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A STUDY ON LEVEL OF ASPIRATION, SUBJECTIVE WELL-BEING AND HUMAN

VALUES AMONG SPORTS PERSONS

ABSTRACT OF THE

THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF

Bottor of $]^tlQ$(09liP IN

Physical Education

BY

FARIDA ASHRAF

Under the Supervision o f

DR. ZAMIRULLAH KHAN

DEPARTMENT OF PHYSICAL HEALTH & SPORTS EDUCATION ALIGARH MUSLIM UNIVERSITY

ALIGARH (INDIAI

2010

ABSTRACT

INTRODUCTION

The twenty first century has seen a number of changes in various

fields as against the traditional practices prevalent in the past. To Iceep pace

with the fast and vast changes that are taking place in the various disciplines,

there is tremendous demand and responsibility cast on training systems to

meet the challenges of preparing men and women to achieve tasks with

success and excellence.

Participation in modem sports is influenced by various physical,

physiological, sociological and psychological factors. During training,

besides good physique and physical fitness of the athlete, emphasis is also

laid on the development of various types of motor skills involved in a game,

as well as on teaching the strategies, techniques and tactics of that game.

Until recently, the coaches have been paying inadequate attention to the

social and psychological factors which have been proved to contribute to

performance in the higher competitive sports. It is only recently that sports

administrators and coaches have realized the importance of psychological

preparation and training of players to enable them to bear the strain and

stresses inherent in sports participation. So now sports trainer and coaches

have started giving more importance to psychological conditioning or

1. To find out the difference in level of aspiration among

sportspersons.

2. To find out the difference in subjective well being among

sportspersons.

3. To find out the difference in human values among sportspersons.

HYPOTHESES

On the basis of objectives the following hypotheses have been

formulated:

1. University level players should score better on level of aspiration

scale than College level players.

2. University level players should score higher on subjective well

being than College level players.

3. University level players should score higher on human values

than College level players.

4. University and College level female players should score

significantly different on level of aspiration.


significantly different on subjective well being.


significantly different on human values.

building the mental makeup of the players before their performance in the

national and international competitions.

The significance of psychological factors for exploring

performance has been forcefully advocated by many experts (Singer

and Kane 1975; Mein 1973; Broake and Whiting 1975; Bucl; 1995).

They suggest that an individual is affected not merely by his physical,

technical & tactical qualities but also by his their psychological make up.

In recent years sports performance is not simply a matter of basic

skill, rather it is a cast of variable influences, such as general aspiration

subjective well being and human nature which determines abilities

and maximize etiological peaking which are presently emphasized for

attaining high performance.

Statement of the Problem

The problem undertaken for the present thesis is stated as a study of

level of aspiration, subjective well being and human values among

sportspersons.

OBJECTIVES OF THE STUDY

The objectives of the proposed study are as fallows:

7. University and College level male players should score


8. University and College level male players should score


9. University and college level male players should score


LIMITATIONS

1. The response of the subjects to the questionnaire might not be

honest in all case and this was recognized as a limitation.

2. The general mood and environment factor at the time of responding

to the questionnaire would affect the response of the subject and

this was also recognized as a limitation.

3. The limitation of time and economic constraints were considered as

another limitation of the study.

4. No sophisticated apparatus or equipment was used.

DE-LIMITATION:

The study was delimited to male and female sportspersons at College

level and a university level of northern U.P. only. The samples have not been

taken from all the stadiums and institutions of northern Uttar Pradesh, rather

from institutions that have been selected randomly.

SIGNIFICANCE OF THE STUDY:

1. The study aims to understand the difference between level of

aspiration, subjective well being and human values among

sportspersons.

2. The study helps in examining the relative difference in level of

aspiration, subjective well being and human values among the

University and College level female players of different games

and sports.

3. The study helps in diagnosing the relative difference in level of


University and College level players of various games and sports.

METHODOLOGY:

For this thesis random sampling method was used for the

collection of data. An attempt has been made to find the difference

between psychological variable, of different games. The study was

conducted on three hundred University and College level players in

approximately equal ratio of male and female of Northern UP.

1 Data was collected through questionnaires.

2 Level of aspiration was measured by using scale developed by

Dr. H.M. Singh and Dr. Govind Tiwari (1976).

3 Subjective well being was measured by using the SWLS

developed by Diener, Emnons, Larsem and Griffin (1985).

4 Human values were measured by using the scale developed

by Shery(1973).

DATA ANALYSIS

Data was analyzed with the help of student t-test to determine the

significance of difference between the mean scores of University and

College level players of different games.

CONCLUSIONS, SUGGESTIONS AND RECOMMENDATIONS

On the basis of the critical inferences drawn form the chapter number

IV we can conclude that:

1. There is significant difference between University and College level

sportspersons in terms of level of aspiration.

2. There is no significant difference on the Subjective well-being

between University and College level sportspersons.

3. There is no significant difference between University and College

Sportspersons on religious, social, democratic, aesthetic, economic,

hedonistic, power, family prestige and health values. However

significant difference can be found between University and College

level players in terms of knowledge value.

4. There is no significant difference in the score of level of aspiration

between University and College level female hockey players.

5. There is no significant difference on the score of Subjective well-

being between University and College level female hockey players.

6. It was found that there is no significant difference on the values

among University and College level female hockey players.

7. There is no significant difference in the level of aspiration between

University and College level female cricket players.

8. There is no significant difference in the Subjective well-being between

University and College level female cricket players.

9. There is significant difference between female cricket players of

University and College level in knowledge value, whereas there is no

significant difference in the other values like religious, Social,

democratic, aesthetic, economic, hedonistic, power, family prestige

and health.

10.No significant difference lies in the level of aspiration between

University and College level female kabaddi players

11.There is no significant difference in the subjective well being between

University and College level female kabaddi players.

12.University and College level female kabaddi players do not have any

significant difference on religious, social, democratic aesthetic,

economic hedonistic, power, family prestige and health values.

13.There is no significant difference in the level of aspiration between

University and College level female swimmers.

14.University and College level female swimmers do not differ

significantly on Subjective well-being.

15.University and College level female swimmers do not have any

significant difference in tenns of religious, social, democratic,

aesthetic, economic, knowledge, hedonistic and family prestige

values. But significant difference exists between University and

College level female swimmers on power and health value.

16.There is no significant difference on the variable of level of aspiration

between University and College level female volley ball players.

17.There is no significant difference in the Subjective well-being between

University and College level female volley ball players.

18.Female volleyball players of University and College level do not have

significant difference in terms of religious, social, democratic,

aesthetic, economic, knowledge, hedonistic, power and health values.

However, significant difference exists between University and College

level female volley ball players in terms of family prestige value.

19.There is a significant difference between University and College level

female cricket players on the variable of aspiration level.

20.There is no significant difference in Subjective well-being between

University and College level male cricket players.

21.There is a significant difference between University and College level

cricketers on knowledge value, but no significant difference can be

found in terms of religious, social, democratic, aesthetic, economic,

hedonistic, power, family prestige and health values.

22.There is no significant difference in the score of University and

College level male hockey players on the variable of level of

aspiration.

23.There is no significant difference on Subjective well-being between

University and College level male hockey players.

24.There is no significant difference between University and College

level male hockey players on religious, social, democratic aesthetic,

economic hedonistic, power, family prestige and health values.


University and College level male kabaddi players.

26.No significant difference in the subjective well being exists between

male kabaddi players of University and College level.

27.University and College level male kabbadi player have no significant

difference in ternis of religious, social, democrafic, aesthefic,

knowledge, hedonisfic, power, family prestige and health values. But

in economic value there is a significant difference.


University and College level male swimming players.

http://26.No

29.There is no significant difference in tiie Subjective well-being between

University and College level male swimmers.


level male swimmers in terms of religious, social, democratic,

aesthetic, economic, knowledge, power, family prestige and health

values. However, but significant difference exists in the score of

University and College level male swimmers.


University and College level male volleyball players.

32.There is no significant difference in Subjective well-being between

University and College level male volley ball players.

33. There is no significant difference on the variable of various values

among University and College level male volleyball players.

Suggestions and Recommendations:

Keeping in view the findings of the present study, the following

suggestions are being forwarded:

1. Talent selection among various games at state and college can be

conducted on the basis of the present study.

2. Similar studies may be conducted on the with other.

10

3. The scope of the study can be widened to cover national, Inter

university and state level sports persons.

4. A comparative study may be conducted on East, West, North and

South-Zone players to find out degree of variation with respect to

these variables.

5. Other psychological variables which left unattended in this study may

be included to have a broader understanding of the psychological

make up of the players.

6. The findings of this study can be a guide to use aspiration and values

to light the fire of sprit for competition and training.

7. In future, a series of studies need to be conducted considering the

important psychological variables and their relationship with

performance.

Recommendations

1. It is recommended that factors like health status, achievement

motivation and other psychological factors should also be considered

in future studies.

2. Similar studies may be conducted in other states of the country.

11

3. It is recommended that educational institutions and authorities should

pay special attention to inculcate values among sports participants.

4. Along with psychological parameters, physical and bio-

mechanical parameters of sports persons should also be studied.

5. Further, a study should be conducted to compare elite and non elite

sports persons of different sports in relation to well being, aspiration

level and human values.

12

A STUDY ON LEVEL OF ASPIRATION, SUBJECTIVE WELL-BEING AND HUMAN

VALUES AMONG SPORTS PERSONS

THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF

SiQctor of pi)tIo£!opi)p IN

Physical Education

BY

FARIDA ASHRAF

Under the Supervision of

DR. ZAMIRULLAH KHAN

DEPARTMENT OF PHYSICAL HEALTH 8c SPORTS EDUCATION

ALJGARH MUSLIM UNIVERSITY

ALIGARH (INDIA)

2010

j£F 2ui4

T8489

(Dr. Zamiruflafi %fian Associate (Professor

Department of Physical Health

& Sport Education Aligarh Muslim University Aligarh-202002 Mob. 09411465571 E-mail:[email protected]

RefKo. Date:....

Certtfitate of tfie ûperbtsfor 'Tfiis is to certify that the thesis entitted "A STV^Y 09{ L%V^L OT

fisî^Tfo% sv^j'Ecnv^ M^LL-cB'Emg Am> mJ9A.fm VALVES

AMO^g S<PO^!XS (FEÔiNS" is an empiricaC research wor^ carried out 6y

Ms Tarida Ashraf under my guidance and supervision for the degree of (Doctor

of phifbsophy. The thesis is an originaf contriSution and adds suhstantiafCy to

the existing treasure of ^nowfedge in the discipfine of <PhysicaCeducation. The

thesis isfitforsuSmission to the examiners for evafuation.

(Dr. zin^miih Khan) Supervisor

mailto:[email protected]

A ckno wiedgement

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CONTENT

Certificate Acknowledgement Page No.

CHAPTER-1

Introduction

Statement of the Problem

Objective of the Study

Hypothesis

Limitation

Delimitation

Significant of the Study

Definition of Technical term

Level of Aspiration

Subjective Well being

Component of Subjective well being

Values and value orientation

Values: The Indian Context

CHAPTER- 2 ^ ^ ^ ^ ^ ^ ^ ^ ^ B H ^ B ^ ^ 1 .52 • Review of related studies

1. Level of aspiration

2. Subjective well being

3. Human Values

• Methodology

• Sample

• Data Collection

• Tools Used

• Scaring procedure

• Data Analysis

• Result and Discussion

• Discussion

AFTER • Conclusion and Suggestion

• Recommendation

6-112 T • • « ' ? ^

ihAPTER - 6 t_i i_t i_

• References 'ja. t' ••'ifi-i

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INTRODUCTION

Competitive sports are an are where the young and super

challenging athletes fight for supremacy and records. Here Athletes

are scientifically prepared by experts, sports scientists and coaches

to tussle among themselves. The motive is, to win and then to enjoy

their dreams and the fruit of their efforts put in for years together. At

the same time it is a fact that today's athletes are simply stronger,

faster and more efficient than yesterday's and tomorrow may be still

better.

The main aim of modern sports training is to detect and

diagnose human capabilities at an early stage in life and channelize

it in the right direction to realize the achievements aimed at, in a

particular game or sports.

Excelling, doing better and surpassing are some of the

expressions which are generally used to denote competition. There is

a sort of deliberate and conscious animosity that has existed for

centuries and shall continue to exist, so long as betterment remains

the goal of the society. Consciously or unconsciously, everyone is

competing in one way or the other.

Man is not as consistently predictable in performance as are

other things that we might choose to observe. However unfortunate

it is but obvious. We can borrow information from related areas to

apply it to sports, as another alternative. Whatever method is used,

the so called truth is at best loosely structured. We must then

logically deduce the facts from the empirical evidence that pertains

to sport.

As one moves from one level of competition to another

aspirations also get higher and higher and the will to perform better

increase to reach the top order, or in other words to win the

competition to become champion. One's level of aspiration affects

one's performance.

Competitions are so tough nowadays that even marginal factors

influence sports performances. In order to overcome all the factors

that may influence the performance performers face various types of

psychological problems. So it is a must on the part of coaches and

trainers to have a close look at the well being of the trainees.

'Conquering' remains the spirit of competitors in competitions.

In today's competitions the best performers are awarded with various

types of awards. So these competitions have lead the competitors to

forget the sprit of the game. There remains only one thing in their

minds i.e., to win. To win, they may adopt unfair means also.

Therefore it can be said that it is human values that lets competitors

decide whether to be fair in competitions or not.

The significance of psychological factors for exploring

performances has been forcefully advocated by many experts

(Singer and Kane 1975; Mein 1973; Broake and Whiting 1975;

Bucl; 1995). They suggest that the individual is affected not merely by

his physical, technical & tactical qualities but also by psychological

make up.

In recent years sports performance is not simply a matter of

basic skill, rather. It is a cast of variable influences such as general

aspiration, subjective well being and human values. There

determine capabilities and maximize psychological strength

which are the pre requisites for attaining high performance.

Statement of the thesis

The issue undertaken for investigation in this thesis is study on

level of aspiration, subjective well being and human values among

sportspersons.

Objectives of the study

The objectives of the proposed study are as follows:

1. To find out difference of level of aspirations among

sportspersons.

2. To find out difference of subjective well being among

sportspersons.

3. To fmd out difference of human values among

sportspersons.

Hypotheses

On the basis of the above mentioned objectives, the following

hypothesis have been formulated:

1. University level players should score better on level of

aspiration scale than college level players.

2. University level players should score higher on subjective

well being than college level players.

3. University level players should score higher on human

values than college level players.

4. University and college level female players should score

significantly different on level of aspirafion.











Limitations

1- The response of the subjects to the questionnaire might not be

honest in all cases and this is recognized as a limitation.

2- The general mood and environment factor at the time of

responding to the questionnaire affects the response of the subject

and this is also recognized as a limitation.

3- The limitation of time and economic constraints are considered as

another limitation of the study.

4- No sophisticated apparatus or equipment has been used.

De-limitation:

The study was delimited to male and female sportspersons in

college level players and university level players of northern U.P. only.

The samples have not been taken from all stadiums and institutions of

northern Uttar Pradesh, rather institutions have been selected randomly.

Significance of the study:

1. The study aims to help understand the difference between level of


sportspersons.

2. The study helps in examining the relative difference in level of

aspiration, subjective well being and human values among the

university and college level female players of different games and

sports.

3. The study also helps in diagnosing the relative difference in level

of aspiration, subjective well being and human values among the

university and college level players of various games and sports.

Definition of the technical terms:

The variables which are used in the present study have been

defined as under.

Level of Aspiration

The term 'Level' of aspiration is English translation for the

German word "Anschpruchsniveau" which means the level of

performance that an individual expects of himself In other words it

refers to the goal that an individual sets for himself. However, while

doing so he is seldom guided entirely by considerations which are

realistic in nature. Level of aspiration has received considerable

attention from investigators in the area of personality, Social

Psychology, Clinical and Experimental psychology, etc. This

phenomenon was first observed as a matter of chance by Dembo, a

student of Lewin, in the late twenties, while she was studying

experimentally produced anger through frustration. The situation

required the subject to try hard for the unattainable goal set for him

by the experimenter. During the course of her observation she noted

that when the required goal was too difficult to attain, some of the

subjects set up their own secondary goal vat an intermediate level

This goal was termed as the subject's momentary level of aspiration'.

However, she made no further attempt to pursue the phenomenon

that she had discovered.

It was left to Hoppe (1930), another student of Lewin, to define

the phenomenon, study its characteristics, and deliberate over its

nature. While defining the phenomenon he states that the

subject always undertakes the taslc with certain demands, which

can change during the course of activity. The totality of these

constantly shifting, now indefinite and now precise -

expectations, goal settings or demands in connection with one's

own future performance, shall be term at as level of aspiration of the

subject. It follows from what Hoppe states that the totality of highly

shifting demands and expectations of varying vividness and

specificity, constitute the level of aspiration.

Hoppe's method for studying level of aspiration was

inferential, i.e., it involved drawing inference, of a subject's level

of aspiration on the basis of overt and verbal behavior, including the

expression of the feelings of success and failure during the course

of performance of the task or activity. His observation revealed that

success tends to raise, and failure tends to lower the level of

aspiration; and that the characteristics of subjects, like ambition,

cautiousness, and prudence, etc., exercise a determining effect.

Obviously, the operation of these factors is not likely to make the

individual realistic enough in his goals and expectations.

Level of aspiration exercises a strong motivating effect on

performance. This is evident from a number of studies reported

by Woodworm and Schlosberg (1954), and Underwood (1955).

Kausler (1959) and Ali (1969) performed studies specifically

designed to test the motivational and esteem-defense hypotheses of

level of aspiration. They found that the subjects of 'level of

aspiration' groups who were required to up the goal of achievement

on each trial, before performing a series of letter-symbol

substitution-tasks, did significantly better than the subjects of the

'control group', who simply worked on the tasks without setting any

goal of achievement. The time allowed in each case was constant.

However, when the height of level of aspiration was correlated

with the level of performance, they failed to obtain any relationship

between the two. Holt (1946) had earlier reported results in the

0am direction, the results obtained were true not only for the

individuals who were maladjusted but also for the individuals who

were well adjusted (Ali and Masooda, 1973),

It is evident from the above studies that while the level of

aspiration or setting up of the goal of achievement leads to a

substantial improvement in performance, the amount of

improvement is not related to the height of the goal set by the

individual. Apparently, the level of the goal set is determined not

only by the urge to achieve, but also by some other urge of defensive

nature. On the basis of available evidence, it will not be justified to

reject one view of hypothesis and accept the other. Both

motivational and esteem defense factors seem to operate, when the

individual is setting the goal of achievement. However, which ever of

the two factors assumes dominance, is dependent upon the nature of

the situation, particularly, whether it is stressing or non-stressing, and

the personality makeup of the individual.

Subjective well being

Another important variable which is considered for the present

study is subjective well being.

The term "subjective well being" (SWB) refers to people's

evaluation of their lives. These evaluations include both cognitive

judgments of life satisfaction and effective evaluations of moods

and emotions. If a person reports that his/her life is satisfying, that

she/he is experiencing frequent pleasant effects, or that she/he is

infrequently experiencing unpleasant effects, she/he is said to have

high subjective well-being. Although life satisfaction, pleasant effect,

and the lack of unpleasant effects often co-occur to some degree

within the same individuals, these components are separable.

10

Someone who experiences a great deal of pleasant effect, for

example, may also experience very little unpleasant effect and be

labeled as 'happy', whereas someone who experiences high levels of

both pleasant and unpleasant effects may be labeled 'highly

emotional'.

Subjective well-being especially life satisfaction reflects a

person's fulfillment of his or her values and goals, and involves the

search for meaningfulness in one's life. (SWB) becomes a

broader measure of quality of life because it reflects deeper-values

than physical pleasure and ephemeral emotions.

Work on subjective well-being or psychological well-being

is carried out under the broad topic of quality of life. Studies on

psychological well-being have become proliferated in recent

years.

Well-being is viewed as a harmonious satisfaction of one's

desires and goals (Chekola, 1975). According to Campbell and others

(1970), the quality of life is a composite measure of physical, mental

and social well-being. Happiness and satisfaction involve many life

situations, such as health, marriage, family, work, financial situation,

educational opportunity, self-esteem, creativity, belongingness and

11

trust in-others. The terms like subjective well-being, happiness, life

satisfaction and quality of life are often used inter-changeably.

Levi (1987) defined 'well-being' as a dynamic state of mind

characterized by a reasonable amount of harmony between an

individual's capabilities, needs and expectations and, environmental

demands and opportunities. Three features of subjective well-being

have been identified: (a) It is based on subjective experience,

instead of objective conditions of life, (b) It has positive as well as

negative affect, and (c) It is a global experience as opposed to

experience in particular domains such as work (Okun & Stock, 1987).

According to Diner (2000), Subjective well being refers to

people's evaluations of their lives; evaluations that are both affective

and cognitive. People experience abundant SWB when they feel

much pleasant, and a few unpleasant emotions; when they are

engaged in interesting activities, when they experience much

pleasure and few pains, and when they are satisfied with their lives'

Diener, Sapyta, and Suh (1998) say that Subjective well being is not

sufficient for the good life, but it appears to be increasingly

important for it.

12

Components of subjective well-Being

There are a number of separable components of subjective

well-being: life satisfaction (global judgments of one's life),

satisfaction with important domains (e.g; work satisfaction), positive

affect (experiencing many pleasant emotions and moods), and low

levels of negative affect (experiencing few unpleasant emotions and

moods). Each of these three major facets of subjective well-being

can be broken into sub divisions. Global satisfaction can be

identified with satisfaction with various domains such as recreation,

love, marriage; friendship etc. and these domains can in term be

divided into facts. Pleasant effects can be divided into specific

emotions such as joy, affection and pride. And, unpleasant or pleasant

effects can be separated into specific emotions and moods such as

shame, guilt, sadness, anger, and anxiety. Each of the subdivisions of

affects can also be subdivided even further. Subjective well-being

can be assessed at the most global level, or at progressively

narrower levels, depending on one's purposes.^ For example, one

researcher might study life satisfaction, whereas another might

study the narrower topic of marital satisfaction. The justification for

studying more global levels (rather than just focusing on the most

molecular concepts) is that the narrower levels tend to co-occur. In

13

other words, there is a tendency for people to experience similar

levels of well-being across different aspects of their lives, and the

study of molar levels can help us understand general influences on

that cause these co variations subjective well being A justification for

studying narrower definitions of subjective well being is that we can

gain a greater understanding of specific conditions that might

influence well-being in particular domains. Furthermore, narrower

types of measures are often more sensitive to causal variables.

Values and value Orientation

A value is a behavioral concept related to an individual or a

group. It is a concept of the desirable, that which influences the choice

of available means and ends. In the determination of human behavior

the most important factor is a person's specific value awareness.

One's choice of a course of acfion is dependent on value

alternatives. We prefer one course of action to another on the

assumption that our choice will help us realize our inherent values at

a comparatively high level. Values are one of the most important

dispositions motivating human beings and setting them apart from

non-human life forms. Values lie at the core of all human behavior

and pervade each and every aspect of their lives. Initially, it was

believed that human behavior can best be explained in terms of

14

one's personality system needs, motives, beliefs, goals and attitudes.

But eventually the emphasis is shifting towards values, as there are

many aspects of human behavior which cannot be attributed to the

former concept, but they can be identified where values play a role.

Value systems develop bit by bit over the life cycle of individuals and

hence,, are intricately interwoven with instinctual and habitual

behavior. Joshi, (1983) and Morris (1956) have conceived of

values in three forms i.e. operative values, which are the behaviors

of the organism in which they show a preference for one object

rather than the other; conceived values, which are the preference

of an individual for a symbolized object; and objective values,

which refer to what is objectively preferable, whether or not it is

sensed or conceived of as desirable. A considerable amount of work

on values has been done by Spranger (1982). He classified values

into six categories i.e. theoretical, aesthetic, economic, social political,

and religious.

Schwartz (1992) defined values "as desirable goal that vary in

their importance and that serve as guiding principles in people's

lives." He presented a model often motivational values. They are:

Power, Achievement, Hedonism, Stimulation, Self-direction,

Universalism, Benevolence, Tradition, Conformity and Security. He

15

distinguished between values in terms of the motivational goals that

they express. The content of values was linked to three basic

requirements of human existence that were assumed to pre-exist for

all individuals and societies, i.e., to satisfy biological needs, to

achieve coordinated social interaction, arid to meet social

institutional demands for group welfare and survival.

Allport (1928) explored how people develop attitudes and

motives, which in turn, produced values, and both together produced

behavior. Allport viewed that people learned everything from their

environment because they were born as tabula rasa, which translates

into blank slate (Allport, 1955). Allport and Vernon (1931)

constructed 6-category taxonomy of values: political, social,

economic, theoretical, religious and aesthetic. England (1969)

defined values as a "relatively permanent perceptual framework,

which shapes and influences the general nature of an

individual's behavior".

England's theoretical model of values divided them into two

types, operative, and intended or adoptive. Operative values are the

ones which have the greatest influence on behavior. On the other

hand, intended or adoptive values are those that are professed but do

not directly influence behavior. Rokeach (1976) states that these

16

values combine over time to form people's personalities. In the

words of Rokeach, "Value as a conception, explicit or implicit,

[is] distinctive of an individual or characteristic of a group, of the

desirable, which influences the selection from available modes

means and ends of actions." Erickson (1950) stated that values are

enduring, but if they were completely stable, there individual and

social change would be impossible. If values were completely

unstable, continuity of human personality and society would

become impossible. Thus all conceptions of human values have to

account for both their enduring as well as dynamic character. Values

persist in an individual because they become a part of his sense of

identity. Values can be posited as the reference framework of

individual actions at the levels of environment apprehension and

interpretation. Hofstede, one of the most prominent theoreticians in

this area, defined values as broad tendencies to prefer certain states of

affairs over others, and considered them to be at the core of culture

(Hofstede, 1991; Wade, 2003). Values can, therefore, be described

as the standards we strive for and see as our objective or ideal

(Musek, 1993). Our values are the internal criteria against which we

judge our actions. On that basis, we distinguish right from wrong, and

then rank alternative actions. Although we are often not aware of

them, they serve us as an internal control (Kavcic, 1998). Our

17

families and society contribute most to the sJiaping of our values

(Maclagan, 1998) and for this reason, values can only be changed

over a long period of time, and hardly overnight.

Values: The Indian Context

Like most of the concepts in the field of psychology, western

thinking influences the conceptualization and definition of values in

the social science literature as well as. At this point it seems

necessary to talk about values in context of the Indian scene in

particular. This is a very demanding exercise and therefore, literature

review shall be restricted only to those areas that seem to be relevant

for the present doctoral work.

Religion and philosophy, and social practices that transmit

values from one generation to the other, and the harsh social

reality of the Indian sub-continent, may be delineated as the three

major sources of values. Discussing these sources in detail is

beyond the scope of this doctoral work. However, it may be

mentioned that Hinduism, Islam and Buddhism have been the mother

religions and a source of values for million of people in India and

around the world.

CHAPTER-II

Studies

REVIEW OF RELATED STUDIES

Review of related studies implies locating reporting and

evaluating of research as well as reports of casual observation and

opinion that is related to the individuals who planned research

projects. It gives the scholar an understanding of the previous mark

has been done. It enables him to know the mean of getting to the

frontier in the field of a problem. Until we have learnt what others

have done and what still remains to be done we can not move

forward. The review provides us with an opportunity of gaining

insight into the methods, measures and approaches implied by other

research workers. The review of related study in any field forms the

foundation upon which all future work will be developed. The

investigator taped the various sources of available literature like

various books, journals, periodicals, handbook of information year

book, university news and other related materials.

So in this chapter an attempt has been made to present a brief

resume of research finding related to the study on level of

aspiration subjective well-being and human values. The information

pertaining to the present study is a comprehensive review of the

variable is classified year-wise under the following heads:

1. Review of level of aspiration

19

2. Review of subjective well being

3. Review of human values

1. Level of Aspiration

Today in sports the athletes want to move up at the ladder of

success very fast as in an enterprise an employees wish to move up

the ladder of success very fast, but where some people long for the

vertical growth, some strive for the lateral growth. For example, an

assistant manager can have entrepreneurial aspirations and might

aspire to become the V.P or head of the department, whereas an

employee engaged in some technical job might want to achieve

mastery in his skill or craft.

Hoopes (1930) has studied on this method for studying

aspiration level was inferential, which involved drawing

interferences about subject's aspiration level on the basis of over

and verbal behavior, including the expression of the task of

activity. His observation revealed that success Tends rays and

failure tends, to lower the expiration level, and that characteristic of

the subject like ambition, consciousness and prudence etc. Exercise

a determining effect obviously; the operation of these factors one

not likely to make the individual a realistic enough is goal and

expectation.

20

Jusknat (1937) has studied on "developed indirect precise for

studying aspiration level". She made used of a series often papers

and pencil mazes arrange in order of difficulty, which the subject

code easily recognized when glancing over them. The subject was

asked to choose a maze and start working on it. The particular maze

chosen indicated his aspiration level. The idea of forming the

situation in such a way that the subject expressed his aspiration

level automatically could be considered a significant advancement

to the subjective inferential technique of hope satisfaction is an

over-riding concept which beyond the context in which term like

restoration of homeostasis and drive is used. Cantril (1965) found

the term more suitable for describing an experience, which is

unique to human being and is permeated with value overtones.

Alexander (1950) stated that "In overt behavior many peptic

ulcer patients show an exaggerated aggressive ambitions,

independent attitude". Sullivan and Nickel (1950) described the

ulcer patients as "the driving active individual frequently seen as

the together, who will not admit defeat and who are continually

striving to excel in their environment." Little and Choen (1951)

found that asthmatic children showed significantly higher level of

aspiration than non-asthmatic. Berkeley(1952), Gorard and Phillips

21

(1953) found a reliable relationship between adrenal activity and

level of aspiration scores.

Karen and Weitz (1955) state that the organism is having

certain needs or desires that must be fulfilled in order to adjust to

the environment. As a result of this organism changes, its

behaviours in various ways for maintaining its behaviour in the

environment.

As argued by Hall and Lindsey (1957) the achievement need

is a learned motive and strive for success and a seas of human

behavior. Since achievement need is a learned motive and there are

wide differences among individuals in their past experiences, the

strength of their motivation with respect to achievement also differs

accordingly.

Muthayya, B.C. (1959) conducted a study on level of

aspiration and saw its relation to modes of reaction and frustration

among adolescents. He tried to explore the relationship between

frustration reaction categories and different aspiration measures

such as goal discrepancy score, attainment discrepancy score etc.

Lener and Kube (1964) and Coleman (1956) say that it is a

continues process of interaction between ourselves and our

22

environment and it is the effectiveness of an individual efforts to

his needs. Lazarus (1961) state that adjustment consists of

psychological processes by which the individual manages or copes

with various demands of pressures.

The study of Lefcout (1965) on Black and white grown up

prison imamates has yielded results, though not significant, but

opposite in direction to that obtained by Boyd on black and white

children. Using skill and chance type (Gambling) tasks of level of

aspiration, Negrose were found to be continuous and failure

avoiding, particularly in skill situation. Beside lower goal

discrepancy they made larger number of erratic shifts in the goal as

compared to whiter. It was also evident that Negroes were more

externally creative than whites. That is, they see the events that

happened to them contingent much more upon luck or outside

power beyond control than on their actual effort.

Shanmugan (1975) have conducted a study "A factor

analytical of delinquents in comparison with non-delinquents." The

sample of the study was total of 90. In the sample, delinquents (24

Boys plus 22 Girls) and 44 non-delinquents (20 Boys plus 24 Girls)

of age ranged from 14 to 18 plus years. Eyzenek personality

inventory test of aesthetic performance, suggestibility tests the self-

23

deal self-congruity test. The ladder test of level of aspiration the

rigidity test, the creative instruments picture frustration test,

cognitive dissonance test, semantic deferential test. Ravens

standard progressive metrics ware used. He found dynamics of

delinquent boys and girls have special characteristic distinguishing

them from those of non-delinquents. In contrast to non-delinquents,

delinquent's boys were characterized by high degree of

psychologist, impunities reaction and intelligence and by lack of

extra version, extra punitive reaction, suggestible and level of

aspiration. Delinquent girls were found to have high degree of

rigidity suggestibility and evaluative leniency and lack of

intelligence and ideal self governance.

Khan, et al (1982) made an attempt to examine the scholastic

achievement of pre-university students as influenced by their

educational and vocational aspiration, religion and socio-economic

status. They found that the students with low education and

vocational aspiration were poor achievers when compared with

students with high educational and vocational aspirations.

Grichting (1983) has studied on "investigated happiness,

satisfaction, constructs and gives valuable information with regard

to the issue of domain, scope and degree". The term happiness was

24

restricted by him but its ambiguity was also pointed out. The

enunciation of domain, scope and degree was an attempt to clarify

its meaning concomitants.

Prettic (1984) attempted to find out the relationship between

sex, aspiration level of perceptual discriminations. The author

attempted to investigate some of the differences in a perceptual

discriminations performance task due to (i) sex and (ii) level of

aspiration of eighty-seven female and fifty-six male under

graduates. It was found that the discrimination performance of

females was greater as compare to males. Level of aspiration did

affect both males and females. But the female students to a greater

degree there was a significant effect of sex and aspiration level.

Kanwal and Kaur (1987) studied the relationship of aspiration

level of performance in four hockey skills. The result indicated that

there was a significant relationship between aspiration level and

motor skill attainment.

Bhatnagar (1993) stated that the correlation between level of

aspiration and involvement in studies was found -.42 which is

insignificant and denotes almost no relationship between these two

variables. The result also showed when the high involvement girls

and boys were compared significant difference (at .05 levels) in the

25

level of aspiration with boys showing higher mean score than girls.

Same pattern is evident where both sexes having low involvement

are compared. The difference was significant at .01 levels with

boys showing higher level of aspiration than girls.

Kaur S. (1994) conducted a study to see the difference in

educational aspiration and academic achievement between athletes

and non-athletes of university and college students. They selected a

sample of two hundred students comprising of fifty female athletes

fifty male non-athletes and fifty female non athletes, equal number

from the same class and institution. They administered educational

aspiration test by Saxena to measure educational aspiration and

academic achievement scores were worked out against the

percentage of marks secured by the subject in the previous

university examination. After analyzing the data they found that

mean of educational aspiration scores of athletes and non-athletes

differed significantly at .01 level and similar results were reported

when subjects were compared for educational aspiration within sex

groups. It was finally concluded that on the average the athletes

have significantly high educational aspiration as compared to non

athletes group. This study has taken into consideration the

educational aspiration of the athletes and non-athletes. The draw

26

generalizations regarding aspiration level in broader sense the need

is there to study the general aspiration level of individuals.

Sharma and Joshi (2000) stated that competition in sports is

connected with the aspiration of the individual for achieving higher

goal in other field along plans to create a new record or to become

the champion in particular sports- the higher the category of

competition, the higher the aspiration. This might be the reason that

female athlete may have higher aspiration.

Ram Chander (2007) found in study that state and inter

college level players have more level of aspiration and goal

discrepancy scores than those of the national and interuniversity

level players.

2. Subjective well-being

Chadha and Dhillon studied the psychological well being

among players. The relationship between an individuals economic

resources an other component of standard of living and his

subjective well-being is sometimes considered to be curvilinear up

to a certain moderate level of living, the major determinant of the

subjective well being would be the matching between situational

characteristics demands and opportunities and the individual needs.

27

abilities and expectations as perceived by tiie individual. The

sample consisted of eighty (80) students from Delhi University,

(40) student more those who represented university, and college in

carious competitions (40) student (20 male and 20 female) more

university non players. A questionnaire used of subjective well

being (SWB.). Nagpal and Gell in 1985 was employed to collected

the data. The findings of the present study some how neither

accepted nor rejected the common belief that sports enhance

physical and mental health of an individual.

Warr (1978) has studied on "three kinds of psychological

well-being first tests reposed anxiety about the specific features of

everyday life, second, about specific features in general, and third

obtains materials about positive and negative effects". The last

component of well-being was studied by Brad Burn on a large

sample survey in U.S.A. He found positive effect was associated

with higher levels contact and more exposure to new experiences;

Negative affect was found to be associated with various indices of

anxiety. Fear of break down, physical, symptoms of illness. Several

research study. Carried out in U.S.A. and U.K. have broadly

confirmed. Broadburn's resuh, (coasta & Me care, 1980, Bryant &

Vennroff, 1982) warr further pointed out the several facts of well-

28

being are conceptually and statistically distinct but overlapping,

well-being is not the same as happiness although the latter is a

component of the farnier; external factors, such as sex employment

position age, education, work orientation have varying influence on

different facts of well-being.

Warr (1978) concluded the unemployment people reported

significantly lower well-being more and more anxiety, than their

employed counterpart's. However, employment position was

related to aspect of well-being only for higher orientation group's

and not for those in the middle-aged groups. Bhogle and parpash

(1995) developed the psychological well-being Questionnaire

(PWB) for help of factor analysis, they identified the following

sources of correlation among two item taken from different sources.

a) Meaningfulness, b) Symptoms, c) Self-esteem, d) Positive effect,

e) Daily activities, f) Life Satisfaction, g) Suicidal idea, h) personal

control, i) social support, j) tension, k) wellness, 1) General

efficiency.

Thomas, Joan (1987) investigated whether thoughts of past

life experience, made available in memory influence person's

judgment of subjective well-being however because this predicator

could not be assumed effects of the cognitive availability of life

29

experiences and affected of possible mood charge on reports of

subjective well-being were differentiated by making some student

aware of possible mood charges. Following recall subjective well

being was measure by subjects of the affect balance seak the

fandyee-happiness measure, and the satisfaction with life seak scare

on neuroticism were used as a covariance.

Result indicated no significant mood charges multivariate

analyses of covariance indicated no different rations of positive to

negative life experience (.05 level) cheung Ping and Chung (1988)

It was found that self perception and motivational orientation were

well differentiated satisfactions with a particular personal projects

was related to the specific perceived ability self-conception and

motivational orientation about that project. The relationship

between project satisfaction and perched ability was moderated by

self-consciousness and ego-orientation. Life satisfaction was found

to relate positively associated with (a) the social comparison ability

about important personal projects (b) the global evaluation of

ability about important personal projects (c) the self definitions of

important personal project (d) the self completion of important

personal projects (e) the task orientation in important personal

30

projects and (f) the social satisfactory in important and personal

projects.

Angle and Mariteyn Ditzn (1988) focused on four principled

psychological variables in the study subjective well-being attitude

towards aging sex-role orientation and a multifaceted sense of

personal competence. Subjective well-being was operationalised by

adaptations of life satisfaction index and the satisfaction with life

scale, attitude toward aging was measured by the fear of aging scale

overall zero order correlations support relation ship between many

variable pars follow-on multiple regression analyses up hold the

significance of the contribution of the psychological and personal

variable on health, level of activity income employment, history,

retirement status, martial status, social and education. Relationship

among mark identity and age variable were explored by analysis of

variance. T-test applied to retirement and martial variables. Result

suggested that life satisfaction was corrected with attitude toward

aging, sense of competence, number of class relationship and level

of activity.

Terry et al. (1993) examined the relationship among level of

work stress, social support and well-being. In the first instance, it

was proposed that high levels of work stress (role ambiguity, role

31

conflict, work overload and under utilization of skill) would have a

negative impact on job satisfaction and psychological well-being.

Second, it was proposed that the perceived availability of support

for work related problems would have both direct and stress-

buffering effects on level of well-being. These hypotheses were

tested in a study of 153 employees of a large public sector

organization. After control of the potential confounding effects of

neuroticism, there was some support for the proposed affects of

work stress and social support on well being. Rate ambiguity and

rate conflict emerged as significant predictors of both

psychological well-being and job satisfaction. There was also some

support for the proposed rate of under utilization of skill, however,

contrary to expectations, the experience of quantitative work

overload did not have a significant effect on either psychological

well-being or job satisfaction. As expected there was evidence to

suggest that, irrespective of the level of stress, level of supervisor

support had main effects on level of well-being. Consistent with

Cohen and Wills (1985) stress-support matching hypothesis, there

was also some evidence to suggests that the availability of work-

related support (from one's supervisor) buffered the negative

effects of work stress (rate conflict and work overload).

32

Nathawat and Mathur (1993) compared marital adjustment

and subjective well-being in 200 adult Indian house wife and 200

adult women working outside the home. Subjective were

administered a marital adjustment Questionnaire (P. Kumar and

Rastogi (1978) and measure of subjective well-being (e.g., general

health Questionnaire self-rating, Depression Questionnaire scale)

Results indicate significantly better marital adjustment and

subjective well-being for the subjects working outside the home

than for the subjects working outside the home than reported higher

scores on hopelessness, insecurity and anxiety. However, housewife

had lower scores on negative effects than did subjects working

outside the home.

Nishizaa (1996) constructed the well-being scale (SWB),

which comprised eight factors: good and poor mental health, social

support and stress, and personal support and stress. Each factor

consists of five items. The WBS was found to save reliable and

valid indicator of people's well-being in that Cronbach Alpha 0.70-

0.80; test-retest reliability (month interval) 0.79; convergent

validity with Goldberg's 12 item GHQ (r=0.83) and Kozma and

Stones MUNSH (r=0.82).

33

Garrison (1998) identified the socio-economic/ demographic

determinates of the quaHty of life of rural families, computer dialing

procedures was used to collect data in spring (1996) from 510 rural

(both farm & non-farm) respondents. Quality of life was measured by

five subscales finances, home family and friends, household,

community and environment. Regression analysis indicated that the

independent variables gender, race, marital status, employment

status residence, age family income and household size-differentially

affected the quality of life subscales. Among the independent

variables, household size was the most important predictor of

subjective well-being findings support dimension rather than global

measurement of subjective well-being.

Lee (1998) explores the effects of marital status and gender on the

subjective quality of life in Korea drawing on national scale data from

955 marital on single predictor of the quality of life regardless of one's

marital status man are found better of than women being married

appears to affects the level of general happiness positively. Analyses

with other measures of quality of life suggest that the effect of marital

status is moderated by gender for man being married negatively affects

the quality of life, while the effect is positive for women.

34

Linda Mezydlo Subich (1998) in the article on women's work

and life satisfaction in relation to career adjustment wrote that

literature on women's satisfaction and career adjustment

encompasses a broad range of women's career experiences

subsequent to entry into an occupation. The experiences most commonly

investigated in relation to satisfaction include satisfaction in relation

to work experiences and characteristics, satisfaction in relation to

managing multiple roles, and satisfaction in relation to occupational

transitions. Conclusions drive from this review include the need to

use multidimensional assessments of satisfaction and to use more

qualitative assessment strategies as they may be more sensitive to

non-normative events than are standard quantitative approaches.

Gohm et al. (1998) examined the association between parental

married status, marital conflict, and culture (individualism-

collectivism, divorce rate) and the subjective well-being of young

adults. Study assessed 2,625 men and 4,118 women from 39

countries on 6 continents, subjective well-being was negatively

associated with marital conflict among offer prying of never-

divorced and re-married parents. The association of marital status

and the subjective well-being of offer prying differed across

individualism collectivism and divorce rate. Collectivism lessens

35

the impact of divorce after a high-conflict marriage and the impact

of marital conflict when a parent remarriage study to examine the

association of parental marital status and conflict among 76

adopted and 87 non-adopted young adults. The negative association

of divorce and marital conflict with the life satisfaction of the

offering did not differ by adoption. The selection hypothesis was

not supported.

Hugher and Thomes (1999) demonstrated that the subjective

well-being of African American's in the force as well as better than

whites, suggesting a change in the pattern observed for nearly 40

years. Using data from the general society survey for the period

1972 to 1996, it is shown that quality of life do not vary and are not

explained by S E S. Although racial inequality appears to be the

primary cause of their differences the exact processes producing

them are as yet unknown.

Schwarz and Stake (1999) demonstrated in a series of studies

that global measures of satisfaction could be influenced by mood at

the moment of responding to the scale and by other situational

factors. They also found that the ordering of items and other facts

could influence SWB. Eid and Diner (1999) found, however, that

situational usually place in comparison with long-term influences

36

on well- being measures. Another potential problem is that people

may respond scales in socially desirable ways. If they believe that

happiness is normatively appropriate, they may report they are

happier than other types of assessment may indicate. Magaletta and

Oliver (1999) differentiated among hope, self-efficacy and well-

being. Magaletta and Oliver sought the structure underlying the

instruments operational zing the concepts when the unit of analysis

was individual items comprising the instruments. They discuss the

origin of the constructs of hope, self-efficacy and optimism. They

were of the view that hopes both will and ways while optimism

refers to general expectancy that one will experience good out

come in life. Optimism does not implies the specification of the

agency through which the good outcome is realized.

Magalieta and Oliver (1999) have not explained the construct

of well-being beyond that it is related to the constructs of hope,

efficacy, and optimism. However, the General well-being

Questionnaire used in the studies reported to have the following

seven higher order factors.

1. Attitudes relevant to health and well-being-

2. Beliefs-ethical and spiritual and broad values that direct such

goals as achievement and community with others.

37

3. Behaviour and health related

4. Situations representing environmental forces and process, such

as work and social settings.

5. Emotions and subjective aspects of feeling stress,

6. Physical components, symptoms of physiological and immune

dysfunctions.

7. Recent events and recent stressors.

The maximum likelihood method of factor analysis yielded

four factors showing that will, ways, self -efficiency and optimism

are related but not identical constructs. The hierarchical multiple

regression analyses that were done to predict well-being to find

unique contribution of the predictors and would enable to

differentiable between them.

Good life can be defined in terms "subjective well-being"

SWB and in colloquial terms is sometimes labelled "happiness".

According to Diner (2000), Subjective well-being refers to people's

evaluations of their lives-evaluations when they feel many pleasant

and few unpleasant emotions, when they are engaged in interesting

activities, when they experience, many pleasures and few pains,

and when they are satisfied with their lives". The field of

38

Subjective well-being focuses on people's own evaluations their

lives. Diner, Sapyta, and Suh (1998) says that Subjective well-

being is not sufficient for the good life but it appears to be

increasingly necessary for it.

Hillers, Aguero, Hedda and Winblad (2001) examined the

facts that either increase or decrease well-being of both young and

old people. Many factors have been studied in relation to well-

being but only some have been found to be associated with it.

These factors are demographic (Age, sex, Culture, Marital status)

social (socio-economic status,,- having children, religion social

contacts) all are related to personality, life events, health and

activity. However some of their factors have a stronger association

than others.

Kim and McKensy (2002) examined the relationship between

marriage and psychological well-being using a sample from the

national survey of families and households panel data. Eight

different marital status groups were identification and used to test

two competing perspective explaining the relationship between

(Protection vs. Selection) Findings confirmed the strong effects of

marital status on psychological well-being supporting the

protection perspective. The effects of the quality of marital

39

(cohabiting) relationship on psychological well-being was

significant, but the strong effect of marital status remained

unchanged after controlling for relationship quality findings also

indicated that the transition to cohabiting did not have the same

beneficial effects as marriage for psychological well-being

suggesting that the protective effects of marriage are greater of

psychological well-being were found to be weak and inconsistent,

the finding generally did not vary by gender.

Diener et al. (2002) conducted two large international studies

on subjective well-being, the authors examined that whether happy

and unhappy individuals weighted 8 life domains (health, financer,

family, friends, recreation, religion, self and education) differently

when constructing life satisfaction judgment. In both studies,

regression equations predicting life satisfaction showed that there

were significant interaction between happiness and a person worst

domain even after controlling for participants weightier their best

domains more heavily than did unhappy individuals, where

unhappy people used different information when constricting

satisfaction judgment.

Subhakrishna (2003) studied with the aim to examine the role

of work-related factors, availability of support and coping styles as

40

predictors of well-being. Sixty married working women were

individually interviewed with regard to reasons for employment and

support availability, well-being inventory. Results on stepwise

multiple regression analysis, depicted that greater use of social

support seeking and less use of denial as coping styles, absence of

multiple role strain, working to be financially independent,

availability of support and refusal of job promotion were significant

predictors of well-being.

Khan (2004) examined the differences between mean scores

of married working and non-working women on subjective well-

being. The sample consisted of 100 working women and 100 non-

working women from different department of Aligarh Muslim

University and residence of Aligarh city by using random sampling.

Dieners (1985) satisfaction with life scale (S W L S) was used to

measure the subjective well-being of the subjects. The data were

analyzed by married working and non-working women on

subjective well-being.

Ojala and maria (2006) compared adolescents various about

environmental risk subjective well being, values and existential

dimension. The sub group of adolescents experiencing a high

degree of worry about environmental risk but, displaying varying

41

level of subjective well being more identified and scared low on

well being while the other scared high. There after the assumption

that the low subgroup would different on theoretically relevant

comparison measure was investigated. The group high on both

warry and well-being scared significantly higher on

meaningfulness, trusts in environmental organizations, and on

anger and hope in relation to environmental risk than the group

high on warry but low on well being. Finding, environment al

warry mainly predicted hispheric and altruistic values, but also high

level of trust is science and environmental organizations. Jama

Mikintm and Alexadnra M. Freund (2008) examined the subjective

well being is often interns of frequent affect, infrequent negative

affect, and high life satisfaction, (e.g. Diener, Suh, Lucas and

Smith, 1999). Life circumstances and demographics traits and

dispositions, and intentional behaviours have been identifying as

predictors of well being (Syulomiasky, Sheldon, and Schkade

2005). Within these three categories personality traits account for

the largest portion of the individual variance in subjective well

being (40-50%). Diener et a. 1999) In research on personality traits

and subjective well being, extra various and neuroticism energy as

the two most robust predicators of well being. As can be expected,

given the content of these personality dimensions, extra version

42

with low subjective well being (e.g. costa and me crae, 1980

Emmons and Diner, 1985). Importantly, social affiliation seems to

be the most frequently subjective well being and mediator between

personality and subjective well being (Tkach and Lyubo mirsky,

2006). People who socialize a lot with other are happier than those

who do not.

Marco Bonhouser et al, (2006) has studied on improving

physical fitness and emotional well being in adolescents of low

socioeconomic status in Chile. The objective of this study was to

evaluate the effects of school-based physical activity program on

physical fitness and mental health status of adolescents living in a

low socio-economic status area in Santiago, shile, quasi-

experimental design was used to evaluate the effects of the

programme over one academic year. The study included 198

student aged 15 year old. Two ninth grade classes were randomly

selected as the intervention group, with two classes of the some

grade as controls. A social planning approach was used to develop

the intervention. The programme was designed and implemented

based on student preferences, teachers' expertise and local

resources. Changes in physiological and mental health status were

assessed. After the intervention, maximum oxygen capacity

43

achieved a significant increase of 8.5% in the intervention versus

1.845 in the control group (p<0.01). Speed and jump performance

scares improved significantly more in the intervention versus the

control group (p>0.01). Anxiety scare decreased 13.7% in the

intervention group versus 2.8%) in the control group (P<0.01), and

self-esteem scare increase 2.3%) in the intervention group and

decrease 0.1 %o in the control group after the end of the programme

(P<0.01). The result was found that no significant change was

observed in the depressive scare. Student participation and

compliance with the program was >80%). To conclude, a school

based program to improve physical. Activity in adolescents of low

socioeconomic status obtained a high level of participation and

achieved significant benefits in terms of physical fitness and mental

health status.

A further key influence on psychological well-being is the

extent to which work life negatively affects private life. It is widely

accepted that achieving a positive work. Life balance is a

significant protector of good health. Although work-life balance is

the most commonly used term, a body of research (e.g. Demerouti,

Bakker, and Bulterns 2004, Guerts, Kompier, Roxburgh, and

Houtman 2003; Guerts, Rutte, and Peeter 1999; Jamssem, Peeters,

44

De Jonge, Hourkes and Tummers 2004) prefers the term work-hone

interference (WHI). This is defined as the extent to which a person

experiences pressure within the work domain that are incompatible

with the pressure that arise within the family domain (Guest et al.,

1999, 1136). It has been shown for a variety of occupations,

including medicine, that work characteristics are more powerful

than home factors in explaining WHO. Work by Guest et. Al (1999)

on medical residents suggested that WHO serves to mediate the

impact of some key work characteristics (having an inflavour able

work-schedule, e.g. Shift working are high work load) and hone

characteristics (having a partner who frequently work overtime) on

psychological health..

HUMAN VALUES

Sikula (1973 a) investigated values and value systems of

government executives. He administered Research's Value Survey

to 54 male federal government executives. Medians and rankings

for the 18 terminal and 18 instrumental values are presented. The

value profile indicated that subjects gave the highest priority to the

goals of family security, self-respect, a sense of accomplishment,

freedom and equality. The lowest goal priority included pleasure

and comfortable life. The instrumental values of honesty.

45

responsibility, capability and self-control were rated highest, while

the lowest ratings included obedience and politeness. The use of

Rokcach's Value survey in selection and placement procedures in

training and development and in determining comparison is

considered.

Sikula (1973 b) studied Values and value system of industrial

personnel managers. He administered the Rokeach's value survey to

59 personnel managers of industrial corporations. All subjects held

positions of upper or middle managerial responsibilities and had at

least of two years of experiences in personal work. Result were

compared with previous studies of other managerial and employees

group, personnel managers were found to hold values generally

similar to other managerial groups, except for ambition, logical,

forgiving, harmony and wisdom, which they valued more than any

other managerial groups. Managers in general attach more

importance to security and decorum than industrial workers.

Furnham (1984b) examined and administered Rokeach's

Value Survey and anomie scale to subjects from Africa, India and

Europe to see the similarities and differences in their value systems

and its relationship to anomie. Results showed that African's

assigned more values to equality and peace and Europeans more to

46

friendship and love. Although there were large significant

differences between black and while groups on anomie, these

scores did not correlate significantly with the instrumental and

terminal values.

Firdous and Husain (1989) determined the role of

instrumental values in spouse selection. A value scale consisting of

18 instrumental and 18 terminal values was administered on 45

female and 25 male graduate students. Sex differences existed in

self-evaluation on four values,' Broadminded', 'Honest',

'Imaginative', and 'Independent'. 'Cheerful'. 'Independent' and

'Intellectual' were the values rated highest by the female subjects in

comparison with male subjects for other evaluation.

Husain and Firdaus (2000) determined sex and cultural

differences on 18 instrumental and 18 terminal values. The major

findings of the study were: Significant differences existed between

Srinagar boys and Aligarh boys on two values - 'Honest', and

'Obedient'. Aligarh girls scored significantly higher than the

Srinagar girls on 'Ambitious', 'Broadminded', 'Cheerful',

'Forgiving', and 'Honest'. Srinagar girls as compared to Srinagar

boys, showed significantly higher preferences for 'Ambitious',

'Forgiving', 'Honest', 'Imaginative' and 'Self-controlled' values.

47

Aligarh girls scored significantly higher than Aligarh boys on the

values: 'Ambitious', 'Broadminded', 'Capable', 'Clean', 'Honest',

'Imaginative', 'Independent', 'Loving' and 'Self-controlled'.

Schwartz and Sagie (2000) the authors tested hypotheses

regarding causal impacts of socioeconomic development and

political democratization on both value importance and value

consensus in a society. Data were from matched samples of

teachers from 42 nations (N = 7,856) who completed a survey that

measures 10 distinct types of values. Both development and

democratization correlate positively with the importance of

openness and self-transcendence values, and negatively with the

importance of conservation and self-enhancement values.

Development and democratization have opposite relations to value

consensus, suppressing on another's effects. Development increases

overall value consensus, whereas democratization decreases it.

Differences between effects or specific value types are discussed.

Jalilvand (2000) investigated and found that working women

appear have a personal-value structure different from those of

nonworking women economic and political values are more

prominent among women who work, while social and religious

values play a greater role for women who stay at home.

48

Schwartz and Bardi (2001) hierarchical order of values

representative and near representative samples from 13 nations

exhibit a similar pattern that replicates with school teachers in 56

nations and college students in 54 nations. Benevolence, self-

direction, and universalism values are consistently most important;

power, tradition, and stimulation values are least important; and

security, conformity, achievement, and hedonism are in between.

Value hierarchies of 83% of samples correlate at least 0.80 with

this pan-cultural hierarchy. To explain the pan-cultural hierarchy,

the authors discuss its adaptive functions in meeting the

requirements of successful societal functioning. The authors

demonstrate, with data from Singapore and the United States that

correctly interpreting the value hierarchies of groups requires

comparison with the pan-cultural normative baseline.

Asthana and Alka (2004) studied the values of women

belonging to four communities- Hindu, Muslim, and Sikh and

Christian, A sample of 200 women (50 from each community) from

Varanasi was taken. The age range was 25 to 35 years. 'Study of

Values' by Kulshreshlha (1971) was administered to the total

sample individually. The only significant difference obtained was

regarding political value. Christian women had a higher political

49

value in comparison to Hindu, Muslim and Sikh women. Sikh

women also scored higher than Hindu women with regard to

political value. Value hierarchy for different communities is non-

similar: Hindu and Muslim women place social values at the

highest, while Sikh and Christian women place religious and

political values at the highest level. All the subjects have placed

economic and aesthetic values at the lowest level of value

hierarchy.

Khan and Khan (2005) examined the human values among

working and non-working women. Rokeach (1973) Value Survey

was administered on 100 working and 100 non-working women of

different departments of Aligarh Muslim University, and Aligarh

city. The subjects ranked 18 terminal and 18 instrumental values

separately according to their personal importance. The data was

analyzed by median rank. The results of terminal values revealed

that 'equality' and 'mature love' were ranked higher by both

working women and non-working women. The 'responsible' value

was given .highest preferences by both working women and non-

working women on instrumental values in their lives.

Khan (2005) measured the human values, Rokeach Value

Survey form was administered on 100-empIoyed husbands and 100

50

employed wives of different faculties of Aligarh Muslim

University, and Aligarh city. The subjects were asked to rank 18

terminal and 18 instrumental values separately according to their

personal importance. The data were analyzed by median rank. The

results of terminal values revealed that 'A world at peace 'and'

Salvation' were ranked higher by both working husband and

working wives. But working wives also gave higher priority to

'equality', 'happiness', 'national security',' mature love', and 'an

exciting life. The results of instrumental values revealed that

'responsible' were given highest preferences by both spouses.

Cheerful and loving were ranked higher by working husband

whereas working wives ranked values 'clean' higher in their life.

Frans and Geert (2005) examined relative effects of both

spouses' educational levels on the value parents place on children's

conformity. Eight General Social Survey samples, covering the

1970's and 1980's, containing information on 3,005 mothers, 2,634

fathers, and their spouses were analyzed simultaneously.

Application of "diagonal reference models" showed symmetric

influence. Although own educational level had the larger effect on

conformity, the effect of spouse's educational level, particularly the

father's, was substantive. Among mothers, interdependence was

51

moderated by mother's employment, and marital happiness.

Education of mothers who are the sole breadwinners had a smaller

effect on their own child-rearing values, than education of mothers

who are not the sole breadwinners. In addition, education of

happily married mothers had a smaller effect on own child-rearing

values, than education of unhappily married mothers.

52

CHAPTER-III

Methodology (Procedure

METHODOLOGY

Having made the formulation of objectives for a study it becomes

the responsibility of the researcher to clearly spell out the procedure to

be adopted, sample to be taken and tools to be used. All this has to be

clearly mentioned in the chapter of methodology. It is on the basis of

this that the design and structure will take shape, and one must evaluate

this critically to see the extent to which it fulfills the set objectives of the

investigation.

Scientists attempt to use a study as a basis for answering

questions of interest (Lindzey, 1954; Festinger and Katz, 1953;

Selltizetal, 1964; Underwood, 1957; Stollak and others, 1966;

Megargee, 1966; and Shontz, 1965). Edwards (1968) believes that in

research we do not haphazardly make observations of any or all kinds,

but rather, the attention is directed towards those observations that "we

believe to be relevant to the questions we have previously formulate. In

other words, we can say that scientists ascertain facts and analyze them

in an unbiased manner in order to draw conclusions. This emphasizes

that the research should be well planned, and must be carried out using

sound means and techniques of investigation. Mohsin (1984) opines

that, "Research design depicts the plan which states the relation between

observed facts and events on the basis of which conclusions could be

drawn". Further elaborating, Ferguson (1981) has asserted that several

53

methodological approaches and designs have been developed but the

choice of appropriate design ultimately depends upon the special

characteristics of the sample, nature of measuring instruments and

restraints regarding the manipulations of variables being studied. Thus,

the choice of an appliedd method is governed by the aims of the study,

the variables under investigation and the nature of the data.

In the chapter research design is systematically presented by

a selection of subjects (sample), the selection of variance, the books

used, collection of data and its reliability. The administration of test

and statistical techniques are employed to analyze the data.

For the present study, random sampling method was used for

the collection of data. An attempt has been made to find the

difference between psychological variables of different games. The

concept of frame work within which the study was conducted has

been undertaken through the following steps.

(i) Sample

(ii) Tools used

(iii) Data collection

(iv) Statistical design.

Sample:

The present study was conducted on three hundred university

and college level players in northern UP (n=300) approximately

54

equal ratio of male and female. Subjects selected were trom

different institutes stadiums, Centre of Sports Authority of India

(SAI) through random sampling. The sample was split into 150

male and 150 female. The age of the respondents varied from 18 to

25 years.

Distribution of the Subjects

150 Female 150 Male

Data Collection:

It was not possible to collect data from each and every unit of

population, so a random sampling technique was adopted to collect

the required data. The players were contacted in

(i) Coaching camps

(ii) Competitions

(iii) Educational institutions

The data collected by the investigator from the various places

are-

(i) MMH College, Ghaziabad

(ii) Sports stadium, Ghaziabad

(iii) Bareilly College, Bareilly

(iv) Campus of Rohailkhand University

55

(v) Sports Stadium Bareilly

(vi) Sports campus, Meerut University

(vii) DS College, Aligarh

(viii) AMU Aligarh

(ix) Agra Sports Stadium

Tools Used:

Keeping in view the research criteria availability, suitability,

reliability and validity the following tools (questionnaire) were

used to collect the data.

Level of Aspiration:

In order to measure the level of aspiration among sports

persons, a test constructed by Dr. H.M. Singh and Dr. Govind

Tiwari (1976) was used. Although there are many tests for level of

aspiration that are available, and have been used by researchers, but

in the light of the fact that aspiration level among sports persons,

the present test was chosen. This is a very simple but highly

efficient test. Although authors of the test have not quoted

reliability and validity coefficients of the test in its manual, the

techniques of the test and its format is quite the same, as have been

used in most of the other level of aspiration tests. The test

therefore, is presumed to be satisfactorily reliable and valid.

56

The test consisted often levels of aspiration forms. There are,

in each test sheet, five rows of forty eight, half inches squares. In

the first, third, and fifth row there are ten squares and in the second

and fourth row, there are nine squares. All in all there are forty

eight squares on the left hand corner of the test; shut there is a

space for prospected scores and, on the bottom right hand side,

there is space for actual scores. For administration of the test, only

a stop watch is needed with the test sheet. It may be administered to

a group or oven an individual. Only two signals "Start" and "Stop"

are given to the subjects. The task is to draw "Satis" ( ) in

the squares of the te r eet within the given time of 30 seconds.

Only 10 trials are given to a subject.

The investigator instructed the subjects that they had to draw

the "Satis . ^ ) in the columns of a given form of level of

aspiration. They had to draw as many "Satis" as they could within

30 seconds on the signal of "Start". Before starting the work,

subjects were asked to write-down the expected scores in the given

column. When they had done this they were given "Start" signal

and work was started, and after 30 seconds "Stop" signal was

given to the subject to stop the task. After this the investigator

asked the subjects to count their performance scores and write

down their actual scores in the column which is there at the bottom

57

of the form. In this manner, all the ten forms one by one were given

to each subject and the subjects completed them each within the

prescribed period of 30 seconds.

After completing the task, the subjects returned the forms to

the investigator. Then the investigator scored them, and calculated

the D-scores through the following formula. D-Score = Actual

score- expected score of the next trial. Similarly, the mean of all

the D-scores of each trail were computed to draw the level of

aspiration of the subjects.

Subjective Well-being (SWB):

Subjective well being was measured by using the satisfaction

with life scale (SWLS) of 5- items. The SWLS was developed by

Diener, Emnons, Larsem and Griffin (1985). Individuals responded

to items using 7 point Likert scale ranging from 1= strongly

disagree" to 7= strongly agree". Responses were summed to

produce a total SWLS score, with higher scores indicating more life

satisfaction. Internal consistency (0.87), test retest reliability (0.82,

eight weeks), and validity of the SWLS are good (Diener et al.,

1985). The total SWLS score ranged from 5 to 35. Internal

consistencies of 85 and test/retest coefficient of 0.84 were reported.

58

Human Values:

For measuring personal values of the students, the personal

values questionnaire (PVQ) was used. This is a standardized

instrument developed by Shery (1973), and has been published by

the National Psychological Corporation, Agra. This instrument

measures ten personal values of the respondents. The format of

(PVQ) is that the forced choice type items with multiple choice

statements. A question consisted of two parts (i) a stem and (ii) 3

responses. In the stem of the question, a criterion situation for

seeking the value preferences was depicted. The options depict the

values for which the respondent had to express his comparative

preference under forced choices, the stimulus of the criterion

situation. The personal values questionnaire contains 40 items.

Each value has an equal number of items and there are 12 items for

each value. This PVQ was administered individually as per the

procedure given in the manual. First, the respondents filled up the

personal data blank printed on the front page. The investigator read

out the instructions printed on page 1 of the PVQ loudly and

clearly, and made sure that the subjects have understood the mode

of recording their responses. The respondents were supposed to put

a tick mark at the best answer of their choice. A copy of the

inventory has been attached at the end of this report.

59

SCORING PROCEDURE:

Personal Values questionnaire:

For judging the personal values questionnaire, the responses

were scored as follows:

(i) A weightage of '2 ' {^) points was assigned to the most

preferred values under each item.

(ii) A score of '0 ' for a cross (x) showing the least preferred

value under the item.

(iii) A score ' 1 ' for the blank ( ) or unmarked item showing

the intermediate preference for the value. Sometimes, the

respondents left some questions unanswered. If the

number of such questions were 4 or less, each item of the

unanswered question was scored as 1. If their number was

more than 4 the script was rejected. In all cases, the scores

were recorded beside the corresponding bracket and the

total for each values (a to j) should be written in the cage

given at the foot of the page. The correctness of scoring

and recording of the totals for all the values is checked by

summing the total for all of them on each page separately.

If the grand total was 24, the scoring may be considered

correct, provided that compensating errors have not been

committed. Finally, the entries in the cage at the foot of

60

each page should be brought to the bigger cage on the

front page of the PVQ. The total of each column should be

noted down in the bottom row. These totals denote the

scores of the respondents on the corresponding value

given at the top of the column in this questionnaire.

S.No.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Name of values

Religious value

Social value

Democratic value

Aesthetic value

Economic value

Knowledge value

Hedonistic value

Power value

Family Prestige value

Health value

Symbol

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

G)

Religious Value:

This value is defined in terms of faith in God, attempt to

understand Him, fear of divine wrath, and acting according to the

ethical codes prescribed in religious books. The outward acts of

behavior expressive of this value are going on pilgrimage, living a

simple life, having faith in the religious leaders, worshipping

God and speaking the truth.

61

Social Value:

This value is defined in terms of charity, kindness, love and

sympathy for the people and efforts to serve God through the

service of mankind; sacrificing personal comforts and gains to

relieve the needy and the afflicted, of their misery.

Democratic Value:

This value is characterized by respect for individuality,

absence of discrimination among persons on the basis of sex,

language, religion, caste, colors, race and family status and

ensuring equal social, political and religious rights to all, as well as

impartiality and social justice and respect for the democratic

institutions.

Aesthetic Value:

Aesthetic value is characterized by appreciation of beauty, form

proportion and harmony, love for fine arts, i.e., drawing, painting,

music, dance, sculpture, poetry and architecture and love for

literature, love for decoration of the home and the surroundings,

neatness and system in the arrangement of the things.

62

Economic Value:

This value stands for desire for money and material gains. A

man with high economic value is guided by considerations of

money and material gain in the choice of his job. His attitude

towards the rich persons and the industrialists is favorable and he

considers them helpful for the progress of the country.

Knowledge Value:

This value stands for love of knowledge of theoretical princi

ples of any activity, and love of discovery of truth. A man with

knowledge value considers knowledge of theoretical principles

underlying a work as essential for success in it. He values hard

work in studies, only if it helps develop ability to find out new facts

and relationships, and aspires to be known as a seeker of

knowledge. For him knowledge is virtue.

Hedonistic Value:

Hedonistic value, as defined here, is the concept of the desir

ability of loving pleasure and avoiding pain. For a hedonist, the

present is more important than the future. A man with

hedonistic value indulges in pleasures of senses and avoids pain.

63

Power Value:

Here, the power value is defined as the concept of desir

ability of ruling over others and also of leading others. The chara

cteristics of a person of high power value are that he prefers a job

where he gets opportunity to exercise authority over others; that

he prefers to rule in a small place rather than serve in a big place;

that the fear of law of the country, rather than the fear of God

deters him from having recourse to improved means for making

money, and that he is deeply status-conscious and can even tell a

lie for maintaining the prestige of his position.

Family Prestige Value:

As defined here, the family prestige value is the concept of the

desirability of such items of behavior, roles, functions and rela

tionships as would become one's family status. It implies respect

for roles which are traditionally characteristic of different castes of

the Indian society. It also implies the maintenance of the purity

of family blood by avoiding inter-caste marriages. It is respect for

the conservative outlook as enshrined in the traditional institution

of family.

64

Health Value:

Health value is the consideration for keeping the body in a fit

state for carrying out one's normal duties and functions. It also

implies the consideration for self-preservation. A man with high

health value really feels sorry if through some act of negligence, he

impairs his health. He considers good physical health essential for

the development and use of his abilities.

Data Analysis:

Data was analyzed with the help of the student t-test to

determine the significance of difference between the mean scores of

University and College level players of different games and sports.

65

CHAPTER-IV^

lifsuCts and discussion

RESULT AND DISCUSSION

Table-l

Level of aspiration among university and college

level sportspersons (N = 300)

Level

University

College

N

150

150

Mean

5.47

8.48

SD

5.10

5.08

SEM

0.26

t-Value

5.09*

P>.05

Tab: [300,298]2.02

The reading in Table 1 shows that there is significant difference

on the score of level of aspiration between University and College level

sportspersons. From the mean it is evident that College level players

scored more than the University level sportspersons. So it can be said

that College level players are more aspired than University level players.

66

Table-2

Subjective well - being among university and college

Sportspersons (N = 300)

Level

University

College

N

150

150

Mean

19.59

18.63

SD

4.56

4.92

SEM

0.25

t-Value

1.74

Tab: [300,298] 2.02

Table 2 shows that there is no significant difference on the score

of Subjective well-being between University and College level

sportspersons. From the mean it can be desired that University level

players have scored more than the College level sportspersons i.e., It can

be said that University level players are more aspired than College level

players.

67

Table-3

Religious value among university and college Level

Sportspersons (N=300)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (150)

Mean

12.90

11.50

14.96

11.83

9.80

13.50

11.11

9.18

12.54

10.01

SD

3.33

3.29

3.00

3.10

2.38

3.29

2.99

2.76

3.23

2.79

College (

Mean

12.42

12.42

14.65

11.42

10.24

12.54

10.85

9.65

13.00

9.91

:i50)

SD

2.99

2.90

2.85

3.01

2.88

3.88

2.92

2.60

3.27

2.62

SEM

0.20

0.20

0.19

0.20

0.96

0.20

0.19

0.18

0.20

0.19

t-Value

1.28

1.78

0.90

1.14

1.33

2.59*

0.75

1.52

1.22

0.31

P>.05

Tab [300,298] 2.02

It is observed from Table 3 that there is no significant difference

between the score of University and College Sportspersons in terms of

68

religious, social, democratic, aesthetic, economic, hedonistic, power,

family prestige and health value.

However, it is evident from Table 3that there is a significant

difference between University and College level players in terms of

knowledge value, as the calculated t- value (2.59) is more than table

value (2.02)

Table-4

Level of aspiration among university and college level

female hockey players (N = 30)

Level

University

College

N

15

15

Mean

12.83

10.15

SD

2.40

4.62

SEM

0.68

t-Value

1.91

Tab: [15, 28] 2.05

Table 4 shows that there is no significant difference in the score

of level of aspiration between University and College level female

hockey players. Though University level players scored (12.83) higher

than the College level players (10.15) yet the difference is negligible.

69

TabIe-5

Subjective well-being among university and college

level female hockey players (N = 30)

Level

University

College

N

15

15

Mean

16.60

4.38

SD

18.00

3.95

SEM

0.76

t-Value

0.83

Tab: [15, 28] 2.05


of Subjective well-being between University and College level female

hockey players.

70

TabIe-6

Value among university and college level

female hockey players (N = 30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

11.3

12.13

15.00

11.86

10.60

12.66

10.20

9.45

13.80

9.53

SD

3.05

2.44

2.92

2.98

2.75

2.44

3.14

1.85

2.97

2.32

College

Mean

12.20

12.13

15.73

10.53

10.73

12.60

10.86

9.93

14.06

8.86

(15)

SD

3.03

1.85

2.23

3.34

2.81

3.11

2.70

1.80

2.95

2.65

SEM

0.63

0.53

0.58

0.65

0.60

0.60

0.62

0.49

0.62

0.60

t-Value

0.92

0.00

0.74

1.11

0.12

0.06

0.60

0.67

0.23

0.64

Tab [15,28] 2.05

It can be observed from Table 6 that there is no significant

difference in the above mentioned values among University and College

level female hockey players.

71

Table-7


female cricket players (N = 30)

Level

University (N= 15)

College (N= 15)

Mean

4.73

8.04

SD

4.55

5.41

SEM

0.81

t-value

1.75

Tab: [15, 28] 2.05



hockey players.

72

Table-8

Subjective well-being among university and college level

female cricket players (N =30)

Level

University (N= 15)

College (N= 15)

Mean

21.66

18.11

Sd

5.64

4.78

Sem

0.83

t-value

1.78

Tab: [15, 28] 2.05



hockey players.

73

Table-9


female cricketers (N=30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family Prestige

Health

Level

University (15)

Mean

12.53

11.85

14.86

12.26

9.26

14.13

9.65

10.65

12.06

10.26

SD

2.36

3.26

2.18

2.59

3.21

3.11

2.38

2.49

3.27

2.20

College (15)

Mean

12.40

13.00

14.53

10.26

10.73

11.40

10.13

9.13

13.13

10.06

SD

3.40

2.53

2.27

3.02

2.67

2.41

2.68

2.09

3.11

2.35

SEM

0.62

0.62

0.54

0.65

0.62

0.60

0.58

0.55

0.65

0.55

t-Value

0.12

1.02

0.39

l.ll

1.31

2.59*

0.48

1.76

0.88

0.23

P>.05

Tab [15,28] 2.05

It is evident from the readings of Table 9that there is significant

difference between the score of female cricket players of University and

College level in terms of knowledge value; whereas there is no

significant difference in other values like religious, Social, democratic,

aesthetic, economic, hedonistic, power, family prestige and health.

74

Table-10

Level of Aspiration among of University and college level

female kabaddi players (N =30)

Level

University (N= 15)

College (N= 15)

Mean

8.05

9.87

SD

5.39

4.04

SEM

0.79

t-Value

1.00

Tab: [15, 28] 2.05


of level of aspiration between University and College level

sportspersons. From the mean it can be seen College level players

scored more than University level sportspersons. Therefore the study

shows that College level players are more aspired than University level

players.

75

Table-11

Subjective Well-being among University and College level

female kabaddi players (N = 30)

Level

University (N= 15)

College (N= 15)

Mean

18.46

19.26

SD

5.67

3.62

SEM

0.78

t-Value

0.44

Tab: [15, 28] 2.05

Table 11 that there is no significant difference on the score of

level of aspiration between University and College level sportspersons.

From the mean it is evident that College level players have scored more

than the University level sportspersons. Therefore, it can be said College

level players are more aspired than University level players

76

Table-12

¥ M "r.^

^ : ^ N N

)..:

Value among university and college level % : '/ ,"ijn vc '!^^

female kabaddi players (N=30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

11.53

11.45

13.93

11.93

10.46

12.80

11.33

10.00

13.26

8.93

SD

3.24

2.32

2.01

2.79

2.27

2.66

3.30

2.63

3.08

3.23

College (15)

Mean

12.40

12.73

14.66

10.86

10.66

11.20

11.30

9.60

13.06

10.40

SD

3.22

2.81

3.68

2.55

2.82

2.98

1.82

2.15

3.37

2.12

SEM

0.65

0.67

0.61

0.59

0.58

0.61

0.58

0.56

0.65

0.59

t-Value

0.71

1.18

0.65

1.05

0.20

1.50

0.33

0.44

0.16

1.41

Tab [15, 28] 2.05

Readings of Table 12 indicate that University and College level

female kabaddi players have no significant difference in the values

mentioned above.

77

Table-13

Level of Aspiration among University and College level

female swimmers (N =30)

Level

University

College

N

15

15

Mean

9.06

5.40

SD

4.56

4.99

SEM

0.80

t-Value

2.00

Tab: [15, 28] 2.05



swimmers.

78

Table-14

Subjective well-being among University and College level

female swimmers (N =30)

Level

University

College

N

15

15

Mean

16.60

17.80

SD

2.75

3.69

SEM

0.65

t-Value

0.97

Tab: [15,28] 2.05



swimmers.

79

Table-15

Religious value among University and College level

female swimmers (N=30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

13.73

12.53

14.50

10.60

9.86

12.86

11.73

8.06

13.93

9.73

SD

2.86

3.51

3.35

1.81

2.52

1.78

1.76

2.64

2.74

1.84

College (15)

Mean

13.26

10.93

13.93

12.13

10.40

11.80

11.46

9.93

12.53

11.13

SD

2.35

2.79

2.64

3.09

3.05

2.92

3.03

2.04

3.98

1.66

SEM

0.59

0.64

2.65

0.57

0.61

0.56

0.56

0.55

0.67

0.48

t-Value

0.47

1.33

0.10

1.59

0.50

1.16

0.28

2.08*

1.08

2.10*

P>.05

Tab [15, 28] 2.05

The score of Table 15 indicates that University and College level

female swimmers do not have any significant difference in terms of

religious, social, democratic, aesthetic, economic, knowledge, hedonistic

and family prestige values.

Significant difference exists between University and College level

female swimmers in terms of power and health value.

80

TabIe-16

Level of Aspiration among female volleyball players of

University and college level (N =30)

Level

University

College

N

15

15

Mean

7.26

9.41

SD

4.69

4.05

SEM

0.76

t-Value

1.29

Tab: [15, 28] 2.05

Readings of Table 16 show that there is no significant difference

on the score of the variable of aspiration between University and

College level female volleyball players.

Table-17


level female volleyball players (N =30)

Level

University

College

N

15

15

Mean

20.26

19.53

SD

5.03

5.76

SEM

0.84

t-Value

0.35

Tab: [15,28] 2.05


on the score of Subjective well-being between University and College

level female volleyball players.

0 0

Table-18


female volleyball players (N=30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Universi

Mean

12.46

12.53

15.00

12.73

9.26

12.80

12.06

10.53

10.86

9.26

Level

ty(i5)

SD

2.75

2.96

3.03

4.05

2.74

4.49

3.90

3.11

2.60

2.20

College

Mean

12.60

12.13

14.80

11.06

10.46

13.13

10.06

9.20

13.26

10.93

(15)

SD

2.55

3.09

2.42

2.14

3.30

3.05

2.79

3.60

3.08

3.54

SEM

0.59

0.63

0.60

0.64

0.63

0.70

0.66

0.66

0.61

0.61

t-Value

0.13

0.34

0.10

1.35

1.04

0.23

1.55

1.04

2.22*

1.52

P>.05

Tab: [15, 28] 2.05

It is evident from Table 18 that female volleyball players of

University and College level do not have significant difference in

religious, social, democratic, aesthetic, economic, knowledge,

hedonistic, power and health values.

83

However, significant difference exists between University and

College level female volley ball players on family prestige value, as the

calculated t value (2.22) is more than the tabulated t value (i.e., 2.05).

Table-19


male cricket players (N =30)

Level

University

College

N

15

15

Mean

2.01

6.36

SD

4.75

4.55

SEM

0.78

t-Value

2.47*

P>0.5

Tab: [15, 28] 2.05

The readings of Table 19 show that there is a significant

difference between University and College level female cricket players

on the variable of aspiration level.

84

TabIe-20

Subjective well-being among male cricket players of

University and college level (N =30)

Level

University

College

N

15

15

Mean

22.93

19.66

SD

5.22

5.14

SEM

0.83

t-Value

1.66

Tab: [15, 28] 2.05


of Subjective well-being between University and College level male

cricket players.

85

Table-21

Values among university and college level

male cricket players (N=30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

14.66

11.60

15.46

10.13

9.13

15.60

9.53

9.60

11.06

9.66

SD

4.78

3.28

3.36

3.42

3.32

3.55

3.00

3.05

2.23

2.52

College (15)

Mean

12.73

12.13

15.53

11.00

10.80

13.06

11.00

9.13

12.06

9.60

SD

2.62

3.26

2.50

2.09

2.04

2.76

2.58

2.57

3.89

2.12

SEM

0.70

0.66

0.62

0.60

0.59

0.64

0.61

0.61

0.63

0.56

t-Value

1.32

0.43

0.06

0.80

1.59

2.10*

1.38

0.43

0.83

0.07

P>.05

Tab: [15, 28] 2.05

It can be observed from Table 21 that there is a significant

difference between University and College level cricketers in terms of

knowledge value, there is but no significant difference found in terms of

86

religious, social, democratic, aesthetic, economic, hedonistic, power,

family prestige and health values.

Table-22


male hockey players (N = 30)

Level

University

College

N

15

15

Mean

6.11

6.22

SD

5.63

3.72

SEM

0.79

t-Value

0.05

Tab: [15, 28] 2.05

It can be observed from Table 22 that there is no significant

difference between University and College level male hockey players on

the variable of level of aspiration.

87

Table-23


level male hockey players (N = 30)

Level

University

College

N

15

15

Mean

21.00

19.46

SD

5.09

2.30

SEM

0.70

t-Value

1.02

Tab: [15, 28] 2.05



level male hockey players.

88

Table-24


male hockey players (N=30)

Value

Religious 1

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

12.66

11.20

14.06

11.93

10.13

14.86

10.73

8.06

13.26

10.26

SD

2.62

3.25

2.46

3.08

1.32

2.65

2.71

2.29

2.70

3.17

College (15)

Mean

13.26

10.60

15.46

12.25

10.06

13.33

12.06

9.73

11.06

10.53

SD

2.54

3.49

2.55

3.33

3.08

3.78

2.43

3.45

2.81

3.24

SEM

0.58

0.67

0.57

0.65

0.57

0.05

0.58

0.61

0.61

0.65

t-Value

0.61

0.47

1.47

0.22

0.07

1.24

1.36

1.50

2.03

0.21

Tab: [15, 28] 2.05

Table 24 shows that the observed score on the above values

among University and College level male hockey players had no

significant difference.

89

TabIe-25


male kabaddi players (N = 30)

Level

University

College

N

15

15

Mean

5.13

5.64

SD

5.55

4.15

SEM

0.80

t-Value

0.27

Tab: [15, 28] 2.05


of level of aspiration between University and College level male

kabaddi players. From the mean it is evident that College level players

scored more than University level players but the t-value is insignificant.

90

Table-26

Subjective well-being of university and college level

male kabaddi players (N = 30)

Level

University

College

N

15

15

Mean

17.46

5.64

SD

3.55

4.15

SEM

0.80

t-Value

0.27

Tab: [15, 28] 2.05

Table 26 shows no significant difference on the score of

subjective well being between male kabaddi players of University and

College level. Though the mean value shows that the university level

players have scored better than the College level players yet the t-value

is less than the tabulated value.

91

Table-27


male kabaddi players (N=30

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

12.53

12.00

14.46

12.06

8.45

12.40

12.93

8.60

13.26

10.00

SD

3.11

3.26

3.79

2.59

1.99

3.11

3.89

2.77

2.26

2.09

College (15)

Mean

12.53

10.46

14.80

12.46

10.93

12.80

10.93

9.66

13.06

9.86

SD

2.91

3.00

3.22

3.48

3.23

3.70

2.76

2.59

3.15

3.44

SEM

0.63

0.64

0.68

0.63

0.59

0.67

0.66

0.59

0.60

0.60

t-Value

0.00

1.29

0.25

0.34

2.42*

0.30

1.56

1.04

0.19

0.12

P>.05

Tab: [15, 28] 2.05

Table 27 shows that the score on religious, social, democratic,

aesthetic, knowledge, hedonistic, power, family prestige and health

values among University and college level male kabbadi players has no

92

significant difference; but in terms of economic value there is a

significant difference as the calculate t-value 2.42, is more than the

tabulated value.

Table-28 1


male swimmers (N =30) Level

University

College

N

15

15

Mean

6.91

8.36

SD

4.31

6.04

SEM

0.85

t-Value

0.67

Tab: [15, 28] 2.05



swimmers. From the mean it is evident that College level players scored

more than the university level players but the difference is a trifle one.

93

Table-29

Subjective well-being among university and college level

male swimmers (N =30)

Level

University

College

N

15

15

Mean

18.13

16.40

SD

2.75

2.15

SEM

0.57

t-Value

1.85

Tab: [15, 28] 2.05

Reading from table 29 show that there is no significant difference


level male swimmers. From the mean it is apparent that University level

swimmers scored more than the College level sportspersons, but the

difference is trivial. So it can be to conclude that that University level

swimmers are.

94

Table-30


male swimmers (N=30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

12.80

12.26

12.40

13.26

10.13

13.06

9.86

8.66

13.13

9.46

SD

3.61

3.37

2.41

2.62

3.15

3.59

2.36

2.35

3.58

1.82

College (15)

Mean

12.13

11.93

14.40

11.40

10.26

13.20

12.06

9.06

12.93

9.93

SD

2.94

2.69

2.70

3.47

3.01

3.16

2.32

2.04

2.54

2.69

SEM

0.66

0.63

0.58

0.63

0.64

0.62

0.55

0.54

0.64

0.54

t-Value

0.53

0.28

0.00

1.60

0.11

0.11

2.48*

0.47

0.17

0.53

P> .05

Tab: [15, 28] 2.05

It is apparent from Table 30 that there is no significant difference

between University and College level male swimmers on religious,

social, democratic, aesthetic, economic, knowledge, power, family

95

prestige and health values. However, there is significant difference in

the score of University and College level male swimmers.

Table-31


male volleyball players (N =30)

Level

University

College

N

15

15

Mean

3.98

4.04

SD

5.06

2.32

SEM

0.70

t-Value

0.03

Tab: [15, 28] 2.05

Table 31 shows that there is no significant difference in the score


volleyball players. Though College level players scored (4.04 ) higher

than the University level (3.98), but the difference remains negligible.

96

Table-32

Subjective well-being of university and college level

male volleyball players (N =30)

\

Level

University

College

N

15

15

Mean

22.73

20.46

SD

3.59

4.30

SEM

0.72

t-Value

1.51

Tab: [15,28] 2.05


of Subjective well-being between University and College level players.

From the mean it is evident that University level players scored more

than the College level players but the difference is too trifle to conclude

that university level players are better on the quotient of well-being.

97

Table-33


male volleyball players (N=30)

Value

Religious

Social

Democratic

Aesthetic

Economic

Knowledge

Hedonistic

Power

Family

Prestige

Health

Level

University (15)

Mean

12.60

11.40

15.60

11.86

8.80

13.66

10.86

9.93

12.60

10.66

SD

3.94

3.22

2.75

2.72

3.14

2.98

3.04

3.04

8.87

2.38

College (15)

Mean

13.06

11.40

15.40

12.00

9.26

13.00

11.13

9.3

12.93

10.13

SD

2.97

3.46

3.40

2.78

2.23

2.96

2.87

2.62

3.45

3.44

SEM

0.67

0.66

0.64

0.64

0.60

0.59

0.63

0.63

0.61

0.62

t-Value

0.35

0.00

0.17

0.12

0.45

0.59

0.27

0.55

0.24

0.47

Tab: [15,28] 2.05

Readings of Table 33 show that insignificant difference lies

between University and College level male volleyball players on the

above depicted values.

98

MAIN FINDINGS OF THE STUDY

From the analysis of the gathered data it can be observed that

college level players were more aspired than the University level players

in all the games/sports undertaken for the study. College level female

cricket players showed more aspiration than their counterparts. This may

be because of their new exposure to competitions along with their

college mates. On the other hand, data of University level players might

have been of those who would have participated in interuniversity

competitions and might not have good experience with their team-mates

from different colleges. The findings of this study incorporate the

findings of Ram Chander (2007) inter college and state level players

who scored more on aspiration scale than interuniversity and nafional

level basket balers. The findings of the study did not support the

findings of Kanwal and Kaur (1987).

It was found from the analysis of the data that there was a

significant difference between University and College level cricket

players in terms of knowledge value. Knowledge value stands for

love for knowledge of theoretical principles of an activity and,

love for discovery of truth. A man with knowledge value

considers knowledge of theoretical principles underlying a work

as essential for success in it and for him knowledge was a virtue.

99

So, this may be one of the reasons that the Indian cricket team was

performed so well at the international level.

It was found that female swimmers of University and College

level had significant difference on the variable of power value. It was

evident from the data collected that College level players scored

more on the quotient of power value than University level

players. Power value was defined as the concept of desirability

of ruling over others, and at the same time leading others. Usually,

intercollegiate competitions were conducted in the respective

colleges; therefore, the sample for this study might have been of

such female players who would be participating in competitions

just to have recognition in college.

University and College level female swimmers differed on the

variable of health value. College level female swimmers give more

importance to health value than University level swimmers. This

might be because the believers of this value consider good physical

health as essential for the development and use of his abilities.

By analyzing the collected data it is found that there was

significant difference in family prestige value among female

volleyball players of University and College level. Family prestige

value was the concept of the desirability of such items of behavior.

100

roles, functions and relationships as would become one's family

status. It implies respect for roles which were traditionally the

characteristic of different castes of Indian society. It also implies

the maintenance of the purity of family blood by avoiding inter-

caste marriages. It is also respect for the conservative outlook as

enshrined in the traditional institutions of a family.

During the analysis of the data it was found that significant

difference exists between University and College level male kabbadi

players on the variable of economic value. College level players scored

more on economic value than University level players. As this value

stood for desire of money and material gains, therefore, it meant

that college level players were more interested in economic gain

rather than performance.

From the mean it was evident that College level players scored

better than the University level male swimmers on hedonistic value.

Hedonistic value, as defined here, is the concept of the desirability

of loving pleasure and avoiding pain. This means that college

level swimmers were more pain avoiding than, the players of

other sports and therefore, remained only at College level.

101

DISCUSSION

The first hypotheses that University level players would score

better on the level of aspiration scale, than the college level players, was

not accepted. The reason is that the findings of the study indicate that

there was significant difference on the score level of aspiration between

University and College level sportspersons. From the mean it was

evident that College level players have scored better than University

level sportspersons i.e., college level players were more aspired than

University level players. Therefore, this hypothesis was rejected.

The second hypothesis that University level players would score

higher on subjective well being rather than College level players was

rejected, as there was no significant difference on the score of

Subjective well-being between University and College level

sportspersons. From the mean, it was evident that University level

players scored more than the College level sportspersons. We can

therefore say that University level players were more aspired than

College level players.

That third hypothesis that University level players would score

higher on human values than College level players was partially

accepted, as in some variables of the human values scale like, religious,

social, democratic, aesthetic, economic, hedonistic, power, family

prestige and health ,there was no significant difference in the score of

102

University and College level players. But there was a significant

difference in the score of University and College level players on the

variable of knowledge value. It was evident from the mean of score that

University level players scored higher than the College level players.

•-' The fourth hypothesis that University and College level female

players would score significantly different on level of aspiration was

rejected, as no significant difference in the score of level of aspiration

between University and College level female player was found, except

in the case of cricket players, where, from the readings, it was evident

that there is a significant difference between University and College

level female cricket players on the variable of aspiration level.

The fifth hypothesis that University and College level female

players would score significantly different on subjective well being was

rejected as there was no significant difference on the score of Subjective

well-being between University and College level female players.

The sixth hypothesis that University and College level female

players would score significantly different on human values was

partially accepted and partially rejected, as on, some values, there was

no significant difference between the University and College level

female players. But from Table 9, it can be observed that the University

and College level female Players of cricket differ significantly on the

variable of Knowledge value, because the calculated t-value i.e., 2.59

103

is more than the tabulated value i.e., 2.05. It can also be observed from

Table 15 that the score of female swimmers of University and College

level have significant difference on the variable of power value.

Similarly, it was evident from the data of above Table that there was

significant difference between University and College level female

swimmers on the variable of health value. And the reading of Table 18

shows that the difference of score on the variable of family prestige

value among female volleyball players of University and College level

was significant.

The seventh hypothesis that University and College level male

players would score significantly different on level of aspiration was

rejected, as from the readings of the tables, it was evident that there was

no significant difference between the University and College level

players on the variable of aspiration level.

The eighth hypothesis that University and College level male

players would score significantly different on subjective well being is

rejected as well because from the observed values, it is evident that no

significant difference exists between the University and College level

male players.

The ninth hypothesis that University and College level male

players would score significantly different on human values, is in some

measure acceptable and to some extent rejected. It can be observed from

104

Table 21 that there was a significant difference between University and

College level male cricket players, since the calculated t-value2.10 was

more as compared to the tabulated value (i.e., 2.05) on the variable of

knowledge value. Readings of a Table 27 show that there was a

significant difference on the score of economic value between

University and College level male kabaddi players. From the mean it

was evident that College level players had scored more than the

University level players i.e.. College level players were more aware

towards economy than University level players. Similarly readings of

Table 30 show that there was significant difference on the score of

hedonistic value between University and college level male swimmers.

From the mean it was evident that clear College level players scored

more than the University level male swimmers in terms of hedonistic

value.

105

CHAPTER-V

ConcCiision, Suggestions ^

^commendations

CONCLUSIONS, SUGGESTIONS AND

RECOMMENDATIONS

On the basis of the critical inferences drawn form the chapter

number'/ we can conclude that:

1. There is significant difference between University and College

level sportspersons in terms of level of aspiration.

2. There is no significant difference on the Subjective well-being

between University and College level sportspersons.

3. There is no significant difference between University and College

Sportspersons on religious, social, democratic, aesthetic,

economic, hedonistic, power, family prestige and health values.

However significant difference can be found between University

and College level players in terms of knowledge value.

4. There is no significant difference in the score of level of

aspiration between University and College level female hockey

players.

5. There is no significant difference on the score of Subjective well-

being between University and College level female hockey

players.

6. It was found that there is no significant difference on the values

among University and College level female hockey players.

106

7. There is no significant difference in the level of aspiration

between University and College level female cricket players.

8. There is no significant difference in the Subjective well-being

between University and College level female cricket players.

9. There is significant difference between female cricket players of

University and College level in knowledge value, whereas there is

no significant difference in the other values like religious, Social,

democratic, aesthetic, economic, hedonistic, power, family

prestige and health.

lO.No significant difference lies in the level of aspiration between

University and College level female kabaddi players

11.There is no significant difference in the subjective well being

between University and College level female kabaddi players.

12.University and College level female kabaddi players do not have

any significant difference on religious, social, democratic

aesthetic, economic hedonistic, power, family prestige and health

values.

13.There is no significant difference in the level of aspiration

between University and College level female swimmers.

14.University and College level female swimmers do not differ

significantly on Subjective well-being.

107

15.University and College level female swimmers do not have any


aesthetic, economic, knowledge, hedonistic and family prestige

values. But significant difference exists between University and

College level female swimmers on power and health value.

16.There is no significant difference on the variable of level of

aspiration between University and College level female volley

ball players.

17.There is no significant difference in the Subjective well-being

between University and College level female volley ball players.

18.Female volleyball players of University and College level do not

have significant difference in terms of religious, social,

democratic, aesthetic, economic, knowledge, hedonistic, power

and health values. However, significant difference exists between

University and College level female volley ball players in terms

of family prestige value.

19.There is a significant difference between University and College

level female cricket players on the variable of aspiration level.

20.There is no significant difference in Subjective well-being

between University and College level male cricket players.

21.There is a significant difference between University and College

level cricketers on knowledge value, but no significant difference

108

can be found in terms of religious, social, democratic, aesthetic,

economic, hedonistic, power, family prestige and health values.

22.There is no significant difference in the score of University and

College level male hockey players on the variable of level of

aspiration.

23.There is no significant difference on Subjective well-being

between University and College level male hockey players.


level male hockey players on religious, social, democratic

aesthetic, economic hedonistic, power, family prestige and health

values.


between University and College level male kabaddi players.

26.No significant difference in the subjective well being exists

between male kabaddi players of University and College level.

27.University and College level male kabbadi player have no


aesthetic, knowledge, hedonistic, power, family prestige and

health values. But in economic value there is a significant

difference.

V


between University and College level male swimming players.

109

29.There is no significant difference in tlie Subjective well-being

between University and College level male swimmers.


level male swimmers in terms of religious, social, democratic,

aesthetic, economic, knowledge, power, family prestige and

health values. However, but significant difference exists in the

score of University and College level male swimmers.


between University and College level male volleyball players.

32.There is no significant difference in Subjective well-being

between University and College level male volley ball players.

33.There is no significant difference on the variable of various values

among University and College level male volleyball players.

110

SUGGESTIONS AND RECOMMENDATIONS

Keeping in view the findings of tlie present study, the following

suggestions are being made:

1. Talent selection among various games at State and College level

can be conducted on the basis of the present study.

2. Similar studies may be conducted on other games and sports.

3. The scope of the study can be widened to cover national, inter

University and state level sports persons.

4. A comparative study may be conducted on East, West, North and

South-Zone players to find out the degree of variation with

respect to these variables.

5. Other psychological variables which have been left unattended in

this study may be included in other studies to have a broader

under-standing of the psychological makeup of the players.

6. The findings of this study can be a used as a guide to use

promotes aspiration and other values to pick up the sprit for

competition and training.

7. In future, a series of studies need to be conducted considering the

important psychological variables and their relationship to

performance

111

RECOMMENDATIONS

1. It is recommended that factors like liealth status, achievement

motivation and other psychological factors be considered in fiiture

studies.

2. Similar studies may be conducted in other states of the country.

3. It is recommended that educational institutions and authorities

should pay special attention to inculcate values among sports

participants.

4. Along with psychological parameters, the physical and bio-

mechanical parameters of sportspersons should also be studied.

5. Further, a study should be conducted to compare elite and non

elite sportspersons of different sports in relation to well being,

aspiration level and human values.

12

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123

APENDIX-1

SUBJECTIVE WELL- BEING

(Diener et al., 1985)

Satisfaction with life scale

Name

Sex Age Class

.Name of the

College/University

Date of

birth Urban/Rural

Father Name &

Occupation

Monthly Income Types of

Qualification

Percentage of Marks in Previous

Class

Number of participate in game (College level/University

level)

Permanent Address

INSTRUCTION

Using the Ito J below, indicate your agreement with each item by placing the

appropriate number on the line preceding item. Please be open in responding.

1. Strongly Agree. (7)

2. Agree.(6)

3. Slightly Agree.(5)

4. Neither Agree nor Disagree. (4)

5. Disagree.(2)

6. Strongly Disagree.(l)

The conditions of my life are excellent.

I am satisfied with my life.

So for I have got the important things I want in life.

If I could live my life over, I would change almost nothing.

A P E N D I X - 2

PERSONAL VALUES QUESTINNAIRE (P.V.Q.)

(Sherry & Verma 1973) Name.

Sex Age

Name of the College/University

Date of birth Urban/Rural

Father Name & Occupation

Monthly Income Types of

QuaHfication


Class


level)

Permanent Address

Class.

Pages

2

3

4

5

6

Total

A B C D E F G H I J

INSTRUCTION

a) A weight age of '2' (V) points was assigned to the most preferred

values under each item.

b) A score of '0' for a cross (x) showing the least preferred value under

the item.

c) A score ' 1' for the blank ( ) or unmarked item.

d) You have to mark one tick mark and one crass marks ageist only one

response.

Most like ( ) Least Liked (x)

What would you prefer with choosing a groom for sister/daughter? I. Groom's family I ( ) E. Groom's ability for earning more E ( ) J. Groom's sound hears J ( )

2. What job do you like? Such a job you have H. Control over some people G. Physical control and rest E. Opportunity to make a lot of money

H G E ( )

3. If there is no fear of punishment, under which circumstances would tell a lie? B. For the welfare of your friend. B ( ) I. For the prestige of own family I ( ) H. For the prestige of your position H ( )

4. Where do you like a job/business? E-Where there is more income than other place. E J-Where climatic condition are suitable for your health J C-Where all are equally treated. C ( )

5. If there is God, do you think that you can comprehend him? F. By knowledge. F ( ) A. By devotion A ( ) B. Social service B ( )

6. How would you like to spend vacation? D. Decorating your flower garden or completing a literary composition. D ) B. Doing work for social welfare. B ) C. Going to cinema, circus or any other amusement function. C

7. What would you perfect for a happy life? 1. Sound health F. Sound knowledge of human nature D. Interest in fine art

( I F ( D (

8. What kind of action would you consider bad? G. Rejecting proposal fore cinema by a friend of opposite sex G C. Disobedience of penchant's decision if it is against you C A. Telling a lie for material gain A

A B C D E F G H I J

m

Most like (^) east like (X)

9. Under which condition can you have meal at the residence of a low if-I. The meal is nutritive B. he is your friend H. he is your officer

J B H

(

10. What would you fear of earning by manner means/conducts. A. punishment by God A H. Punishment by law H B. defame B

11. In your opinion how education should be imparted? That C. will equally regard people irrespective of religion and cast ) E. will enable earning for livelihood ) A. will enable to conduct according to religious codes

C

E

A

12. In your opinion, when does one succeed for laborious studies? When E. improving ability for better earning H. occupying higher position/office F. developing ability for finding out new facts.

13. What fine arts would you consider best? G. that give pleasure D. that creates aesthetics idea F. that ascertain reality

14. What is lacking the people today? A. less faith in god D. less interest in art I. less concern for family prestige

E H F

G D F

(

( A D ( I (

15. What class of people would you like? F. scholar who advance knowledge by the discovery of new facts. F

) C. doctor, validly, hakims who protect health C ) E. industrial for contributing economic development of the country E ( )

16. If your brother/son wants to marry a lower caste girl what would you like to do? C. allowing the marriage because you treat all caste equally C ( ) I. disallowing the marriage because it will degrade family prestige I ( ) G. allowing the marriage because you consider that in love Happiness is

comparatively important than family prestige. G ( )

A B C D E F G H I J

IV

Most like (^) east like (x)

17. Which of the following would you like for friendship? Who I. belong to your caste I A. has firm belief in your religion A D. has interest in art and literature D

18. Why do you like Mahatma Gandhi? H. he worked controlling over congress organization H A. he had firm belief in God A C. he tried for ensuring equal rights to all C

( ) ( )

19. What would you consider important for the success of your profession/job? H. ability to control over your subordinate employees H ( F. knowledge of basic principles for work F ( ) C. marinating impartially among race class (rich-poor) or religion C (

20. By your own mistake what would pain most? E. damages heavy wealth E ( ) A. breaks religious codes A ( ) J. results in bad health J ( )

21. When would you consider fruitful for the dedication to the studies of art? When D. the artist find self-satisfaction D ( ) B. others find pleasure B ( ) E. it is a means of livelihood E ( )

22. What would the boy/girl like to think of own marriage? E-money condition of the new relative E C-its own choice C I-choice of the family member 1

( )

23. What food do you like? B. that is offered with love G. that is delicious food F. that is highly nutritive

B G F ( )

24. You have started a work with a friend in what circumstance would you like to discontinue the work? I-when there is fear of effecting family prestige I ( ) G-when there is fear of troubling in health G ( ) F-when there is firm knowledge that the work is bad F ( )

A B C D E F G H I J

25. Which portion of the would you like to stay? D. cleanliness of the place 1. neighbor is of equal status to our family H. where you can exercise authority

26. Whom you consider a good administration? B. who is kind and sympathy H. who strictly maintain discipline F. who acquires knowledge of administrative principles

Most like (* ) east like(x)

( D I ( H (

)

B H F ( )

27. If you badly require a job for earning what job would you accepts with difficulty? J. where there is fear of bad health J ( ) H. where you have to work under the control of others H ( ) 1. that will degraded your family prestige I ( )

28. By winning lottery prize three persons god Rupees one lakes each and spend a large portion of the amount. In your opinion who spend the amount for good? G. in buying articles for personal comfort and advantage G ( ) E. in utilizing for better income E ( ) B. in utilizing for development of his community B ( )

29. you find the following qualities in three persons, whom would regard? A. whose life is simple and thinking is religious A ( ) C. who respects all regardless of rich & poor C ( ) B. who hardly care of his weal & woe in helping needy persons B ( )

30. In your opinion what would like to the aim of the property? F. portraying reality of the society F D. portraying loveliness D

entertainment G G. giving ( )

31. In your opinion what would perfect to do in the 'good hours of morning'? J. working and physical exercise for maintenance of health J ( ) F. study for advancement of knowledge F ( ) A. worship God A ( )

32. Why do you consider health best? for the reasons that: G. you can enjoy the worldly pleasures J. you can perfectly utilize your ability C. you can regard all equally having devoid of fear

( G J ( C (

33. If you are in need of qualified assistant whom would you like to keep? 1. who possesses the essential qualification and belongs to a good family C-who possesses the highest qualification E-who possesses the highest qualification and is also a needy persons

I C ( E (

( )

A B C D E F G H I J

VI

Most like (^) east like (x)

34. On the eve of happy/occasion (like birthday) what presentation would you like? D. article for later model for drawing-room decoration D ( ) E. gold ring E ( ) J. any article for physical game like badminton set J ( )

35. In your opinion in the present situation who is more important for the welfare of the country? A. true religious leader A ( ) G. good scientist G ( ) E. hard-working industrial E ( )

36. If you are to stay in a room with somebody for sometimes outside your house whom would you like to stay with? I. who is of equal family I ( ) C. who denies discrimination among castes, colors, religious & language C( ) D-who has interest in music, fine art and poetry D( )

37. While doing a work what do you consider important? B. that trouble none B I. that does not degraded family prestige I J. that does not affect your health J ( )

38. Which of the following families would you respect? F. many scholar/scientists were born in the family F ( ) G. member of the family were well known for their democratic Qualities (such as

generosity in religion absence of discrimination) G ( ) H. officers (such as collector police captain ) were bom in the family H ( )

39. In your opinion what is truth? That makes the belief that: C. there should not be discrimination among persons on the Basis of casts religion

language etc C ( ) D. God is present in all beautiful things, therefore practice for appreciates of beauty

(Art) is desired D ( ) A. God is omnipotent and omnipresent therefore there should be fear of religion

A ( ) 40. Which of the sayings do you trust?

H. ruling in a small place is better than servicing in big place H ( ) G. he who can not fulfill his personal desires is dead though he is alive G ( ) D. man who devoid, of loving for literature, music & art is like an animals. D( )

A B C D E F G H I J

VH

A P E N D I X - 3

LEVEL OF ASPIRATION

(Dr. H.M. Singh and Dr. Govind Tiwari 1976)

Name

Sex Age Class

Name of the College/University

Date of birth Urban/Rural

Father Name &

Occupation

Monthly Income Types of Qualification


Class


level)

Permanent

Address

INSTRUCTION:

The test consisted often levels of aspiration forms. There are in each

test sheet five rows of forty eight, half inches squares. In first, third, and fifth

row there are ten squares and in second and fourth row, there are nine squares.

In total there are forty eight squares on the left hand corner of the test, there is

a space prospected scores and on the bottom right hand side there is space for

actual scares. For administration of the test only step watch is needed with

test sheet. It may be administered to a group as well as to an individual. Only

two signals "Start" and "Stop" are given to the subjects. The task is to draw

"J :'• ( ) in the squares of the test sheet within a given time of 30

second. Only 10 trials are given to a subject.

vni

^twv SK!n^ % ttiHU P i P A N.

Dr If.M, Singh & fir. Govind TJwarl

EXPETED SCORE

. ^

L

„ j L .J -~^ 1 — i L I 1 i I L ,.„_

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