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CHAPTER-I
THE PROBLEM AND ITS PERSPECTIVES

1.1 INTRODUCTION
Family plays a pivotal role in providing the most congenial
atmosphere to an individual to form his style of life and basic patterns of
behavior. The aspirations, values and goals of individuals are influenced
by the family. Whether an individual develops into a well adjusted
sociable person or a maladjusted person depends on the family
relationship.


1.2 THE MEANING OF FAMILY
Family is defined as a domestic group of people with some degree
of kinship, whether through blood, marriage or adoption. Ideally each
individual is nurtured and respected and grows up to care for others and
develop strong and healthy relationships. Families need to be units of
mutual caring and support; they can be sources of lifelong strength for
all individuals. We first learn about loving and caring relationships from
our families.





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1.3 FAMILY RELATIONSHIP IN SOCITY
Family relationship include parent child relationship, sibling
relationship and relationship with other relatives,

Father
Mother
Paternal Grandfather
Paternal Grandmother
Maternal Grandfather
Maternal Grandmother
Brother's wife
Elder Brother
Younger Brother
Sister
Sister's husband
Elder Sister
Younger Sister
Son
Daughter
Daughter's husband (son-in-law)
Grandson (son's son)






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1.4 HEALTHY FAMILY RELATIONSHIP
In healthy family relationship, people are able to trust and rely
on each other for support, love, affection and warmth. Families often
share common goals and try to work together to reach those goals. For
example, children may help their parents to get the dinner dishes done so
that everyone can be relaxed. we may see in families building positive
relationships include each person in the family is valued and respected
two way communication. Each family member makes an effort to
understand and trust the others point of view especially whole making
important decisions and to share responsibility.

1.5 THE MOST IMPORTANCE OF FAMILY RELATIONSHIP
Family relationships are important as they help us to interact with
the wider social world. The family is where we first see how
relationships work by observing our parents, our grandparents, siblings
and other family members relate to each other.The quality of our family
relationships impact upon the person we become. Supportive and
nurturing family relationships contribute to our well being while abusive
and tense family relationships are detrimental to our stability.
Sometimes after a hard day at work parents are tired and
uninvolved with the rest of the family. Similarly children and teens may
find themselves fighting with family members after a challenging day at
school.Talk about the things that are bothering you. Share your day with
your family members and do fun things together to relieve the
stress.Sometimes if we allow the stress to build up, we have conflict in


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the family. One type of conflict we may find in the family is sibling
rivalry that is competition or ill will between brothers and sisters.Each
child in a family competes to establish themselves as individuals.
Children tend to fight more in families where they are not taught that
fighting is not an acceptable way to resolve conflicts.It is important to
respect the needs and wishes of the sibling. Respect also plays an
important role in the parent- child relationship.


1.6 WAYS TO BUILD A HEALTHY FAMILY RELATIONSHIP
Building and maintaining positive relationships with children
and with all family members is not always easy. It can be hard work to
ensure whether everyones needs are met. All families have times as
tempers flare, hurt and misunderstandings. Good communication,
flexibility and creativity can manage these situations. Some other factors
that help to build strong and caring family relationships are as follows.

1.6.1 MAKING RELATIONSHIPS
The responsibilities outside the home are important. Likewise,
putting aside some time to look after our relationships at home is also
important. By making family relationships a priority, one can highlight
that they are important in their life.





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Here are a few ways to show the family that they are important;
Spend time with children and other family members
Many of us lead very busy lives with lot of responsibilities.
When we are together, it may be helpful to set aside a few minutes each
day to spend with our family and children doing simple things like
talking to them, singing songs, playing a game, reading a story or the
newspaper, or even making dinner together. Make the activity fun or do
something that the child wants to do. Let the child himself show how to
do so that they feel special. Seizing opportunities to spend time with
family members as they arise can be helpful as well.
Be affectionate
Everyone has different ways of showing love and care. Some
people give lots of hugs and kisses, others give a high-five, pat on the
back, nod, wink or show a thumbs-up. Some others may say I love you
or Youre special. Any positive sign of affection shows that we care
and it may help to develop trust and closeness in the relationship.
Celebrate little achievements
While it is fun to celebrate birthdays and important
milestones like walking, using a spoon or riding a tricycle, we can also
make happy occasions out of everyday positive things that the child
does. Some examples are: a child sharing a toy, siblings playing together
with their toys, speaking courteously, following routines independently,
asking for help politely and children showing a game they have
completed.



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Separate work and family life
Work can take many forms, including household chores,
working in the garden, working in an office or organization, caring for
family members or running errands. This can take up a large part of the
day. Sometimes we may forget to switch off from work and end up
thinking about it even when we are not working. It may be helpful to
remind ourselves to try to give our full attention to our family and
children when we are with them. If we do remember something work-
related, it may be helpful to write it down for later. This can help with
being fully present with our family.
When children see you making relationships a priority in the
ways described above, they learn that they are important to you and feel
loved. Children will then understand these are important things to do to
build strong relationships.

1.6.2 GOOD COMMUNICATING EFFECTIVELY
Effective communication means that everyone has a say and
listened to. Good communication is essential for healthy relationships.
The way people talk and listen to each other builds emotional ties and
helps to make our wants and needs clear. Effective communication helps
family members to feel that they are understood by others and supported.
However, communicating effectively can be challenging when
there is pressure to get things done. When families become busy, there
may be little time for talking and listening to each other. Ineffective
styles of communication can also damage relationships. This occurs, for


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example, when family members speak to each other disrespectfully or
use put-downs.
The adults within a family can communicate values to
children, such as respect and caring. This can be done by taking some
time every day to talk and share information with children. Children also
learn how to communicate respectfully when they see the adults around
them speak respectfully to each other. As a result, children may begin to
copy these respectful ways of communicating.
Families can set the tone for positive communication:
Listen
Focus on the information share by the children. Give full
attention and treat what family members say as important. While really
listening one can take a little extra time, it can also help and child to
come up with joint solutions for problems when needed (rather than
offering your own solutions).
Acknowledge feelings
Listen for meaning and feeling and actively check that we
understand.The childs feelings. By helping children to explain their
feelings one can help them understand their emotions. For example, It
sounds like youre feeling sad because you wanted to have a turn like
everyone else and you missed out. Acknowledging feelings might in
itself be a solution for the child. This also stops a problem from getting
worse as the childs feelings are heard and respected by the family.




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Show respect
It is easier for people to listen and accept ones view when
they communicate in a respectful and caring way. This allows children to
sense ones calmness and warmth even when setting boundaries. For
example, his dad Robert could say to Luke, I know you enjoy watching
your cartoon but I still want you to say Hello when I come home.
This shows that Robert understands Lukes position, and wants Luke to
understand him.
Set a good example
The way one communicate is important as children are
learning to do by watching it. Focusing and providing caring responses
may not always be easy, especially when one is tired, busy or dealing
with conflict. However, by showing children that what they say is
important and providing them with respectful responses, they can learn
to do the same when they communicate with others, For example,if we
say sorry when we make a mistake or hurt the childs feelings or ask
How was your day? and really listen to the answer.
Talk with children
The way adults speak can encourage children to respond or
to shut down. Listening and paying attention shows interest but it is also
helpful to ask specific questions about topics of interest to children. This
encourages them to talk more and share their knowledge. Follow
childrens lead and give them space to talk or be silent. Often they find it
easier to talk spontaneously, for example, while doing an everyday
activity, rather than sitting down to talk face to face.


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1.6. 3. WORKING TOGETHER AS A FAMILY
Discussing things as a family is often very helpful for dealing
with concerns and finding solutions to problems that come up. It is also
helpful to have family discussions when planning something fun for the
whole family to do. Working together as a family helps everyone feel
that they have something important to offer. This helps to create a sense
of belonging in the family and the strengthens family bonds.
These strategies may help families work together:

Communicate clear expectations
Talk together so there is an opportunity to explain roles and
expectations. Clear boundaries for childrens behaviour helps them
understand what they need to do and what will happen if they do not
follow these boundaries.
Have family discussions
This gives the family a chance to talk about both the little things
and the big things. Discussions can be very short or long, spontaneous or
planned, depending on what needs to be talked about and how long very
young children can focus for. It can be used to decide on family chores,
house rules or plan family activities and outings. Trust can be built
during family discussions by respecting and listening to everyones
views without judging or putting them down. Encourage children as well
as adults to hear and understand each others views and needs.



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Include children in decisions
Even very young children can be included in decision making.
Provide a couple of options and say Which one?, to help them pick.
This decision making helps the children feel valued and important.
Working together as a family helps everyone feel they have something
important to offer.

1.7 ADJUSTMENT BEHAVIOUR
In psychology, the behavioural process by which human
maintains a state of equilibrium among their various needs or between
their needs and the obstacles of their environments is called adjustment.
A sequence of adjustment begins when a need is felt and ends when it is
satisfied. Hungry people, for example, are stimulated by their
physiological state to seek food. When they eat, they reduce the
stimulating condition that impelled them to activity, and they are thereby
adjusted to this particular need.
In general, the adjustment process has four parts: (1) a need or
motive in the form of a strong persistent stimulus, (2) the thwarting or
non-fulfillment of this need, (3) varied activity, or exploratory behaviour
accompanied by problem solving, and (4) some response that removes or
at least reduces the initiating stimulus that brings satisfaction and
completes the process of adjustment, at least temporarily.
It may be noted that adjustments also take place in social and
cultural domains. Such adjustments are quite similar to the process of
physiological adjustment.


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We always face different kinds of challenges in our life. The
difficult circumstances, problems and obstacles often block our path
leading towards the chosen life goals. Fortunately we also have the
capacity to face the challenges and overcome them, both by means of in-
built tendencies as well as learned behaviours which enable to adapt to
diverse situations. The term adaptation refers to the process of change in
organisms or species to accommodate a particular environment. We try
to change ourselves according to the demands of the circumstances. For
instance we put on warm clothes during winter and work hard when if
the work demands. This enables our survival. Adaptation is crucial to the
process of natural selection.

1.8 GOOD CHARACTERISTICS OF BEHAVIOUR
In recent years psychologists have shown increasing interest in
understanding what makes life good and meaningful. This development
is termed as positive psychology. Positive psychology systematically
investigates the positive aspects i.e. the strengths and virtues of human
beings. They are central to the life sustaining processes of helping,
altruism, cooperation, learning etc. A group of leading psychologists
have tried to define the universal human strengths. These include
Wisdom and Knowledge, Courage, Love and Humanity, Justice,
Temperance, and Spirituality and transcendence. In addition they
identified a range of strengths personal characteristics or behaviours
by which these virtues can be attained. These 24 strengths are as follows:



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1.8.1 THE RANGE OF STRENGTHS
Wisdom and Knowledge
Curiosity Interest in the world An openness to experience;
flexibility about things that dont fit the preconceptions.
Love of Learning Taking pleasure in learning new things; taking
every opportunity to expand the knowledge and expertise.
Judgment, Critical, Thinking, Open Mindedness Thinking
things through and examining them from all sides; not jumping to
conclusions; being objective.
Ingenuity, Originality, Practical Intelligence Finding new and
practical ways of achieving results; creativity; street wisdom.
Social, Intelligence, Personal Intelligence, Emotional
Intelligence Understanding ones own and others motives and
feelings; acting in socially effective ways.
Perspective: Able to adopt the big picture so as to act wisely;
good at problem solving and giving advice.
Courage
Velour and Bravery Willing to confront challenges and
difficulty; prepared to adopt unpopular or dangerous positions.
Perseverance Industry Diligence Finishing what we start;
prepared to take on difficult projects; doing what we say youll do
and more.


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Integrity Genuineness Honesty Living in a genuine, authentic
way; down to earth and without pretence.
Humanity and Love
Kindness and Generosity Helping other people; putting others
interests as highly as your own.
Loving and Allowing Oneself to be Loved Valuing and
engendering close and intimate relations with others.
Justice
Citizenship Duty Teamwork Loyalty Working hard for the
success of the group; valuing group goals and purposes;
respecting authority.
Fairness and Equity Avoiding any personal bias; being guided
by principles concerning equality; tackling prejudice.
Leadership Organizing activities well and seeing that they
happen; maintaining good relations in and between groups.
Temperance
Self Control Checking your own impulses when appropriate;
repairing negative feelings; managing yourself.
Prudence Discretion Caution Being careful; not saying things
you might regret; resisting the impulse to act only for the short
term.
Humility and Modesty Not seeking the spotlight; letting your
accomplishments speak for themselves; unpretentious.
Transcendence


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Appreciation of Beauty and Excellence Appreciating excellence
in all domains; able to feel awe and wonder.
Gratitude Not taking things for granted; expressing gratitude to
others; appreciating life
Hope Optimism Future Mindedness Maintaining a positive
stance towards the future; expecting the best; leading a goal-
directed life.
Spirituality Sense of Purpose Faith Religiousness Strong and
coherent set of beliefs about larger purpose or meaning; acting in
accordance with these beliefs.
Forgiveness and Mercy Forgiving those who hurt or offend you;
able to transform how you feel; generosity of spirit.
Playfulness and Hugo Laughing and creating laughter; seeing the
light side of life.
Zest Passion Enthusiasm Throwing you, body and soul into
activities; inspiring others.




1.9 INFLUENCE OF PARENTS ON ADJUSTMENT OF
ADOLESCENTS
Family plays a pivotal role in providing the most congenial
atmosphere in which the child forms his style of life and basic patterns


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of behaviour. Bowlby (1967) stated that "most of the children who are
successful and well adjusted come from homes where a wholesome
relationship existed between them and their parents, whereas children
who were discouraged and rejected at home, lacked concentration in
school work. They failed to establish desirable skills in academics and
sports".
The behaviourist classifies response or behaviour patterns as
"random movements," "reflexes," "instincts," "habits," and "tropisms."
The first two of these are primarily local responses; the third and fourth
may be either local or general, but tend to be general; and the fifth is
necessarily a response of the organism entire. The behaviourist seeks to
study the functioning of these behavior patterns in the adjustment
process without preconceptions or prejudice. He finds that the human
organism has few patterns at birth that can serve him directly in making
effective adjustments to his social environment, but all the patterns (the
habits as yet being relatively negligible) make valuable indirect
contributions to the social adjustment processes. His reflexes and
instincts are integrated only on an organic, and not on a social, level, and
are therefore adequate only to the organic needs of protection against
dangerous physical impacts, of simple reorientation of parts of the
organism, of simple vocalizations that attract the attention of others,
breathing air, swallowing food, digestion, circulation, excretion, and
assimilation. These are functions that must be served before the
organism can acquire habits of adjustment to take care of them. But
since habit based on tradition operating in and through the person of the


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mother and other attendants provides the infant with a protector and a
conditioner of social responses, the cultural forms of behaviour required
in a social situation can await the process of habit integration. This
integration of habit or social response patterns, the behaviourist finds,
takes place by means of what is known as the "conditioning of
responses"; and the acquired responses are built up from all five of the
types of behaviour patterns mentioned above. The behaviourist is aware
of no other sources from which acquired behavior patterns.

1.10 THREE STEPS TO IMPROVE CHILD'S BEHAVIOUR
All children have episodes of bad behaviour, some more
frequently and severely and others less. There are three steps to improve
child's behaviour and reduce the frequency and severity of the child
behavior problem.
Relationship
A loving, stable relationship between parents and children is the
basis for the child's healthy social development. The parent-child
relationship is built on the words parents say and the tone of parent
voice. It is strengthened by the laughter one share and the games one
play together. It is forever bonded by the values and skills are passing on
to the child every day.
Planning
Planning is the secret of good parenting. Watch the expectations
so that one can for good behaviour rather than dread the bad. Most
children's behaviour problems occur during times of transition and


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adjustment. Since childhood is by its nature a continual process of
transition, and adjustment to rapid development, it's easy to see that bad
behavior is a natural reaction to challenges that the the child doesn't yet
have the skills to accomplish.
Planning involves knowing the child, her temperament and skills,
and knowing the challenges of her environment. Use direct instruction,
guidance, and practice opportunities to teach the skills she will need to
cope with new challenges in the journey of childhood.
Response
Attentiveness and response are the tools for improving the child's
behaviour. An understanding of behaviour modification principles will
help ones plan and ones responses to improve behaviour. It all comes
down to actions and consequences. When a child's action elicits positive
reinforcement, it will be repeated over time. When an action elicits
punishment, it will eventually be extinguished.
Children learn to make the connection between an action and its
consequence when the reinforcement or punishment is immediate and
logically related to the action. Parents don't always have to provide the
consequence; most consequences occur naturally. Parents can help make
the connection by talking to the child about what they did and why it
lead to a certain consequence. But, as parents, our responses to our
child's actions are powerful consequences, either rewarding or punishing
and therefore, shaping his behavior. In the context of a positive parent-
child relationship, ones approval or disapproval is usually enough of a


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response to reinforce or punish a behaviour. When more intensive are
needed, parents should choose those that work for their family.
Children learn to behave
As parents, we set out to create warm and loving family
relationships. To achieve this, we need to show our children love and
affection, while setting them a good example to follow.
Childrens behaviour will reflect the behaviour they
experience. So a child who is praised will learn to appreciate others,
while a child who is constantly criticised will learn to criticise others.
We need to praise our childrens positive behaviour while
ignoring minor naughty behaviour, in the hope that it will not be
repeated. We need to set clear limits which are appropriate to a childs
age, and be able to listen to our childs point of view, while negotiating
solutions to problems together. In doing all this, we should avoid
shouting at and smacking our children.
Its not easy being a parent, but it helps to remember that all
children test the limits of the boundaries one set at some time. So dont
think that its just the child causing problems. Its not. This is all part of
growing up.
A Teacher is a second parent and a parent is a second teacher. So the
researcher felt that this adjustment behavior is a very important aspect to
them. Hence the investigator wanted to conduct this survey especially on
B.Ed trainees.




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1.11 SIGNIFICANCE OF THE STUDY
At every stage of life, our relationships and families present us
with both joys and challenges. It is necessary to adjust with circumstance
to have a good relationship with others. In this busy world it is important
to understand others emotion and it is the need of the hour to adjust with
others to strengthen relationships. Only people from healthy families can
easily understand the emotion of others and adjust with others.
Individual attitude toward people, things and life are patterned by their
family relationship. There is no method of training which can guarantee
good or poor adjustments. Whether personal or social an individual
brought up in a healthy environment make better adjustment.

1.12 DEFINITIONS IN TERMS
FAMILY RELATIONSHIP
A group of two or more persons who are usually resident in the
same household and are related to each other through a couple
relationship or parent dependent child relationship or a person not to
either such relationship.


ADJUSTMENT BEHAVIOUR
Adjustment is the process of finding and adopting modes of
behaviour suitable to the environment or the changes in the environment.
- Carter V. Good
(1959)


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Adjustment is a continual process in which a person varies his
behaviour to produce a more harmonious relationship between himself
and his environment.
- Gates and J ersild
(1948)


1.13 STATEMENT OF THE PROBLEM
The problem undertaken for the research is "A study on the
Family Relationship and Adjustment Behaviour of Trainee teachers
in Thiruvallur District.

1.14 OBJECTIVES OF THE STUDY
1. To find out the level of family relationship of Teachers
Trainee.
2. To find out the level of adjustment behavior of Teachers
Trainee.
3. To find out whether there is any significant difference
between male and female Teachers Trainee in their family
relationship.
4. To find out whether there is any significant difference
between English medium and Tamil medium Teachers Trainee
in their family relationship.


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5. To find out whether there is any significant difference
between urban and rural Teachers Trainee in their family
relationship.
6. To find out whether there is any significant difference
between educated and uneducated parents of Teachers Trainee
in their family relationship.
7. To find out whether there is any significant difference in
Siblings of Teacher Trainee in their family relationship.
8. To find out whether there is any significant difference
between male and female Teachers Trainee in their adjustment
behavior.
9. To find out whether there is any significant difference
between English medium and Tamil medium Teachers Trainee
in their adjustment behavior.
10. To find out whether there is any significant difference
between urban and rural Teachers Trainee in their adjustment
behavior.
11. To find out whether there is any significant difference
between educated and uneducated parents of Teachers Trainee
in their adjustment behavior.
12. To find out whether there is any significant difference in
siblings of Teachers Trainee in their adjustment behavior.
13. To find out whether there is any significant relationship
between family relationship and adjustment behavior of
Teachers Trainee.


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1.15 DELIMITATIONS OF THE STUDY
1. The study involved only B.Ed teacher trainees.
2. The study was limited to trainee teachers of Thiruvallur
district.
3. The sample was restricted to 300 trainee teachers.

1.16 CONCLUSION
The problem taken for the present study has been discussed
briefly in this chapter to bring out the need for study objectives of the
study etc, the term operationally defined in this study have been revised
the theoretically from the related literature available. So as to given a
broadest theoretical perspective. In the light of which appropriate
hypotheses could be formed and tested a delighted discussion of the
related literature having a bearing on the problems in had in the next
chapter.









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CHAPTER-II
REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION
First chapter deals with the conceptual frame work of the present
research problem and primary matters regarding the research. It had the
statement of the problem, terms defined, objectives of the study,
hypotheses, importance of the study and the delimitation of the study.
But, for any specific research to occupy the place in the development of
a discipline, the researcher must thoroughly familiar with both previous
theory and research. To assure this familiarity a review of their related
literature is done.
It allows the researcher to know the amount of work done in the
concerned area. The clarity of the problem is possible with the thorough
understanding of the knowledge generation in the area of research. It
provides the source for hypothesis. It avoids the replication. It suggests
the method, procedure, sources of data and statistical technique
appropriate to the solution of the problem. The review of the related
literature provides some insight regarding strong points and limitation of
the previous studies. It enables them to improve their own investigation
and to arrive at the proper perspective of the study.



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2.2 STUDIES RELATED TO FAMILY RELATIONSHIP
2.2.1 FOREIGN STUDIES RELATED TO FAMILY
RELATIONSHIP
Whannell, Robert et.al, (2011) This study investigated the
influence of the teacher and family relationships during secondary
school for 18 to 22 year old students who had dropped out of secondary
school and were attempting to gain access to tertiary study through a
tertiary bridging program at a regional university. 144 students from two
student cohorts completed a questionnaire intended to facilitate an
understanding of how social context influenced secondary school
attrition. It was identified that students who had not completed
secondary school reported significantly lower levels of emotional
engagement with school and poorer relationships with teachers. The
study concluded that the residential situation and the quality of student-
teacher relationships influenced the quality of the academic outcomes
achieved in secondary school, with the student-teacher relationship being
the dominant factor. It was also concluded that, while secondary school
completion was significantly lower for students who did not reside with
both parents, the family situation was not predictive of school
completion. Rather, it is hypothesized that the wider contextual problems
associated with family dysfunction which manifest in a poor school
experience were the cause of the failure to complete secondary school.
The implications for secondary school and tertiary bridging educators
are discussed.


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Leslie (2010) The purpose of the current study was to
investigate the extent to which the diversity of the community in which a
family lives and the parents multiethnic experiences are predictors of
family cohesion and conflict in Tran racially adoptive families. This
relationship was examined for a sample (N=47) of Asian (n=24) Black
(n=12) and Latino (n=11) participants. Results yielded no significant
results, except for one interesting finding for the Latino racial/ethnic
group. The results indicated that for the Latino racial ethnic group the
higher the parents multiethnic experiences the lower the level of family
cohesion, which was not in the predicted direction. The empirical
implications of these findings were discussed.
Baal (2010) in a study of 485, 37 employees working in varied
organizations in India found that working men and women in India
experience more work family enrichment than the work family conflict.
It was also found that there were no gender differences in the employee
perception of work family enrichment.
Rajadhyaksha and Vulgate (2009) also found that women
experienced significantly higher family interference with work as
compared to men. However there were no significant differences
between men and women in the experience of work Interference with
family. The purpose of the study undertaken by Gray wake et al. (2007)
was to expand the understanding of how culture contributes to the
occurrence and consequences of 39 work to family conflict. The study
evaluated predictions drawn from emerging models emphasizing the
influence of cultural characteristics, such as collectivism and gender


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ideology on work family conflict. It was found that immigrant Latinos
reported infrequent work and family conflict. The findings were
consistent with earlier research that individuals from more collectivist
cultures experience fewer conflict between work and family, as in these
cultures, work and family are viewed as more integrated. Results also
indicated that the level of work to family conflict differed with gender.
Kineme and Mauna (2007) collected data from a sample of 501
employees working in four organizations, i.e., municipal and social
healthcare, manufacturing for exports, a bank and a supermarket. The
results indicated that interference from work to family was more
prevalent than interference from family to work among both sexes.
However, there were no gender differences in experiencing either work
to family or family to work conflict. The findings of the studies reported
above suggest that wok to family conflict is more frequent than family to
work conflict.
Katie Holmes (2006) a study Family systems and resilience
theories were used to describe the impact of family relationships and
individual resiliency characteristics on adolescent development. This
research examined parental favoritism and the quality of both sibling and
parent-child relationships, with respect to their impact on adolescent
resilience and the combined impact of these variables on adolescent
outcomes. The findings illustrate how resilience mediates the effects of
these family factors on the individual outcomes of depressive symptom
logy, delinquency, and positive peer relationships. A non probability
sample of 124 students, ranging from 11 to 14 years of age and attending


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a suburban middle school on Long Island within the state of New York
was surveyed. The study questionnaires included four scales to assess
family and peer relationships, affect, negative behavior, and resilience
levels of participating adolescents. Path analysis was applied to test the
theoretical model through conducting a series of linear regressions. The
quality of both sibling and parent-child relationships explained a
significant amount of change noted in the resilience levels for this
sample of adolescents.
Wesley and Muthuswamy (2005) in a study of 230 teachers in
an engineering college in Coimbatore, found that work to family conflict
was more prevalent than family to work conflict, thus indicating that
permeability of work into family was more than permeability of family
into work.
Emory Luce Baldwin (2004) a study of Income Dynamics
regarding 648 racially and ethnically diverse children was used to
examine the family relationship between the amount of time 10-12 year
old children were expected to spend in household work that benefits the
family and its relationship with childrens prosaically behaviors, as well
as childrens self-reported positive self-perceptions. Children who were
expect always to do household work the family were found to behave
more prosaically, compared to children who rarely were expected to do
such work. Boys who were almost always expected to do household
work were reported to have more responsibility behaviors, although this
pattern did not hold for girls. Research results showed no significant
effect for positive self-perceptions of children who were expected to


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almost always do household work benefiting the family compared to
children who were rarely expected to do such household work In this
work, 10 to12 year old children who are expected by their primary
caregiver to almost always do household work that benefits the family
are compared with 10,12 year old children who are rarely or never
expected by their primary caregiver to do household work that benefits
the family to determine if these two groups of children differ in their
positive self-perceptions and prosaically behaviours, including
responsible and cooperative behaviors.
Jennifer Marie Mauldin (2001) the purpose of the current study
was to broaden our understanding of the relationships between family
functioning and self-concept. Participants included 311 Psychology
students at California State University Sacramento (82% females) who
completed self-reported surveys. A hierarchical regression analysis
revealed that, as predicted, a more positive self-concept was significantly
related to less family intrusiveness, enmeshment, disengagement, and
greater family social support. Results suggest that in enmeshed families,
social support is not mistaken for family intrusiveness; however, the
presence of family intrusiveness, enmeshment, and disengagement can
possibly stifle the development of a positive and confident self-concept.
Psychology professionals may find it helpful to become aware of these
underlying family dynamics that may play a subtle but crucial role in an
individuals wellbeing.
Front et al. (1997) examined an integrative model of work family
interface using a sample of 372 employed adults who were married and


29

or parents, the findings supported the indirect reciprocal relation between
work to family and family to work Conflict. Family to work conflict was
found to have indirect influence on work to family conflict via work
distress and work overload. Work to family conflict had indirect impact
on family to work conflict via increased parental overload.
Noller and Victor (1991) examined on environment of a family is
affected by how happy the parents are with their relationship. A close,
satisfying relationship between parents is generally reflected in a warm
and supportive family climate. Conflict between the parents is likely to
result in a generally unsatisfactory home environment. Fighting between
parents is clearly unpleasant for children, and in the long term, the
consequences can be serious for them. Emery & O Leary (1984)
describe that conflict between parents is related to behavior problem in
children and adolescents. There is evidence of low self-esteem, poor
school performance and emotional problems in children from families
high in conflict.
Gutter et.al, (1991) indicated that women reported more work
interference in family than men, despite spending about same number of
hours in paid work as men. Although women spent more hours in family
work than men, they reported the same level of family interference in
work. Williams and Alleger (1994) found that spillover of unpleasant
moods occur both from work to family settings and from family to work
though evidence for the spillover of pleasant moods was weak. Both
family to work and work to family spillovers were stronger for women
than men. Further, it was found that extent to which work interfered with


30

family for a given day was found to be positively related to self reported
job involvement for that day. Extent to which family interfered with
work on a given day was found to be positively related to distress in 38
family roles during the day, family intrusion into work during the day
and self reported family involvement for that day.
Parish, et.al, (1981) a study on environment of the home in which
a child is reared can advance or hinder wholesome personality
adjustment. Family relationships also determine in large measure the
young persons developing attitudes toward home and family life.
Forsstrom-Cohen & Rosenboum describe that one of the most important
influences upon the adolescent is the emotional climate of the family.
Some families evidence a prevailing mood of gaiety, joy, optimism and
happiness. Other families reflect a climate of fear, depression, cynicism,
and hostility, which has a negative effect on children.

2.2.2 INDIAN STUDIES RELATED TO FAMILY
RELATIONSHIP
Mohammad Ibrahim Matthau, et.al, (2012) aimed to explore
the relationship between parenting styles including authoritative,
authoritarian, permissiveness and neglectful) and personality dimensions
including five factors as extroversion, agreeableness, conscientiousness,
neuroticism and openness to experiences. For this purpose, 272 students
from national university, Islamic Azad University and Payam Nour
University of Yazd pre-province were selected at random and responded
to Parenting Styles Questionnaire Naghashian, and Five-Factor


31

Personality Factors Questionnaire Costa and McCrae. The findings show
that among all the components of personality, there is a direct and
significant relationship only between openness personality trait and
authoritative parenting style; that is to say, authoritative parenting style
is correlated with developing openness trait components (including,
having desire for curiosity, imagination, aesthetics, wisdom,
enlightenment and humanism).
Karma (2011)The purposes of the study were to describe family
relationships within the context of living arrangements (living with adult
children or without adult children) and support network, and to further
determine associations of these factors to depression in elderly Korean
immigrants. Over 70% (N = 160) of Korean elders were found to live
apart from their adult children. However, Korean elders who were living
independently reported higher levels of depression in spite of their
expressed desire to live independently and to be less dependent upon
their adult children. These findings suggest that family support and close
relationships with their adult children play a central role in adjusting to a
new life and in preventing and/or lessening depression in elderly Korean
immigrants.
Kamalavva, Bailer (2006) conducted a study on influence of
relations of family and peers and pressures of PUC II year students on
their adjustment and academic performance. On the sample of 231
students revealed that majority of the students perception of relations of
family and peers was normal. While 34.6 per cent and 12.5 per cent had
poor family and peer relations respectively. And 22 per cent perceived to


32

have high pressures. About 77 per cent of students had poor adjustment.
There was no significant difference between gender and SES levels on
students perception of family and peers relations, pressures and
academic performance. The health, emotional and total adjustment
differed significantly by level of SES with higher SES being better.
Reni Mohan raj and Latah (2005) investigated the relationship
between family environment, the home adjustment and academic
achievement in adolescents. The adolescents (106-Boys and 86 girls)
were assessed using the Moos and Moos Family Environment Scale and
Bells adjustment inventory. Academic scores were taken from the
school records. Family environment appeared to influence home
adjustment as well as academic performance. The majority of the sample
perceived their family as cohesive, organized, achievement oriented and
emphasizing on moral religious issue with minimal conflict. Cohesion,
conflict, control, intellectual cultural orientation and independence in the
family environment influenced home adjustment. Academic
performance was significantly related to independence and conflict
domains of family environment. Boys and girls differed in perception of
the home and environment.
Rebecca L.Zonies (2004) investigated the relationship between
students perceptions of their family relationship environment and their
alcohol consumption behaviors. The family relationship environment
was defined by the amount of control and support that students received
from their parents and alcohol consumption behaviours were both the
amount and frequency of student drinking. Gender, race, age, and time


33

having lived away from were also independent variables in this study.
The data used in this investigation was collected from a sample of 400
students who live on campus at the University of Maryland. Four
Pearson r Correlations concluded no significant relationships between
support and frequency, support and amount, control and frequency, and
control and amount. Hierarchical multiple regressions confirmed a
relationship between the demographic variables but not one for support
and control. Although the generalizability of these results is limited, the
findings offer implications for practice and directions for future research.
Locke (1979) stated that a cause-effect relationship is available
between family functioning and work life, this cause-effect relationship
could work in both directions, that is, work attitudes could affect family
attitudes.

2.3 STUDIES RELATED TO ADJUSTMENT BEHAVIOUR
2.3.1 FOREIGN STUDIES TO ADJUSTMENT BEHAVIOUR
Al Rogan, Michel (2012)The study examined the role of maternal
personal resources (mother's attachment style, coping strategies, and
affect) in moderating the effects of learning disabilities (LD) on
children's socio emotional and behavioral adjustment (self-rated sense of
coherence, loneliness, and hope; and mother-rated child behaviour
checklist measures), as well as on their secure attachment among school-
age children with LD. The sample consisted of 110 mother-child dyads:
59 mothers and their children with LD (29 boys, 30 girls) and 51
mothers and their typically developing children (21 boys, 30 girls) from


34

the same schools. Preliminary analyses indicated significant group
differences on all children's measures and in several of the maternal
personal resources. Mothers' low use of avoidant coping strategies and
less avoidance in close relationships with significant others were found
to moderate the effect of children's disabilities on children's level of
loneliness, feelings of hope, and secure attachment. Results are discussed
in terms of understanding these maternal personal resources' influences
on socio-emotional wellbeing among school-age children with LD.
Tan Tony Xing, et.al (2012)This study seeks to extend previous
research on family stress, parenting, and child adjustment to families
with adopted Chinese children. In doing so, we also seek to strengthen
inferences regarding the experiential underpinnings of previously
obtained relationships among these variables by determining if they also
occur in families where parents and children are not biologically related.
Participants were families of 133 preschool-age adopted Chinese girls
(M[subscript age] = 5.2 years, SD = 0.7; M[subscript age at adoption] =
12.8 months, SD = 4.1). Data on family stress, parenting styles, and
children's behavioral adjustment were collected from the adoptive
mothers with the Social Problem Questionnaire (SPQ), Parenting Styles
and Dimensions Questionnaire (PSDQ), and Child Behavior Checklist
(CBCL) respectively. Results showed that adoptive mothers reported
relatively mild family stress, frequent authoritative parenting, and few
behavior problems in their children. Nonetheless, family stress,
authoritarian and permissive parenting styles positively correlated with
children's behavioral problems. Finally, authoritarian parenting mediated


35

the effect of non-child-related family stress (NCR-stress) on the adopted
Chinese girls' CBCL internalizing and overall problems, even after
controlling for corresponding CBCL scores from 2 years earlier. Our
results showed that the overall pattern of relationships found in non-
adoptive families is also seen in families with adopted Chinese children.
Marie Vapors Fritz (2008) addressed that individual and
environmental risk factors in the development of adjustment problems
and antisocial behaviour. Namely, temperament and character, anxiety,
psychopathic-like traits, antisocial attitudes, alcohol use, and parental
rearing strategies are explored as risk factors for behaviour problems in
childhood, adolescence and adulthood. When interpreting results of
specific studies, an ecological framework is applied to take into account
socio-cultural and acculturation circumstances. In Studies I and II, the
subjects under investigation are incarcerated Russian detainees aged 14-
19 years (n=250). The main purpose of Study I was to investigate the
validity of the Antisocial Process Screening Device (APSD) in a sample
of Russian juvenile delinquents. Study II examined the relationship
between psychopathic and violent behaviour. An association between
psychopath and quality of life is explored in Study III, using a sample of
Swedish early criminals and controls aged 38-41 years (n=199). In Study
IV, international and national college students aged 17-51 years (n=246),
are studied regarding perceived adjustment stressors and acculturation
differences. The results suggested good validity of the APSD in the
Russian male detainees. Additionally, the results support a dimensional
aspect of the psychopathic construct as measured by the PCL and APSD,


36

and suggest that individual and environmental antecedents of
psychopathic may differ between the distinct psychopathic factors. The
more violent group showed higher levels of psychopathic traits and
physical aggression, had more alcohol related problems, and perceived
antisocial behavior as more normative. Moreover, impulsiveness,
anger, verbal aggression and antisocial attitudes discriminated between
the psychopathic and non-psychopathic subgroups. The results further
indicated that self reported quality of life was poorer among individuals
with psychopathic-like traits. Finally, grouping the detainees, criminals
and controls, as well as the students according to their unique needs
seemed to be beneficial, not only regarding psychopathic-like traits,
violent behaviour and antisocial attitudes, but also in the context of
acculturation and adjustment processes.
Lassa Anne Hall (2008) this study explored the relationship
between students adjustment theory and college student health
behaviours. Specifically, this research examined first-year freshmen
college students physical activity and nutrition behaviors and impact on
adjustment to college (N = 37,564). The design for this study was a non-
experimental ex post facto examination of archival data provided by the
American College Health Association's National College Health
Assessment II survey, spanning academic years 2008 through 2009. The
main variables in this study included student physical activity and
nutrition behaviors. Baker and Shrieks student adjustment theory was
used as a theoretical framework to identify survey questions related to
academic, personal-emotional, and social adjustment. A significant,


37

positive correlation was found between students who engage in physical
activity and healthy eating behaviors and level of student adjustment. In
addition, students who reported meeting national recommendations for
physical activity and fruit and vegetable consumption exhibited
significantly greater academic, personal-emotional, and social
adjustment. The results of this study indicate a need for further research
on the effects of physical activity and nutrition on college student
adjustment. Furthermore, the results can be used as a foundation for
educational programming for higher education professionals.
Julia Challinor (2007) to describe behavioural adjustment in
children and adolescents with acute lymphoblast leukemia (ALL) and to
determine whether behavioural adjustment was correlated with cognitive
and academic abilities. Descriptive, cross sectional design. Two pediatric
oncology treatment centers 47 children and adolescents who had been
receiving all therapy for at least one year or who were off therapy for no
more than three years and their parents and teachers. Wechsler
Intelligence Scale for Children-Revised (WISC-R) and Wide Range
Achievement Test-Revised (WRAT-R) data were available on a subset
of 17 subjects. Parent, teacher, and self-report Behavioral Assessment
System for Children (BASC) ratings were used to measure behavioral
adjustment. WISC-R measured cognitive abilities, and WRAT-R
measured academic abilities. Demographic, family, and treatment-
related data also were collected.
Ray, Corey. E (2006) this study examined the hypothesized
relationship between social adjustments, as measured by perceived social


38

support, self-concept, and social skills, and performance on academic
achievement tests. Participants included 27 teachers and 77 fourth- and
eighth-grade students with diverse academic and behavior competencies.
Teachers were asked to select one student for each of the three
participant nomination categories: undeveloped academic competence,
undeveloped behavior competence, and proficient academic and
behavior competence. Multivariate analysis of variance results indicated
that each participant group differed significantly on social skills, and
students with proficient academic and behavior competence
demonstrated significantly greater levels of self-concept than did those
with an undeveloped behavior competence. None of the groups differed
significantly on perceived social support. Structural equation modeling
analyses revealed that the model predicting academic achievement from
self-concept, social skills, and academic competence adequately fit the
data. Indicators of social adjustment were discussed as intervention
targets for programs intended to improve students' social competence
and academic achievement.
Li and Gasser (2005) examined the relationship between socio
cultural adjustment (Ward & Kennedy, 1999), ethnic identity, and
contact with host nationals, and cross cultural self-efficacy (Fan & Mac,
1998) of 117 Asian international undergraduate and graduate students
from two state universities in the mid western region. The study found
that contact with host nationals partially mediated the effects of cross
cultural self efficacy on sociocultural adjustment. Kashima and Loch
(2006) collected and analyzed data from 100 Asian international students


39

in universities in Melbourne. They discovered that socio cultural
adjustment (Ward & Searle, 1991) was explained by none of the three
social ties. English speaking background and time in Australia
contributed positively and significantly to socio cultural adjustment.
Need for cognitive closure contributed negatively to Socio cultural
adjustment. Interactions between need for cognitive closure and social
ties had no impact on socio cultural adjustment.
Christie Arbuckle and Emma Little (2004) the study aimed to
determine Middle Years teachers perceptions and management of
disruptive classroom behaviour. Variables such as gender, teacher
confidence and experience supports specific disruptive student
behaviours , and behaviour management strategies were examined. The
results showed that teachers main concerns were reacted to
distractibility, student on-task behaviour, and adherence to classroom
rules. In relation to classroom management, no significant differences
were identified between the management strategies employed by primary
and secondary school teachers. However, differences were identified in
the management strategies teachers used to .Manage the behaviour of
male and female students. In relation to disruptive student behaviour, an
increase in reports of aggressive male behaviour was observed from
primary to secondary school.
Davidoff (2000) Examined behavioural adjustment and emotion
regulation among 6-year-old children with asthma and a group of healthy
controls. Subjects were 81 children with asthma and 22 healthy controls.
Asthma and allergy statuses were confirmed by objective measures.


40

Emotional and behavioral functioning was assessed through parent
report, child interview, and child participation in an emotional regulation
paradigm. Maternal report revealed more internalizing and total
behaviour problems for children with asthma compared to controls.
Child interview and behavioural observations of emotion regulation
yielded no differences between groups. Severity of asthma was related to
increased emotional difficulties by clinician interview and observation
but not by maternal Eighty one children with asthma and 22 healthy
control children between the ages of 6 and 7 were enrolled in the study.
Rizzo TA, Silverman BL (1997) conducted to evaluate whether
maternal diabetes in pregnancy may adversely affect the children's
behavioral adjustment, in a sample of 201 mothers (68 with pre-
gestational diabetes, 50 with gestational diabetes, and 83 with non-
diabetic pregnancies) and their singleton offspring. After accounting for
socioeconomic status, ethnicity and maternal attitudes, none of the Child
Behavior Checklist ratings correlated significantly with maternal patient
group or several indices of ante partum maternal metabolism. Child
obesity, a common sequel of diabetic pregnancies, correlated positively
with Internalizing Behavior problems and three narrow-band sub-scales:
Somatic Complaints, Anxious/Depressed, and Social Problems. Results
suggest that children of diabetic mothers are at increased risk for a
variety of developmental disturbances. Screening for learning and
behavioral difficulties should be made at regular pediatric visits, with
follow-up evaluations warranted by positive indications, excessive
weight gain, or other evolving medical concerns.


41

William Yule (1993) examined in this study that Out of 228
Iranian preschool Martyrs' children whose behaviour adjustment in the
nursery settings was screened using the Preschool Behaviour Checklist,
12 well adjusted, zero scorers were compared with 8 poorly adjusted,
high scorers. Using the parent's Behaviour Checklist, high scorers
showed significantly more problems at home than zero scorers. On the
Malaise Inventory, mothers of high scorers showed poorer mental health
than mothers of zero scorers. Home observations showed that mother-
child interaction was more aversive in high scorers than in zero scorers.
More mothers of zero scorers had remarried.

2.3.2. INDIAN STUDIES RELATED TO ADJUSTMENT
BEHAVIOUR
Mark J.Benson, Victoria, et.al,(2008) The study based on
hypothesized relations advanced by Cummings and Davies (1995), the
current Study tests the hypothesis that parental availability and parental
control, experienced During middle adolescence, relate to late
adolescents adjustment through influence on Their emotional security.
The study also examines the role of late adolescents emotional.
Intelligence and its relationship with parental behaviors, emotional
security, and adolescents adjustment. This study proposes a model of
relationships where emotional Security and emotional intelligence
influence each other and mediate the relationship between parental
behaviors and late adolescents adjustment. Regression analyses show
Partial support for the hypotheses.


42

Mathew D. Marrero (2007) The study examined the
associations between early adolescent decision making and behavioral
adjustment with special interest in the interaction between parent child
relationship quality and decision making on behavioural adjustment.
Associations were examined using data provided by218 early
adolescents. Girls comprised half the sample and the manage was just
over 11 years old. Main effects were consistent with previous research
Early adolescent decision making was associated with greater behavior
problems and depressed mood Parent child relationship quality was
defined as conflict and acceptance Greater conflict was associated with
poor behavioral adjustment while greater acceptance was associated with
more positive behavioral adjustment. Multiple regression analysis was
used to test possible interactions between early adolescent decision
making and conflict and acceptance on each behavioral adjustment
variable (behavior problems, depressed mood, and school performance).
Consistent with previous research, neither conflict nor acceptance
moderated the associations between early adolescent decision making
and behavioral adjustment.
Jordan, et.al (2007) carried out the present study in Hisser
district of Harlan in the year 2010 with an objective to find out the
emotional intelligence level of school children and its relation with their
adjustment. A total of 120 children falling in the age group of 16 to 18
years, 60 each from randomly selected school of urban and rural area
were selected for the present study .Further thirty children, equally
representing both the sexes, were considered on random basis.


43

Adjustment of the children was taken as dependent variable, whereas,
emotional intelligence, personal and socio-economic variables were
considered as independent variables. Majority of the respondents had
normal to high emotional intelligence and average to excellent
adjustment. Urban children comparatively had slightly better emotional
intelligence and adjustment against rural children.
The emotional intelligence had significant positive relationship
with adjustment of children. Caste, income and fathers occupation were
main contributing factors in deciding the emotional intelligence and
adjustment of respondents .To calculate statistical inference frequency
and percentages, Z test and correlation coefficient were computed.
Shalu and Audichya (2006) examined the school adjustment of
60 rural adolescents (14 to 16 years) with reference to their emotional,
social and educational sphere. The sample consisted of 30 rural boys and
30 rural girls between the age group of14-16 years, studying in 8th to
10th standard in government co-educational school only. The adjustment
inventory for school students constructed by Sinha and Singh (1984)
which was modified by the investigator was used for data collection.
They reported a significant difference in emotional adjustment among
the gender were boys scored better, whereas no significant difference
was observed in school, social and educational adjustment.
Hampel and Petermann (2006) investigated age and gender
effects on perceived interpersonal stressors and psychological
adjustment among early and middle adolescents and examined the
associations of perceived stress and coping with adjustment. The sample


44

included 286 Austrian adolescents aged 10 to 14 years who attended the
fifth to seventh grade. Self-report data on perceived stress, coping as
well as emotional and behavioural problems, were assessed. Results
revealed that fifth graders scored lower on maladaptive coping strategies
and externalizing problems and reported more adaptive coping strategies
than sixth and seventh graders. Compared with boys, girls evaluated a
higher amount of perceived interpersonal stress and used more social
support. Additionally, girls scored higher on maladaptive coping
strategies and emotional distress and scored lower on distraction than
boys. Problems- focused and emotion focused coping were negatively
related to emotional and behavioural problems, whereas perceived stress
and maladaptive coping was positively associated with adjustment
problems. These relations were stronger in female than in male
adolescents .Studies revealed that difference exist between gender on
adjustment.
Mythili.et.al, (2004) examined that the students whose parents
were educated found to be facing more adjustment problems .Studies
revealed that adolescents of educated parents were better adjusted while
occupation of mother had negative impact.
Methyl et.al, (2004) investigated the adjustment problems of
intermediate students. A sample of 150 boys and girls students were
selected randomly from government and private management colleges in
Vijay Wada. A Telugu version of the Mooney problem checklist was
administered. The data was subjected to t test. The results reported
that boys have more adjustment problems compared to girls.


45

Jain and Jandu (1998) reported that girls were better adjusted
than boys, after conducting a study on adjustment on a sample of 240
students (14 18 years). Adjustment inventory for school students
developed by was used to measure the adjustment of the students. They
found that girls of non-employed mothers adjusted significantly well
than that of employed mother and no difference was found among the
boys of employed and non-employed mothers.
Dutta et al. (1998) conducted a study on social adjustment of
adolescents on 200 adolescents drawn equally from Assam agricultural
university and Kendra Vidalia, district of Jorhat, Assam. Sample of 50
boys and 50 girls covering the age group of 16 to 18 years and 19 to 21
years with equal gender representation was selected. Adjustment
inventory for college students developed by Sinai and Singh was
administered. Results revealed no significant difference among the
gender and also between the two age groups in the area of social
adjustment. Studies are in contradictory to draw a conclusion.
Sinhala and Singh (1998) conducted a study on parents
affection and competence on the home adjustment on a sample of 80
students (40 forward castes and 40 backward castes) with age 11 to 14
years. The tools used for the study were parent-child relations
questionnaire and modified version of Bells adjustment inventory .They
reported that students belonging to forward caste were better adjusted in
the home than the students belonging to backward caste.
Sharma (1979) focused on adjustment behavior and mental
health. A sample of 1060 students selected randomly from X, XI and XII


46

grades of schools of Uttar Pradesh was studies. Piers Harris childrens
self-concept scale, Ankara and Ankaras LA coding test, Athenas
adjustment inventory to measure the mental health and personal data
schedule were used for data collection. He reported a significant
difference among boys and girls were better adjusted in the age of 13
and boys adjusted better in late adolescence (16+ to 18+ years).Similarly
the results obtained by Panda and Tamari (1982) showed that younger
age group (14 16 years) had better social adjustment than the older age
group (17 -18 years). A self-structured questionnaire was administered to
181 urban, 66 semi-urban and 161 rural adolescents.
Palisade (1970) a study on health adjustment and parental
education on Personal adjustment on a sample of 85 students out of
which 47 were boys and 38 were girls. The results revealed that
adolescents with good health were high in overall adjustment. He also
reported that adolescents with good parental education were better
adjusted. Similarly study on the Influence of self-concept, sex, area and
parents education on students adjustment problems was carried out by
Alexander.









47

2.4 CONCLUSION
Thus this chapter makes the readers familiar with the existing
fund of knowledge available on the topic Family Relationship and
Adjustment Behavior. The knowledge gained by these previous
researchers has lead to a greater understanding of the problem and the
decisions about design and methodology of this research.





















48

CHAPTER-III
RESEARCH DESIGN AND METHODOLOGY

3.1. INTRODUCTION
A research design is the arrangement of condition for collection
and analysis of data in a manner that aims to combine relevance to the
research purpose with economy in procedure. In fact the research design
is the conceptual structure within which research is conducted. It
constitutes the blueprint for the collection, measurement and analysis of
data. As such the design includes an outline of what the researcher will
do from writing the hypothesis and its operational implications to the
final analysis of data.

3.2 METHOD ADOPTED IN THE PRESENT STUDY
The investigator has selected survey method for this study. Survey
is a method in which data are systematically collected from a population
through some form of direct solicitation such as presenting of
questionnaires.
The survey approach to educational problem is one of the most
commonly used approaches. It goes beyond more gathering and
tabulation of data. It involves interpretation and comparison directed
towards a proper understanding and solution of significant educational
problems. It brings into focus on existing educational problem and also
suggests way of meeting them.


49


3.3 HYPOTHESES OF THE STUDY
1. The level of family relationship among Teacher trainees is
moderate.
2. The level of Adjustment behavior among Teacher trainees is
moderate.
3. There is no significant difference in the Family Relationship of
Teacher Trainees based on Gender.
4. There is no significant difference in the Family Relationship of
Teacher Trainees based on Medium of Instruction.
5. There is no significant difference in the Family Relationship of
Teacher Trainees based on Location.
6. There is no significant difference in the Family Relationship of
Teacher Trainees based on parents qualification.
7. There is no significant difference in the Family Relationship of
Teacher Trainees based on siblings.
8. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on Gender.
9. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on Medium of Instruction.
10. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on Location.
11. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on parents qualification.


50

12. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on siblings.
13. There is no correlation between Family relationship and
Adjustment behavior of Teacher Trainees.

3.4 SELECTION OF THE TOOL
Tool can be termed as instruments that are utilized by the
practitioners and researcher to help in the evaluation of various
variables. The selection of a suitable tool is of vital importance for a
successful research work. For the present study of Family Relationship
and Adjustment Behaviour of Teacher trainees the investigator selected
the appropriate tools and certain changes were done in the tool according
to the guidance of the experts in the field.

3.5 FAMILY RELATIONSHIP TOOL
Family relationship tool was constructed and standardized by
Walter W. Husdon.

3.5.1 DESCRIPTION OF THE TOOL - FAMILY RELATIONSHIP
This tool consists of 24 statements, each to be rated on a 3 point
scale. Items in the tool were in the form of statements. The students were
supposed to respond to the alternative as Always, Never, Sometimes for
positive and negative statements as given in the following table, 3.1




51

Table 3.1
Family Relationship Tool








3.5.2 PILOT STUDY
Before finalizing the final form of the tool and collecting data for
main study, a pilot study was attempted. It was constructed among thirty
Teacher Trainees to establish reliability and validity of the tools used in
the study.
The purpose of the study was to note whether the question were
well understood and whether changes or modification was required.

3.5.3 RELIABILITY
The investigator preferred Split-Half method to check the
reliability of the family relationship tool. The reliability index of family
relationship inventory was found to be 0.653. Hence family relationship
inventory was considered as highly reliable.


Item Statement Number Total
Positive
Statement
1,2,4,5,8,14,15,17,18,20,21,23 12

Negative
Statement
3,6,7,9,10,11,12,13,16,19,22,24

12



52

3.5.4 VALIDITY
The square root of reliability index was computed in the present
study by the investigator. It was found to be 0.808 indicating that the
tool was highly valid.

3.5.5 SCORING PROCEDURE
The tool consists of 24 statements and it contains both positive as
well as negative statements. For each of the statement in the tool the
scores assigned as follows. Out of 24 statements 12 were positive
statement and rest of the 12 statements were negative statements.
Scoring key was shown in the table.3.2


Table 3.2
Scoring key of the Tool Family Relationship

Nature of items

Always

Sometimes

Never

Positive items

3

2

1

Negative items

1

2

3





53

3.6 ADJUSTMENT BEHAVIOUR-TOOL
Adjustment behavior tool was constructed and standardized by
L.G.Deshapandi.

3.6.1 DESCRIPTION OF THE TOOL ADJUSTMENT
BEHAVIOUR OF TEACHER TRAINEES
The tool consists of 20 items, each to be rated on a 3 point scale.
Items in the questionnaire were in the form of statements. The students
were asked to respond to the alternative as Always, Sometimes, and
Never. All the statements in the tool were negative statements.

3.6.2 RELIABILITY
The investigator used Split-Half method to determine the
reliability of the tool. Reliability of the tool was found to be 0.648 which
was highly reliable.

3.6.3 VALIDITY
The validity of the tool was tested by finding out the square root
of the reliability score. The validity is computed to be 0.804 indicating
that the tool was highly valid.

3.6.4 SCORING PROCEDURE
The tool consists of 20 items and all the items in the tool were
only negative statements. For each the statement the scores assigned was
as follows


54



Table 3.3
Scoring key of the tool adjustment behavior of Teacher
Trainees


Hence the maximum score was 60 and a minimum of 20

3.7 SAMPLE
A sample is a smaller representation of a large whole. In other
words, a section of the population selected from the later in such a way
that they are representative of the universe is called sample. The
investigator preferred stratified sample technique. A stratified sample is
thus equivalent to set of random samples of a number of such
populations, each representing a single type of stratum. The sample so
drawn will be typical of the whole population as it will represent all the
different segments the stratification of the population should be any
principle of relevance to the study.

Negative statements Score
Never
Sometimes
Always
1
2
3


55

3.8 SELECTION OF SAMPLE
The entire population consists of teacher trainees of Thiruvallur
District. Teacher trainees from different colleges in Thiruvallur District
were taken for the study and equal to sub samples which included in the
study were

Gender - male and female

Medium of Instruction - Tamil and English

Location - Rural and Urban

Parent Qualification - Educated and Uneducated

Siblings - One / two / more than two











56

Table 3.4
Gender wise Distribution of Sample






Fig.3.1 showing the pie diagram of the sample based on
gender
Male
154
Female
146
Gender
S. No Gender Sample
1
2
Male
Female
154
146
Total 300


57


Table3.5
Locality wise distribution of sample
S. No Locality Sample
1
2
Urban
Rural
38
262
Total 300





Fig3.2 showing the pie diagram of the sample based on locality

38
262
Locality
Urban
Rural


58

Table3.6
Medium of instruction wise Distribution of Sample









Fig.3.3 Showing the Pie diagram of the sample based on medium of
instruction
200
100
Medium
English
Tamil
S. No Medium Sample
1
2
Tamil
English
200
100
Total 300


59

Table3.7
Parents qualification wise Distribution of Sample









Fig.3.4 Showing the Pie diagram of the sample based on Parents
qualification
Educated
230
Uneducated
70
Parent's Qualification
S. No Parents qualification Sample
1
2
Educated
Uneducated
230
070
Total 300


60


Table3.8
Sibling wise Distribution of Sample









Fig.3.5 Showing the Pie diagram of the sample based on Siblings
one, 64
Two, 134
More than two,
102
S. No siblings Sample
1
2
3
one
Two
More than two
64
134
102
Total 300


61

3.9 MAIN STUDY
The investigator wanted to know the effect of family relationship
and adjustment behavior of Teacher Trainees Students. The sample for
the present study was 300 Teacher Trainees students. Permission was
sought from the respective heads of the institution after explaining the
purpose and the nature of the study. After having fixed the day and time
for the distribution of statements the investigate administered the
statement to the students selected. The students were gathered in a
classroom and the purpose of the investigation was explained to them.
Total confidentiality of views was assured in a bid to stimulate the
students to answer freely. They were asked to read the instruction
carefully given in the first page and then to proceed.

3.10 STATISTICAL USED

Descriptive Analysis (mean, SD, Mean percentage)
Differential Analysis (t test, F test)
Relational Analysis (correlation coefficient)








62

3.11 CONCLUSION
This chapter explains the nature of the sample and design of the
study to proceed for the further calculation. It describes the hypothesis to
be tested, the tools to be used, the establishment of their reliability and
validity, their administration and scoring procedure, the sampling
techniques to be adopted, the sampling process and the statistical
techniques to be used. The method of investigation designed was found
to be quite appropriate for the present study.



















63

CHAPTER IV
ANALYSIS AND INFERENCE OF DATA

4.1 INTRODUCTION
This chapter deals with the analysis and interpretation of the
data which the investigator collected by the use of research tool. The
data was analyzed employing statistical techniques to arrive at
meaningful conclusion.

4.2 STATISTICAL TECHNIQUES USED
Proper analysis and interpretation of data facilitates the researcher
in drawing meaningful inferences from the results. The classified data
are presented in tables and analyzed using the following analysis.

Descriptive analysis(Mean, S.D)
Differential analysis(t-test and F-test)
Relational analysis (Correlation)






64


4.3 DESCRIPTIVE ANALYSIS
Mean, S.D and mean score percentage for family relationship
and adjustment behavior of Teacher Trainees for the total sample has
been calculated and the results are given in the table 4.1

Table 4.1
Mean, S.D and mean score percentage for Family Relationship and
Adjustment Behaviour of Teacher Trainees
Variables Number Mean S.D
Mean
Percentage
Family Relationship 300 59.12 6.94 81.48%
Adjustment
Behavior
300 43.26 4.88 70.79%

INFERENCE
From the table 4.1 it is observed that the mean score for
Family Relationship is higher (59.12) than the mean score for a
adjustment behaviour of Teacher Trainees (43.26).The results are
graphically represented in the fig.4.1





65






Fig 4.1 Showing the graphical representation of Mean score
percentage for Family Relationship and Adjustment Behaviour of
Teacher Trainees

Family
Relationship,
81.44
Adjustment
Behaviour,
70.77


66


HYPOYHESIS 1
The level of family relationship among Teacher Trainees is
moderate.
The family relationship of Teacher Trainees is categorized in to
high, moderate and low using quartiles
The results are given in table 4.2

Table 4.2
Frequency and percentage of Teacher Trainees in each category of
family relationship
Categories Range Frequency Percentage
High Above 64 80 26.66 %
Moderate Between 54&64 137 45.66 %
Low Below 54 83 27.66%

INFERENCE
From the table 4.2 it is observed that more number of students
lie in the moderate category showing that the level of family relationship
of the Teacher Trainees is moderate as hypothesized.
The results are graphically represented in the figure 4.2





67






Fig 4.2 Showing the graphical representation of Frequency and
percentage of Teacher Trainees in each category of family
relationship

High, 26.66%
Moderate,
45.66%
Low, 27.66%


68

HYPOTHESIS 2
The level of adjustment behavior of Teacher Trainees is moderate.
The adjustment behavior of Teacher Trainees is categorized into
high, moderate and low using quartiles.
The results are given in table 4.3

Table 4.3
Frequency and percentage of Teacher Trainees in three categories of
adjustment behavior of Teacher Trainees
Categories Range Frequency Percentage
High Above 46 77 25.67 %
Moderate Between 39&46 143 47.67 %
Low Below 39 80 26.67 %

INFERENCE
From the table 4.3 cited above it are observed that more number of
students lie in the moderate categories showing that the adjustment
behaviour of the Teacher Trainees is moderate as hypothesized.
The results are graphically represented in figure 4.3







69





Fig 4.3 Showing the graphical representation of the percentage of
Teacher Trainees in three categories of adjustment behavior of
Teacher trainees



25.67%
47.67%
26.67%
High
Moderate
Low


70

4.4 DIFFERENTIAL ANALYSIS
HYPOTHESIS 3
There is no significant difference in the Family Relationship of
Teacher Trainees based on Gender.
Mean, S.D and t-test has been calculated and the results are
shown in the table 4.4
Table 4.4
Mean, S.D and t-value for family relationship of Teacher Trainees
based on gender
Gender Number Mean S.D t-value L.S
Male 154 57.40 7.20
4.21 0.01
Female 146 59.93 6.26


INFERENCE
From the table 4.4 cited above, it is observed that the t value 4.21
is greater than the table value at 0.01 level showing significant difference
between the means. Therefore the null hypothesis is rejected. The mean
score of Female Teacher Trainees is greater (59.93) than that of Male
Teacher Trainees (57.40).
The results are graphically represented in figure 4.4





71



Fig 4.4 showing the graphical representation of Mean scores for
Family Relationship of Teacher Trainees based on gender




57.4
59.93
Male Female
56
56.5
57
57.5
58
58.5
59
59.5
60
60.5
GENDER
M
e
a
n

s
c
o
r
e
s



72

HYPOTHESIS 4
There is no significant difference in the Family Relationship of
Teacher Trainees based on Medium of Instruction.
Mean, S.D and t-test has been calculated and the results were
shown in the table 4.5
Table 4.5
Mean, standard deviation and t-value for family relationship on
medium of instruction
Medium Number Mean S.D t-value L.S
English 100 60.46 7.28
3.02 0.01
Tamil 200 57.74 6.50


INFERENCE
From the table 4.5 cited above, it is observed that the t value 3.02
is greater than the table value at 0.01 level showing significant difference
between the means. The mean score of English medium teacher trainees
is greater (60.46) than that of Tamil medium teacher trainees(57.74)
Therefore the null hypothesis is rejected.
The results are graphically represented in the figure 4.5






73




Fig 4.5 showing the Graphical representation of mean scores for
Family Relationship of Teacher Trainees based on medium of
instruction



60.46
57.74
5
10
15
20
25
30
35
40
45
50
55
60
65
70
English Tamil
M
e
a
n

S
c
o
r
e

Medium of Instruction


74

HYPOTHESIS 5
There is no significant difference in the Family Relationship of
Teacher Trainees based on Location.
Mean, S.D and t-test has been calculated and the results were
given in the table 4.6
Table 4.6
Mean, standard deviation and t-value for family relationship of
Teacher Trainees based on their locality
Medium Number Mean S.D t-value L.S
Rural 262 58.37 6.77
1.69 NS
Urban 38 60.05 7.42


INFERENCE
From the table 4.6 cited above, it is observed that the t value 1.69
is less than the table value at 0.05 level showing no significant difference
between the means. Therefore the null hypothesis is accepted.
The results are graphically represented in figure 4.6








75





Fig 4.6 showing the Graphical representation of mean scores for
Family Relationship of Teacher Trainees based on location




10
20
30
40
50
60
70
Rural
Urban
58.37
60.05
Location


76

HYPOTHESIS 6
There is no significant difference in the Family Relationship of
Teacher Trainees based on Parents qualification.
Mean, S.D and t-test has been calculated and the results were
given in the table 4.7
Table 4.7
Mean, standard deviation and t-value for family relationship of
Teacher Trainees based on their parents qualification
Medium Number Mean S.D t-value L.S
Educated 230 48.12 5.47
3.08 0.01
Uneducated 70 68.35 8.22


INFERENCE
From the table 4.7 cited above, it is observed that the t value 3.08
is greater than the table value at 0.01 level showing significant difference
between the means. The mean score of uneducated parents of teacher
trainees is greater (68.35) than that of educated parents teacher
trainees(48.12). Therefore the null hypothesis is rejected.
The results are graphically represented in figure 4.7



77




Fig 4.7 showing the Graphical representation of mean scores for
Family Relationship of Teacher Trainees based on parents
qualification




educated uneducated
48.12
68.35
Parents qualification
educated uneducated


78


HYPOTHESIS 7
There is no significant difference in the Family Relationship of
Teacher Trainees based on Siblings.
The results have been calculated and given in the table 4.8
Table 4.8
ANOVA for Family Relationship- Siblings wise
Source of
variation
df
sum of
square
mean
sum of
square
F-value L.S
between
groups
2 724.87 362.44
1.22 NS
within
groups
297 131530.83 442.86

Interference
From the table 4.8 cited above, it is observed that the F-
value obtained (1.22) is less than the table value at 0.05 level of
significance showing no significant difference between groups. Hence
the null hypothesis is accepted and it may be concluded that there is no
significant difference in the Family Relationship of Teacher Trainees
based on Siblings.




79

HYPOTHESIS 8
There is no significant difference in the Adjustment Behaviour of
Teacher Trainees based on Gender.
Mean, S.D and t-test has been calculated and the results were
shown in the table 4.9
Table 4.9
Mean , standard deviation and t-value for adjustment behavior of
Teacher Trainees based on gender
Gender Number Mean S.D
t-
value
L.S
Male 154 42.38 4.85
0.29 N.S
Female 146 42.54 4.88



INFERENCE
From the table 4.9 cited above, it is observed that the t value 0.29
is less than the table value at 0.05 level showing no significant difference
between the means. Therefore the null hypothesis is accepted.
The results are graphically represented in figure 4.8






80






Fig 4.8 showing the Graphical representation of mean scores for
Adjustment behavior of Teacher Trainees based on gender







10
20
30
40
50
60
70
Boys
Girls
42.38
42.54
Gender


81


HYPOTHESIS 9
There is no significant difference in the Adjustment Behaviour of
Teacher Trainees based on Medium of Instruction.
Mean, S.D and t-test has been calculated and the results were
given in the table 4.10
Table 4.10
Mean standard deviation and t-value for adjustment behavior of
Teacher Trainees based on their medium of instruction.
Medium Number Mean S.D t-value L.S
English 100 42.01 4.97
1.13 N.S
Tamil 200 42.68 4.80


INFERENCE
From the table 4.10 cited above, it is observed that the t value
1.13 is less than the table value at 0.05 level showing no significant
difference between the means. Therefore the null hypothesis is accepted
and it is concluded that there is no significant difference in the
Adjustment Behaviour of Teacher Trainees based on their medium of
instruction.
The results are graphically represented in figure 4.9




82






Fig 4.9 Showing the Graphical representation of mean scores
Adjustment behavior of Teacher Trainees based on medium of
instruction



10
20
30
40
50
60
English Tamil
42.01 42.68
M
e
a
n

S
c
o
r
e
s

Medium of Instruction


83

HYPOTHESIS 10
There is no significant difference in the Adjustment Behaviour of
Teacher Trainees based on Location.
Mean, S.D and t-test has been calculated and the results are given in the
table 4.11
Table 4.11
Mean , standard deviation and t-value for adjustment behavior of
Teacher Trainees based on Locality

Locality Number Mean S.D t-value L.S
Rural 262 42.50 4.95
0.62 N.S
Urban 38 42.15 4.23


INFERENCE
From the table 4.11 cited above, it is observed that the t value
0.62 is less than the table value at 0.05 level showing no significant
difference between the means. Therefore the null hypothesis is accepted
and it is concluded that there is no significant difference in the
Adjustment Behavior among Teacher Trainees based on locale.
The results are graphically represented in figure 4.10





84





Fig 4.10 showing the Graphical representation of mean scores for
Adjustment behavior of Teacher Trainees based on location








10
20
30
40
50
60
Rural
Urban
42.5
42.15
M
e
a
n

S
c
o
r
e

Location


85

HYPOTHESIS 11
There is no significant difference in the Adjustment Behaviour of
Teacher Trainees based on Parents qualification
Mean, S.D and t-test has been calculated and the results are given in the
table 4.12
Table 4.12
Mean , standard deviation and t-value for adjustment behavior of
Teacher Trainees based on Parents Qualification

Locality Number Mean S.D t-value L.S
Educated 230 45.26 5.65
1.30 N.S
Uneducated 70 44.30 5.37


INFERENCE
From the table 4.12 cited above, it is observed that the t value is
less than the table value at 0.05 level showing no significant difference
between the means. Therefore the null hypothesis is accepted and it is
concluded that there is no significant difference in the Adjustment
Behavior among Teacher Trainees based on locale.
The results are graphically represented in figure 4.11





86






Fig 4.11 showing the Graphical representation of mean scores for
Adjustment behavior of Teacher Trainees based on Parents
qualification





educated uneducated
45.26
44.30
Parents qualification
educated uneducated


87



HYPOTHESIS 12
There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on siblings.
The results have been calculated and the results are given in the table
Table 4.13
ANOVA for Adjustment Behavior- Siblings wise
Source of
variation
df
sum of
square
mean
sum of
square
F-value L.S
between
groups
2 2189.281 1094.64
66.14 0.01
within
groups
297 4914.389 16.55


Interference
From the table 4.13 cited above, it is observed that the F-
value obtained (66.14) is greater than the table value showing
significant difference among groups at 0.01 level. Hence the null
hypothesis is rejected. The data is subjected to the t- test to find out the
significance of difference between groups.



88


Table 4.14
Significance of difference between Adjustment behavior mean scores
based on siblings

Groups
compared
Number Mean S.D t-value L.S
one
two
64 7.46 3.41
10.13 0.01
134 12.18 3.19
two

more than
two
134 12.18 3.19
10.71


0.01


102

13.85

5.29

more than
two


one

102


13.85


5.29



10.11




0.01

64



7.46



3.41





89



INFERENCE
The above table 4.14 it is observed that the Adjustment behavior mean
scores of students who were born as a single child is 7.46 and that of two
child is 12.18. The t value is 10.13 is greater than the table value of 0.01
level, showing significance difference between the means. Therefore the
null hypothesis is accepted.

The above table 4.14 it is observed that the Adjustment behavior mean
scores of students who were born as a two child is 12.18 and that of
more than two child is 13.85. The t value is 10.71 is greater than the
table value of 0.01 level, showing significance difference between the
means. Therefore the null hypothesis is accepted.

The above table 4.14 it is observed that the Adjustment behavior mean
scores of students who were born as a single child is 7.46 and that of
more than two child is 13.85. The t value is 10.11 is greater than the
table value of 0.01 level, showing significance difference between the
means. Therefore the null hypothesis is accepted.







90


4.5 RELATIONAL ANALYSIS
There is no significant relationship between family
relationship and adjustment behaviour among Teacher trainees.
The correlation value has been calculated and the results are
given in the table 4.15
Table 4.15
Correlation between family relationship and adjustment behaviour
Variable Number Correlation L.S

Family
Relationship

and

Adjustment
Behavior



300



0.19



0.01


INFERENCE
The above table 4.15 shows positive relationship between the
Family Relationship and Adjustment Behaviour among Teacher trainees.
Hence the null hypothesis is rejected at .01 level.



91



4.6 CONCLUSION
Thus the investigator interpreted the data collected as the whole
sample and as sub samples in the study using descriptive, differential,
analysis of variance and relational analysis for family relationship and
adjustment behavior of Teacher Trainees. The hypothesis formulated for
the study is tested using the interpretation of the data and conclusions are
arrived in the chapter. This leads with framing of recommendations and
suggestions for improving the status of family relationship and
adjustment behavior of the Teacher Trainees in the succeeding chapter.















92

CHAPTER - 5
SUMMARY AND CONCLUSION

5.1 INTRODUCTION
Analysis and interpretation of the data led the investigator to
definite the results. Various findings that are drawn out in the previous
chapter are allied in this chapter. Conclusion which emerged though the
study is presented below.

5.2 STATEMENT OF THE PROBLEM
The problem taken up for the research is A study on Family
Relationship and Adjustment behaviour among Teachers Trainees
in Thiruvallur district.

5.3 OBJECTIVES OF THE STUDY
1. To find out the level of family relationship of teacher trainees.
2. To find out the level of adjustment behavior of Teacher trainees.
3. To find out whether there is any significant difference between
male and female Teacher trainees in their family relationship.
4. To find out whether there is any significant difference between
English medium and Tamil medium Teacher trainees in their
family relationship.
5. To find out whether there is any significant difference between
urban and rural teacher trainees in their family relationship.


93

6. To find out whether there is any significant difference between
Educated and Uneducated parents of teacher trainees in their family
relationship.
7. To find out whether there is any significant difference in siblings
of teacher trainees in their family relationship.
8. To find out whether there is any significant difference between
male and female Teacher trainees in their adjustment behavior.
9. To find out whether there is any significant difference between
English medium and Tamil medium Teacher trainees in their
adjustment behavior.
10. To find out whether there is any significant difference between
urban and rural Teacher trainees in their adjustment behavior.
11. To find out whether there is any significant difference between
Educated and Uneducated parents of Teacher trainees in their
adjustment behavior.
12. To find out whether there is any significant difference in
siblings of Teacher trainees in their adjustment behavior.
13. To find out whether there is any significant relationship
between family relationship and adjustment behavior of teacher
trainees.







94

5.4 HYPOTHESES OF THE STUDY
1. The level of family relationship among Teacher trainees is
moderate.
2. The level of Adjustment behavior among Teacher trainees is
moderate.
3. There is no significant difference in the Family Relationship of
Teacher Trainees based on Gender.
4. There is no significant difference in the Family Relationship of
Teacher Trainees based on Medium of Instruction.
5. There is no significant difference in the Family Relationship of
Teacher Trainees based on Location.
6. There is no significant difference in the Family Relationship of
Teacher Trainees based on Parents qualification.
7. There is no significant difference in the Family Relationship of
Teacher Trainees based on siblings.
8. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on Gender.
9. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on Medium of Instruction.
10. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on Location.
11. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on Parents qualification.
12. There is no significant difference in the Adjustment Behavior of
Teacher Trainees based on siblings.


95

13. There is no correlation between Family relationship and
Adjustment behavior of Teacher Trainees.


5.5 SAMPLE
A sample as the name is a smaller representation of a large
whole. In other words, a section of the population selected from the
later in such a way that they are representative of the universe is called
sample. Stratified sample technique was used to select the sample.

5.6 TOOL USED
The tool used for the present study was family relationship tool
and adjustment behavior tool. Certain changes were done in the tool
according to the guidance of the experts in the field.
Family relationship tool was constructed and standardized by
Walter W.Husdon
Adjustment behavior tool was constructed and standardized by
L.G.Deshapandi.

5.7 MAJOR FINDINGS OF THE STUDY
1. The level of family relationship among teacher trainees is
moderate.
2. The level of adjustment behavior among teacher trainees is
moderate.


96

3. There is a significant difference between male and female teacher
trainees in their family relationship.
4. There is no significant difference between urban and rural teacher
trainees in their family relationship.
5. There is a significant difference between English medium and
Tamil medium teacher trainees in their family relationship.
6. There is a significant difference between Educated and
Uneducated parents of teacher trainees in their family relationship.
7. There is no significant difference in siblings of teacher trainees in
their family relationship.
8. There is no significant difference between male and female
teacher trainees in their adjustment behavior.
9. There is no significant difference between English medium and
Tamil medium teacher trainees in their adjustment behaviour.
10. There is no significant difference between urban and rural
teacher trainees in their adjustment behaviour.
11. There is no significant difference between Educated and
Uneducated parents of teacher trainees in their adjustment behavior.
12. There is a significant difference in siblings in teacher trainees in
their adjustment behavior.
13. There is a positive relationship between family relationship and
adjustment behavior of teacher trainees.





97

5.8 EDUCATIONAL IMPLICATIONS
Preparing individuals and families for the roles and
responsibilities of family living is nothing new. Because knowledge
about human development, interpersonal relationships, and family
living is not innate, societies have needed to develop ways through
which they may transmit the wisdom and the experience of family
living from one generation to succeeding ones. Some societies transmit
this knowledge through formal means such as puberty or initiation rites.
For the most part, however, individuals learn about family living in the
family setting itself as they observe and participate in family activities
and interactions in their own and other families.
As societies change and become more complex, this pattern of
informal learning about living in families becomes inadequate. The
development of new knowledge, advances in technology, and changing
social and economic conditions create situations where the teachings of
previous generations are no longer appropriate or sufficient. In these
circumstances, societies must find or create new ways to prepare
individuals for their family roles and responsibilities. One of these new
ways is family life education.
Most parents have high aspirations for their young children;
however these aspirations are likely to change as children grow older
because of economic constraints, childrens abilities and the availability
of opportunities.
There is evidence that some groups (in particular females, those
from lower socio-Economic backgrounds and some ethnic minorities)


98

may be more likely than others to Experience an aspiration-
achievement gap; which is the difference between their aspirations and
educational achievement.
Family Relationship Education and Skills Development programs
provide a range of education and skills training opportunities.
Relationships are the most important things in our lives. Learning
to do them better is a worthwhile investment of your time!
Anglicares relationship education helps one create stable,
positive relationships with partners, community, colleagues, family. We
also promote positive parenting and non-punitive problem solving,
parenting and family functioning skills.
We provide a broad range of groups for community, and we are
happy to take suggestions from the community on topics for our group
programs.
5.9 SUGGESTIONS OF FURTHER STUDY
This study provides some information regarding the influence of
family on the welfare of a child. Additional questions pertaining to the
topic warrant further investigation. Thus the following recommendations
for further research and study are suggested:
1. This study can be replicated, using a different population to
determine whether a family structure and functioning plays a
basic role in determining the well-being of a child.


99

2. The study can be conducted to determine whether family values
and standards are shaped during the extended time for which
children are dependent.
3. The study can be done at all district levels.
4. Research can be conducted, using a different population to
determine the effects of family influences on a childs behavior.
5. The study can be done at school level.

5.10 CONCLUSION
The findings of the study highlight the importance of family
relationship in developing a positive adjustment behaviuor among
students especially those in the adolescence stage of development. It is
needless to say that teachers can play a vital role in enhancing better
family relationship by their parent teacher interaction.










100