MHU Journal 2019

A Publication of MotherhoOd University, Roorkee
(Recognized by the UGC with the right to award degrees u/s 22(1) of the UGC act 1956
andestablished under Uttarakhand Government Act No. 05 of 2015)
Motherhood International Journal of Multidisciplinary

Research & Development
A Peer Reviewed Refereed International Research Journal
Volume III, Issue II, February 2019, pp. 23-34
ONLINE ISSN-2456-2831
A Comparative Study of Adjustment of College Going Students
Bimla
Research Scholar, Department of Education
Motherhood University, Bhagwanpur
Haridwar, Uttarakhand
Abstract
Adjustment affects the various aspects of a student’s life. The present study aims at comparing
the adjustment of students with regard to their gender, area and stream. Normative survey
method has been used in this study. 200 college going students of rural and urban area were
selected as sample through stratified random sampling technique from various degree college of
district Haridwar. The sample included 100 male and 100 female students. The collected data
was analyzed using Mean, S.D. and‘t’ test. A significant difference was found in the home,
health and emotional adjustment of college going male and female students. College going
students of rural and urban area differed in the home, health, social, emotional and educational
adjustment. Rural students were more adjusted in home, health, social and emotional area while
urban students were more adjusted in educational area. On the other hand, no significant
difference was found in all the five areas of adjustment of college going students of science and
non-science stream.
Keywords: Adjustment, Male Students and Female Students.
INTRODUCTION
India is taking a rapid turn with the fast changing world. Influence of globalization,
modernization, changing needs of the society and individuals and awareness is making the youth
more and more ambitious and hence affecting their adjustment significantly. The term
adjustment refers to the process by which a living organism maintains a balance between its
needs and the circumstances that influence the satisfaction of these needs. Adjustment is the
process of finding and adopting modes of behavior suitable to the environment or the changes is
MIJMRD, Vol. III, Issue II, February 2019 ONLINE ISSN-2456-2831
the environment. A well-adjusted child is one who does not get affected adversely by the
interactions such as conflicts, emotions etc., and whose personality development goes through a
healthy course of socialization (Sangeeta et al., 2012).
Adjustment affects the various aspects of a student’s life. Yellalah (2012) and
Yengimolki, S., Kalantarkousheh, S.M. and Malekitabar, A. (2015) found that there was a
significant relationship between Adjustment and academic achievement of students. Pasha, H.S.
and Munaf, S. (2013) and Shirali1, E. and Golestanipour, M. (2017) concluded that social
adjustment significantly affects the self-esteem of the university students. Poor school
adjustment leads to low academic achievement, behavioral problems, irrelevant educational
aspirations and even school dropout (Raju & Rahamtula, 2007). If the adolescence are not
adjusted properly they suffer from various problems like mental complexity, conflicts and
anxiety. Archna (2011) found that there is a significant positive relationship between the mental
health of adolescents and their adjustment. Students with low adjustments tend to form less than
desirable self-evaluations, which significantly affect their happiness, satisfaction and well-being.
The researcher observed that adjustment may be affected by a number of socio-psychological
factors. In this micro study the researcher attempts to fine the impact of gender, area and stream
on the adjustment of college going students.
STATEMENT OF THE PROBLEM
“A comparative study of adjustment of college going students”
REVIEW OF THE RELATED LITERATURE
Singh (2006) found that boys were significantly better than girls in their health
adjustment at different levels of socio-emotional climate of the school. Raju and Rahamtulla
(2007) found that adjustment of school children primarily dependent on the school variables like
the class in which they are studying, the medium of instruction, and the type of management of
the school. Velmurugan and Balakrishnan (2011) found that social adjustment is independent
upon gender and locality. The correlation coefficient between social adjustment and self-concept
is found to be negligible.
Maureen et.al. (2011) made a study on school adjustment in relation to academic
achievement and gender which revealed that there were no significant differences between girls
and boys in school adjustment. Basu (2012) found that there exists highly significant differences
between the adjustment of secondary school students when compared on the basis of gender,
A Comparative Study of Adjustment... 24 | P a g e

type of family structure and medium of instruction in school. Roy and Mitra (2012) revealed
that early and late adolescents group differed significantly from each other in the home, health
and social areas of adjustment. Girls showed better adjustment than boys.
Peerzada (2013) showed that the social science teachers had more adjustment problems
than science teachers. Sekar, A. J. (2016) showed that there was significant relationship between
emotional, social, educational adjustment of higher secondary school students in relation to
academic achievement. Alam, M. (2017) found that there was significant difference between
adolescents from nuclear and joint families on the measure of emotional adjustment, social
adjustment and educational adjustment.
OBJECTIVES OF THE STUDY
Following objectives have been framed in the present study:
1. To compare the adjustment of college going male and female students.
2. To compare the adjustment of college going students of rural and urban area.
3. To compare the adjustment of college going students of science and non-science stream.
4. To compare the adjustment of college going male and female students of rural area.
5. To compare the adjustment of college going male and female students of urban area.
6. To compare the adjustment of college going male and female students of science stream.
7. To compare the adjustment of college going male and female students of non-science
stream.
HYPOTHESES OF THE STUDY
Following hypotheses have been formulated to achieve the objectives of the study:
1. There is no significant difference in the adjustment of college going male and female
students.
2. There is no significant difference in the adjustment of college going students of rural and
urban area.
3. There is no significant difference in the adjustment of college going students of science
and non-science stream.
students of rural area.
students of urban area.

students of science stream.
students of non-science stream.
RESEARCH DESIGN
In the present study, cross-sectional research design has been adopted by the researcher.
METHOD USED
Normative survey method has been adopted for the present study.
POPULATION OF THE STUDY
The population of the study constitutes all the college going students of district Haridwar
who have passed Intermediate and are studying in undergraduate courses (Part-I).
SAMPLE AND SAMPLING TECHNIQUE
The investigator used stratified random sampling technique for the selection of the
sample. Total 200 college going students of rural and urban area of district Haridwar have been
selected as sample. The sample included 100 male and 100 female students.
STATISTICAL ANALYSIS
Mean, S.D. and t-test were used for the statistical analysis.
RESULTS
Table 1
Comparison of Adjustment of College going Male and Female Students
Adjustment Gender N Mean S.D. df t-value
Male 100 9.59 2.39
Home 198 8.131**
Female 100 6.43 3.06
Male 100 8.34 2.41
Health 198 6.384**
Female 100 5.84 3.08
Male 100 8.88 3.88
Social 198 0.116
Female 100 8.94 3.36
Male 100 11.61 3.96
Emotional 198 8.279**
Female 100 17.60 6.04
Male 100 10.45 4.99
Educational 198 0.168
Female 100 10.33 5.04
** = Significant at 0.01 Level of Significance.
The table no. 1 shows that the obtained t-values for home adjustment (t = 8.131), health
adjustment (t = 6.384) and emotional adjustment (t = 8.279) have been found significant at 0.01

level of significance at df 198. It shows that there is a highly statistical significant difference in
the home adjustment, health adjustment and emotional adjustment of college going male and
female students. The low score on the scale indicates better adjustment. In this regard, the mean
values show that female students are more adjusted in home and health area of adjustment than
male students while male students are more adjusted in emotional area than female students.
The obtained t-values for social adjustment (t = 0.116) and educational adjustment
(t = 0.168) have not been found significant even at 0.05 level of significance. It shows that there
is no significant difference in the social adjustment and educational adjustment of college going
male and female students.
It may be concluded that three t-values are found significant while two t-values are found
insignificant. Thus, the hypothesis that “there is no significant difference in the adjustment of
college going male and female students” is mostly rejected and partly accepted.
Table 2
Comparison of Adjustment of College going Students of Rural and Urban Area
Adjustment Area N Mean S.D. df t-value
Rural 100 6.21 2.52
Home 198 9.763**
Urban 100 9.81 2.68
Rural 100 5.64 2.94
Health 198 7.684**
Urban 100 8.54 2.36
Rural 100 6.92 2.79
Social 198 9.271**
Urban 100 10.90 3.25
Rural 100 13.44 6.06
Urban 100 15.77 5.56
Rural 100 12.60 4.78
Educational 198 6.933**
Urban 100 8.18 4.20
adjustment (t = 7.684), social adjustment (t = 9.271), emotional adjustment (t = 2.831) and
educational adjustment (t = 6.933) have been found significant at 0.01 level of significance at df
198. It shows that there is a highly statistical significant difference in the home adjustment,
health adjustment, social adjustment, emotional adjustment and educational adjustment of
college going students of rural and urban area. The low score on the scale indicates better
adjustment. In this regard, the mean values show that rural students are more adjusted in home,

health, social and emotional area of adjustment than urban students while urban students are
more adjusted in educational area than rural students.
It may be concluded that all the five t-values are found significant. Thus, the hypothesis
that “there is no significant difference in the adjustment of college going students of rural and
urban area” is altogether rejected.
Table 3
Comparison of Adjustment of College going Students of Science and
Non-Science Stream
Adjustment Stream N Mean S.D. df t-value
Science 100 7.89 2.88
Home 198 0.535
Non-Science 100 8.13 3.43
Science 100 7.04 2.95
Health 198 0.232
Science 100 9.08 3.72
Social 198 0.662
Science 100 14.14 5.86
Emotional 198 1.111
Non-Science 100 15.07 5.97
Science 100 9.89 4.94
Non-Science 100 10.89 5.05
adjustment (t = 0.232), social adjustment (t = 0.662), emotional adjustment (t = 1.111) and
educational adjustment (t = 1.414) have not been found significant even at 0.05 level of
significance at df 198. It shows that there is no significant difference in the home adjustment,
health adjustment, social adjustment, emotional adjustment and educational adjustment of
college going students of science and non-science stream. It may be concluded that all the five t-
values are found insignificant. Thus, the hypothesis that “there is no significant difference in
the adjustment of college going students of science and non-science stream” is altogether
accepted.
Table 4
Comparison of Adjustment of College going Male and Female Students of Rural Area
Male 50 7.90 1.38
Home 98 9.007**
Female 50 4.52 2.26
Male 50 7.96 2.08
Health 98 12.863**
Female 50 3.32 1.46

Male 50 5.96 2.34

Social 98 3.636**
Female 50 7.88 2.90
Male 50 10.26 4.35
Female 50 16.62 5.89
Male 50 12.92 4.67
Female 50 12.28 4.92
adjustment (t = 12.863), social adjustment (t = 3.636) and emotional adjustment (t = 6.136) have
been found significant at 0.01 level of significance at df 98. It shows that there is a highly
statistical significant difference in the home adjustment, health adjustment, social adjustment and
emotional adjustment of college going male and female students of rural area. The low score on
the scale indicates better adjustment. In this regard, the mean values show that female students
are more adjusted in home and health area of adjustment than male students while male students
are more adjusted in social and emotional area than female students.
The obtained t-value for educational adjustment (t = 0.666) has not been found significant
even at 0.05 level of significance. It shows that there is no significant difference in the
educational adjustment of college going male and female students of rural area.
It may be concluded that four t-values are found significant while one t-value is found
college going male and female students of rural area” is mostly rejected and partly accepted.
Table 5
Comparison of Adjustment of College going Male and Female Students of Urban Area
Male 50 11.28 1.9487
Home 98 6.512**
Female 50 8.34 2.5283
Male 50 8.72 2.6653
Health 98 0.760
Female 50 8.36 2.028
Male 50 11.80 2.7553
Social 98 2.863**
Female 50 10.00 3.4876
Male 50 12.96 3.0302
Female 50 18.58 6.0981
Male 50 7.98 4.0228
Female 50 8.38 4.4165

The table no. 5 shows that the obtained t-values for home adjustment (t = 6.512), social
level of significance at df 98. It shows that there is a highly statistical significant difference in the
home adjustment, social adjustment and emotional adjustment of college going male and female
students of urban area. The low score on the scale indicates better adjustment. In this regard, the
mean values show that female students are more adjusted in home and social area of adjustment
than male students while male students are more adjusted in emotional area than female students.
The obtained t-values for health adjustment (t = 0.760) and educational adjustment
(t = 0.473) has not been found significant even at 0.05 level of significance. It shows that there is
no significant difference in the health adjustment and educational adjustment of college going
male and female students of urban area.
college going male and female students of urban area” is mostly rejected and partly accepted.
Table 6
Comparison of Adjustment of College going Male and Female Students of
Science Stream
Male 50 9.20 2.06
Home 98 5.086**
Female 50 6.58 3.00
Male 50 8.40 2.35
Health 98 5.174**
Female 50 5.68 2.87
Male 50 9.26 3.93
Social 98 0.481
Female 50 8.90 3.52
Male 50 11.02 4.04
Female 50 17.26 5.75
Male 50 10.12 4.86
Female 50 9.66 5.05
home adjustment, health adjustment and emotional adjustment of college going male and female
students of science stream. The low score on the scale indicates better adjustment. In this regard,

the mean values show that female students are more adjusted in home and health area of
adjustment than male students while male students are more adjusted in emotional area than
female students.
male and female students of science stream.
college going male and female students of science stream” is mostly rejected and partly
accepted.
Table 7
Comparison of Adjustment of College going Male and Female Students of
Non-Science Stream
Male 50 9.98 2.64
Home 98 6.368**
Female 50 6.28 3.14
Male 50 8.08 1.64
Health 98 4.302**
Female 50 5.25 3.00
Male 50 8.50 3.83
Social 98 0.676
Female 50 8.98 3.22
Male 50 12.20 3.83
Female 50 17.94 6.36
Male 50 10.78 5.15
Female 50 11.00 5.00
home adjustment, health adjustment and emotional adjustment of college going male and female
students of non-science stream. The low score on the scale indicates better adjustment. In this
regard, the mean values show that female students are more adjusted in home and health area of
adjustment than male students while male students are more adjusted in emotional area than
female students.

male and female students of non-science stream.
college going male and female students of non-science stream” is mostly rejected and partly
accepted.
CONCLUSIONS
There has been found a significant difference in the home, health and emotional
adjustment of college going male and female students. Female students were more adjusted in
home and health area while male students were more adjusted in emotional area. A significant
difference was found in the home, health, social, emotional and educational adjustment of
college going students of rural and urban area. Rural students were more adjusted in home,
health, social and emotional area while urban students were more adjusted in educational area.
On the other hand no significant difference was found in all the five areas of adjustment of
college going students of science and non-science stream. Female students of rural area were
more adjusted in home and health area but male students of rural area were more adjusted in
social and emotional area. Almost similar findings have been obtained with regard to urban area.
As the female students of urban area were more adjusted in home and social area and male
students of urban area were more adjusted in emotional area.
A significant difference was observed in the home, health and emotional adjustment of
college going male and female students of science stream. Female students of science stream
were more adjusted in home and health area while male students of science stream were more
adjusted in emotional area. Similar findings have been found with regard to male and female
students of non-science stream. As female students of non-science stream were more adjusted in
home and health area and male students of non-science stream were more adjusted in emotional
area.
EDUCATIONAL IMPLICATIONS
Students constitute an important part of the society and it cannot be denied. If we
neglect them they may be maladjusted and may lose their interests in scholastic work and

indulge themselves in undesirable activities. The best way for strengthening their
adjustment is to directly train them in social, cognitive and emotional management skills.
Teaching emotional regulation to students can result in higher adjustment. College should
arrange counseling sessions for the parents to be more concerned with the adjustment of
their children and to be more interactive with them so that the children can frankly share
their feelings with their parents. Educationists such as teachers, principals etc. should try
to develop programs and principles for enhancing the adjustment of students.
College authorities can start emotional regulation programs which can teach the
students refusal and resistance techniques against socio-psychological disorders like
maladjustment. They can organize education and counseling interventions not only for
the students but for their parents too. Moreover such lessons should be designed which
engage students in group activities where they can learn to work with adjustment. Apart
from this, college should provide proper physical facilities for games, sports and
co-curricular activities as these would channelize the feelings and emotions of the
students to cope up with their maladjustment. Facilitating a positive family environment
is not just the parents’ responsibilities but they should also increase interaction with their
children for the development of adjustment abilities.
REFERENCES
Alam, M. (2017). Study of Impact of Family on the Adjustment of Adolescents. International
Journal of Indian Psychology, Vol. 4, (4), DIP:18.01.159/20170404,
DOI:10.25215/0404.159.
Archna (2011). A study of mental health of adolescents in relation to moral judgement,
intelligence and personality. Unpublished Ph.D. Thesis. Department of Education and
Community Service Punjab University, Patiala. Retrieved from
http://hdl.handle.net/10603/13 752.
Basu, S. (2012). Adjustment of Secondary School Students, Scholarly Research Journal for
Interdisciplinary Studies, 1(3), 430-38.
Maureen, W. John, A. and Ayere, A.M. (2011). The Relationship among School Adjustment,
Gender and Academic Achievement amongst Secondary School Students in Kisumu

District Kenya, Journal of Emerging Trends in Educational Research and Policy Studies
2(6), 493-497.
Pasha, H.S. & Munaf, S. (2013). Relationship of Self-Esteem and Adjustment in Traditional
University Students, Procedia - Social and Behavioral Sciences, 84, 999 – 1004.
Peerzada, N. (2013). Adjustment of Science and Social Science Higher Secondary School
Teachers – A Comparative Study, Academ Arena, 5(2), 34-38.
Raju, M.V.R. and Rahamtulla, T.K. (2007). Adjustment Problems among School Students,
Journal of the Indian Academy of Applied Psychology, 33(1), 73-79.
Roy, B. and Mitra, S. (2012). Pattern of Adjustment among Early and Late Adolescent School
Students, International Indexed & Referred Research Journal, Vol. IV, Issue: 42.
Sangeeta et al. (2012). A study of adjustment problems of college students in relation to gender,
socio-economic status and academic achievement. International Journal of Social &
Movement Sciences, Volume. 01, Issue 2, 2014.
Sekar, J. M. A. (2016). Emotional, Social, Educational Adjustment of Higher Secondary
School Students in relation to Academic Achievement, i-manager’s Journal of
Educational Psychology, Vol. No. 1, Pp. 29-35.
Shrirali, E. & Golestanipour, M. (2017). The Relationship between Social Adjustment and
Self-Esteem of the Female Students in Islamic Azad University of Ramhormoz,
International Journal of Indian Psychology, Volume 4, (3), DIP: 18.01.064/20170403.
Singh, H. (2006). Effect of Socio Emotional Climate of the School on the Adjustment of
Students, Psycho lingua, 36(2), 133- 143.
Velmurugan, K. and Balakrishnan, V. A. (2011). Study on Self Concept of Higher Secondary
Students in relation to Social Adjustment, International Journal of Current Research,
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Yellalah (2012). A Study of Adjustment on Academic Achievement of High School Students.
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Adjustment and Academic Achievement of Persian Students. International Review of
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A Publication of MotherhoOd University, Roorkee

Motherhood International Journal of Multidisciplinary

A Comparative Study of Adjustment of College Going Students

Keywords: Adjustment, Male Students and Female Students.

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