Abstract
The aim of this study was to find out the relationship of adjustment to scholastic achievement of Residential and Non Residential School students. The sample consisted of 30 Male students (Residential); 30 Female students (Residential); 30 Male students (Non Residential); 30 Female students (Non Residential) and their combined mean age was 16.27 years. The data was collected using tools: (1) Bell’s Adjustment Inventory (Indian Adaptation) by Dr. Lalita Sharma. The statistical analysis was done by using mean, standard deviation, product moment correlation technique (r) and t-test. The findings are as follows: 1) There is significant positive relationship of adjustment to scholastic achievement (0.768**). 2) There is no gender difference in the overall adjustment (0.185) and scholastic achievement (0.728). 3) There is no difference in the overall adjustment (0.772) and scholastic achievement (1.537) of residential and non-residential school students.
Highlights
3) There is no difference in the overall adjustment (0.772) and scholastic achievement (1.537) of residential and non-residential school students
To find out whether there is any difference in the level of adjustment among higher secondary students of Residential and Non-Residential schools
There will not be any difference in the level of scholastic achievement between residential and non-residential school students
Summary
3) There is no difference in the overall adjustment (0.772) and scholastic achievement (1.537) of residential and non-residential school students. Suneetha and Mayuri (2001) conducted a study on age and gender differences on the factors affecting high academic achievement of school children. To compare adjustment and scholastic achievement among higher secondary students of Residential and Non-Residential Schools. To find out whether there is any difference in the level of adjustment among higher secondary students of Residential and Non-Residential schools.
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