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Practical 4 AISS Filework

This document outlines the administration and scoring of the Adjustment Inventory for School Students (AISS). The AISS is a 60-item self-report inventory that assesses adjustment in three areas: emotional, social, and educational. It has high reliability and validity. The document describes establishing rapport with the subject, providing instructions, administering the test, scoring responses according to the key, and interpreting scores based on tables to evaluate adjustment in each area and overall.

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6K views4 pages

Practical 4 AISS Filework

This document outlines the administration and scoring of the Adjustment Inventory for School Students (AISS). The AISS is a 60-item self-report inventory that assesses adjustment in three areas: emotional, social, and educational. It has high reliability and validity. The document describes establishing rapport with the subject, providing instructions, administering the test, scoring responses according to the key, and interpreting scores based on tables to evaluate adjustment in each area and overall.

Uploaded by

umama yahya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Practical – 4

Adjustment Inventory for School Students (AISS)


Author: Dr. A.K.P Sinha & Dr. R.P Singh (1993)
Aim: To assess the adjustment of the subject using Adjustment Inventory for School
students (AISS) authored by Dr. A.K.P. Sinha & Dr. R.P Singh

BASIC CONCEPT
Adjustment refers to the adaptation one makes to settle in an environment. It is a process by
which an organism tries to balance between needs and circumstances (Shaffer, 1961).
James Drever (1951) defines adjustment as the modification to compensate or settle with a
special condition.
Emotional Adjustment refers to the adaptation and modification one attempts to make in
order to settle emotionally in the environment, maintain a sound emotional state with friends,
peers and other significant members in the environment.
Social Adjustment refers to developing socially enriching relationships and adapting with the
social norms in the environment.
Educational adjustment refers to how well a person is able to adjust or adapt to educational
expectations. It broadly refers to the academic performance in educational institution.

METHOD:
Preliminary Information –
Name Class
Date of Birth Date of conduction
Age Place of conduction
Sex

Description of the Test-


• The present scale AISS, i.e., Adjustment inventory for school students by Sinha &
Singh (1993) has covered three areas of adjustment in School students, that is,
Emotional, Social and Educational Adjustment. Overall adjustment is given as
General adjustment, which is a total of the three areas.
• It is a 60-item inventory and questions from all three areas are distributed equally in
the scale. It is suitable for students in the age range of 14 to 18 years.
• In this scale, Emotional Adjustment refers to the adaptation and modification makes
in order to feel emotionally adjusted in the school environment. High scores in this
dimension show unstable emotion and low scores tend to be emotionally stable and
better adjusted.
• Social Adjustment refers to adapting to social needs of the environment in school.
High scores in this dimension show submissiveness and low scores indicate socially
aggressive behaviour.
• Educational adjustment refers broadly to adapting to educational needs and
expectations in the school environment and performing academically. High scores in
this dimension show poorly adjustment with curricular programmes. Persons with low
scores are interested in school and academic programmes.
• General adjustment refers to the overall adjustment of the student with respect to
emotional, social, and educational adjustment. Operationally, higher scores on this
scale indicate lower levels of adjustment.

Testing Material- AISS Manual, AISS inventory form, pencil, and eraser.

Reliability: Test-Retest Reliability of AISS is 0.93 and Split Half reliability is 0.95, making
it a reliable measure.
Validity:
Product moment validity of AISS is 0.51, making it a valid measure to assess adjustment of
higher secondary school students

Rapport formation
The subject was called to the psychology lab and was made to sit comfortably. A friendly
conversation was held by asking her/his interests in general. When the subject felt at ease, she
was asked if she was ready for the test to begin. After an affirmative answer from him/her,
he/she was given the following instructions.

Instructions given to the subject:


• ‘There are some questions covering your school problems, which have two responses
‘Yes’ and ‘No’.
• If your answer is ‘yes’ put ‘x’ in the cell under ‘yes’ and if ‘No’ cross ‘x’ the cell
under ‘no’.
• Your answers will not be told to anyone, so please give the correct answers without
hesitation.
• You may take your own time, but please try to finish as soon as possible.

Precautions:
1. The room should be well lit and well ventilated.
2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit.
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. Proper rapport should be established before starting the practical.
8. It should be made sure that only one answer has been marked for each question.
9. It should be made clear to the subject that their answers must be marked inside the boxes.

Test Administration
The subject was made to sit comfortably in the psychology lab, and a rapport was established.
The test form was given to the subject.
Instructions were given clearly and queries were answered.
After ensuring that subject grasped the way to answer the problems she was told to proceed
with the test.
After completion, she was asked to submit her answer sheet for scoring.
Time at the beginning and end of the test was noted.
The answer sheet was seen by the supervisor to check if all the problems were attempted and
answers were recorded. After an introspective, verbal feedback, the subject was thanked for
her participation.
Introspective/verbal Report: (As shared by the subject)
Behavioural observation: (your observation about the subject will be written here)
Instructions for Scoring
The inventory is scored by hand as per the key provided in the manual of the test.
The questions are distributed in the inventory for all three dimensions, and questions are
marked as A, B and C, indicating emotional, social and educational adjustment respectively.
All answers indicative of adjustment, a score of ‘0’ is given, otherwise, score of 1 is awarded
to the answers indicating lack of adjustment. Table no. 8 in the manual shows the key
responses indicative of lack of adjustment. The responses need to be scored accordingly.
After calculating the scores for each dimension, they can be totalled to get an overall score of
general adjustment.
Instructions for Interpretation of the scores:
Table no. 5 in the manual gives a classification of general adjustment as per scores obtained
on AISS and Table no. 6 in the manual gives a classification of adjustment in terms of
categories in the three areas, as per the respective scores obtained on AISS, in these three
areas.
Range of scores for male and female respondents is given and the interpretation needs to be
given accordingly. (*Higher scores indicate lower adjustment.)
Findings:

Adjustment Area Score Interpretation


Emotional
Social
Educational
General (Overall)

Analysis and Interpretation:

The subject’s score in Emotional adjustment on AISS is ________, indicating


______________ adjustment, Social adjustment is ____________, indicating
_____________adjustment and Educational adjustment is ____________, indicating
________________adjustment, and General adjustment score is ___________, indicating
_____________ general adjustment.

Conclusion:
The subject was found to be ___________ in emotional area ____________ in social area,
___________ in educational area as per the scores obtained in AISS.
Her/His overall scores show _________________general adjustment

References:
Sinha, A.K.P & Singh, R.P (1993) Adjustment Inventory for school students, National
Psychological Corporation, Agra, Utter Pradesh, India.
NCERT, (2020). Psychology Textbook for class XII, Publication Division of NCERT, New
Delhi, India.

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