INTRODUCTION

Once a topic has been decided upon it is essential to review all relevant material which has a

bearing on the topic. In fact, review of literature begins with a search for suitable topic and

continuous throughout the duration of research project work. Since a research report, either a

dissertation or a thesis, is supposed to be an in depth study aiming contribution to knowledge, a

careful check should be made the proposed study has not previously been carried out.

Completely new and original problem are rare, however, previous study should not exactly be

replicated unless the techniques used have been faculty or the findings and conclusions doubtful

or unless some new sources of information had been discovered to shed new light on the

problem. It is necessary to show how the problem under investigation relates to previous

research studies. In some subject areas it is important to locate the within a theatrical framework

and in such cases the underlying theory needs to be reviewed as well (Saravanaval P.2010)

PURPOSE OF THE REVIEW:

To gain preliminary orientation and a background knowledge.

To gain up to date knowledge in the field.

To know the work already done on the subject.

To identify research gaps in the field.

To avoid duplication.

A review of previous related research project with help the researcher to formulate a satisfaction

structure for the his project.

CLASSIFICATION OF REVIEW

The studies directly or indirectly to the pressnt study are summarized in this chapter. It can be

classified under two broad categories.

A. Foreign studies

B. Indian studies

FORIGN REFERENCE

Ahmad (2012) conducted a study on Brain Based Learning and its Relation with Multiple

Intelligences

This study aims at exploring the learning that is attributed to the brain and its relationship with

multiple intelligences. In order to achieve the goals of the study, two examinations are used. The

First one is the examination of the thinking and learning method that is based on both

hemispheres of the brain. The second one is the examination of the multiple intelligences. Some

referees are consulted for assuring the suitability of the examinations for the measured sample

and the calculation of the exam. The sample consists of 300 students who study the course of

psychology. The sample is chosen randomly. The results indicates that more repeated method of

learning and thinking is based on the left hemisphere of the brain; as it comes out with the

highest total of 136 and within a percentage of (45.3%). In addition, the results that are related to

the dominance of the multiple intelligences indicate that personal intelligence, and physical

intelligence are the highest respectively; a mean value of (49. 80%). Whereas, intrapersonal

intelligence comes third with a mean value of (48, 40%). Finally, musical intelligence scores the

lowest mean value.Regarding connection relation; it is as a statistical function on the level of the

(=0.05) between the natural intelligence and the left hemisphere of the brain on one hand; and

the intrapersonal and the integrated intelligence on the other on the other hand. The study also

shows that there is an equal relation with a function at the statistical function of (0.01) between

the musical intelligence with the right hemisphere and the logical intelligence with the left

hemisphere. It is also clear that there is an equal relation between both of (the bodily and the

linguistic intelligences) with the left hemisphere and the spatial intelligence with the right

hemisphere.

Gleason (2011) conducted a study on Intrapersonal Intelligence Strategies in the

Developmental Writing Classroom. While many of these intelligences can be incorporated into

the higher education classroom, intrapersonal intelligence poses some intriguing opportunities in

the developmental writing classroom. As an instructor of developmental writing, the author

stumbled upon the value of students developing their self-knowledge as an aid in learning to

write more fluently and with confidence. The author believes that student writing as a means to

making sense of one's experience is inherently utilizing the intrapersonal intelligence. In this

article, the author relates how she improved the fluency and voice of her developmental students'

writing, as well as their confidence, by utilizing personal narrative essays, reflective journaling,

and self-assessment strategies.

Grant (2009) conducted a study on The Relationship between Procrastination and

Intrapersonal Intelligence in College Students. Procrastination is ubiquitous, encompasses

many domains of life, i.e., school, work, and home, and for many people has negative results.

Therefore, researchers, educators, psychologists, and counselors need to discover ways to

alleviate the problem. When Gardner's multiple intelligences are used in pedagogical

implementation in elementary and high schools, researchers have found positive results. The

purpose of this study was to investigate the relationships between procrastination and

intrapersonal intelligence as well as the other dimensions of multiple intelligence among students

in higher education in order to illuminate possible solutions to the problem of procrastination.

Because intrapersonal intelligence is associated with the self, self-knowledge, self-

understanding, self-monitoring, and self-correction, a relationship between procrastination and

intrapersonal intelligence seemed likely. This study surveyed 135 students from a small,

southwestern university. Students were administered the Procrastination Assessment Scale-

Students to determine procrastination reasons and levels, and the Multiple Intelligence

Developmental Assessment Scale to determine levels of each multiple intelligence. Descriptive

statistics indicated that students procrastinate more on academic tasks than on administrative

tasks. Results also revealed that college students usually procrastinate because they have task

aversion, they feel overwhelmed, they have difficulty making decisions, and they are lazy.

Although multiple regression results of all eight intelligences against procrastination indicated a

significant relationship, stepwise forward calculations identified linguistic intelligence as the

only significant predictor of procrastination. A MANOVA indicated that students with high

intrapersonal intelligence are less likely to procrastinate on studying for exams than a student

with low intrapersonal intelligence. In addition, a student with high intrapersonal intelligence is

less likely to display overall procrastination than a student with low intrapersonal intelligence.

Moran (2009) conducted a study on Purpose Giftedness in Intrapersonal Intelligence.

Purpose is an internal compass that integrates engagement in activities that affect others, self-

awareness of one's reasons, and the intention to continue these activities. We argue that purpose

represents giftedness in intrapersonal intelligence, which processes information related to self,

identity, self-regulation, and one's place in the world. Purpose is an extraordinary achievement. It

is an ideal that young people are expected to accomplish by the end of high school, yet in our

mixed methods study, only 26% of our sample overall (N=270 youth age 12-22) expressed a

purpose. Still, purpose can be achieved precociously. Some youth achieve purpose much earlier

than the norm: 11 6th graders in our sample showed a purpose.

Mowat (2009) conducted a study on The Development of Intrapersonal Intelligence in Pupils

Experiencing Social, Emotional and Behavioural Difficulties. The study, which is principally

qualitative, draws from the accounts of 69 pupils who participated within the intervention during

its first four years of inception and from a range of stakeholder accounts--parents, Support Group

Leaders, class teachers and senior managers. The intervention focused upon collaborative,

discussion-based activities designed to foster reflection, understanding and thinking skills. The

study utilises data drawn from attendance, attainment and discipline statistics, comparing the

Support Group population to wider comparator groups, in addition to questionnaires (open and

closed), scheduled interviews and focus group discussion. This article focuses specifically upon

the extent to which pupils developed intrapersonal intelligence. The findings indicate that the

majority of pupils had, to at least an extent, developed greater understanding of their behaviour

and that these outcomes were still in evidence up to two years after intervention.

Shearer (2009) conducted a study on Exploring the Relationship between Intrapersonal

Intelligence and University Students' Career Confusion: Implications for Counseling,

Academic Success, and School-to-Career Transition

The author describes the relationship between self-knowledge and career confusion among

university students and discusses strategies to enhance career and academic planning. The

multiple intelligences profiles of typical university students are compared with those of 82

students enrolled in 3 sequential semesters of a course titled Career Exploration at a large

midwestern U.S. university. Low intrapersonal intelligence scores were found to be a significant

characteristic of undergraduates with moderate and high levels of career confusion. Implications

for counseling to promote successful school-to-career transitions are discussed.

Saricaoglu (2009) conducted a study on A Study of Multiple Intelligences, Foreign

Language Success and Some Selected Variables

The aim of this study was to investigate the relationship between students' gender and

intelligence types, the relationship between particular intelligence types and students' success in

grammar, listening and writing in English as a foreign language and the relationship between

parental education and students' types of intelligences. Preparatory class students (n=144)

attending Erciyes University's School of Foreign Languages participated in the study and the

data was collected through the Multiple Intelligences Inventory for Adults. Descriptive statistics,

independent samples t-test analysis, correlation analysis and one-way analysis of variance

(ANOVA) were used to analyze the data. Analysis of the data revealed no significant gender

differences in the intelligence types held by the participants except for that between gender and

linguistic intelligence which was positive. Negative but significant relationships were found

between success in students' test scores in grammar and bodily-kinesthetic, spatial, and

intrapersonal intelligences whereas the relationship between musical intelligence and writing was

found to be significant and positive. Finally, no significant relationship was found between

parental education and students' intelligence types.

Yee Mei Heong conducted a study on Relationship between learning styles and Multiple

Intelligences among Bachelor of Technology and Education in Universiti Teknologi

Malaysia

Intelligences play an important role in higher education learning. They represent different

individual preferences and strengths in learning and can be a stimulus for developing new ways

of learning. This research is focused on the relationship between learning styles and multiple

intelligences among the second year Bachelor of Technology and Education STP (A/E/J) direct

intake students in Universiti Teknologi Malaysia. The whole population of 97 students were

selected as sample. The Kolb Learning Styles Model (1976) and Gardner Multiple Intelligences

Theory (1983) were used in this research. This is a quantitative approach research. Data were

collected using questionnaire that were translated from Kolb Learning Styles Inventory and

Gardner Multiple Intelligences Inventory. The gathered data were analyzed using Statistical

Package for Social Science (SPPS) software and presented as frequencies, percentages,

correlation and diagram. The results showed that majority of the students tend to possess

Diverger learning styles with emphasis on Intrapersonal Intelligence for the excellent level and

Verbal-Linguistic for the low level. The ChiSquare test for the .1 level of significance indicates

that a significant correlation exist between Kolb learning style with Musical Intelligence.

Hindes (2008).conducted a study on Promoting Intrapersonal Qualities In Adolescents.

This study evaluated the TLB program's efficacy in developing intrapersonal skills in 10th- and

11th-grade students. Participants were randomly assigned to a control or treatment group.

Assessment of emotional intelligence and self-concept occurred prior to, immediately after, 6

weeks and 6 months following the intervention. Results indicated that the TLB program created

sustainable changes emotional intelligence and self-concept. Although these results are

encouraging, further research is needed to investigate the effectiveness of the TLB program in

broader demographic groups and to examine different outcomes.

Jallad (2008) conducted a study on The Effect of Multiple Intelligences Strategies on EFL

Ninth Graders' Achievement in Reading Comprehension. This study aimed at investigating

the effect of multiple intelligences strategies comprising logical-mathematical intelligence,

verbal-linguistic intelligence, intrapersonal intelligence and interpersonal intelligence on ninth

grade students' reading comprehension achievement in an EFL setting. The population of the

study consisted of all ninth grade students in public schools in Irbid/Jordan in the second

semester of the academic year (2005-2006). The sample of the study consisted of four ninth

grade sections, which were selected purposefully (two male sections and two female sections).

To answer the questions of the study, the researchers used the following procedures and

instruments: (1) A reading comprehension test was constructed. It was judged by a jury of three

professors, two English supervisors and three experienced teachers; and it was modified

according to their comments; and (2) The instrument was applied on the sample of the study at

the beginning of the second semester of the academic year (2005-2006). To analyze the collected

data, means, standard deviations and two-way ANOVA analysis were used with multiple

intelligences strategies and gender as variables. The findings of the study were as follows: (1)

There was a significant difference in the students' reading comprehension ([alpha] less than or

equal to 0.05) due to the teaching strategies in favor of the experimental group; and (2) There

was no significant difference in the students' reading comprehension ([alpha] less than or equal

to 0.05) due to the students' gender.

SELF CONFIDENCE

Sadler (2013) conducted a study on The role of self-confidence in learning to teach in

higher education. The paper considers teacher self-confidence, which emerged as a theme

within a wider study into the influences upon new academics' development as teachers over time.

Three interviews took place, over a two-year period, with 11 new teachers from a range of higher

education institutions and discipline areas. The first phase of analysis was the creation of detailed

cases studies for three of the participants, of which one is reported in the current paper to

illustrate the role of self-confidence in teacher development. The second phase used a thematic

analysis of all interview transcripts. The new teachers' self-confidence appeared as a key

influence in the use of teaching strategies that actively involved the students. Content knowledge

and teaching skills were related to feelings of self-confidence, with "experience" being a key

factor in the teachers' perceptions of their knowledge and skills. The findings hold implications

for managers to ensure new staff have as familiar and stable teaching schedule as possible, and

teacher developers to encourage dialogue and reflection in relation to the self-confidence and

content knowledge of new teachers.

Filippin (2012) conducted a study on Family Background, Self-Confidence and Economic

Outcomes. In this paper we analyze the role played by self-confidence, modeled as beliefs about

one's ability, in shaping task choices. We propose a model in which fully rational agents exploit

all the available information to update their beliefs using Bayes' rule, eventually learning their

true type. We show that when the learning process does not converge quickly to the true ability

level, small differences in initial confidence can result in diverging patterns of human capital

accumulation between otherwise identical individuals. If differences in self-confidence are

correlated with socio-economic background (as a large body of empirical literature suggests),

self-confidence can be a channel through which education and earning inequalities perpetuate

across generations. Our theory suggests that cognitive tests should take place as early as possible,

in order to avoid that systematic differences in self-confidence among equally talented people

lead to the emergence of gaps in the accumulation of human capital.

Park (2012) Conducted a study on Relations between Technology, Parent Education, Self-

Confidence, and Academic Aspiration of Hispanic Immigrant Students. This study utilized

data from the TIMSS 2007. To compare the effect size of technology use, multi-group analyses

of the path model were performed with Analysis of Moment Structures. The result shows that

later immigrated students' technology use is positively related to their mathematics performance.

They may gain more benefits from technology use than moderately or early immigrated student

groups. It is reasoned that later immigrated Hispanic students may reduce their learning

hindrance associated with cultural barriers or limited English proficiency by using educational

technology. Enhancement in the investment of educational technology into this subgroup may

narrow the achievement gap between later immigrated, moderately immigrated, and early

immigrated students.

Rezaei (2012) conducted a study on Can Self-Efficacy and Self-Confidence Explain Iranian

Female Students' Academic Achievement?

Official statistics from several resources in Iran indicate that female enrollment and achievement

in Iranian universities has recently exceeded that of male students. Despite the fact that a

religious government has been ruling the country for three decades, and despite many regulations

against women, Iranian women have managed to overcome social, cultural, and political barriers.

They have also been able to pass a highly competitive entry exam to enter the university at

higher performance rates than male students. In this study it was proposed that this increasing

enrollment and graduation rate might be attributed to their gender-based self-confidence and

their self-efficacy. The results showed that female students scored higher on collective, gender-

based self-confidence but their personal feeling about their gender was more negative and their

general self-efficacy was not different from the self-efficacy of male students.

Kleitman (2011) conducted study on Meta cognitive Beliefs, Self-Confidence and Primary

Learning Environment of Sixth Grade Students

The present study examined the relationships between academic self-efficacy and perceptions of

one's own competence in memory and reasoning abilities, and their role in predicting the Self-

confidence trait. The study also aimed to determine the role of key classroom factors (goal

orientation and self-efficacy with the teacher) in predicting self-beliefs, the Self-confidence trait

and academic achievement in Year 6 students (N = 177). EFA and Path analysis were used to

determine these relationships. The hypothesised path model was tested in a simultaneous fashion

of the entire system of variables to determine whether or not hypothesised relationships were

consistent with data. The results suggest that academic self-efficacy and metacognitive

competency beliefs define a broad factor--Metacognitive Beliefs--which serves as a key

predictor of Self-confidence. Mastery goal-orientation and self-efficacy with teacher predicted

Metacognitive Beliefs and, indirectly, Self-confidence. Students with stronger Metacognitive

Beliefs were less engaged in self-handicapping behaviours. Known common factors--

intelligence, gender and a proxy for SES, school fees--were controlled for. The present study has

important implications for both metacognitive theory and educational practice.

White (2011) conducted a study on The Development and Validation of a Tool to Measure

Self-Confidence and Anxiety in Nursing Students While Making Clinical Decisions. Results

of the study provided initial evidentiary support for the NASC-CDM scale as a content valid,

construct valid, convergent valid and reliable measurement tool. Findings of the study have

important implications for nursing education. Nurse educators may be able to utilize the NASC-

CDM scale in numerous situations, around real-life or simulated clinical experiences. If nurse

educators are aware of how affective states, such as levels of self-confidence and anxiety,

influence nursing students while moving through the process of making clinical decisions, they

can intervene more effectively and facilitate students learning the vital skill of CDM.

Abdullah Isiklar (2010) conducted a study on The analyzing under graduate Students‘Self-

Confidence Levels in terms of some variables. Self-confidence has a very significant impact

both on expressing yourself during interpersonal relations and making up relations with others.

Acting without self-confidence may lead to isolation or retreatment of an individual from

society. Because of that, therapists have been very much concerned about self-confidence. Many

people have difficulty in asserting their rights. These people should increase their self-confidence

levels in proper situations. In this context, self-confidence education consists of modeling people

who are self confident, acting to show that you are self confident enough and reacting instantly.

This research was made in order to analyze undergraduate students‘ self-confidence levels in

terms of some variables. The population of the study consisted of four departments at Aksaray

University. As a sample, 168 students studying at Aksaray University took part in. Data were

collected via a scale measuring self-confidence levels of students. In data analyses, descriptive

analyses, t-test and ANOVA were used. Results of the study showed that there was significant

difference in terms of gender and departments.

Nunez (2009) conducted a study on The modeling the effects of diversity experiences and

multiple capitals on Latina/O College Students' Self-Confidence

This study develops a model predicting academic self-confidence for 2nd-year Latina/o college

students. Findings indicate that forms of academic, cultural, social, and intercultural capital (the

capacity to negotiate diverse racial and ethnic environments) are positively associated with

academic self-confidence. The prevalence of negative cross-racial interactions is negatively

associated with academic self-confidence. The study's results suggest policy and programming

implications to support the development of Latina/o students' academic self-confidence.

Beckmann (2009) conducted a study on Self-Confidence and Performance Goal Orientation

Interactively Predict Performance in a Reasoning Test with Accuracy Feedback. This study

takes an individual differences' perspective on performance feedback effects in psychometric

testing. A total of 105 students in a mainstream secondary school in North East England

undertook a cognitive ability test on two occasions. In one condition, students received item-

specific accuracy feedback while in the other (standard condition) no feedback was provided.

While accuracy feedback had, on average, no effect on test performance, differential effects were

observed. Performance goal orientation and self-confidence moderated feedback effects on

performance. The provision of accuracy feedback seemed to have performance optimising

effects upon test takers with high performance goal orientation in combination with low self-

confidence. The implications of these findings in relation to the validity of findings from

psychological testing are discussed.

Chachra (2009) conducted a study on Exploring Gender and Self-Confidence in

Engineering Students. A Multi-Method Approach. Despite generally higher academic

achievement, female students display lower academic self-confidence than males. Of particular

interest to engineering educators is the difference in confidence in mathematical, scientific and

problem-solving skills. Using a multi-method approach that utilizes the rich dataset of the

Academic Pathways Study, the researchers were able to consider approaches to understanding

the "confidence gap" in engineering students. The quantitative data indicates that, over the course

of the four years of their engineering education, men have higher confidence than women in their

math and science abilities and in their ability to solve open-ended problems. No difference was

observed in confidence in professional and interpersonal skills.

Chang (2008) conducted a study on Science Achievement and Students' Self-Confidence and

Interest in Science. The interrelationship between senior high school students' science

achievement (SA) and their self-confidence and interest in science (SCIS) was explored with a

representative sample of approximately 1,044 11th-grade students from 30 classes attending four

high schools throughout Taiwan. Statistical analyses indicated that a statistically significant

correlation existed between students' SA and their SCIS with a moderate effect size; the

correlation is even higher with almost large effect sizes for a subsample of higher-SCIS and

lower-SCIS students. Results of t-test analysis also revealed that there were significant mean

differences in students' SA and their knowledge (including physics, chemistry, biology, and earth

sciences subscales) and reasoning skill subtests scores between higher-SCIS and lower-SCIS

students, with generally large effect sizes. Stepwise regression analyses on higher-SCIS and

lower-SCIS students also suggested that both students' SCIS subscales significantly explain the

variance of their SA, knowledge, and reasoning ability with large effect sizes.

Thomas Nelson (2005) conducted a study on College Students' Experiences with Diversity

and Their Effects on Academic Self-Confidence, Social Agency, and Disposition toward

Critical Thinking . The results of this study conducted at the University of Michigan (n = 289)

indicate that students with more experiences with diversity, particularly enrollment in diversity

courses and positive interactions with diverse peers, are more likely to score higher on academic

self-confidence, social agency, and critical thinking disposition. In addition, the study provides

evidence that diversity experiences may work together to foster development of certain aspects

of self.

INDIAN STUDIES

INTRAPERSONAL INTELLIGENCE

Ambedkar (2012) conducted a study on Multiple Intelligences In Relation To Achievement

Motivation Among XI Standard Students Of Pondicherry. The objective of this study is to

study the differences between Multiple Intelligences and Achievement Motivation among 11th

standard students in Puducherry with respect to the gender and locality. In the present study, the

researcher adopted Normative Survey type of Research design. A sample of 1250 11th standard

students is taken using cluster sampling technique for the present investigation. For the purpose

of collection of data related to the present study, Multiple Intelligences tool (constructed and

validated by the investigator) and Achievement Motivation Tool – A standardized tool by Pratiba

Deo & Mohan (1985) were used.

Sivakumar (2012) conducted a study on Relational Studies On Multiple Intelligence And

Achievement In Science Among High School Students. Intelligence is the aggregate or global

capacity of an individual to act purposefully, to think rationally and to deal effectively with the

environment. This mental capacity or mental energy helps an individual to face new challenges

and problems of life as successfully as possible. One’s own mental energy can be judged in

terms of the quality of his behavior or performance. This paper reports on the multiple

intelligence and achievement of high school students. The sample consisted of 200 high school

students. A scale on multiple intelligence was used to get the data from the students. Percentage

analysis, t-test, F-test and Pearson-Product moment correlation of co-efficient, were used for

analyzing the data. The result shows that there is a correlation between multiple intelligence and

achievement in science among high school students.

Antony Gracious, F.L. and Annaraja, P. (2011) conducted a study on Multiple intelligence

and computer efficacy of prospective teachers“. Multiple Intelligence and Computer

Efficacy of prospective teachers was conducted to find out the relationship between

multiple Intelligence and Computer Multiple Intelligence Inventory and Computer Efficacy

Scale. The investigator used stratified random sampling technique for selecting the sample.

The sample consists of 242 Prospective Teachers. For analyzing data; ”t‘ test and

Pearson‘s product moment co-efficient were the statistical techniques used. Finding shows

that there was no significant relationship between Multiple Intelligence and Computer

Efficacy of prospective teachers

Anthony Muthu and Annaraja (2009) conducted a study on —Multiple intelligence of

primary school teachers“. Objective of the study was to find out difference between

multiple intelligence of primary school teachers by their (i) gender (ii) locality (iii) marital

status and (iv) type of school. Population for the study was primary school teachers from

Virudhunagar educational district. Sample for the study was 200 primary school teachers

from Virudhunagar educational district. ”t‘, chi-square test and ANOVA were the statistics

used to analyse the data. Findings of the study were (i) there was a significant difference

between multiple intelligence of primary school teachers by their gender, locality (ii) There

was no significant difference between multiple intelligence of primary school teachers by

their marital status and type of schools.

Shanthy and Amaladoss (2009) conducted a study on —Relationship between multiple

intelligence and achievement in Physics of college students

Objective of the study was to find the relation between multiple intelligence and Achievement in

Physics in Total, Male and Female. Population of the study was college students in

Tirunelveli and Tuticorin districts. Sample for the study were 250 college students. Tool for

the study were multiple intelligence by Gardner (1983) and Achievement test was prepared

by investigator. Statistics for the study were Mean Standard Deviation, ”t‘ test, chi-square

test and correlation used to analyse the data Findings of the study were (i) there was no

significant difference between gender and multiple intelligence (ii) there was a significant

difference between gender, medium of instruction, locality and achievement in Physics.

Micheal Leo and Venkatesh (2009) conducted a study on —Relationship between

multiple intelligence and academic achievement in Biology of XI standard students“

Objective of the study was to find the relation between multiple intelligence and Academic

Achievement. Tool for the study were multiple intelligence by Gardner (1983) and

Achievement test was self made. ”t‘, chi square test, correlation and ANOVA were the

Statistics used to analyse the data. Findings of the study were (i) no significant difference

by their gender, medium of instruction, Locality, Type of school and Religion and

community in their Multiple intelligence. (ii) There was a significant difference in gender,

medium, locality, Type of school and Community of Academic Achievement. (iii) There

was no relation between in total and multiple intelligence and achievement of total sample

and female; but there was a relation between in total and multiple intelligence and

achievement.

Jemila and Annaraja (2009) conducted a study on —Multiple Intelligence and achievement

of higher secondary students in commerce”. Objective of the study was to find relation

between multiple intelligence and achievement in Commerce. Population of the study was

Higher Secondary Commerce students of Tirunelveli district. 250 samples were collected by

stratified random sampling. Tools for the study were multiple intelligence Inventory by H.

Gardner (1983) reliability (0.80) and Achievement test prepared by the investigator and its

reliability (0.79). Mean, correlation and ANOVA were the statistics used to analyze the data.

Findings of the study were there was a significant ant relation between multiple

intelligence and achievement test..

Velmurgan and Annaraja (2008) conducted a study on Multiple intelligence and

achievement in social science of IX standard students. Objective of the study was to find te

relation between multiple intelligence and achievement in social science. Tools for the study

were multiple intelligence inventories by H.Gardner (1983). And achievement test prepared by

the investigator. Mean correlation and ANOVA were the statistics used to analysis he data

population of the study was 285 IX Standard Students from Tirunelveli district. Findings of the

study were no significant relation between multiple intelligence and achievement in social

science.

Robert and Alphonseraj (2007) conducted a study on relationship between multiple

intelligence and achievement in mathematics”. Objective of the study was to find out

relationship between multiple intelligence and academic achievement in mathematics among

high school students in their quarterly. Examinations were the tools used for collecting data. The

population for study was high school students of Trichy district. Tamil Nadu. The investigator

has selected the sample from the population by using the stratification on the basis of sex,

standard and type of school. The sample consists of 200 higher secondary school from 8 schools.

Findings of the study were there was no significant different between male and female. Rural and

urban, Tamil and English students in their multiple intelligence and there significant positive

correlation between multiple intelligence and achievement in mathematics among higher school

students.

Sudheesh Kumar. P.K. (2007), conducted a study on Developing reflective thinking

among pre-service teachers through Multiple Intelligence Teaching Approach (MITA).

The major objective of the study was to examine the effectiveness of multiple intelligence

teaching approach in the development of reflective thinking among pre service teachers.

Two intact groups of pre-service first yea r teachers were selected from two District Institute of

Education and Training (DIET) as experimental and control groups. The Integrated

Reflective Thinking Indicator (IRTI), lesson transcript for existing method of teaching,

Learning Style Inventory (LSI), Approach to Studying Inventory (ASI), Verbal Group Test

of Intelligence (VGTI), Standard Progressive Matrices Tests (SPM), Classroom Environment

Inventory (CEI) and General data sheet for Socio-economic Status on both the experimental

and control group were used for the data collection. Analysis of covariance and Scheffe

were used as statistical technique for finding result. The major findings were: i) the

experimental group had higher scores in relation to the development of reflective thinking.

ii) Scheffe Test of post-hoe comparison also revealed the effectiveness of MITA on the

development of reflective thinking in case of experimental group, and iii) pre-service

teachers taught through MITA differ significantly from pre-service teachers taught through the

existing method of teaching.

INDIAN STUDIES

SELF CONFIDENCE

Tirath Singh (2008) studied the effect of Meditation On Self-Confidence Of Student-

Teachers In Relation To Gender And Religion. Sample of the study were used 152 student-

teachers of B.Ed. The tools were used self-confidence inventory (1987) in Hindi developed by

the Dr.Rekha Agnihotry, and Raven‘s standard progressive matrices developed by J.Raven,

J.C.Raven and J.H.Court (revised 2000) were used. Major findings of the study were: 1. there

was significant effect of gender on self-confidence when pre-self-confidence was taken as a

covariate. 2. There was no significant effect of interaction between meditation and gender on

self-confidence when pre-self-confidence was taken as a covariate. 3. There was no significant

effect of interaction between meditation and gender on self-confidence when pre-self-confidence

and pre-general intelligence were taken as covariates.

Parvathamma (2010) conducted a study on The anxiety level and level of self-confidence and

their relation with academic achievement. Six high schools of Chamrajnagar taluk in

Karnataka were selected randomly. Totally 300 students were selected by randomly selecting 50

students from each school including boys and girls. Tools were used self-confidence checklist

(M.Basavanna), anxiety scale (Prof:D.N.Srivastasva & Dr.Govind Tiwari), school records for

academic achievement. Major findings of the study were: 1. there was a significant difference

between anxiety level of boys and girls. 2. There was a significant difference between self-

confidence levels of boys and girls.

Dipika (2003) conducted a study on The Self-Confidence Of Visually Impaired Children In

Integrated And Special Schools In Tamil Nadu. A sample of 320 visually impaired children

was selected as the sample through stratified random sampling procedure. The tools used

‗students‘ self-confidence scale (SCS) based on the Liker scale of summated ratings. Major

findings of the study were: 1. there was no significant difference between the scores of visually

impaired children in self-confidence on the basis of the gender. 2. There was no significant

interaction between independent variables gender and nature of impairment as far as the scores

of visually impaired children in ‗self-confidence‘are concerned is tenable. 3. There was no

significant interaction between independent variables gender and nature of schools as far as the

scores of visually impaired children in self-confidence are concerned. 4. There was no significant

interaction between independent variables such as gender; nature of impairment and nature of

schools as far as the scores of visually impaired children in self- confidence are concerned.

Sharma (2013) conducted a study on Impact of family climate, mental health, study habits

and self confidence on the academic achievement of senior secondary students.

The world is becoming more and more competitive and quality of performance is the key factor

for personal progress. Excellence particularly, in academics and generally in all other areas has

been seen as an important aspect. Parents desire that their children climb the ladder of

performance to as high level as possible. This desire of a high level of achievement puts a lot of

pressure on students, teachers, institutions and the educational system itself in general. In fact it

appears as if the whole system of education revolves around academic achievement of the

students, though various other outcomes are also expected from the system. Hence, efforts have

always been made to find out strategies and mechanism to improve excellence. Therefore, many

factors have been hypothesized and researched by the researchers. They come out with different

results, at time, complementing each other but at times contradicting each other. A complete and

comprehensive picture of academic achievement still seems to elude the researchers. The search,

therefore, continues and educational researchers all over the world are still seeking a

breakthrough in elucidating this phenomenon. In the present investigation it is presumed that

student’s academic achievement is determined by Family climate, Mental health, Study habits

and Self-confidence and this is the reason why, the aim of the present investigation was to study

the Impact of Family Climate, Mental Health, Study Habits and Self Confidence on the Academic

Achievement of Senior Secondary Students. 1.2 FAMILY CLIMATE AND ACADEMIC

ACHIEVEMENT The family is the only socially recognized relation for child bearing and the

essential agency for child rearing, socialization, and introducing the child to the culture of the

society, thereby shaping the basic character structure of our culture and forming the child s

personality. (Frank, 1948) The infant begins his life under the fostering affection and care of his

parents and other near and dear ones who are associated with the family.

Ravindra (2012) conducted a study on A Comparative study of Psycho-social Climate and

self-confidence among Students of Professional and Non-Professional Courses.

The present study aims to compare the status of perceived home environment and selfconfidence

among professional and non-professional courses with gender difference. The sample consist 100

subjects 50 from professional course and 50 from non-professional course. For the data

collection Home environment scale and self-confidence inventory was used. Two way ANOVA

was used for determine the difference of dependant variable and also calculated mean score for

actual differences. The result shows that students from professional course have better perceived

the home environment than the non-professional course. But there is no gender difference of

perception of home environment. The second dependant variable selfconfidence was found in

professional group but not high level. and also not gender difference of self-confidence.

Quadric (2012) conducted a study on A study of sociability, ambitious and self confidence of

athlete and non-athlete.

The present study was undertaken to the study of sociability, ambitious and self-confidence of

Athlete and non-Athlete. Sample of the study 180 subjects. Hypothesis of the study 1. There will

be significant difference in between Athlete and non-Athlete Dimension of sociability. 2. There

will be significant difference in between Athlete adnoun-Athlete Dimension of ambitious. 3.

There will be significant difference in between Athlete and non-Athlete Dimension of self

confidence. L N Dube & Archana DubeSentence Completion Test (SCT) was used the study.

Besides these, a PDS was used to get the other necessary information relating to the respondents.

It was conclusion that 1.Athlete have significantly high social (Sociability) than the non-Athlete.

2. Athlete have significantly high ambitious than the non-Athlete. 3. Athlete have significantly

high self confidence than the non-Athlete.

Mallesh (2014) conducted a study on Comparative analysis of sports completion anxiety, self confidence and sports achievement motivation among different level of hockey players.

The purpose of the present study was to find out the sports competition anxiety, self-confidence

and sports achievement motivation among inter district, inter collegiate and inter university

Hockey players. For achieving the purpose of the study total of 90 subjects were selected as

samples consisted 30 each inter district, inter collegiate, and inter university men players. Their

age groups of the subjects were between 19 to 28 years. The psychological tools used in this

study were standardized. The Sports competitive anxiety was measured through standardized

questionnaire, developed by Rainer Martens, Sports achievement motivation was measured

through questionnaire developed by M.L. Kamlesh and Self-confidence was measured through

standardized questionnaire developed by Robin's Vealey.

Hemant Lata Sharma(2014) conducted a study on Self-Confidence And Academic

Achievement Of 10+1 Students In Relation To Gender, Locale And Type Of School

The present study was undertaken to investigate the effect of gender, locale and type of school

on self-confidence and academic achievement of 10+1 students. The sample of the present study

consisted of 800 students selected randomly from four districts of Haryana. Self-confidence was

measured by Agnihotri's Self-confidence inventory (1987) and academic achievement was

determined on the basis of percentage obtained by the students in Xth class annual examination

conducted by HBSE, Haryana. The findings indicate that there exists significant difference

between the male and female students on academic achievement and self-confidence. No

significant difference was observed between rural and urban students on academic achievement

and self-confidence. Significant difference exists between students studying in government and

private schools on academic achievement and self-confidence indicating that students studying in

private schools perform academically better and possess higher level of self-confidence than the

students studying in government schools.

Chang & Cheng (2008) conducted a study on Interrelationship between senior high

school students' science achievement (sa) and their self-confidence and interest in science

(SCIS) was explored with a representative sample of approximately 1,044 11th-grade students

from 30 classes attending four high schools throughout Taiwan. Statistical analyses indicated

that a statistically significant correlation existed between students' SA and their SCIS with a

moderate effect size; the correlation is even higher with almost large effect sizes for a subsample

of higher-SCIS and lower-SCIS students. Results of t-test 65 analysis also revealed that there

were significant mean differences in students' SA and their knowledge (including physics,

chemistry, biology, and earth sciences subscales) and reasoning skill subtests scores between

higher-SCIS and lower-SCIS students, with generally large effect sizes. Stepwise regression

analyses on higher-SCIS and lower-SCIS students also suggested that both students' SCIS

subscales significantly explain the variance of their SA, knowledge, and reasoning ability with

large effect sizes.

Alias (2009) conducted a study on Relationship between type of confidence inducing

stimulus, academic self-confidence and cognitive performance among engineering students.

The study samples consisted of two groups of engineering students from a Malaysian

polytechnic. The type of confidence inducing stimulus (positive or negative) was the

independent variable, cognitive performance was the dependent variable and ASC was the

hypothesised mediating variable. The results indicate that the positive group has statistically

significantly higher ASC level (3.08) compared to the negative group (2.67) and the positive

group also demonstrates a statistically significantly higher cognitive performance compared to

the negative group; 71% and 54% respectively. It is concluded that boosting the ASC of

Engineering students can enhance their cognitive performance.