CONCLUSIONThe present study was aimed to study the effects of Locus of Control on Positive Life Orientation and Adjustment among Adolescents. The researcher chose the age limit between 16 to 18 years as they are late adolescents and they are ready to step in the adulthood. At this age, the personality that they develop plays an important role in shaping their future. The researcher have taken three variables to study these adolescents; Locus of Control, Adjustment and Positive Life Orientation. Rotter (1973), indicated that you believe you control your own destiny (internal LOC) or that chance or outside forces determine your fate along with environment (external LOC). The individual can see these causes as internal and external. People who see that they are able to control and manipulate things that happen in their lives are seen as having internal locus of control, if people blame the environment, fate, luck or some other third party then they have external locus of control.Adjustment is individual’s orientation towards his parents, peer, school and himself in terms of satisfaction an individual derives from his interaction relationship (Thomson, 1999). It also refers to a continuous process by which a person changes his own behavior or tries to change the environment or brings change in both to produce satisfactory relationship with his environment. It means how efficiently an individual performs his duties in different circumstances.Positive life orientation is a positive mindset in which reality is constructed in a manner so as to desire a positive meaning out of any given situation. It is the ability of the individual to emphasis the positive aspects of a crisis, to make positive comparisons and maintain a positive attitudes towards life in general (Agrawal & Dalal, 1995). It is defined as a predisposition to selectively focus one’s attention on the brighter side of any situation.The researcher through this research wanted to study whether there is any effect of Locus of Control on Positive Life Orientation and Adjustment. Also intended to study any relationship between Positive Life Orientation and adjustment, also wanted to see any impact of demographic variables on Locus of Control, Positive Life Orientation and Adjustment.It can be concluded that Locus of Control was significant at 0.05 level for children with external Locus of Control and mother’s profession. Whereas mother’s profession didn’t had any effect on positive life orientation and adjustment of the children with external locus of control. It was also found out that children who had internal locus of control, mother’s profession didn’t had any effect on positive life orientation and adjustment of the children.No correlation was found between internal locus of control, positive life orientation and adjustment. Likewise, there was no correlation was seen between internal locus of control, positive life orientation and adjustment.
There is no effect of internal or external locus of control on positive life orientation and adjustment.It was also found out that gender did not have any impact on positive life orientation and adjustment on children with either internal or external locus of control.
It was also seen that father’s professional of the children with either internal or external locus of control didn’t had any impact on positive life orientation and adjustment of the children.There was no effect seen of father’s education on adjustment and positive life orientation of the children with either internal or external locus of control.Likewise, mother’s education didn’t had any effect on their children with internal or external locus of control.There was no impact of the family type on the children with either internal or external locus of control.
Birth order of the children with either internal locus of control or external locus of control didn’t had any impact on their positive life orientation and adjustment.DISCUSSION
Table 4.1 shows the mean, SD and t-value for internal and external Locus of Control and Positive Life Orientation and Adjustment. The results for Positive Life Orientation are, for Internal LOC, Mean = 30.63, SD = 4.37; for External LOC, Mean = 30.06, SD = 5.11; t-value = .817. The results for Adjustment are, for Internal LOC, Mean = 21.42, SD = 6.88; for External LOC, Mean= 20.01, SD = 6.85; t-value = 1.451. It was found that there is no significant difference and also that there is no effect of internal or external Locus of Control on Positive Life Orientation and Adjustment.
On contrary, Gulveren (2008) studied that individuals who have the internal locus of control, thinks that they have a big role of the affecting the events and attitude of their lives. Hand (2004) studied the levels of optimism and perceived locus of control. It was found that there was a strong relation between locus of control and optimism.
Table 4.2 shows the result of correlation between Positive Life Orientation and Adjustment of children with internal Locus of Control. There is no co-relation between PLO and Adjustment (r = -.170, n.s.).
Table 2.2 shows the correlation between Positive Life Orientation and Adjustment of children with external locus of control. The result shows no correlation between PLO and Adjustment (r = .023, n.s.).
Jain and Singh (2015) studied the relationship of locus of control with mental and adjustment among adolescents. The study suggested that adolescent females with internal locus of control adapt more easily to various situations across domains including social and emotional domains. It also suggests significant influence of locus of control on mental health and adjustment among adolescent females.
As the result shows no correlation between positive life orientation and adjustment, it is not necessary that the individual should have positive orientation towards life to be well adjusted. Being positive or negative completely depends upon the situation, and being adjusted is merely how well the person can adapt any situation or leaving his/ her comfort zone.
Table 4.3 shows the result of gender with internal Locus of Control and its impact on Positive Life Orientation. The mean score of boys is 30 on PLO and score of girls on PLO is 31. The t-value is -1.43. The mean score of boys is 21.23 and girls is 21.66 on AAI. The t-value is -.254. It was found out that there is no significance difference and also that the gender did not had any impact on Positive Life Orientation and Adjustment.
Keller and Pugh (1976), found that internally oriented females tended to be more intellectual, more competitive and preferred certainty to ambiguity. On the other hand, males characterized by internal locus of control tended to be more affiliative and conservative, both socially and religiously.Table 4.4 shows result of gender with external Locus of Control and its impact on Positive Life Orientation and Adjustment. The mean score of males on PLO is 30.32, on AAI mean score is 19.48 and on LOC mean score is 9.59. The scores for girls are, mean score on PLO is 29.82, on AAI mean score is 20.49 and on LOC mean score is 9.88. it was found out that there is no significant difference between gender with external orientation of control and positive life orientation and Adjustment.
On contrary to the present finding, Stipek and Weisz (1981), found females who are high in beliefs of social desirability to higher external scores than females with low beliefs in social desirability. Females’ responses on locus of control are influenced by their beliefs of appropriate gender roles.
Table 4.5 shows the mean score, SD and t-value on positive life orientation and adjustment of children with internal orientation of control and father’s education level. The score of children of undergraduate fathers are, mean score on PLO is 30.38, SD is 4.67; the scores of children of post graduate fathers are, mean score on PLO is 30.88, SD is 4.11 and t-value is -.468. The scores of children of undergraduate fathers are, mean score on AAI is 20.17, SD is 6.14; the scores of children of post graduate fathers are, mean score on AAI is 22.67, SD is 7.43; t-value is -1.511. It was found out that there is no significance difference. It was also found that there is little effect of father’s education level on adjustment of females (M=22.67, SD=7.43, t-value=-1.51).
Palsane (1970) also pointed out that students with good parental educational were better djusted in many situations.
Table 4.6 shows the mean score, SD and t-value on positive life orientation and adjustment of children with external orientation of control and father’s education level. The scores of children of undergraduate fathers on PLO are, Mean=30.33, SD= 4.11; the scores of children of post graduate fathers are, Mean= 29.72, SD= 5.94; t–value= .799. The scores of children of undergraduate children on AAI are, Mean= 19, SD=5.91. The scores of children of post graduate children on AAI are, Mean= 20.97, SD= 7.59; t-value= -1.953. The result suggests that there is no significant difference between PLO and adjustment. Though, it was also found that there was little impact of the level of father’s education on the adjustment of their children (Mean score of Undergraduate father is 19, postgraduate father is 20.97; t-value = -1.953).
The result suggests that there is no significant difference between positive life orientation and adjustment. It also showed that father’s education level didn’t hamper the level of positive life orientation and adjustment of the child, though there was a little impact on the adjustment level of the child. It showed the children of post graduate fathers had better adjustment. This can be because the fathers have good teaching to pass on to their children. They can help the child in many ways, academically and professionally. They can also help them to understand the need of education, values and beliefs etc. the result is that of external locus of control children who belief that their fate, chance or the environment control their actions. The education of the parents can help with better home environment which is good for which is good for adjustment. Well adjusted children may have better achievement. It may also help with a better personality and better approach towards life.
Table 4.7 shows the mean score, SD and t-value of children with internal Locus of Control and their mother’s education level. The scores of children of undergraduate mothers on PLO are, Mean= 30.83, SD= 4.43; the scores of children of post graduate mothers on PLO are Mean= 30.28, SD= 4.33; t-value= .503. The scores of children of undergraduate mothers on AAI are Mean= 20.13, SD= 6.03; scores of children of postgraduate mothers on AAI are Mean= 23.64, SD= 7.79; t-value= -2.070. The findings show no significant difference. It was also found out that mother’s education level (post graduate) had little impact on adjustment level (Mean= 23.64). Palsane (1970) pointed out that children of well educated are better adjusted. However, this needs further discussion.
Table 4.8 shows mean score, SD and t-value of children with external Locus of Control and their mother’s education level. The score of children of undergraduate mother on PLO are Mean=29.66, SD= 5.25. Scores of children of post graduate mothers on PLO are Mean= 31.43, SD= 4.29; t-value= -1.88. Scores of children of undergraduate mothers on AAI are Mean= 19.22, SD= 6.60; scores of children of postgraduate mothers on AAI are Mean= 23, SD= 7.12; t-value= -3053. The scores show that there is no significant difference. However, education level of mothers (PG) has little impact on child’s Positive Life Orientation and adjustment level.
Suresh Prasad Singh (1997) studied that students of higher level of parental education are significantly higher on school adjustment than social adjustment than students of lower educational level of parents.
Table 4.9 shows mean scores, SD and t-value of children with internal control to determine the impact of their birth order on their Positive Life Orientation and Adjustment level. The scores of first born child on PLO are Mean= 29.77, SD= 4.24. Scores of second born child are Mean= 31.61, SD= 4.52; t-value = -1.705. The scores of first born child on AAI are Mean= 19.17, SD= 6.02, scores of second born child on AAI are Mean= 24.79, SD= 6.24; t-value= -3.656. There is no significant difference. It was also found that the second born children had better Positive Life Orientation and were better adjusted than first born children.
On contrary Shobha Lakshmi Sahn (1997) found out that there is no significant difference between first born and last born boys and girls in terms of adjustment. The finding from the present study is contradicting the research mentioned above. This can be because of the second born children are pampered by the family. The first child is said to be protected by the parents and second born is having privilege, as they have an example of first born to follow and learn. The focus is on the first born. The mothers tend to be strict with the first born and little easy on the second born child. Table 4.10 shows mean score, SD and t-value of children with external control and their birth order. The scores of first born children on PLO are Mean= 30, SD= 4.22; scores of second born children are Mean= 29.93, SD= 5.91; t-value= .079. Scores of first born children on AAI are 18.70, SD= 6.61. Scores of second born children on AAI are Mean= 20.77, SD= 7.07; t-value= -1.976. There is no significant difference. It was found that the adjustment level of second born children is better than the first born children. It was also found out those children who are at second order scored high on external Locus of Control.
Walter D.A. and Ziegler C.A. (1980) found that both the first born and the last born in families of three siblings or more had more external LOC than middle born children. In addition last born children were more external in large families.
Table 4.11 shows mean scores, SD and t-value of internal controlled children and their family type. The scores of children of joint family on PLO are Mean= 31.02, SD= 5.10. The scores of children of nuclear family on PLO are Mean= 30.23, SD= 3.54; t-value= .749. The scores of children of joint family on AAI are Mean= 21.97, SD= 7.32; scores for nuclear family are Mean= 20.88, SD= 6.48; t-value= .649. There is no significant difference was seen.
This shows that family types (joint or nuclear) have no effects on positive life orientation and adjustment. On contrary to the findings of the present study, Rehman and Singh (2015) found that adolescents from joint families adopt better as compared to adolescents from nuclear families.Table 4.12 shows results of one-way ANOVA of internal controlled children and their father’s profession. The mean square for Positive Life Orientation is 18.90, F= 1.449. The mean square for Adjustment is 46.48, F= 1.692. There is no significant difference in the findings.
The results show that there is no impact of the father’s profession on positive life orientation and adjustment of internally focused adolescents. The profession of fathers contributes in the socio-economic status of the family. Zareena S.K. and Vatsala V.M. (2011) also found that socio-economic factors didn’t have an effect on the achievement on the children.Table 4.13 shows ANOVA results of children with external locus of control and their father’s profession. The mean square for PLO is 25.46, F= 3.538, p <. 05. The mean square for AAI is 46.97, F = .951. The result shows that father’s profession has significant effect on Positive Life Orientation of the children, and there is no significant difference seen for AAI.The result shows that father’s profession has significant effect on the positive life orientation level of the children who are externally controlled and no effect on adjustment. Children who are externally controlled believe that all their actions are controlled by fate, luck and chance or other third party. It can be said that the father’s profession gives the edge to the upbringing and thought patterns of the child. They might give the credit of better life style to their father’s profession. It might give them a sense to have positive outlook to live and to grow. Child being controlled externally might give the profession as the foundation of being positive. Father’s profession may give the opportunity to explore new things and learn new things. Table 4.14 shows ANOVA result of children with internal Locus of Control and their mother’s profession. The mean square of PLO is 19.56, F= .536. Mean square of AAI is 44.60, F= 2.423.
There is no significant difference seen. It was also found that mother’s profession showed little impact on adjustment level of the children.
Hoffman L.W. and Youngblade L. (1998) found that daughters of employed mothers found to be more independent particularly in interaction with their peers and scored high on socio-economical adjustment measures. Table 4.15 shows ANOVA result for children with external locus of control and their mother’s profession. The mean square of PLO is 25.78, F= 1.925. The mean square of AAI is 46.88, F= 1.085. The mean square of LOC is 3.25, F= 4.382, p <. 05. The result shows that LOC is significant at 0.05 level. It was also found that children scored high on external Locus of Control. As the Indian scenario is changing women are becoming empowered. They work and manage their homes together. Children been externally controlled may think this in a positive way, as mothers are working. They tend to be responsible for their actions. RATIONALE OF THE STUDY
The study is aimed to see the effect of locus of control on positive life orientation and adjustment of the adolescents.
Adolescence being the bridge between childhood and adulthood is the crucial stage of development. It leaves an impact for life. The individual undergoes physical, emotional, social changes. Late adolescent i.e. 16-18 years is the age when the child is completed the physical growth and is sexually mature to embark the next phase of life. They have go through the changes along with the emotional changes. Some adolescence can cope with such changes and some cannot.
The researcher in the present study on is focusing on late adolescents i.e. 16 -18 years of age. This study is intended to see whether the internal or external locus of control has any impact on how an adolescent takes his situation and also how well the individual is adjusted in his environment. It is noted that the main reason of any conflict in adolescents is self identity, this age the adolescents craves to form an identity for himself.
Adolescence being the phase of changes, the child undergoes many psychological changes and adapts different outlooks for life. This makes him different from others. Locus of Control, Positive Life Orientation and Adjustment may have their impacts on the child.
Locus of control is the degree of control that the individual believes they have over the outcome of certain situation. It can be either internal or external.
Positive life orientation is the positive outlook in which reality is constructed in a manner so as to desire a positive meaning out of any given situation.
Adjustment refers to the harmonious relationship between person and his / her environment.
Many researches were found which showed the works like locus of control with self concept, stress, achievements etc; Adjustment with achievement. No study was found with these variables clubbed together. It can be interesting to study the Indian adolescents. The study can be useful to understand the adolescents better and the relationship between locus of control, adjustment and positive life orientation.
After review of literature, the researcher was curious to find out how does Locus of Control effects Positive Life Orientation? Does Locus of Control have any impact on adjustment in adolescence? Is there any relation between Positive Life Orientation and Adjustment? Also Review of Literature suggested that demographic variables have their impact. The researcher was also curious to understand how education levels of parents (both father and mother) effect Locus of Control, Positive Life Orientation and Adjustment among adolescents? Does birth order have any impact on Locus of Control, Positive Life Orientation and adjustment? Does gender play an important role on the impact of Locus of Control, Positive Life Orientation and Adjustment? Is there any impact of parents profession on Locus of control, Positive Life Orientation and adjustment of their children? It would also be interesting to find that the family type has any impact on Locus of Control, Positive Life Orientation and Adjustment of the children?
To answer these questions the present study was planned and designed.
Introduction
Adolescent age is considered as a transitional phase, a “status passage” between childhood and adulthood (Fend, 2000; Flammer & Alsaker, 2002). This stage is considered because it is the bridge between childhood and adulthood. During this stage, whatever personality the child adopts, their understanding, intellect, perception, beliefs, values, acts like a foundation for the adulthood and their life.
Adolescence can be divided into 2 stages: puberty (approx between the years 12-18), and after / post puberty (about 18-21 years) (Fend, 1990; Schafers, 1984). The age group selected for the present study is between the age 16-18, i.e. late adolescents (Bhvaneshwani, 2011).
Late adolescent (16-18) is usually meant as the age when the child has completely undergone all the physical changes during puberty. They have accepted all physical changes along with the emotional changes. Now they can understand the personality, emotional, social changes to develop into an adult and pertain it for life. The meaning of adolescence has changed during the last century as education; social relationships and the importance of peer relations have undergone a considerable change over a period of generations (Hurrelmann, 1987).
In the adolescent phase, individuals have many different psychological and social developmental tasks to fulfill; they strive for a separation from parents and family, have to cope with bodily changes, and need to develop their financial and vocational skills. In addition to these demands, the age specific needs of adolescents must also consider: their need for love and security, striving for new experiences, need for acknowledgement, independence, identity and responsibility (Engel & Hurrelmann, 1993; Fend, 1991; Silbereinsen & Eyferth, 1986). In this transition phase, bodily, emotional and social changes occur and these changes fully occupy the attention of the adolescents.
Later adolescence is associated with a slowing of the emotional change of early adolescence. Adolescents’ average emotions had relatively stable relations to life stress and psychological adjustment between early and late adolescence (Larson et al., 2002). The main questions that are stated to the self are concentrated on emotions (“How am I?”), social development (“What am I able to do?”), and identity (“Who am I?”).
Locus of control is part of the social learning theory developed by Julian Rotter (1954). The concept of reinforcement which includes rewards and punishment is essential in understanding locus of control. J.B. Rotter defined locus of control as the degree of control that individual’s believe they have over the outcome of certain situations. When reinforcement is perceived by the subject as following some action, then it is perceived as the result of luck, chance, fate, as under the control of powerful others or as unpredictable because of the great complexity of the forces surrounding him. It is labeled as external control. If the person perceives that the event is contingent upon his own behaviour or his own relatively permanent characteristics, it is termedas internal control.
“Locus of Control is a psychological construct that identifies an individual’s beliefs about the degree of personal control that can be exercised over his / her environment.” (Grimes, Millea & Woodruff, 2004).
Locus of control is a psychological social learning theory that refers to the extent to which individuals perceive control over their lives and environment (Lefcourt, 1976). The extent to which people perceive outcomes as internally controlled by their own efforts and actions or as externally controlled by chance or outside forces.
Locus of control is a personality construct that reflexes one’s belief or perception about who controls life and the environment (Lefcourt, 1976).
Rotter (1973), indicated that you believe you control your own destiny (internal LOC) or that chance or outside forces determine your fate along with environment (external LOC). The individual can see these causes as internal and external. People who see that they are able to control and manipulate things that happen in their lives are seen as having internal locus of control, if people blame the environment, fate, luck or some other third party then they have external locus of control.
External locus of control is belief that they have little control or power to affect person outcomes (Wang & Anderson, 1994). People with an external locus of control believe that their own actions are dependent on factors outside their personal control. The consequences of behaviour are thought to be controlled by outside forces. Rotter himself suggested that destiny or outside forces / environment are the controllers of the beliefs and behaviour.
Internal locus of control is the ability to control and manipulate things that happen in their lives (Wang & Anderson, 1994). People with an internal locus of control believe that the outcome of their actions is the result of their own personal efforts, abilities, or permanent characteristics (personality). They believe that hard work and personal abilities lead to positive outcomes.
Factors influencing a person’s locus of control:
• Parental factors- Adolescents’ who thought of their parents as being authoritative has a considerable amount more internal locus of control orientation than individuals who interpreted their parents as either permissive or authoritarian (MClun &Merrel, 1998).
• Educational factors- Hawkes (1991) states, it is advantageous for students to develop an internal locus of control. Though, this doesn’t come to pass spontaneously as the child develops. These personality attributes are gained mainly through the modeling of important people in the life of the individual. Parents, teachers and school play an important role.
• Gender factors
Adolescence is the stage with some important biological, psychological and social changes takes place. Adolescents have to adjust with their own changes in personality on one side and the changing socio-economic environment on the other side. Some adolescents face difficulty to adjust normally with these changes and experience some problems due to the change.
The term adjustment refers to the extent to which an individual’s personality functions effectively. It is the harmonious relationship between person and the environment. Peer relationships have the potential to promote both social and cognitive development, both of which are crucial to positive adjustment (Diehl et al., 1998).
Adjustment is individual’s orientation towards his parents, peer, school and himself in terms of satisfaction an individual derives from his interaction relationship (Thomson, 1999). It also refers to a continuous process by which a person changes his own behavior or tries to change the environment or brings change in both to produce satisfactory relationship with his environment. It means how efficiently an individual performs his duties in different circumstances.
The concept of adjustment was originally used in Darwin’s (1859) “Theory of Evolution”. Darwin maintained that only those species that who are fit to adapt to the hazards survived (Survival of the Fittest).
Lazarus (2001) defined that the adjustment as a ways of managing and consists of coping with various demands and process of life.
Types of adjustment:
• Health Adjustment – It is the ability to adjust physically and mentally in different type of atmosphere without causing any impact on health.
• Social Adjustment – This means a harmonious relationship with colleagues, proper understanding of social needs, requirements and group goals and meeting to social requirements of home, peer groups, culture and community.
• Emotional Adjustment – Emotional adjustment referred to as personal adjustment or psychological adjustments are the maintenance of emotional equilibrium.
Adolescents boys and girls are differed significantly in their adjustment, whereas the girls score high on socioeconomic status (average), also there is no difference as such within boys and girls in below average (low) socioeconomic status (Godiyal and Padiyar, 2008).
Boys have poor emotional adjustment than girls. Girls have less sensitization tendency than boys which might be due to the difference in parental treatment of boys and girls. Girls are expected more to have control on their feelings and are not expected to express their frustration and anger. (Mehta et al., 2005).
Positive life orientation is a positive mindset in which reality is constructed in a manner so as to desire a positive meaning out of any given situation. It is the ability of the individual to emphasis the positive aspects of a crisis, to make positive comparisons and maintain a positive attitudes towards life in general (Agrawal & Dalal, 1995). It is defined as a predisposition to selectively focus one’s attention on the brighter side of any situation.
Positive thinking and positive orientation towards crises has wide implications in recovery from stressful events as well as in one’s reactions to everyday experiences. The desired positive effect works through perceived positive appraisal of the given situation. The positivity bias creates a desired state of mind necessary to deal with life positively, in general. This tendency yields positive results aimed at life enhancement in all circumstances.
PLO was defined as a positive mindset, in which reality is construed in a manner so as to derive a positive meaning out of any given situation. This positivity bias is a predisposition to selectively focus one’s attention on the brighter side of one’s life experiences. The operational definition of PLO describes it as the ability of the individual to emphasize the positive aspects of a crisis, to make positive comparisons, and maintain a positive attitude towards life in general.
Abundant research exists on concepts of subjective well-being (Diener, 1984, 1994, 2000; Diener, Lucas, &Oishi, 2002; Diener, Suh, Lucas, & Smith, 1999), optimism (Scheier, Carver, & Bridges, 1994) and related concepts. The importance of optimal psychological functioning and well-being has been well documented by researchers, especially in the field of positive psychology, whose aim is to address the problematic areas of human functioning by focusing on the positive potentials that will enhance the quality of life by the experience of an enriching human experience (Diener& Seligman, 2004; Seligman, 2003; Seligman &Csikszentmihalyi, 2000; Sheldon & King, 2001). Agrawal et. al. (1995).
PROBLEM OF THE STUDY
The study determines to see the effects of the Locus of Control on Positive Life Orientation and Adjustment among Adolescents. It also focuses on the relationship between Positive Life Orientation and Adjustment. The study further studies the impact of demographic variables (gender, family type, birth order, parents’ educational level and parents’ profession) on Positive Life Orientation and Adjustment among Adolescents.
OBJECTIVES OF THE STUDY
• To measure the effect of Locus of Control on Positive Life Orientation and Adjustment of adolescents.
• To measure the relation between Positive Life Orientation and Adjustment among adolescents.
• To measure the impact of demographic dimensions (Gender, Family type, Birth order, Parent’s educational level and Parent’s profession) on Positive Life Orientation and Adjustment among adolescents.
RESEARCH QUESTIONS
1. Is there any effect of Locus of Control on Positive Life Orientation and Adjustment of Adolescents?
2. Is there any relationship between Positive Life Orientation and Adjustment?
3. Does the demographic variables have any impact on the Positive Life Orientation and Adjustment among adolescents?
DESIGN OF THE STUDY
Ex post facto design
Kerlinger (1970); has defined ex post facto research as that in which the independent variable or variables have already occurred and in which the researcher starts with the observation of the dependent variable or variables.
SAMPLE SIZE – 250 Adolescents (125 Males and 125 Females)
AGE RANGE – 16 to 18 years
SAMPLING TECHNIQUE – Incidental Sampling
VARIABLES
INDEPENDENT VARIABLE
• Locus of Control
Conceptual definition: Rotter (1973), indicated that you believe you control your own destiny (internal LOC) or that chance or outside forces determine your fate along with environment (external LOC).
Operational definition: The extent to which people perceive outcomes as internally controlled by their own efforts and actions or as externally controlled by chance or outside forces is known as locus of control.
DEPENDENT VARIABLE
• Positive life orientation
Conceptual definition: The ability of the individual to emphasis the positive aspects of a crisis, to make positive comparisons and maintain a positive attitudes towards life in general is referred to positive life orientation (Agrawal & Dalal, 1995)
Operational definition: Positive life orientation is how the individual takes his or her situation. It is basically seeing things and situations in a positive way.
• Adjustment
Conceptual definition: Adjustment is individual’s orientation towards his parents, peer, school and himself in terms of satisfaction an individual derives from his interaction relationship (Thomson, 1999).
Operational definition: Adjustment is how well an individual adapts, manages, copes and react to any situation.
DEMOGRAPHIC VARIABLE
• Area (urban or rural)
• Family type
• Birth order
• Mother’s Education
• Father’s Education
• Mother’s Profession
• Mother’s Profession
TOOLS EMPLOYED
For the purpose of the study, three specifics scales were chosen to measure the locus of control, positive life orientation and adjustment of the adolescents. The scales were as follows:
1. Rotter’s Locus of Control Scale- The concept was developed originally Julian Rotter in the 1966. This scale is a measure of control beliefs. The scale consists of 29 items (23 scoring items and 6 fillers items). Reliability: Internal consistency estimates for Rotter’s Locus of Control Scale ranged between 0.65 and 0.79. Test-retest reliability estimates for Rotter’s Locus of Control Scale ranged between 0.49 and 0.83 Validity: Correlation with the Marlowe-Crowne Social Desirability Scale ranged between -0.41 and -0.12
Scoring: Score one point for each of the following: 2.a, 3.b, 4.b, 5.b, 6.a, 7.a, 9.a, 10.b, 11.b, 12.b, 13.b, 15.b, 16.a, 17.a, 18.a, 20.a, 21.a, 22.b, 23.a, 25.a, 26.b, 28.b, 29.a.
A higher score = External Locus of Control
A lower score = Internal Locus of Control
2. Positive life orientation (PLO) scale- The scale on PLO was developed by Dr. Manju Agrawal & Dalal, 1995. It was developed to measure the positivity for the given situation. The scale composes of 11 items. Scoring- The items are scored as the statements are marked (1,2,3,4) and item no. 2,4 and 5 are score reversed (4,3,2,1).
3. Asthana’s Adjustment Inventory(AAI) – This Adjustment Inventory was developed by H.S.Asthana in 1968. It attempts to segregate the poorly adjusted from those who are better adjusted. This Inventory consists of 42 items and each item having two alternatives i.e. Yes or No. Subject has to give their response by choosing one from yes or no alternative. Reliability: the split-half reliability method using Spearman-Brown correlation yielded reliability coefficient of 0.97. Validity: item analysis by bi-serial correlation technique using total test score as criterion measure revealed comparatively low validity of items 21 and 34. Scoring: Second form of scoring was used. There are 40 items as items 21 and 24 were omitted. Award one mark for NO and zero foe YES response, except for items 19 and 40 where it was scored in reverse. The YES answers constitute total score. The score around 13 or less is considered as low adjustment.
PROCEDURE
The present study was conducted in a methodical manner following the required steps recommended. The researcher after careful review of literature formulated the problem of the study, after further more intensive exploration of literature hypothesis was formulated. Simultaneously tools required for the research conduction was chosen with intensive care and caution keeping in mind the ethical guidelines and suitability to Indian population. Demographic variables like Area (urban or rural), Family Type, Birth Order, Father’s Education, Mother’s Education, Father’s Profession and Mother’s profession was considered. Methodically, after this the data collected was scored and analyzed, following which analysis and discussion was carried on along with elaboration of the implications of the study for the future use.
DATA ANALYSIS
After the data was collected, the data was scored accordingly. The study used statistical procedures like independent sample t-test to understand precise and intricate difference between Locus of Control, Positive Life Orientation and Adjustment. To explore the relation between Positive Life Orientation and Adjustment, correlation was conducted. The data was divided into Internal Locus of Control and External Locus of Control and on this basis they were further divided into demographic variables.