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CHAPTER-III

PROCEDURE AND DESIGN OF THE STUDY

3.1 INTRODUCTION

Mouley (1964) remarked, Scientific problems can be solved only on the basis of data

and a major responsibility of the scientists is to set up a research design capable of

providing data necessary to the solution of the problem. While the unity of the research

makes it possible to say that one aspect is more crucial than other. The collection of

data is of paramount importance, in conducting research since obviously, no selection

can be more adequate than the data on which it is based.

Research methodology is a way to systematically investigate a research problem. A

research problem can be genuinely solved only if it follows a set procedure and a

systematic way. It is the plan and procedure of a study which gives objectivity and

reliability to the results. In the context of plan and procedure, Dalen (1979) has

remarked that research is not to be divided into watertight compartments. He stated,

Research is often a confused, floundering process rather than a logical, orderly one.

An investigator does not tackle one step at a time, complete that process, and then move

on the next step. He may tackle the steps out of order, shuffle back and forth between

steps, or work on two steps more or less simultaneously, when the investigator reports

his findings to the scientific community; however he structures his presentation in a

precise and logically arranged form which closely parallels the steps of scientific

method.

In the light of the theoretical framework and review of related research studies

discussed in the earlier chapters, the investigator was able to have a blue print of this

proposed study. This chapter deals with the objectives, hypotheses, research design, the

sample, description of data gathering tools, their selection and administration,

procedure adopted for the present investigation, delimitations of the study and

statistical techniques used for data analysis.

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3.2 OBJECTIVES OF THE STUDY:

The research objectives are the goals to be achieved through the research. These are the

objectives which set the stage for research. So, objectives of research are as important as

research itself is. Without a focused objective, no good finding can be expected from any

type of research. Objectives give us right track and hypotheses guide us to proceed on the

right track. So, both are essential to be framed before actually starting with a research

study.

Keeping in view the statement of the problem and by reviewing the related literature the

researcher has framed the following objectives:

1. To find out the relationship between emotional maturity among senior secondary

school students and their self esteem.


school students and various dimensions of home environment i.e. :

a. Control

b. Protectiveness

c. Punishment

d. Conformity

e. Social isolation

f. Reward

g. Deprivation of Privileges

h. Nurturance

i. Rejection

j. Permissiveness


school students and their mental health.

4. To find out the difference between rural and urban senior secondary school students

in relation to emotional maturity.

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5. To find out the difference between male and female senior secondary school students

in relation to emotional maturity.

6. To find out the difference between rural male and female senior secondary school

students in relation to emotional maturity.

7. To find out the difference between urban male and female senior secondary school

students in relation to emotional maturity.

8. To identify the role of self esteem, mental health and home environment and its

dimensions (control, protectiveness, punishment, conformity, social isolation, reward,

deprivation, rejection, nurturance, permissiveness) in determining emotional maturity

among senior secondary school students.

3.3 HYPOTHESES OF THE STUDY:

The following are the hypotheses of the present study corresponding to its objectives:

1. There is no significant relationship between emotional maturity among senior

secondary school students and their self esteem.


secondary school students and control as a dimension of home environment.


secondary school students and protectiveness as a dimension of home

environment.


secondary school students and punishment as a dimension of home environment.

5. There is no significant relationship between emotional maturity among

senior secondary school students and conformity as a dimension of home

environment.


secondary school students and social isolation as a dimension of home

environment.

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secondary school students and reward as a dimension of home environment.


secondary school students and deprivation of privileges as a dimension of home

environment.


secondary school students and nurturance as a dimension of home environment.


secondary school students and rejection as a dimension of home environment.


secondary school students and permissiveness as a dimension of home

environment.


secondary school students and their mental health.

13. There is no significant difference between rural and urban senior secondary

school students in relation to emotional maturity.

14. There is no significant difference between male and female senior secondary


15. There is no significant difference between rural male and female senior secondary


16. There is no significant difference between urban male and female senior

secondary school students in relation to emotional maturity.

17. Self esteem, mental health and home environment and its dimensions (control,

protectiveness, punishment, conformity, social isolation, reward, deprivation,

rejection, nurturance, and permissiveness) have no significant role in determining

emotional maturity among senior secondary school students.

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3.4 DELIMITATIONS OF THE STUDY:

1. The study was delimited to Gurgaon District of Haryana.

2. The study has been confined to the senior secondary school students studying in

class XI and XII only.

3. Sample was taken from 8 schools situated in rural and urban areas of Gurgaon

district (Haryana).

4. Size of sample was delimited to 400 only.

5. Emotional maturity was included as the dependent variable.

6. Self-Esteem, Home Environment and mental health were taken as the independent

variables of the study.

7. The tools used to gather data were:

Emotional Maturity Scale by Yashvir Singh (1977).

Self-Esteem Inventory of Stanley Coppersmith.

Home Environment Inventory by Karuna Shankar Mishra (1989).

Mental Health Battery developed and standardized by Arun Kumar Singh and

Alpana Sen Gupta (2000).

3.5 RESEARCH DESIGN:

Research is a systematic activity and, as a process, it employs a scientific methodology.

A research design provides a framework with in which the activity is conducted. It links

the data to be collected and conclusions to be drawn to the initial questions of the study.

It provides a conceptual framework and an action plan for getting from questions to set of

conclusions. It is only the appropriate design which shifts the facts in the light of

objectives and enables the researcher to achieve results.

According to Johada and Cook (1957) A research design is the arrangement of

conditions for collection and analysis of data in a manner that aims to combine relevance

to the research purpose with economy in procedure.

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As a blueprint of the research design involved in this study, the following components

would constitute the format of the investigations:-

a. Method of study

b. Sample of study

c. Tools of study

d. Data collection

e. Techniques used for Data Analysis

The decision about the methods to be employed for accomplishment of aims and

objectives of research depends upon the nature of the problem selected and the kind of

data necessary. In practice, the following methods have been accepted in the field of

education research:

1. Historical research describes what was. The process involves

investigating, analyzing and interpreting the events of the past for the

purpose of discovering generalization that are helpful in understanding the

past and present, and to a limited extent in anticipating the future.

2. Experimental research describes what will be when certain variables are

carefully controlled or manipulated. The focus is on variable relationship

as defined here, deliberate manipulation is always a part of the

experimental method.

3. Descriptive research describes what is, describing, recording analyzing

and interpreting, conditions that exists. It involves some type of

comparison or contrasts and attempts to discover relationship between

non-manipulated variables.

The choice of the methods depends on the purpose of the study because more significant

differences also exist with respect to the purpose which the method is to serve, the nature

of the problem for which they are appropriate and the procedure employed in the conduct

of each.The present methodology of this study is based on descriptive research. The

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stress is also laid on analyzing the relationships existing between dependent variables

and their generalization.

Descriptive research is concerned with hypotheses formulation and testing and the

analysis or relationship between non-manipulated variables and the development or

generalizations.

-Best and Kahn

Descriptive method is concerned with the present conditions, situations, events, and

practices and deals with relationship among variables.

Hence the descriptive research method has been considered most suited method for

conducting this study on senior secondary school students. Keeping the objectives in

mind, a co relational study design was used, to find out the relationship between

Emotional Maturity among senior secondary school students in relation to their Self-

Esteem, Home Environment and Mental Health.

3.6 METHOD FOLLOWED:

A method is the means or manner of determining whether a theoretical

construct or proposition is true or false. Each of the specific discipline has developed

criteria and conventions about what constitute legitimate researches are to follow as they

move from data to knowledge claims. Methodology has as much to do with reasoning as

it have to do with data. There are rules for testing knowledge, and it is this set of rules

that define methodology in a discipline Rychlak (1968).

As the study attempts to ascertain relationship amongst the dependent and independent

variables and to identify the role of independent variables in predicting emotional

maturity among senior secondary school students, it follows the correlational and

predictional approach.

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3.7 VARIABLES OF THE STUDY

Variables of a study are of two types:

Dependent Variables

The dependent variables are the conditions or characteristics that appear, disappear or

change as the investigator introduces, removes or changes independent variables. In the

present investigation, the dependent variable of the study refers to Emotional Maturity.

Independent Variables

An independent variable is the condition or the characteristics that the investigator

observes or controls in attempt to ascertain its relationship to observed phenomena. The

independent variables of the study in hand refer to various conditions, characteristics and

factors related to-

i. Self Esteem

ii. Home Environment

iii. Mental Health

3.8 COLLECTION OF DATA

The present study was conducted on senior secondary school students in the age group of

17-18 .The investigator herself visited the concerned schools on different dates and time.

She met the principals and explained the purpose and the procedure involved in data

collection. The investigator obtained written permission duly signed by the concerned

authorities. The dates suitable to the school authorities were finalized. The investigator

approached the authorities on the dates already decided and was helped to the class

rooms.

Rapport was established with the students by exchanging introduction and purpose and

objectives of study were explained in brief. The students were told that these test and

their results had nothing to do with their personal lives and their achievement in the

examination. It was made clear to them that the answers and results will be kept

confidential and will be used for research purpose only. Before the administration of

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questionnaires, the instructions given in the tests were explained to the subjects verbally

so that the students give correct answers.

3.9 POPULATION AND SAMPLE

According to Vockell (1983), Sampling refers to the strategies which enable the

researcher to pick a sub-group from a large group and use this as the basis for making

judgments about the large group.

The main purpose of the research is to discover principles that have universal application

for the whole population, but to study a whole population to arrive at a generalization is

impracticable and impossible. Sometimes, population under study is so large that their

characteristics cannot be measured and before the measurement could be completed, the

population could have changed. During recent years sampling has been increasingly used

in research to ascertain information necessary in responding certain questions about a

specific population. It has been reported that even if a small representative sample can be

drawn from the entire population, then the parameters are easily represented and

estimated by the sample states, the sample becomes the representative of the whole

population.

The senior secondary school students studying in all schools in Gurgaon district (rural as

well as urban) constituted population for the study. But it was not humanly possible to

include all of them in the study. Keeping in mind time, physical and financial constraints,

it was decided to select a small proportion of them for sake of conducting this research

study.

3.10 SAMPLE

The sample of the study comprised senior secondary school students of Gurgaon district.

In order to keep the study manageable enough, a multistage random sampling procedure

was adopted in the study. A list of government and non government senior secondary

schools in Gurgaon district was procured from the District Education Officer, and out of

that list 8 schools were randomly selected on the basis of urban and rural background. In

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each school a list of students studying in class XI and XII was sought from the concerned

faculty and out of that list 60 students were taken from each school following lottery

system. Initially the investigator selected 480 subjects from all the 8 schools but during

the course of administration of tools many students could not complete all the tests and

had to be dropped due to subject mortality. Thus the investigator was left with 400

subjects. So the research investigation was carried out on 400 students of class XI and

XII in the age ranging 17 to 18 years. The sample was taken from the following schools:

1. Government Senior Secondary School, Gurgaon

2. Government Senior Secondary School, Village Kadipur, (Gurgaon)

3. Rotary Public School, Gurgaon

4. Pine Crest Public School, Gurgaon

5. Royal Public School, Village Wazirpur, (Gurgaon)

6. Government Senior Secondary School Village Jharsa, (Gurgaon)

7. S. D. Public School, Gurgaon

8. Government Senior Secondary School Village Wazirabad, (Gurgaon)

The stratification of the sample is as follows:

400

200 200

(Rural) (Urban)

100 100 100 100

(Male) (Female) (Male) (Female)

Fig. 3.1: SAMPLE

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3.11 SELECTION AND DESCRIPTION OF THE TOOLS USED

The selection of appropriate tools is of vital importance for collection of data which

depends on various considerations such as objectives of the study, availability of suitable

tests and scales, personal competence of the investigator to administer, score and interpret

the results.

As this study is focused upon the socio-psychological variables of emotional maturity

among senior secondary school students, the investigator selected the following tools for

the present study:

Emotional Maturity Scale by Yashvir Singh (1977).

Self-Esteem Inventory by Stanley Coppersmith.

Home Environment Inventory by Karuna Shankar Mishra (1989).

Mental Health Battery developed and standardized by Arun Kumar Singh

and Alpana Sen Gupta (2000).

A detailed discussion of the aforesaid tools is as under:

3.11.1 EMOTIONAL MATURITY SCALE BY YASHVIR SINGH (1977)

In the present circumstances, youth as well as children are facing difficulties in life.

These difficulties are giving rise to many psycho-somatic problems such as anxiety,

tensions, frustrations and emotional upsets in day to day life. So, the study of emotional

life is now emerging as a descriptive science, comparable with anatomy. It deals with

interplay of forces with intensities and quantities. Available tests are crude and measure

chiefly the degree of dependence. But this test measures the different aspects of

emotional maturity. As self acceptance is an important aspect of maturity says, Wenkart,

and it must be preceded by acceptance from others.

Emotional Maturity scale has a total of 48 items under the five categories given below:

Sr. No. Areas Total No. of items

1. Emotional Instability 10

2. Emotional Regression 10

3. Social Maladjustment 10

4. Personality Disintegration 10

5. Lack of Independence 18

TOTAL 48

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EMS is a self-reporting Five Point scale. Items of the scale are in question form j

demanding information for each in any of the five options mentioned below:

V. Much Much Undecided Probably Never

The items are so stated that if the answer is positive say 1, a score of 5 is given; for, 4; for

3; and for, 2 and for negative answer of a score of 1 is to be awarded. Therefore, the

higher the score on the scale, the greater the degree of the emotional immaturity and vice-

versa.

Reliability

The reliability of the scale was determined by: (i) Test-retest Method and (ii) Internal

consistency.

(I) Test-retest Reliability- The scale was measured for its test-retest

Reliability by administering upon a group of collegiate students (N = 150) including male

and female students aged 20-24 years. The time interval between the two testings was

that of six months. The product moment r between the two testing was -75.

(Ii) Internal Consistency- The internal consistency of the scale was checked by

calculating the coefficient of correlations between total scores and scores on each of the

five areas. Table 3.1 given below, shows the values of internal consistency.

TABLE 3.1

Table Showing Internal Consistency of EMS (= 98)

Sr. No. Areas r value

a. Emotional Unstability 75

b. Emotional Regression 63

c. Social Maladjustment 58

d.

e.

Personality Disintegration

Lack of Independence

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42

The scale was validated against external criteria i.e. the Gha area of the adjustment

inventory for college students by Sinha and Singh. The inventory has Gha' area

measuring emotional adjustment of college students. The number of is of this are is

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twenty-one. Product moment correlation obtained between total scores on all twenty-one

'Gha items and total scores on EMS was .64 (N = 46).

Interpretation

The scale was administered upon 198 collegiate students belonging to urban as well as

rural background. The three quartiles were calculated for the scores of all the 198

respondents.

TABLE 3.2

Table Showing Quartile Deviations of Scores for N = 188 (M = 100, F = 98)

Quartile Deviations

Q1 = 80

Q2 = 880

Q3 = 106.7

TABLE 3.3

Interpretation of Scores

Scores Interpretation

50-80 extremely stable

81-88 moderately stable

89-106 Unstable

107-240 extremely unstable

TABLE 3.4

Table Showing factor analysis (Centeroid Method) of the five factor of EMS

Sub-test (E.U.) (E.R.)

(S.M.)

(C)

(P.D.)

(d)

(L.I.)

(e)

Check

Sum

(Emotional Instability) (a)

(Emotional Regression) (b)

-

.18

.18

-

.56

.27

.12

.47

.12

.45

. 98

1.37

(Social Maladjustment) (c) .56 .27 - .23 .23 .29

(Personality Disintegration) (d) .12 .47 .23 - .28 1.10

(Lack of Independence) (e) 2 . 45 . 23 . 28 - .08

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S1, .98 1.37 1.29 1.10 1.08 5.82

D, .56 .47 .56 .47 .45 2.51

S1 + D = E, 1.54 1.84 1.85 1.57 1.53 8.33 = T

E/ T=a.53 .64 .64 .55 .53 2.89 = 1/ T = M

a12

.28 .41 .41 .30 .28 1.68

Percentage variance = x 100 = 33.60% = 34%

TABLE 3.5

Hierarchical order of Intercorrelatlons matrix

Factors (S.M.) (E.U.) (E.R.) (P.D.) (L.I.)

(Social Maladjustment) - .56 .23 .23 .23

(Emotional Unstability) .56 - .18 .12 .12

(Emotional Regression) .23 .18 - .47 .45

(Personality Disintegration) .23 .23 .12 - .28

(Lack of Independence) .23 .12 .45 .28 -

TABLE 3.6

r-Transformed into Z standard score (Fishers Z Scores) ( r=Z)

(S.M.) (E. U.) (E.R.) (R D.) (L. I.)

63 .23 23 .23

63 .18 12 .12

.23 .18 57 .48

23 12 .51 .29

23 12 .48 29

1.37 1.05 1.45 1.15 12

1.68

5

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TABLE 3.7

Table showing two broad factors having high correlation

(N = 198)

A B

(Emotional Regression) (Social Maladjustment)

(R D.) 47 (P.D.) -23

(LI.) 45 (L. I) 23

(S.M.) 23 (E R.) 23

(E. U.) 18 (E. U.) 56

This shows that the Emotional Maturity Scale is a reliable tool to be used in research.

3.11.2 SELF ESTEEM INVENTORY OF STANLEY COOPERSMITH

Since its development the SEI has been administered to tens of thousands of children and

adults participating in research studies or in special educational or clinical programs to

enhance self- esteem. All socioeconomic ranges and many ethnic and cultural groups are

represented. The following summary of reliability and validity studies was prepared from

previous materials and from a review of studies conducted from 1970 through 1979

(Gilberts, 1981). Well over 100 studies have been conducted and those included here are

meant to be representative. Unless otherwise noted, the SEI form being referred to is the

school Form. The SEI may be administered to groups or individuals. The school form is

used with children and adolescents aged eight through fifteen; the adult form with

persons aged sixteen and above. Administration time rarely exceeds ten minutes.

During administration, introductory or explanatory remarks were kept to a minimum. An

example of an appropriate introduction is, Today you will be filling out a questionnaire.

Your answers will help me know you and your likes and dislikes better. The words self-

esteem, self-concept and self evaluation were not at all used, as this helped in preventing

biased responses, which may invalidate the test.

Once the inventories were distributed, the examinees completed the identifying

information (name, age etc.). The adult form is usually self administered. However, the

investigator read out the instructions aloud and described the procedures to be followed.

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Questions were discouraged once the examinees started working. Clarifications of word

meanings were done by the investigator, but caution was taken not to influence the

examinees responses.

SCORING

The SEI was scored in a few minutes by using the scoring keys for the form that has been

administered. Scoring key should be used but in case scoring key is not available, the

general rules listed below should be followed when scoring the self esteem items.

1. Score negative items correct if they have been answered unlike me

2. Score positive items correct, if they have been answered like me

The school form includes eight items that constituted the lie scale. The lie scale items

(26, 32, 36, 41, 45, 50, 53, and 58) were scored separately; that is responses to these

items was not included in the self esteem score. To score the lie scale, one point was

awarded for each lie scale item answered like me.

The four sub scales of the school form may be scored separately, as follows:

Subscales Items Total possible

raw score

General Self 1, 3, 4, 7, 10, 12, 13, 15, 18, 19, 24,

25, 27, 30, 31, 34, 35, 38, 39, 43,

47, 48, 51, 55, 56, 57

26

Social Self-Peers 5, 8, 14, 21, 28, 40, 49, 52 8

Home-Parents 6, 9, 11, 16, 20, 22, 29,44 8

School-Academic 2, 17, 23, 33, 37, 42, 46, 54 8

To arrive at a total self score, the number of items answered correctly was summed. For

the school form, the total score was multiplied by two. This resulted in a maximum

possible total self score of 100. For the school short form and adult form multiply the

total score by four.

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Reliability

Kimball (1972) administered the SEI to approximately 7600 public school children in

grades 4 through 8, The sample included students of all socioeconomic rages and Black

and Spanish surnamed students. KR20s were generated for each grade level. Obtained

coefficients range from .87 to .92 as shown in Table 3.8.

Table 3.8

Internal Consistencies for Grades 4-8

(Kimball,1972)

Grade r N

4 92 1502

5 87 1407

6 88 1650

7 89 1539

8 90 1445

In other studies, Fullerton (1972) reported a split-half reliability coefficient of .87 for 104

students in grades 5 and 6, and Taylor and Retiz (1968) reported a coefficient of .90.

Data are insufficient for the short form but reliability coefficients would probably be

somewhat lower because of the shorter length. In one study of 103 college students,

Bedeian, Geagud, and Zmud (1977) reported KR20s of .74 for males and .71 for females.

Subscale and Item Intercorrelations. Donaldson (1974) calculated subscale

intercorrelations for 643 public school children in grades 3 through 8. The sample

included primarily children of lower and middle upper socioeconomic status and a

considerable number of minority children. Obtained coefficients range from .02 to .52 as

shown in Table 3.9.

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Table 3.9

Subscale Intercorrelations

(Donaldson, 1974)

General Self Social Self-

Peers

Home-

Parents

School-

Academic

Lie Scale*

General Self - .49 .52 .42 -.02

Social Self-

Peers

- .28 .29 -.09

Home-Parents - .45 -.04

School-

Academic

- -.12

*High Lie Scale Scores Suggest defensiveness

N = 643 children grades 3 through 8

r = 12,

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Concurrent Validity. Simon and Simon (1975) correlated the SEI and SRA Achievement

Series scores of eighty seven children in grade 4 and obtained a coefficient of .33

(p

100

HEI Contains 100 items related to ten dimensions of home environment. The ten

dimensions are(A) Control, (B) Protectiveness, (C) Punishment, (D) Conformity, (E)

Social Isolation, (F) Reward, (G) Deprivation of Privileges, (H) Nurturance, (I)

Rejection, and (J) Permissiveness. Each dimension has ten items belonging to it.

Sr. No. Dimensions Items

1. Control 10

2. Protectiveness 10

3. Punishment 10

4. Conformity 10

5. Social Isolation 10

6. Reward 10

7. Deprivation of Privileges 10

8. Nurturance 10

9. Rejection 10

10. Permissiveness 10

Total 100

The instrument requires pupils to tell the frequency with which a particular parent-child

interaction behavior has been observed by them in their homes, i.e., he/she is requested to

tell whether a particular parental behavior (as mentioned in an item) Occurs'Mostly',

'Often', 'Sometimes, Least', and 'Never'.

There is no time-limit for this tool.

Administration of the Inventory

Home Environment Inventory can be administered in individual or group settings. To

start with, students were made familiar with the nature and purpose of measurement of

home environment, later, the procedure for marking the responses on the booklet was

explained to them. They were asked to put 'x mark on any cell indicating their

perception of the frequency with which a particular behavior has been exhibited by their

parents.

Students felt assured about the confidential nature of their responses. At the time of

administration in group setting, the space between individuals was kept adequate so that

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other students may not guess about the response made by another student against a

particular item. Students were allowed to omit items which they found difficult or

impossible to respond. This was treated as a symbol of individual's tendency to give

socially desirable responses. For research purposes, the scores of such students should not

be used unless interviewing or any other technique is used to ensure the validity of their

responses.

Scoring the Responses to HEI Items

The responses were given on the booklet itself. There are five cells against every item of

the inventory. Each cell indicates the frequency of occurrence of a particular behavior.

The five cells belong to five responses namely, 'Mostly', 'often', 'sometimes', 'least', and

never, the dimension to which a particular item belongs has been indicated by alphabets

near the serial number of the items. 4 marks were assigned to 'mostly', 3 marks to 'often1,

2 marks to 'sometimes1, 1 mark to 'least', and 0 marks to 'never' responses, then the marks

were counted which were assigned to A, B, C, D, E, F, G, H, I and J dimension-

Statements on every page and then they were added to get the dimension-scores awarded

to statements given on the five pages so as to get ten scores for the ten dimensions of

HEI.

TABLE 3.10

t-value for items selected for inclusion under the ten Dimensions of Home Environment

in HEI

Item No. 1 2 3 4 5 6 7 8 9 10 11 12

Dimension A B C D E F G H I J A B

t-value 3.35 6.79 12-50 2.89 6.25 4.67 5.96 3.50 11.01 3.32 3.91 4. 90

Item No. 13 14 15 16 17 18 19 20 21 22 23 24

Dimension C D E F G H I J A B C D

t-value 7.36 5.77 3.32 4.63 3.33 3.77 3.33 3.33 3.83 5.50 7.41 4.07

Item No. 25 26 27 28 29 30 31 32 33 34 35 36

Dimension E F G H I J A B C D E F

t-value 4.89 10.64 3.41 4.25 2.95 5.11 4.48 4.24 5.11 5.41 4.83 8.33

Item No. 37 38 39 40 41 42 43 44 45 46 47 48

Dimension. G H I J A B C D E F G H

t-value 6.02 2.81 5.82 7.36 3.13 5.25 5.62 3.12 5.00 3.62 3.65 3.53

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Item No. 49 50 51 52 53 54 55 56 57 58 59 60

Dimension I J A B C D E F G H I J

t-value 3.05 5.20 3.51 5.09 2.69 4.71 5.44 6.29 2.08 5.53 4.48 5.93

Item No. 61 62 63 64 65 66 67 68 69 70 71 72

Dimension A B C D E F G H I J A B

t-value 3.61 5.55 5.07 5.12 5.16 9.57 6.92 6.09 4.35 4.44 2.41 4.05

Item No. 73 74 75 76 77 78 79 80 81 82 83 84

Dimension C D E F G H I J A B C D

t-value 4-.59 3.20 5.08 5.50 5.22 8.52 4.23 4.69 4.08 3.69 6.56 2.50

Item No. 85 86 87 88 89 90 91 92 93 94 95 96

Dimension E F G H I J A B C D E F

t-value 6.36 8.86 4.11 4.37 7.57 3.00 4.10 3.59 4.85 3.50 4.28 7.69

Item No. 97 98 99 100

Dimension G H I J'

t-value 9.05 2.41 2.61 5.00

Dimensions of Home EnvironmentA : Control, B : Protectiveness, C :

Punishment, D : Conformity, E : Social Isolation, F : Reward, G : Deprivation

Privileges, H : Nurturance, I; Rejection, J : Permissiveness.

Table 3.10 shows that ten items were selected for inclusion under every dimension. The

sequence in which various items appear in the final form was determined through random

selection.

Items numbered 1, 11, 21, 31, 41, 51, 61, 71, 81 and 91 belong to the 'Control

dimension.

Items no. 2, 12, 22, 32, 42, 52, 62, 72, 82, and 92 belong to 'Protectiveness' dimension.

Items 3, 13, 23, 33, 43, 53, 63, 73, 83 and 93 belong to 'Punishment' dimension.

Items 4, 14, 24, 34, 44, 54, 64, 74, 84 and 94 belong to the 'Conformity' dimension.

Items 5,15,25,35, 45, 55, 65, 75, 85 and 95 belong to the 'Social Isolation' dimension.

Items no.6, 16, 26, 36, 46, 56, 66, 76, 86 and 96 belong to the 'Reward' dimension.

Items no.7, 17, 27, 37, 47, 57, 67, 77, 87 and 97 belong to 'Deprivation of Privileges'

dimension.

'Nurturance' is to be measured through items no. 8, 18, 28, 38, 48, 58, 68, 78, 88 and 98.

Items no. 9, 19, 29, 39, 49, 59, 69, 79, 89 and 99 belong to the 'Rejection' dimension.

103

While items no. 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100, belong to the 'Permissiveness'

dimension.

Sr. No. Dimensions Items Presentation

1. Control 1, 11, 21, 31, 41, 51, 61, 71, 81, 91

2. Protectiveness 2, 12, 22, 32, 42, 52, 62, 72, 82, 92

3. Punishment 3, 13, 23, 33, 43, 53, 63, 73, 83, 93

4. Conformity 4, 14, 24, 34, 44, 54, 64, 74, 84, 94

5. Social Isolation 5, 15, 25, 35, 45, 55, 65, 75, 85, 95

6. Reward 6, 16, 26, 36, 46, 56, 66, 76, 86, 96

7. Deprivation of Privileges 7, 17, 27, 37, 47, 57, 67, 77, 87, 97

8. Nurturance 8, 18, 28, 38, 48, 58, 68, 78, 88, 98

9. Rejection 9, 19, 29, 39, 49, 59, 69, 79, 89, 99

10. Permissiveness 10, 20, 30, 40, 50, 60, 70, 80, 90, 100

Reliability

The 'Home Environment Inventory' was administered to 113 students (54 boys and 59

girls) studying in intermediate classes of five schools. Split half reliabilities were worked

out separately for all the ten dimensions of home environment. The split-half reliabilities

(Corrected for length) for various dimensions of home environment are as follows:

TABLE 3.11

Split half reliability coefficients for ten dimensions of Home Environment as

measured by HEI

Sr. No. Inventory Dimension Reliability Coefficient

A Control .879

B Protectiveness .748

C Punishment .947

D Conformity .866

E Social Isolation .870

F Reward .875

G Deprivation of Privileges .855

H Nurturance .901

I Rejection .841

J Permissiveness .726

104

Inter correlations among Scales

Inter correlations among the ten scale scores on HEI are shown in Table 3.12.

TABLE 3.12

Inter correlations among HEI Scales

Sr.

No.

Inventory Scale Correlations

A B C D E F G H i

A Control

B Protectiveness .34

C Punishment .37 .51

D Conformity .37 .36 .51

E Social Isolation .59 -.08 .04 .11

F Reward .31 .31 .48 .48 .88

G Deprivation of Privileges .28 -.19 .48 .05 -.04 -.23

H Nurturance .26 .34 .19 .06 -.04 .71 -.11

I Rejection .23 .32 .08 -.09 .38 -.19 .34 .33

J Permissiveness .03 .21 -.28 .13 -.12 .24 . 14 .39 .03

Observation of table 3.12 shows that eight coefficients of correlation are moderate/high.

However, the scale scores may be treated independently in analyses. No effort was made

to get a composite score.

Validity

Home Environment Inventory has been found to posses content validity as measured with

the help of views expressed by judges criterion related validity could not be established

because of the lack of appropriate external criteria.

Norms

Table 3.13 shows percentile norms for boys and girls. 10th, 25th, 50th, 75th and 90th

percentile scores have been given.

105

TABLE 3.13

Percentile Norms for the Home Environment Inventory

Sr.

No. Dimension Name

Percentile Scores

P90 P75 P50 P25 P10

A Control 30.1*

27.3

24.7

23.5

20.5

19.1

16.1

14.3

12.7

13.9

B Protectiveness 31.1

32.5

27.7

28.8

22.5

24.1

17.3

19.9

13.5

14.9

C Punishment 33.7

31.3

27.9

27.3

24.5

22.7

20.1

18.1

19.1

13.7

D Conformity 34.7

34.3

33.8

32.8

30.1

29.5

25.9

25.1

21.5

21.3

E Social Isolation 24.7

21.1

19.9

17.7

13.9

10.1

8.5

4.1

4.1

1.5

F Reward 36.9

36.9

32.3

33.3

26.5

29.4

21.7

24.3

16.9

18.1

G Deprivation of Privileges 22.9

18.5

17.3

14.9

11.7

8.7

6.1

4.9

2.9

2.5

H Nurturance 30.7

31.1

25.9

27.1

21.9

22.3

16.9

17.5

9.5

12.1

I Rejection 18.7

18.5

15.1

12.5

9.7

7.5

4.7

4.1

1.5

2.0

J Permissiveness 25.1

26.3

22.1

20.1

17.1

16.9

11.7

12.9

8.5

10.3

*Scores printed in bold face numbers are for boys and others are for girls.

Scores falling in the ranges of > P90, P75-P90, P50-P75, P25-P50, P10-P25 and < P10

should be interpreted as indices of very high, high, slightly above average, average,

slightly below average, low and very low levels of a particular dimension of the home

environment respectively.

106

3.11.4. MENTAL HEALTH BATTERY CONSTRUCTED AND STANDARDIZED

BY ARUN KUMAR SINGH AND ALPANA SEN GUPTA

MHB intends to assess the status of mental health of persons in the age range of 13 to 22

years, as it is a battery of six tests, so items for each part were separately written and

submitted to a group of experts in the fields to judge their face validity. Subsequently,

language experts also made necessary corrections and modifications. Following Kelleys

method, (N=370) they were subjected to item analysis which finally yielded about 150

items for the MHB. In selecting item preference was given to those items which had high

positive discrimination index (Singh, 1998). The social desirability values of the items in

the first five parts were determined by co relating the items with Hindi Version of

Morlowe-Crowne (M-D) Social Desirability Scale (1960). Items which yielded high and

significant co relations, with M-D scale were dropped. Finally a set of 130 items were

retained for MHB. Following are 130 items selected dimension wise for MHB

Part Area Total No. of items

I Emotional Stability(ES) 15

II Over all Adjustment(OA) 40

III Autonomy (AY) 15

IV Security-Insecurity (SI) 15

V Self-Concept (SC) 15

VI Intelligence (IG) 30

Total 130

Instructions

The following standard steps must be followed for smooth administration of MHB:

1. Instruction for each part is separate and is printed just before the items for the

concerned part starts. The examinees read the instructions carefully and for any

confusion, they asked to clarify it by raising their hands. The investigator attended

to such examinee very carefully.

2. There is no fixed time limit for the first five parts. However, generally a normal

examinee having average mental health takes about 25 minutes in giving

complete answers.

107

3. Part VI is a speed test. The total allotted time for this part is 10 minutes.

Therefore, all examinees started answering the items and stopped at the time

instructed by the examiner. They were required to work as fast as possible.

Scoring

The scoring of MHB comprises of two sections Section A and Section B.

Section A- Item No.s I to IV of preliminary information was given weight to determine

socio-economic status (SES) of the examinee. A, B, C, and D of item No. II, III, IV, each

were given the score of 1, 2, 3, 4 respectively whereas A, B, C, D and E of item No. I

were given a score 5, 4, 3, 2 and 1 respectively. Scores earned were added together to

yield final total score and finally, SES was judged as under:

15-17= Upper SES

9-14= Middle SES

8 or below= Low SES

Section B- The answers of those items (in each part) which fell with the answers given in

the scoring key were given a score of +1. When they did not match with the tally, they

were given a score of zero.

Scoring Key

PART - I Item Nos. 1, 2, 3, 4, 5, 7, 8, 9, 10, 12, 14, 15 No

Item Nos. 6, 11, 13 Yes

PART - II

Item Nos. 16, 19, 22, 26, 27, 30, 35, 37, 40, 41, 42, 43,

47, 49, 50, 52, 53

Yes

Item Nos. 17, 18, 20, 21, 23, 24, 25, 28, 29, 31, 32, 33,

34, 36, 38, 39, 44, 45, 46, 48, 51, 54, 55

No

PART - III

Item Nos. 58, 60, 61, 62, 63, 65, 66 A

Item Nos. 56, 57, 59, 64, 67, 68, 69, 70 B

PART - IV

Item Nos. 71, 72, 73, 74, 75, 77, 79, 80, 82 Yes

Item Nos. 76, 78, 81, 83, 84, 85 No

108

PART - V

Item Nos. 86, 87, 88, 89, 91, 92, 93, 94, 95, 96, 97,

100

Right

Item Nos. 90, 98, 99 Wrong

PART- VI

Item Nos. 101, 105, 106, 109, 113, 117, 125, 127 A

Item Nos. 107, 108, 110, 115, 118, 119, 120, 122, 123,

124, 126, 128, 129

B

Item Nos. 103, 104,114, 121 C

Item Nos. 102, 111, 112, 116, 130 D

Reliability

Both temporal stability reliability and internal consistency reliability of MHB were

computed. The details are given in Table 3.14.

TABLE 3.14

Part Area Mean

Age

N Test-retest

reliability

Odd-even

(Whole length)

reliability

1.

II.

III.

IV.

V.

VI.

Emotional Stability

Over- all

adjustment

Autonomy

Security-Insecurity

Self- concept

Intelligence

15.6

Yrs.

102

rtt =.876

rtt =.821

rtt =.767

rtt =.826

rtt =.786

rtt =.823

rtt =.725

rtt =.871

rtt = .812

rtt = .829

rtt =.861

rtt =.792

Note: All correlation values were significant (P < .01).

Validity

MHB was validated against the different testes developed earlier. Part I of MHB was

validated against Emotional Stability Test developed earlier by Sen Gupta & Singh

109

(1985). Part II was validated against High School Adjustment Inventory (HSAI)

developed earlier by Singh and Sen Gupta (1987) and Hindi adaptation of Bell's

Adjustment Inventory by Mohsin, Shamshad and Jehan (1967). For part III and part V

construct validity was computed. Part iv was validated against Neuroticism Scale of MPI

as adapted by Jalota & Kapoor (1975). Likewise part VI was validated against Jalota

Group Mental Ability Test (1976). Only relevant parts of MHB with suitable criteria

were given to the random sample of 102. The standard instructions of the test and the

criteria were followed. The details are given in Table 3.15.

Table 3.15

Validity Coefficients of MHB

Parts of MHB N Concurrent

Validity

Part of MHB N Construct

Validity

Part I : ES

Part II : QA

Part IV: SI

Part VI: IG

102

.673*

.704*

.821*

.823*

Part III: AY

Part V : SC

102

.681*

.601*

*P < .01

Norms

Percentile norms for MHB have been developed. For this, MHB was administered to a

fresh cross- sectional sample of 500 with mean age of 15.5 years. The break up of sample

following sex, rural- urban, SES and educational status have been shown in Table 3.16.

The differences among the different sub-samples were tested by means of t- ratio. t-ratio

computed on the basis of total score of MHB with respect to male and female (t = 1.003),

rural - urban (r = 1.32), high and middle SES (t = .735) as well as between

Table 3.16

Break-up of a sample of 500

Area Sex Region SES Educational Status

Male Female Rural Urban High Middle Low Inter-

mediate

Bach-

elor

Master

N = 260 240 200 300 100 200 200 50 350 100

Total 500 500 500 500

110

Intermediate and Bachelor (t = .826), Bachelor and Master (t = 1.06), Intermediate and

Master (t=1.00) were not significant. However, t-ratios with respect to high SES (t=5.32)

as well as middle and low (t=3.721) were found to be significant. Accordingly data as

middle and rural - urban and educational status were pooled together for preparing

percentile norms. However separate norms were prepared for SES trichotomy.

Table 3.17 shows the percentile norms for high SES sample whereas Table 5 and 6 show

the percentile norms for middle SES and low SES respectively.

Table 3.17

Percentile Norms for High (N =100), Middle (N =200) and Low SES Sample (N=200)

Percentile Rank SESH SESM SESL

P99

P95

P90

129

111

109

129

128

121

129

127

116

P80

P70

106

101

111

101

106

98

P60

P55

P50

91

81

76

99

96

81

95

91

86

P40

P30

71

61

77

71

81

76

P20

P10

P5

59

52

31

68

55

43

72

63

51

Qualitative Interpretation

A five - point qualitative criterion has been developed for classifying sample with respect

their mental health.

P90 and above Excellent Mental Health

P70 to P89 Good Mental Health

P50 to P69 Average Mental Health

P30 to P49 Poor Mental Health

Below P29 Very Poor Mental Health

111

3.12 STATISTICAL TECHNIQUES USED

The following techniques were used for analysis of the data:

Mean: It has been used to describe the average of an entire sample of scores.

S.D.: The standard deviation, a measure of variability, is a measure of the extent to

which scores in distribution, on an average, deviate from their mean.

Graphical Technique: Bar diagram has been used wherever required.

Correlation Co-efficient: The Pearson r correlation coefficient has been used to

study the linear relationship between two variables. In the present study, Pearsons

r correlation coefficient has been used to study the relationship between emotional

maturity and self esteem, home environment (its ten dimensions) and mental health.

Stepwise Multiple Regression: Stepwise multiple regression has been used to

identify the role of self esteem, home environment and its 10 dimensions, mental

health in determining emotional maturity.

t-test: The test of significance between two means is known as t test. It involves

computation of ratio between observed differences between two sample means and

the error variance (the sampling error factor). To compare male/female and

rural/urban students in relation to emotional maturity, t test has been used.

Thus, the procedure and design outlined in the foregoing pages was employed to attain

the objectives of the study. The methodology, tools and techniques described above were

used during the course of this attempt. This provided the investigator with the data which

is presented in the next chapter. The analysis and interpretation of this data also follows

in the chapter to come.

design of the study - shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/7872/10/10_chapter...

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