case of other f i ve

dimensions, higher the scbre , higher omc~ld be s o c i a l

maturiky or lesser tau13 be social immaturity &,cause

a hipheriscore is an indication of \righer degree of s o c i a l

Autonomy, Gcegariousne ss , C o m n i c n t i a n , Cooper ation

and Enrichment.

Validity: The items ware scrutlnised by expr.cs

i n sociology, psychology md Education and they were

sui tably modified before their inclusion i n t o the final

format. The items were screened i n ;:espect of the i r

content, su i tabi l i ty for their standa.:c! 5or which they

are intended and languege d i f f i cu l ty and so on. There-

fore , the scale i s deem d to possesa content val idi ty .

R e l i a b i l i t y of t h e tool: The index of r e l i a b i l i t y

for the ocale was establ ished by using the technique

of t ea t - r e t e s t r e l i a b i l i t y admini s t e r ing the t o o l

f o r a group of 25 s tudents w i t h a gap of four weks.

The obtained co-ef f i c i e n t s of r e l i a b i l i t y are prese-

n ted hereunder.

Coeff ic ients of Rel iab i l i ty for the dimensions of sc Maturity Scale

S1 Dimansione NO.

1 social Dependency 0.70

2. I so la t ion 0 . 5 0

5. Inhib i t ion

6. soc ia l Autonomy

7. Gregariousne 8s

8. Communication 0 .52

9. C m p e r a t ion

10. Enrichment -- -

Themfore, the tool was considered to ke r e l i ab le .

(See Appendix I1 A f o r Kannada version and Appendix

If B fa. English vereian of the social maturity scale ).

Administration of the Toolst

The data were co l lec ted by the investigator by

adminiatering the Kannada version of the instruments

w e d , viz. , Dr. Sudhaoa peraonalita scale and s o c i a l

maturity acale of the @me author, t o a sample of 300

students of V , V I and vII standard boys and g i r l s of

rural and urban schools.

'3ef ore administering the tool, the r @searcher:

developed good rapport with the students, The students

were assured that it w3s only a psychological t e s t .

The students tere a l s o assured that the answers would

be kept s t r i c t l y conf ident ial by the researcher, A 1 1

the direct ions regarding the method of responding to

the scale was given to the pupils.

fn order to get the two groups of ~ i g h and I a w

on Social Maturity scores obtained by the students of

V,VI and vSI standards were projected i n t o a frequency

d is tr ibut ion separately and the Qy and Qj values were

commted for each distribution. The following table

(Table 3 ) presents the Q1 and Oj values which wsre used

a s cut off pointa to get two groups.

Q1 and P3 values of soc ia l Maturity scores of V , V ~ and

VII Standard.

Social Maturity Compon en t s

H i g h Group f o w Group

V V I VII V VI VfX

Social Dependency

Isolat ion

?hxbcommunication

Non-cooperat ion

Inhibition

soc ia l Autonomy

Gregariousness

Comunicat ion

Co-operation

Enrichment

(See Appendices A t o J for the computational de ta i l s of Pi and Q3 values).

S t a t i s t i c a l analvsita used for analysis of datat

The raw data obtained by administering the acales

were further subjected to s t a t i s t i c a l analysis t o t e s t

the nu l l hypotheses formulated i n the present study. The

col lected data were tabulated for the purpose of ana-

lysis. The t - tes t was used for test ing the hypothesis

Eor significance of mean difference i n personality t r a i t

scar@@ of various groups of students, compared by using

t h e formula1 - M~ + rr --2' el + 2 ' - N1 N2

where MI and M2 are the means of the two groups.

2 a1 and eZ2 are the variance of the t w o groups

" and N~ are the number of pupils i n +he tvm '1

groups respectively.

The present chapter dealt w i t h the mthodology

adopted by the investigator i n selecting the variables,

f olmulating the hypoth eses, sampling technique adopted,

t o o l s selected for testing the data and the s t a t i s t i c a l

measures in analysing the data.

In t b next: chapter, the analysis and i n t e r s e t a -

t i o n of the data would be presented.