INTRODUCTION

Education is a persistent feature characterizing all human societies. The main goal of
education is all round development of the personality of the child. The highest function of
education is to bring about an integrated individual who is capable of dealing with life as a whole
(Krishnamurti, 2000).

By Education, I mean an all-round drawing out of the best in child and man-body, mind
and spirit. Literacy is not the end of education or even the beginning. “M. K. Gandhi” (Kumar,
1999). He upheld the value of physical labour, and also gave it the central place in the scheme of
education. He emphasized that useful manual labour, intelligently performed, is the means par
excellence for developing the intellect. Education certainly is a mean to all-round progress of
man. In other words, the pathway to human-development goes through the lanes of education.
Moreover, true education is the sole basis of achieving one‘s purpose in life. All round
development is possible only when it proceeds simultaneously with the development of the
physical, social, mental and spiritual faculties of the child.

According to Tagore the highest education is that which makes our life in harmony with
all existence and not only give us information (Hogan & Pandit, 2003). So, the aim of education
should be to develop in the children the feeling for nature and a sensitiveness of soul in the
relationship with human surroundings. Krishnamurti have also advocated that only 3 right kind
of education and deep affection between people is needed everywhere in order to resolve many
human problems. It should be practiced as a way of life and not only as a philosophical
endeavour (CBSE, 2013).

Every education system has a duty to support the development of life skills among its
various stakeholders. So that they would become enable to function effectively and
constructively in the society. Life Skills are a set of abilities that let oneself form good
relationships with others in everyday life and at work as well as these skills help to reduce
unwanted stress on an individual. Life Skills enable people to respond to situations appropriately
and in a socially accepted way. Life skills determine an individual‘s response to any situation.
Life Skills Education would help the adolescents to articulate their issues and know their rights.
It enables them to build their self-esteem and self-confidence. People also learn to develop the
ability to take responsibility for self, relationships and society as a whole around them. So, the
main aim of Life Skills Education is to empower young adolescents to respond to real life
situations in positive and responsible ways.

CONCEPT OF ADJUSTMENT
The dictionary meaning of the word “Adjustment” is to fit, make suitable, adapt, arrange,
modify, harmonize or make correspondent. This term originates from the biological term
“adaptation”. Thus adjustment between two things means modify one or both of them to
correspond to each other .For example ;wearing of cloth according to the season as we can’t
change the season so we have to modify our clothes.
According to Good (1959),” Adjustment is the process of finding and adopting modes of
behaviour suitable to the environment or the changes in the environment.”
According to Shaffer (1976),”Adjustment to the process by which living organism maintain
a balance between his needs and the circumstances that influence the satisfaction of these needs.”
Educational Adjustment
The school environment has significant influence on the adjustment of the students.
Educational adjustment refers how far a child is satisfied with his school building, its discipline,
time table, teachers, and co-curricular activities, methods of teaching, class, school mates and
head of the institution? The role of the class room teachers is to provide a healthy class room
environment that would complement the adjustment of each pupil. According to Ray Monal, N.
Hatch and Bufford Stuffier, the role of the class room teachers is to provide a healthy class room
environment that would complement the adjustment of each pupil (Murthy, 2012).

DIMENSIONS OF EDUCATIONAL ADUSTMENT

Following are the important dimension of adjustment in school:
1. Adjustment to the new building and school routine
This means that child should not feel himself a stranger in the new school building. He should
feel like home while playing in the playground and performing different activities at school.
2. Adjustment to academic and co-curricular programs
This include getting most out of specific studies and activities to overcoming learning problems,
instruction difficulties and to make satisfactory progress in exploratory experience.
3. Psychological adjustment
Psychological adjustment is the psychological accommodation of person to a life-altering event
or transitions. Development of good memory desirable, interest, good temper and desirable
attitudes referred to the psychological adjustment.
4. Adjustment to and within self
Adjustment to and within self means self-understanding and acceptance a proper insight into
needs, attitude and values, overcoming emotional difficult and maintenance of health and
personal hygiene.
5. Social adjustment
This means a harmonious relationship with the students and teacher, proper understanding of
social needs, requirements and group goals and meeting effectively to the social requirements of
the home peer group, culture and the community.
EDUCATIONAL ADJUSTMENT AS AN ACHIEVEMENT
Adjustment can be explained as both process and the outcome of the process in the form
of some achievement when poor child study in the corner of a playground because in home he
has not proper place to study he is said to be in the process of adjustment. As a result of that
adjustment he gets good grades in examination and achieves something big in his life. Thus
adjustment meant as an achievement. It means how the effectiveness with which an individual
can function in changed circumstances.

CONCEPT OF LIFE SKILLS

Vivekananda Ji remarkably said that “If you think about disaster, you will get it. If you
brood about death, you hasten your demise. Think positively with confidence and faith, life
becomes more secure and richer in achievement and experience”.

A skill can be defined as a learned ability to do something well. Life skills are the
abilities which the individual/adolescents can develop to live a fruitful and healthy life. Life
Skills are psycho-social competencies that enable people to translate knowledge, attitude and
values into well informed, balanced and healthy behaviours. Empowered with such life skills
adolescents face the realities of life effectively and are able to take decisions that are based on
logical process of "what to do, why to do, how to do and when to do". Life skills are those
abilities that help to promote mental well-being and competence in young people. So, these are
the strengths and capabilities that help people face problems of their everyday life with positive
attitude.

The term 'Life Skills' has popularly used in the context of various emerging health issues
for young people worldwide. There has been an increased interest among medical especially
mental health professionals in the field of life skills over the last 4 decade. Mostly development
professionals agree that life skills can be utilized in many content areas, prevention of drug use,
sexual violence and suicide prevention. Hence, life skills empower young people to live healthy,
happy and satisfactory life by helping people make informed decisions, solve problems, think
critically and creatively, communicate effectively, build healthy relationships, empathize with
others, and cope with managing their lives in a healthy and productive manner. There are two
kinds of skills; Skills related with thinking, "thinking skills" and skills related with dealing with
others ―social skills". Thinking skills relate to reflection at a personal level, social skills include
interpersonal skills. These are not necessarily depending on logical thinking. For achieving
assertive behaviour and negotiating effectively we need the combination of these two types of
skills. Thus, Young people need both thinking and social skills for consensus building and
advocacy on issues of concern. Definitions of term ‘Life Skills’ as quoted in the Teachers
Manual on Life Skills for class-VII (CBSE Academic) are as follows:

Yarham (1919) defined Life Skills as "the personal competence that enables a person to
deal effectively with the demands and challenges confronted in everyday life".

Powell (1995) advocates life skills as ―life coping skills‖ consonant with the
development process, namely those skills necessary to perform tasks for a given age and gender
in the areas of human development- psychological, physical, sexual, vocational, cognitive, moral
and emotional.

Targeting Life Skills (TLS) Model Hendricks (1996) defined Life skills as the skills that
enable an individual to be successful in living a productive and satisfactory life.

Life of human being has become very complex today. They have to face different
conditions in their daily lives. Nowadays, human beings need to develop some special skills
which help them in their problems. The World Health Organization has advocated the promotion
of psychosocial competence among children. Psychosocial competence has been defined as “a
person‘s ability to maintain a state of mental wellbeing and to demonstrate this in adaptive and
positive behaviour while interacting with others, his/her culture and environment.” Not only
children, human beings of all ages need to develop the psychosocial competence today.

According to World Health Organization (1997) Geneva, life skills are "the abilities for
adaptive and positive behaviour that enable the individual to deal effectively with 5 the demands
and challenges of everyday life." In above definition the word “adaptive” means that a person is
flexible in approach and is able to adjust in different circumstances. The term "Positive
behaviour" means that a person is forward looking and even in challenging situations, he can
find a way of hope. From the analysis of the WHO definition we can say that life skills are
innumerable, and the nature and definition of the skills differ across culture and settings.
However, there is a core set of life skills for the promotion of the health and well-being of
children and young people. Ten core life skills identified by WHO are as follows: Self-
Awareness, Empathy, Creative Thinking, Critical Thinking, Interpersonal Relationship, Effective
Communication, Coping with Stress, Problem Solving and Managing Emotions.

THE CORE LIFE SKILLS

According to World Health Organization (1997), there are ten core life Skills, these
categories though independent of each other are interlinked and overlap. These Suggested life
skills by WHO were also adopted by central board of secondary Education (CBSE), India.
I. Self-Awareness
Self-awareness means recognition of self, our character, our strengths and weaknesses,
desires and dislikes. Development of self-awareness can enable us to recognize when we are
stressed or feel under pressure. Self-awareness is a prerequisite to all other life skills such as
effective communication, interpersonal relations and for developing empathy with others.
II. Empathy
Empathy is the ability to imagine what life is like for another person. Empathy helps us to
accept others who may be very different from ourselves. It improves social interactions
especially, in situations of ethnic or cultural diversity. Empathy can also help to encourage
nurturing behaviour towards people in need of care and assistance, or tolerance. For having a
successful relationship with our loved ones and society at large, we need to understand and care
about other people needs, desires and feelings. Without empathy, our communication with others
will amount to one-way traffic. When we understand ourselves as well as others, we are better
prepared to communicate our needs and desires.
III. Critical-Thinking
Critical thinking is an ability to analyze information and experiences in an objective
manner. It can contribute to our health also by helping us to recognize the factors which
influence attitudes and behaviour.
IV. Creative-Thinking
Creative thinking is a novel way of seeing or doing things. It is characteristic of four
components-generating new ideas, flexibility (fluency), shifting perspective easily (originality),
conceiving of something new, and building on other ideas (elaboration).
V. Decision-Making
Decision making helps us to deal constructively with decisions about our lives. As our
decisions have consequences for health. Decision making teach peoples how to effectively make
decisions about their actions by making healthy assessment of different options and also by
considering what effects these different decisions are likely to have.
VI. Problem-Solving
Problem solving enables us to deal constructively with problems in our lives. Various
significant problems which are left unresolved can cause us mental stress. This stress in result
gives rise to accompanying physical strain.
VII. Interpersonal-Relationship
Interpersonal-Relationship skills are the skill that helps us to relate in positive ways with
the people we interact with. It means being able to make and keep friendly relationships. Healthy
relationships are of great importance to our mental, social wellbeing and social support. It also
mean being able to end our unwanted relationships constructively.
VIII. Effective-Communication
Effective communication is the ability to express ourselves, both verbally and
nonverbally, in ways that are appropriate to our cultures and situations. It may mean being able
to express our opinions and desires, needs and fears. It may also mean being able to ask for
advice and help when required.
IX. Coping With Stress
 Coping with stress is the ability to recognize the sources of stress in our lives. It may
mean recognizing how stress affects us, and acting in ways that help us control our levels of
stress by changing our environment or lifestyle and learning how to relax.
X. Managing Emotions
Managing emotions is the ability to recognize various emotions within us and others. It
means being aware of how emotions influence our behaviours and responding to emotions
appropriately. Numerous intense emotions such as anger or sadness can have negative effects on
our health if we do not respond appropriately.
ROLE OF LIFE SKILLS IN ADOLESCENTS STUDENTS
The adolescents in current situations faced enormous stress. Research studies showed that
various psycho-social factors and life skills deficits are the mediating factors resulting in
behavioural, psychological and health related problems among adolescents. Low self-esteem,
poor communication skills, poor problem-solving, poor decision making skills and lack of
assertiveness were found to be linked with delinquency, school dropouts, smoking and drug
abuse, teenage pregnancies, suicidal thoughts and health problems. Hence, there is an urgent
need to provide various life skills for today's adolescents. The Cairo International Conference on
Population and Development (ICPD) 1994 recognized adolescents and youth as the most
important resource for the development and recommended to make several provisions to meet
their multidimensional needs.

The concept of life skills widely used in fields such as education, health and social
policies includes a wide range of skills. According to the World Health Organization (WHO,
1997), life skills may involve countless skills and the definition and the nature of life skills may
vary according to the culture and environment. The education system, as predominant today, is
somewhat unbalanced. It lays ideal focus on the acquisition of information even at the expense of
skills, attitude and equalities. Living as we do a sophisticated way of life in a culture society,
what we require is absolutely an intellectual mode of education. As respects the techniques, it’s
recommended that life skills should work around own experiences and encounters them. Life
skills sessions should include dynamic instructing and learning process. The techniques could
incorporate brainstorming, role play, games and debates. It further proposes that life skills
education programmes for youths could cover concerns related to the prevention of drug abuse
and young pregnancy, the promotion of mental well-being early before the impact of negative
patterns of behaviour and association. The school is an appropriate place for the introduction of
life skills education in perspectives of:
 The role of school in the socialization of youngsters
 Access to children and adolescents on a huge scale
 Economic efficiencies (utilize existing infrastructure)
 High credibility with guardian and community members
 Possibilities for short and long term assessment
Actually, life skills are essential for exercises requiring intellectual and physical activities
of the adolescents. Advancement of skills in a conscious way of enhancing and strengthening life
in an essential way towards the complete use of the adolescent’s possibilities. When we consider
life skills as human resources, we indicated out that they contribute to the achievement of
objectives and satisfaction of life. Adolescents may require at least one of the life skills of
subjective- information, knowledge and thinking, the psychomotor- strong movement associated
with mental processes and the capacity to do physical work or affective-emotions and feelings.
In this way, development of life skills can only be possible with fruitful administration process
based on education. Adolescents obtain fundamental abilities like the assurance of qualities,
attitudes and goal orientation, decision making, problem solving, implementation, appraisal and
communication. Thus, adolescents can find themselves and make out how to cope with
problems.

REVIEW OF RELATED LITERATURE

STUDIES RELATED TO EDUCATIONAL ADUSTMENT AND LIFE SKILLS

Slicker, E. K., Picklesimer, B. K., Guzak, A. K., & Fuller, D. K. (2005) investigated the
relationship of parenting style to older adolescent life skills development in the United States.
The results of this study suggest that positive life-skills development in older adolescents is
related to having been reared by a parenting style high in responsiveness. Recommendations are
included regarding the need to disseminate this information.
Jones, M. I., & Lavallee, D. (2009) explored the life skills needs of British adolescent
athletes. The purpose of this study was to explore how life skills are defined, which life skills
British adolescent athletes need, and which life skills are the most important. The result showed
that life skills defined as range of transferable skills needed for everyday life, by everybody, that
help people thrive and adding an alternative insight into which life skills should be built into
youth sport programs.
Yuen, M., Chan, R. M., Gysbers, N. C., Lau, P. S., Lee, Q., Shea, P. M., ... & Chung, Y.
B. (2010) examined enhancing life skill development Chinese adolescent’s percepations. The
study also investigated the within‐school and outside‐school influences that may help develop
and enhance life skills development. Six focus groups involving 52 high school students were
conducted, using a set of predetermined discussion topics. The result showed that student’s
awareness of many salient life skills, including those related directly to academic development,
‘learning to learn’, personal and social growth, and future career planning. The students were
also able to suggest practical strategies that schools might use to further enhance students’ life
skills development.
Parvathy (2015) explored the impact of life skills Education on adolescent in rural area.
Life Skills refers to "abilities for adoptive and positive behavior that enables an individual to deal
effectively with the demands and challenges of everyday life. Life Skills Education aims at
providing deeper understanding of the life skills especially in the case of adolescents. The result
showed that the experimental and experiment–delayed group were found similar in their socio-
demographic status. The study has revealed significant impact of life skills education training on
adolescents.
Behrani, P. (2016) examined implementation aspects of life skills education program in
central board of secondary education schools. Life Skills Education is suggested by many as a
prevention and development approach to cope with this present complex scenario of life.

Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2019) investigated that a
narrative systematic review of life skills education: effectiveness, research gaps and priorities. .
In general, developed countries conduct more systematic life skills education programs
promoting positive behavior, with research articulating outcomes on individual youth. In
contrast, the majority of developing countries’ life skills programs lack systematic
implementation, evaluation and monitoring. Programs are often conducted to yield short term
results only. The result showed that can be used as inputs for developing sustainable life skills
programs to ensure transfer of knowledge and skills.
Lata, S. (2019) investigated educational adjustment of adolescents in relation to their
parental encouragement. The result showed that positive relation between educational
adjustment and parenting style, self-esteem and parental involvement. Encouragement from the
parents leads to good educational adjustment.

EMERGENCE OF THE STUDY

This study is undertaken because of the universal importance given to adolescents.
School and society play a significant role in shaping the personality of the adolescents.
Adolescence is an important formative phase of an individual‘s life, which to a large extent
shapes the future course of young people‘s lives. During adolescence the physical, intellectual,
and emotional characteristics and patterns of childhood are gradually replaced by adult ones, and
girls and boys progressively evolve into a state of relative socio-economic independence. There
is an urgent need to provide a set of skills for today's adolescents. The adolescents need to learn
how to set goals, prioritize their needs and balance their lines. Adjustment is a very important
factor for better academic achievement. Life skills approach is one such an approach that
promises to contribute to the well-being of our young ones and empower them to meet the many
challenges of life World Health Organization (2020).
Life skills enable adolescents to translate knowledge and values into actual abilities and
enable individual to behave in healthy ways, give the desire to do so and an opportunity to do so.
It also improves the performance of adolescents. For these reasons life skills training is important
to help adolescents cope with challenges that they face in their day to day life. To conclude life
skills can help the adolescents in many ways. So, it is why the researcher is interested to explore
how life skills training can mitigate the "storm and stress" experienced by so many adolescents.
His goal is to shed light on how life skills training can help adolescents in the area of adjustment
and academic achievement especially. Around the world, Life Skills are considered as a means to
empower young people in challenging situations. Hence, the purpose of life skills development is
in alignment with the larger goals of education. Life skills development is a life-long process that
helps individuals grow and mature build confidence in one‘s decisions taken on the basis of
adequate information and thought and discover sources of strength within and outside. These are
psycho-social abilities that empower individuals to connect with self as well as others and
develop healthy lifestyle and positive behaviours. Life skills enable individuals to deal with
stresses and pressures in life and equip them with competence to manage challenging situations.
These skills enhance coping resources and personal and social competencies of individuals.
These skills also enable individuals to utilize opportunities optimally, and increase their abilities
to analyze issues and act in effective ways World Health Organisation (1997).
As most of the studies in review of literature indicate the importance of life skills for
adolescents and various studies have been done to see the impact of life skills on different
variables but life skills development is not considered in terms of educational adjustment of
adolescents. This is an emerging problem which needs to be studied especially in the Amritsar
District of Punjab State. Hence, she coined the present piece of research.

STATEMENT OF THE PROBLEM

STUDY OF EDUCATIONAL ADJUSTMENT AMONG ADOLESCENT STUDENTS IN
RELATION TO THEIR LIFE SKILLS
OPERATIONAL DEFINITIONS
1. EDUCATIONAL ADJUSTMENT
Educational adjustment means how an individual is imparting his duties towards his education
and whether he is able to get his goal or not. If an individual is unable to get good marks in the
examination, he will face the problems to adjust himself in that educational environment while
those students who get good marks in the examination feel better adjusted in their educational
setup. In the present study, the educational adjustment will scores obtained by adolescent
students on educational adjustment scale developed by Rani and Singh (2014).
2. LIFE SKILLS
Life Skills are defined as those abilities, attitudes, knowledge and behaviours that must be
learned for success in society. Life Skills from a psychological standpoint are those mental and
emotional skills which enable us to better cope and succeed in our lives. In the present study, the
life skill will scores obtained by adolescent students on life skill scale developed by Tiwari
(2014).
DELIMITATIONS
The present study has the following delimitations:
1. The study was delimited to 200 students of secondary schools of Amritsar district only.
 2. The study was delimited to 100 male and 100 female adolescent students only.

OBJECTIVES
The present study has the following objectives:
1. To compare the mean scores of educational adjustment of male and female Adolescent
students.
2. To compare the mean scores of educational adjustment of adolescent students studying in
government and private secondary schools.
3. To compare the mean scores of life skills of male and female Adolescent students.
4. To compare the mean scores of life skills of adolescent students studying in government
and private secondary schools.
5. To study the correlation between educational adjustment and life skills of male and
female adolescent students.
6. To study the correlation between educational adjustment and life skills of adolescent
students studying in government and private secondary schools.
HYPOTHESES
The present study has the following hypotheses:
1. There exists no significant difference in the means scores of educational adjustment of
male and female Adolescent students.
2. There exists no significant difference in the mean scores of educational adjustment of
adolescent students studying in government and private secondary schools.
3. There exists no significant difference the mean scores of life skills of male and female
Adolescent students.
4. There exists no significant difference in the mean scores of life skills of adolescent
students studying in government and private secondary schools.
5. There exists no significant relationship between educational adjustment and life skills of
male and female adolescent students.
6. There exists no significant relationship between educational adjustment and life skills of
adolescent students studying in government and private secondary schools.
METHOD AND PROCEDURE
SAMPLE
Sample of the study is as under:
In the present study a sample of 100 male students and 100 female students will be
selected from Government and Private Schools of Amritsar District. The technique of random
sampling will be used.
Total number of secondary school students
N = 200

100 government school students 100 private school students

50 male 50 female 50 male 50 female

DESIGN
The present study will fall under the domain of descriptive survey method.
TOOLS
The following standardized test will be used:
1. Educational Adjustment Scale (2014) by Rani and Singh.
2. Life Skills Scale (2014) by Tiwari.
STATISTICAL TECHNIQUES
Suitable statistical techniques will be used on the raw data in order to find the results.
TENTATIVE CHAPTERS
1. Chapter-1. Introduction
2. Chapter-2. Review of Literature
3. Chapter-3. Method and Procedure
4. Chapter-4. Results and Discussion
5. Chapter-5. Conclusions, Implications and Suggestions
 Summary
 References
 Appendices
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