Relationship between Self-Confidence and The Level of

Adjustment (Emotional, Social and Educational) in High School

Students

Introduction

The phrase “Self Confidence” can be described as a belief in one's self and one's ability to
succeed. One’s self-confidence can be too high or too low or just about the required level.
Striking a healthy balance between too much and too little confidence can be
challenging. Too much self-confidence and you can come off as cocky and stumble into
unforeseen obstacles when you overestimate your own abilities and fail to live up to the
expectations as you underestimate the time and effort required. At the same time, having too
little confidence can prevent you from taking risks and seizing opportunities in school, at
work, in your social life, and beyond. Projecting just enough confidence helps you gain
credibility, make a good lasting impression, deal with pressure and meet personal and
professional challenges head on and leads to better adjustment at school, work and other
social settings.

Self-Confidence defined in dictionary as “a feeling of trust in one's abilities, qualities, and

judgement” and has synonyms: self-assurance, positivity, assertiveness, assurance, self-
reliance, composure, nerve, poise etc.

In general, the terms like self-assurance, self-reliance, self-esteem, self-acceptance etc. are
used as substitutes for Self-Confidence. But we should note that the dictionary meaning of
these terms indicate that despite resemblance of these terms there lies the difference such as
self-esteem means having high regard for self. Grand (2004) had compiled some of these
terms. The term self-esteem means a person’s evaluation of his/her self-concept whereas self-
concept means the composite ideas, feelings, and attitudes that a person has about his own
identity, worth, capabilities and limitations. The ability to know and understand one’s self has
been termed as self-awareness. This indicates that the term self-reliance seems synonymous
with the concept of Self-Confidence.

“Once we believe in ourselves, we can risk curiosity, wonder, spontaneous delight, or any
experience that reveals the human spirit.” – E.E. Cummings
Lorr and Rubenstein (1955) reported that the following traits are associated with self-
confidence:
 Sense of responsibility
 Not blaming others for his/her difficulties
 Has consideration for tomorrow
 Makes no use of complaints
 Shows concern for others
 Able to delay his/her impulses
 Sees the task through

According to Good (2005), self-confidence refers to faith in one’s own ability and Guilford
(1959) reported, a person having self-confidence feels adequate (one can accomplish the
things that one wants to do), feels accepted (one believes that others like him), believes in one
self and has social poise (not embarrassed in doing or saying the wrong things). Guilford
listed some of the qualities of people having self-confidence and they are:

 Dependable
 Self-reliant
 Doesn’t want approval of others
 Not dependent on others
 Not subservient(not willingly submissive)
 Doesn’t expect to be waited on
As the term self-confidence is used in every walk of life efforts were made to search various
websites. It is observed that most of them focusing on the ways of developing the trait. Self-
confidence is an individual’s belief that they can successfully perform a desired behaviour
(www.elite-performance.org /glossary.php). It has also been described as the feeling of trust
in ones abilities, qualities and judgement (www.principessa.co.za /html/ glossary.html).

Thus the term self-confidence can be summarized as being certain and backing your-self in
regard to fulfilling certain or all tasks. Self-confidence is critical to effective adjustment and
performance at school and work place and is the source of assertiveness, which is fully
representing your-self (your opinions, thoughts, etc.) to others. By analyzing the meanings of
the definitions presented above, it can be concluded that self-confidence is a personality trait
and it helps the individual to adjust and behave in the social environment with ease and
success.
Adjustment

Adjustment is the ability to acclimatize to a new environment and function normally,

efficiently and purposefully in the given environment abiding set practices and rules of that
environment. The word adjustment means that behaviour that permits people to meet the
demands of the environment. It is also defined as a response to stress and adjust. Different
psychologists and the leaders of educational thoughts defined the process of adjustment in
different terms. Adjustment refers to “psychological process of adapting to, coping with, and
managing the problems, challenges and demands of everyday life” (Halonen and Santrock,
1997).

The concept of adjustment was first given by Darwin, who used it as adaptation to survive in
the physical world. Adjustment and adaptation are frequently used in the same
sense. Initially “adaptation‟ was used to explain a person’s at attempt to survive in physical
conditions of environment. Later on, psychology came out with the new term “Adjustment”
with a broader concept. The word Adjustment means “behavioral reaction to personal
demands and social adjustment” is commonly used in our everyday life. Life is a continuous
series of change and challenges. Everyone faces such situations for self-survival and growth.
Different persons use different ways to satisfy these needs and the strategy used by the
individual to manage this is called adjustment. Sometimes, the efforts of the individual are
successful and satisfying, then, it is a case of good adjustment. But if a person meets
frustration in his efforts continuously, the personality adjustment may not be proper, then, it
might be a case of maladjustment.

Agarwal (2003) conducted a comparative study of adolescents’ level of adjustment in relation

to the academic success and failure. It was found that successful adolescents were
significantly superior in their social emotions and educational adjustment in comparison to
unsuccessful adolescents. Singh (2006) examined the effects of socio, emotional and socio
emotional climate of the school and sex on the adjustment of students along with their
interactional effects. Boys were significantly better than girls in their health adjustment at
different levels of socio-emotional climate of the school. Mehta, K.K. (1969) defined
academic achievement as “academic performance includes both curricular and co-curricular
performance of the students. It indicates the learning outcome of the students. In class rooms
students perform their potentials efficiently, as a result of it, learning takes place”.
Review of Literature
Srivastava (1996) stated that adjustment is a harmonious relationship with the environment in
which most individual’s needs are satisfied in socially acceptable ways.

Surekha (2008) found that the students of private schools are better adjusted than students of
government schools. The students of private schools are better than students of government
schools in academic achievement. There is a negative relationship between the student’s
adjustment & academic achievement.

Adhiambo, Odwar and Mildred (2011) found no significant differences between girls and
boys in school adjustment. They also reported significant differences between high achievers
and low achievers in dedication, absorption, engagement and school adjustment.

Rationale of the Study

Self-confidence is the belief in one’s ability to accomplish a task. When it comes to the
schools children, self-confidence affects the way they interact with their peers and the
teachers in the school environment in pursuing the education. Usually it is believed that urban
children are more confident than the rural (demographic wise) and the boys appear to be high
on confidence than their counterparts (gender wise).

Adjustment is the ability of a person to immerse in a given new environment and work
purposefully towards the achievement of the goal of moving into the environment. Primary
purpose of the students joining the schools is to get educated thus become employable and
grow into a productive citizen.

It is thought that self-confidence directly effects the way an individual’s adjustment in a

given environment; this applies more so in school children. Since urban children are high on
self-confidence they might adjust to the school environment better than the rural children,
similar logic applies to the boys and girls as well.

According to the above observations urban children shows better adjustment abilities than the
rural counterparts. So this study is conducted to determine whether the impact of one’s self-
confidence on his/her adjustment in school socially, educationally and emotionally is uniform
demographically (Rural vs. Urban) and gender wise (Boys vs. Girls)
Methodology
Research Problem

The present research intends to study the relationship between Self Confidence and level of
Adjustment (Emotional, Social and Educational) in High School Children (Rural and Urban)
in Guntur, Andhra Pradesh

Objectives

• To assess the level of Self-Confidence and the level of Adjustment (Emotional, Social and
Academic) the High School children in Guntur.

• To examine the relationship between Self-Confidence and Adjustment (Emotional, Social

and Academic) the High School children in Guntur

• To find out the effect of Self-Confidence on variables such as Emotional Adjustment,

Social Adjustment and Academic Adjustment among the High School children in Guntur.

Hypotheses
 There will be significant relationship between Self-Confidence and Emotional
Adjustment among the High School children in Guntur.
 There will be significant relationship between Self-Confidence and Social Adjustment
among the High School children in Guntur.
 There will be significant relationship between Self-Confidence and Educational
Adjustment among the High School children in Guntur.
 There will not be significant difference in the relationship between Self-Confidence
and Adjustment based on gender (boys and girls) among the High School children in
Guntur.
 There will not be significant difference in the relationship between Self-Confidence
and Adjustment based on backgrounds (Rural and Urban) among the High School
children in Guntur.

Operational Definitions
Self-confidence: It refers to the trust a person has in his abilities and judgment, which
enables him to express his knowledge and opinion freely with no or little difficulties.

Adjustment: It refers to the behavioral process of balancing conflicting needs, or needs

challenged by obstacles in the environment. Humans and animals regularly adjust to their
environment.

Emotional adjustment: It is refers to the maintenance of emotional equilibrium with the

teachers and co-students in the face of internal and external stressors.
Social adjustment: It is an effort made by an individual to cope with standards, values and
needs of a society in order to be accepted.

Educational adjustment: It means how an individual is imparting his duties towards

his education and whether he is able to get his goal or not.

Rural: Villages and other small Places which are not urbanised.

Urban: Places like municipal corporations and metro cities and other modern places are
called urban areas.

Gender (Boys/Girls): Defines the sexuality of a person, basically classified as male and
female (though other genders are recognised of late).

Sample

The sample is selected to represent the population which we want to study. Since it is
difficult to study the entire population, a sample is selected following different procedure.
The sample selection process depends on the objectives and the nature of the sample.

Simple random sampling method will be used in this study. In this, the purposive sampling
will be used. The sample consists of both boys and girls from rural as well as urban
backgrounds. The researcher will contact them in the neighbourhood, parks and senior citizen
clubs of the societies. A total of 40 high schools students of which 20 will be Girls and 20
boys and half of the students will be from rural and urban backgrounds each.

Research Design

Research design is the blue print for the collection, measurement and analysis of data. It
answers the what, where, when and how of the research study. It is an outline of the research
objectives, sample selection to analysis of the data. In the present study, an attempt is made to
find out the relationship between Self-Confidence and Adjustment (Social, Emotional and
Educational) among the High School Students in Guntur, Andhra Pradesh, thus following a
correlational research design.

Tools

The following tools will be used to assess the Self-Confidence and Adjustment (Emotional,
Social and Educational) in high school students.
Self-Confidence Scale – 23 items (Dr. D N Sansanwal & Dr. Smita Bhawalkar):

Self-Confidence Scale is a 23 item self-report questionnaire. Each item will have three
options (A, B, C) and the respondent has to choose one of the three options that suit him / her
for the given statement. The scoring varies depending on the statement, scores of 1 or 2 or 3
is given to each item according to the scoring method (for example Option A is given 1 for
one item and 2 or 3 for another). The total scores can range from 23 to 69. Higher scores
indicate higher self-confidence and lower scores indicates otherwise.

Adjustment Inventory for School Students (AISS):

Adjustment Inventory for School Students (AISS) is a 60 item self-inventory questionnaire
prepared by Dr. A K P Sinha and Dr. R P Singh. Of the 60 items, 20 items each are meant to
measure Emotional, Social and Educational Adjustments. The respondent can answer each
item with a “YES” or “NO”. Yes and No have different meaning (having adjustment or lack
of it) depending on the item. The scores are interpreted according to the manual.

Demographic Information Sheet:

Demographic information sheet will be used to collect the demographic information about the
sample including age, gender, type of family and school details.

Statistical Techniques:

Descriptive and inferential statistics will be used. The data will be analyzed using SPSS
software. Correlation and ‘t’ test will be used to analyze the data.

*****
References

1. Good, Carter V. (1959). Dictionary of Education (2 ed.), New York, USA: McGraw
Hill Book Co.

2. Kulshrestha, S.P. (1979). Educational Psychology. Meerut, India: Loyal Book Depot.

3. https://www.princeton.edu/~rbenabou/papers/papers/CONFQJE2.pdf

4. https://positivepsychology.com/self-confidence/

5. https://yourstory.com/mystory/9c66f6ca68-self-confidence-an-im

6. Yellaiah, (2012). “A study of adjustment on academic achievement of high school

students”. International Journal of Social Sciences & Interdisciplinary Research, Vol.
1, No. 5, pp. 84-94.

7. Gill, Satish (2014). “Emotional, Social and Educational Adjustment of Visually

Handicapped Students of Special Schools students”. International Journal of Scientific
and Research Publications, Vol. 4, No. 3, pp. 1-4. Retrieved from
http://oaji.net/articles/2014/1170- 1412083822.pdf https://www.academia.edu/
3819814 http://www.indianresearchjournals.com www.ijsrp.org

8. Adhiambo W. M., Odwar, A. J. and. Mildred, A. A. (2011). The relationship among

school adjustment, gender and academic achievement amongst secondary school
students in Kisumu District Kenya. Journal of Emerging Trends in Educational
Research and Policy Studies, 26, 493-497.

9. Halonen, J. S. & Santrock, J. W. (1997). Human Adjustment. New York: McGraw

Hill.

10. Mangal S. K. (2006). Advanced Educational Psychology. Prentice Hall of India, New
Delhi.
.
11. Srivastava, S. K. (1996). Adjustment, personality and self-perception among
engineering and medical students. Journal of Educational Research and Extension,
3(2),84-94.

Appendices
Appendix 1: Self-Confidence Scale – 23 Items
Appendix 2: Adjustment Inventory for School Students.
Appendix 3: Consent letter of the Supervisor/Guide
Appendix 4: Proforma for Approval of Project Synopsis
Appendix 5: Copy of Grade Card regarding completion of MPC-005 and MPC-006
Appendix 6: Bio-data of Guide/Supervisor (in case of other than academic counsellor)
 Appendix III

Consent Letter of Supervisor/Guide

This is to certify that the Project titled “A study on the Relationship between Self

Confidence and the level of Adjustment (Emotional, Social and Educational) in High

School Children in Guntur, Andhra Pradesh” for the partial fulfillment of MAPC

Programme of IGNOU will be carried out by Mr. Anjaneyulu Gudapati, Enrollment

No.181337297 under my guidance.

[Signature]

Name of the Supervisor:

Designation:

Address:

Date :
 Appendix-IV

Proforma for Approval of Project Synopsis (MPCE 016)

Enrollment Number : 1 8 1 3 3 7 2 9 7
Name of the Learner : Gudapati Anjaneyulu

Address : 103, Swarnamukhi Enclave,

Vijayapuri Colony, Guntur, AP.
Phone No : 98668 73417

Email : anjgudapti@gmail.com

Study Centre : SRR & CVR College Regional Centre: Vijayawada

Programme Code : MAPC

Course Code : MPCE 016/026/036 (tick mark whichever is appropriate)

Title of the Project/ Dissertation Work: “A study on the Relationship between Self

Confidence and the level of Adjustment (Emotional, Social and Educational) in High

School Students in Guntur, Andhra Pradesh”.

Name and Address of the

Supervisor:_____________________________________________
___________________________________________________________________________
___________________________________________________________________________
______
Is the Supervisor an Academic Counsellor of MAPC Programme of IGNOU? Yes/ No
If Yes, Name and Code of the Study Centre he/she is attached
with:______________________
No. of Students Currently Working under the Supervisor for MPCE 016/026/036:
____________

Signature of the Student Signature of Supervisor

Date: Date:
Enrolment Number : 181337297 Regional Centre: Vijayawada

Name of the Learner : Mr. Gudapati Anjaneyulu

Title of the Project: “A study on the Relationship between Self Confidence and the level
of Adjustment (Emotional, Social and Educational) in High School Students in Guntur,
Andhra Pradesh”
Name and Address of the Supervisor:
___________________________________________
___________________________________________________________________________
___________________________________________________________________________

For Office Use Only

Supervisor: Approved Not Approved

Synopsis (Put a tick mark (√) as appropriate):
a) Approved – Synopsis is approved as submitted.
b) Approved after modifications as suggested – indicating that the synopsis is approved
subject to the incorporation of the specific modifications. The synopsis need not be submitted
again.
c) Not Approved.
Comments/Suggestions:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

(Signature & Stamp of Faculty)

Discipline of Psychology
SOSS, IGNOU, New Delhi

Note:
1. This form with the comments should be enclosed with the revised synopsis wherever
required.
2. In case of resubmission, original synopsis needs to be submitted along with the revised
synopsis.
3. Appendix IV, indicating the approval of the synopsis, should be attached with the final
projectReport / dissertation.
4. Appendix IV should be filled up completely.
 INDIRA GANDHI NATIONAL OPEN UNIVERSITY
Discipline of Psychology
Format of Bio-data for Supervisor/Guide for MPCE-016/026/036
(Other than Academic Counsellors)

1. Name of the Supervisor (in Block Letter) :

_______________________________________

2. Address : _________________________________________________________________

___________________________________________________________________________

3. Contact No. : ___________________ 4. Email address: ____________________________

4. Present Designation :

________________________________________________________

5. Name and Address of the Organization:

_________________________________________

___________________________________________________________________________

6. Academic Qualifications: (from Graduation upwards):

SNo. Qualification University Month/ Year Area of

(with subject) Specialisation

7. Teaching Experience:
SNo. Job Position Name of the From To Total Subjects
Organisation Experience Taught
8. Publication and Research (add more pages if required) :

9. Any other relevant information:

Date: Signature of the

Guide/Supervisor
Name:

Note: The document with regard to Master’s in Psychology, NET/SLET/SET/PhD./M.Phil.

Degree & teaching experience need to be self-attested and attached.