NIETHODS & PROCEDURES

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CHAPTER - III
(METHODS AND PROCEDURES)
In this chapter the design, methods and procedures of the study
have been discussed with regard to the following heads :
1-

Population

2-

Sample

3-

Variables Involved

4-

Tools used

5-

Collection of Data

6-

Statistical Techniques used

The Population
In research population means observation of all the units. In the
present study the female students, studying in B.A. final year of co-educationa:
aided colleges of Bundelkhand University, Jhansi have been described
population. Names of the degree coll ges are as follows :1-

Atarra College, Atarra

2-

Bundelkhand College, Jhansi

<-

D. V. Degree College, Orai

4-

Gandhi Degree College, Orai

5-

Kalpi Degree College, Kalpi

6-

Mathura Prasad Patel Degree College, Konch

7-

Pt. J. L. N. Degree College, Banda

8-

Bipin Bihari CollegeJhansi

9-

B. N. V. College, Rath

10- Nehru Degree College, Lalitpur

11- Shri Agrasen Degree College, Mauranipur.

aS

the

The Sample
It is difficult to study the whole population. So sample has been
selected from the population which represents all the characteristics of the
population. For conducting this study out of 11 aided co-educational colleges
of Bundel.khand University Jhansi, six colleges were selected randomly through
lottery system. According to the population of the different categories of the
students a proportionate sample of 240 female students of General, 140 female
students of Other backward classes and 80 female students of Scheduled castes
were drawn from the population.

TABLE
Distribution of Students in different Co-educational aided Institutions
S.No.

Co-educational colleges

No. of selected students

1-

Atarra College, Atarra

2-

Bundel.khand College, Jhansi

3-

D.V. (P.G.) College, Orai

4-

Gandhi Degree College, Orai

60

5-

Mathura Prasad Patel Degree College, Konch

92

6-

Pt. J.L.N. Degree College, Banda

95

102
45
106

Variables Involved
Following variables were involved in this study.
(i) Personality Traits/Factors
(ii) Adjustment

Personality
In the present study a dynamic concept of personality has been
considered by which a person adjusts with his environment. Personality is not
a stable thing but it is dynamic and various changes take place from time to
time, these changes contribute in development of an individual personality.
Development of personality takes place in social circumstances and it shows by
( 41 )

mutual interaction with the people. In this study following sixteen personality
traits/factors have been studied.
Warmth

2-

Intelligence

Emotional maturity

4-

Dominance

5- F

Impulsivity

6-

Superego strength

7- H

Boldness

8-

Sensitivity

9- L

Trust

10- M

Imagination

11- N

Shrewdness

12- 0

Confidence

13- Ql Radicalism

14- Q2

Self-Sufficiency

15- Q,-' Self-Sentiment

16- Q4

Tension.

1- A
...,

.)-

Factor A
The A- pole refers to as sizothyrnia and the A' pole as affectothymia.
The sizothymia individual has a temperamental inclination to cautious i
emotional expression, uncompromising and critical in out look and awkwardly
a loaf in manner the more consistent features of affectothymia are easygoingncs:-:,
accessible emotions, interest in people, predominance of affect, etc.

Factor B
The B- pole refers to Low intelligence and the

s+

Pole to HigL

intelligence. The low intelligence individual tends to be slow to leam and grasp,
dull, given to concrete and literal interpretation on intelligence. His dullness
may be simply a reflection of low intelligence or it may represent poor
functioning due to psychopathology. The high intelligence person tends to be
quick to grasp ideas, a fast learner. There is some correlation with level of
culture, and some with alertness. High scores contraindicate deterioration of
mental functions in pathological conditions.

Factor C
The

c+

c- pole

refers to emotional instability or ego weakness and the

pole as higher ego strength. Lower ego strength individual tends to be low

in frustration, tolerance for unsatisfactory conditions, changeable and plastic,

evading necessary reality demands, neurotically fatigued, fretful, easily emotional

and annoyed, active in dissatisfaction, having neurotic symptoms. The more
consistent features of higher ego strength are emotionally mature, stable,
realistic about life, unruffled, possessing ego strength, better able to maintain
solid group morale. Sometimes he may be a person making a resigned
adjustment to unsolved emotional problems.

Factor E
In women, the dominance traits ' hypochondrica/' ' socialv poised',
'prominent' and

'attention-getting'

are more highly loaded in the dominance

factor than they are in men. The E- pole refers to as submissiveness and the
E+ pole as dominance. The submissive person gives way to other, to be docile
and to conform and often dependent, confessing, anxious for obsessional
correctness while dominant individual is assertive, self assured, independent
minded, hostile, authoritarian (managing others) and disregards authority.

Factor F
The p- pole refers to as desurgency and the F1 pole as surgency. The
disurigent person

is more restrained, reticent,

dependable. While surgent show more cheerful,

introspective, sober

and

active, talkative, frank,

expressive, efferverscent and carefree. He is frequentty chosen as an elected

leader. He may be impulsive and _merciful. Examination of origins show that
surgent persons have generally had an easier less punishing, more optimism
creating environment or that they have a more happy-go-lucky attitude through
less exacting aspirations while the desurgent show more headache, worrymg
irritability, depressive retardation, phobias and nightmares.

Factor G
The G- polrefers to weaker superego strength and the G+ pole as
stronger superego strength. Lower superego strength individual tends to be
unsteady in purpose . and he is often casual and lacking in effort for group
undertaking and cultural demands. His freedom from group influence may lead
( 43

to anti social acts bm at time make him more effective while his refusal to be bound
by rules, causes him to have less somatic upset from stress. Stronger superego strength
person tends to be exacting in character, dominated by sense of duty, persevering
responsible, planful, "fills the unforgiving minute". He is usually conscientious and
moralistic, and he prefers hard working people to witty companions.

Factor H
The H pole refers to as threctia and the H+ pole as parmta. The
threctia individual tends to be shy, withdrawing, cautious, retiring a wallflower.
He usually has a inferiority feelings and to be slow and impeded in speech and
in expressing himself, . dislikes occupations with personal contacts, prefers one
or tvvo close friends to large groups and is not given to keeping in contact with
all that is going on around him while parmia person tends to be sociable, bold,
ready to try new things, spontaneous and abundant in emotional response.

Factor I
The

r-

pole refers to as harria and the I+ pole as premsia. The harria

individual tends to be practical, realistic, masculine. independent, responsible

but skeptical of subjective, cultural elaboration. While the premsia person tends
t<;>

be tender minded, day dreaming, artistic, fastidious feminine, seeking help

and sympathy, anxious about self, he dislikes crude people and rough occupations.

Factor L
The L pole refers to as alaxia and the L+ pole as protension. The
ataxia person tends to be free of jealous tendencies, adaptable, cheerful,
un-competitive, conc med about other people, a good teamworker. The protension
person tends to be mistrusting and doubtful. He is often involved in his own
ego is self opinionated and interested in internal, mental life. He is usually
deliberate in his actions concerned about. other people, a poor team member.

Factor M
The M- pole refers to as praxenia and the M+ pole as autia. The
praxenia . individual tends to be practical, careful, conventional, regulated by

external realities, proper.

Autia individual tends to be unconventional,

unconcerned over everyday matters, bohemian, absent minded, self motivated,

imaginatively creative, concerned with 'essentials' and oblivious of particular
people and physical realities etc.
The M+ individuals in groups tends o feel unaccepted but unconcerned.
They participate and make original leadership suggestions.

Factor N
The N pole refers to as artlessness and N+ pole as shrewdness. The
artlessness individual tends to be unsophisticated, sentimental and simple. He is
sometimes crude and backward but easily pleased and content with what comes
and is natural and spontaneous. The shrewdness individual tends to be polished,
experienced, worldly, shrewd. He is often hardheaded and analytical. He has an
intellectual, unsentimental approach to situations, an approach akin to cynicism.

Factor 0
The

o-

pole refers to as untroubled adequacy and

o+

pole as guilt

proneness. The untroubled adequate person tends to be placid, self assured,

confident, secure, complacent etc. The guilt proneness individual tends to be
depressed, moody, a worrier, full of foreboding and brooding.
In the questionnaire responses the

o+

individual feels that he is

unstable, reports from exciting situations is unstable to sleep through worrying

is easily downhearted and remorseful is inclined to piety, prefer books and quiet
interests to people and nmse.

Factor Q 1
The pole. Q1 refers to as conservatism of temperament and the Q 1 +
pole as radicalism. The Q1 individual tends to be conservative, respecting
established ideas, tolerant of traditional difficulties. The more consistent
features of radicalism are experimenting, liberal, analytical, free thinking etc.
Q 1 items show that they express more interest in science than
religion, more interest in analytical thought, in modern essays, in reading as

opposed to class instruction, in breaking the crust of custom and. tradition, and
in leading and persuading people.

Factor Q2
The Q-2 pole refers to as group dependency and the Q2+ pole as self
sufficiency. The group dependent prefers to work and make decisions with other
people, likes and depends on social approval and admiration, in conventional
and fashionable. The self sufficient person prefers own decisions, and resourceful.
Occupationally Q2 is very high for farmers, writers, scientists <md
criminals.

Factor Q3
The Q3 pole refers to as low self sentiment integratiori and the Q,.,_
pole as high strength

of self sentiment. Low integration individual is

undisciplined, selfconflict, careless of protocal, lax and follows own urges. High
self concept control person is controlled exacting will power, socially precise,
compulsive, following self image, etc.

Factor Q4
The Q4 pole refers to as low ergic tension and the Q4 + pole as high
erg1c tension. Low egric tension

individual

is relaxed,

tranquil, torpid,

unfrustrated, composed. High ergic tension individual is tense, fiustrated, driven,

overwrought, fretful.
Person high in Q4 rarely achieve leadership. Also, they take a poor
vtew of the degree of group unity.

ADJUSTMENT
In the pre ent study adjustment means a relationship between the
individual and his environment through which individuals needs are satisfied in
accordance with their social demands because a person attempts to meet its
demands with the resources of his environment. In the persent study five areas
of adjustment are included -

(i) Home Adjustment

(ii) Health Adjustment
(iii) Social Adjustment
(iv) Emotional Adjustment
(v) Educational Adjustment

(i) Home Adjustment

Home adjustment means adjustment of an individual at his home.
If his behaviour is ood at home, he obeys his parents and elders, he loves his
youngers and consequently he is said to be well adjusted at home. Low scores
indicate satisfactory adjustment. Individuals scoring high

tend

to

be

unsatisfactory adjusted towards their home surroundings.

(ii) Health Adjustment

If a person hs good health and has no tension about his health, has
no worries and no diseases, he is well adjusted in tenns of health. Low scores
indicate satisfactory health adjustment and high scores unsatisfactory adjustment.

(iii) Social Adjustment :- Social adjustment means adjustment of individuals

to their social groups. It provides an index of their social relations and
popularity. It reduces their tensions, make them happy and socially efficient.
They participate in group activities and feel social ease in group situations. They
are unselfish and concrete on their duties. They do not like to enjoy special
privileges. Individuals scoring low are submissive and retiring. High scores
indicate aggressive behaviour.

(iv) Emotional Adjustment

Emotional adjustment refers to individual's adjustment to emotional
situations and stability .in his nature. It leads to tensioreduction and facilitates
concentration, motivation and learning. An emotionally

adjusted

person 1s

comparatively free from tensions, worries, strains, stresses, conflicts and rs

stable in his behaviour. High scores indicate unstable emotion. Individuals with
low scores tends to e emotionally stable.

(v) Educational Adjustment

Educational adjustment means adjustment of students to their
curricular and co-curricular programmes. Educationally well adjusted students
select their courses according to their abilities and interest. They have good
study habits, positive attitude towards schooling

and stronger need for

scholastic achievement.. They enjoy their educational programme and respect

their teachers.
Individuals scoring high are poorly adjusted towards their curricular
and co-curricular programmes. Persons with low scores are interested in the
educational activities.

TOOLS
In order to investigate any problem the researcher has to apply vanous
tools and techniques for the collection of data. In the present study two tools
Were used for the collection of data.

Personality Traits/Factors
In the present study for the measurement of personality factors Hindi
adaptation of Cattell's 1 Sixteen Personality Factors Questionnaire (I 6PF)
FORM A (IPAT's - 1967 Edition) was selected. This test was prepared by
RAYMOND B. CATTELL and HERBERT W. EBER.

The adaptaion has been

done by S.D. Kapoor and is widely used in India. This is an objectively scorable
test devised by basic research in psychology to give the most complete

coverage

of personality possible in a short time. The test was designed for use with
individuals aged sixteen and above.
Comprehensive coverage of personality rests upon measurement of
sixteen functionally independent and psychologically meaningful dimensions
isolated and replicated in .more than thirty years of factor analytic research on
normal and clinical groups. Each of the sixteen personality factors is listed with
it's alphabetic designation and brief descriptions of low and high scores. The

test is most appropriate fr the fully literate persons i.e. whose educational level
Is equivlaent to that of the normal high school students.
The 16 dimensions measured by the 16 P.F. test are essentially
independent of each other, i.e. the correlation between one dimension and other
is usually small. It is because of its independence and having a certain position
on one dimension. Thus the information gathered from this test is superior to
many other multi - dimensional tests of personality. These qualities of the scale
led to its inclusion in the present study.
In the test there are 'ten to thirteen items for each factor. The
questions are arrange.d in a roughly cyclic order detennined by a plan to give
maximum convenience in scoring by stencil and to ensure variety and interest
for the examinee. For every question three alternative answers have been
provided. The answers are given on a separate answer sheet. No item is to be
left unanswered. Scorip.g was done by means of hand scoring keys. Separate
scores obtained for all the sixteen factors. There was no limitation of the time
for the test but it took 45-60 minutes approximately.
As regards reliability of the test, dependability coefficients (based on
short term test retest) and stability coefficient (based on retest after a longer
interval) have been reported for all the factor scales. These coefficients were
found to be significantly high as shown in table.

TABLE - 3.1

16 PF

Test Retest with DEPENDABILITY COEFFICIENTS

2 TO 7 Day Intervals
Source Trait
FormA
Aa

Ql Q2 Q3 Q4

86 79 82 83 90 81 92 90 78 75 77 83 82 85

80

83 77 75 70 61 79 73 73

62

77 89 79 77 70 60 81 70 75

62

72
Ah

81 58 78 80 79 81

81
Ba

87

75 54 74 80 81

Aa

Canadian Subjects : N = 243, high School males and females.

Ah

American Subjects : N = 146, 79 employment counsellors

and

67 undergraduate students

ADMINISTRATION

AND SCORING

Firstly, the investigator tried to establish good 'rapport' with the

examinees by saying that he was not giving them any test. To begin with, he
gave each of them a booklet and a separate answer sheet. Although simple and
clear instructions were printed for the examinees on the cover page of the test
booklet yet the investigator himself had read loudly all the instructions and told
his examinees to be frank and honest in giving answers. He asked them to fill
their identification i.e. name, name of the institution,

father's name, age,

correspondence address, etc. He also gave them five minutes for reading the
instructions silently.
After reading the general instructions, the investigator enquired from
the examinees whether they had understood the instructions? The quarries made
by the students were replied to their satisfaction. The investigator then asked
the students to open their booklets and proceed. This test was untimed but the
investigator reminded the examinees that they should tally and should give
immediate answers. After ten minutes, he reminded by saying, "most students
were now doing question ..............." (according to the observation). .t\n average
student took forty five to sixty minutes to complete the test. Before collecting
the answer sheets, he had seen that all the students have filled their names, etc.
and one and only one, answer was given for every question on the test.

Procedure for scoring

The scoring of the 16 PF Questionnaire was very easy. Each answer
scored 0, 1 or 2 points, except the factor B (intellingence) answer which score
0 (incorrect) or 1 (correct). The score of each item contributes to only one
factor total. Tests can be either hand scored with a stencil key or machine
scored but in this investigation, hand scoring was done by stencil key. The
answer appeared as pencil marks in the boxes on the given answer sheet. Two
cardboard stencil scori:pg keys were used, one covered Factors A, C, F, H, L,
N, Q 1 and Q3 and the other Factors B, E, G, I, M, 0, Q 2 and Q4. The method

was vety simple. Firstly, the investigator had to fit tencil I over the answer
sheet and had to count the marks visible through the holes for Factor A,
allowing either 2 or I score as indicated by the number printed adjacent to the
hole. The total of these. scores was entered in the space indicated by the arrow
on the stencil for Factor A (raw scores) but not that factor B (intelligence) is
peculiar in that each correct mark visible in a hole gives a score of 1 only and
all the raw scores of the factors were counted in the same manner.
-Before using the stencils, the investigator had to take a quick look at
each answer sheet to make sure that there were no odd unscorable responses,
e.g. marking two out of three alternatives or entirely omitting any response to
an item.

ADJUSTMENT
There are a number of adjustment's inventoty to measure the adjustment
for example.
(i)

Highschool Adjustment Inventoty - Singh and Sen Gupta

(ii)

Adjustment Inventoty for School Students - Sinha and Singh

(iii) Adjustment Inventoty Hindi - R.K. Ojha

(iv)

Adjustment Inventoty Hindi - V.K. Mittal

The investigator carried out a survey of vanous adjustment

inventories and out of these inventories the 'Adjq.strnent Inventory for college
students' (AICS) by A.K.P. Sinha and R.P. Singh 2 was selected due to the
following reasons :
(1)

This adjustment inventory has been designed for use with Hindi college

students of India.
(2)

This inventoty discriminates between well adjusted and poorly adjusted

students. It measures adjustment in five areas of adjustment (Home, Health,

Social, Emotional, Educational). The test is helpful in screening the poorly
adjusted students who may need further psychodiagnostic study and counselling.

(3)

It can be administered and scored easily. It has 102 items of 'Yes' and

'No' types. Ordinarily an individual takes 18 minutes in completing the test.

(4)

It has been standarized on randomly selected representative sample of 2280

students (1550 M, 730 F) of Patna and Magadh university.

(5)

It is evident from the table 3.2 that this inventory is the most reliable tool.

TABLE 3.2
Reliability Co-efficients
Method
Used

Home . Health
a (Cl?) b ( )

Social
c (<r)

Emotional
d (tl)

Educational
e ("El)

Total

Spilt half

.87

.83

.96

.95

.97

0.94

Test-retest

.85

.82

.95

.94

.96

0.93

Hoyt's method .86

.85

.95

.95

.94

0.94

K-r formula-20 .84

.82

.92

.94

.93

0.92

(6) In item analysis validity coefficients determined for each' item by biserial
correlation method and only such items were retained which yielded biserial
correlation with both the criteria (i) total score and (ii) area score, significant
at .00 1 level.
Intercorrelations among the five areas of invent01y were calculated.
The correlation matrix is presented in the following table
TABLE

3.3

Correlation Matrix of the Five Areas

Areas

a (q;)

a (Cl?) Home

b (&)

c (<r)

d (tr)

.22

.16

.26

.25

.14

.25

.22

.21

.20

b () Health

.22

c (<r) Social

.16

.14

d (tl) Emotional

.26

.25

.21

e ("El) Educational

.25

22

.20

e ("'Cf)

.32
.32

Table 3.3 reveals that correlation among various areas vary fiom 0.14 to 0.32 with an
average of 0.22.

(7) Percentile norms were also available for both males and females of all the
five areas of adjustment separately and also for the whole inventory.
The same procedure for selecting this test was applied as for 16 PF
Questionnaire. This test is available in the form of reusable

booklets and

separate answer-sheets for giving answers. The investigator, first had distributed
the booklets and answer sheets and had read the instructions aloud. Then he
asked the students to start the work.
Following instructions were gtven on the front page of adjustment
inventory.
1-

Do not open or tum zny page of this booklet until you are told to do so.

2-

Do not make any ma::k in this booklet and handle it with care.

3-

You have this booklet in which some questions relating to your person-

ality are given and your answers to be marked on the separate answer sheet
provided.
4-

You will find two cells against each question on the answer sheet. Look

from your side left hand cell is indicating 'Yes' response while right hand cell
is indicative of 'No' response. Out of these two cells you have to draw a circle
around any one which is applicable on you.
5-

Your responses will be kept completely secret, so answer them without

hesitation.
6-

There is ao limit, but t1y to finish it as early as possible.

The scoring of the answer sheet was ve1y easy. Transparent scoring

keys were used for each area and responses marked under circle were noted
and each was assigned a weightage of one (I) score. The five different catego
ries of adjustment were 'A' which stood for excellent, 'B' for good 'C' for average,
'D' for unsatisfactory and 'E' for very unsatisfactory. The following table presents
the classification of adjustment for total scores.

TABLE

3.4

Classification of Adjustment in terms of Categories

Description

Categories

Range of Scores
Male

Female

Excellent

12 and below

12 and below

Good

13-28

13-27

Average

29-45

28-42

Unsatisfactory

46-61

43-57

Very Unsatisfactory

62 and above

58 and above

Table 3.4 shows the classification of adjustment for male and female.
Table 3.5 shows the classification of adjustment for male and female in respect
of the five areas- Home, Health, Social, Emotional and Educational.

TABLE

3.5

Classification of Adjustment in terms of Categories in the Five Areas

Area

Home

Category

Description

Excellent

Range of Scores
Male

Female

0 - I

0 - 1
2

,.,

,.,

Good

2 -

Average

4 - 7

4 - 5

Unsatisfactmy

8 - 9

6 - 8

Very Unsatisfactory

10 and above 9 and above

Health

Excellent

0 - I

Zero

b ()

Good

2-

1 - 2

Average

4 - 5

3 - 6

Unsatisfactory

6- 8

7 - 9

Very Unsatisfactory

9 and above

10 and above

Social

Excellent

0- 2

0-3

c (<r)

Good

3 - 6

4-6

Average

7- 9

7 - 9

Unsatisfactory

10 -12

10 -12

Very Unsatisfactory

a (en)

-'

_,.,,

..)

13 and above 13and above

Emotional A

Excellent

0 - 1

0 - 1

d (CI)

Good

2 - 7

2 - 7

. Average

8 - 15

8 - 14
15 - 21

Unsatisfactory

16 - 21

\TeUnsatisfactory

22 and above 22and above

Excellent

0 - l

0-1

Good

2 - 4

2 -4

Average

5 - 9

5 - 8

Unsatisfactory

10 - 14

9 - 12

\1ery Unsatisfactory

15 and above

13 and above

Educationa1A
e ("'CT)

From above table we can say that low scores indicate satisfactory
adjustment while high scores tends to be unsatisfactorily adjusted.
Table 3.6 shows Mean and S.D. of male and female in respect of five areas.

TABLE 3.6
Adjustment
Area

Male
Mean

Female

so

Mean

SD

a (en) Home

4.95

2.82

4.24

2.16

b (xsr) Health

4.26

2.64

4.04

2.92

c (11") Social

8.14

2.48

8.46

2.56

d (CI) Emotional

11.21

5.65

11.48

5.83

e ("'CT) Educational

7.25

3.90

6.69

3.60

Statistical Technique used

First purpose

of this study

was to compare the

adjustment and the personality traits/factors of female students of different

categories. The data obtained on various dimensions of adjustment and
personality traits/factors were tabulated separately. Mean scores and Standard
Deviations of each group oR various dimensions of these variables were calculated.
Profiles for different groups were prepared on the basis of mean s.cores and
plotted in figures to give a comparative picture.

Hence the companson between different groups were made on the

of the t-test with 0.05 and 0.01 levels of confidence considered

basis

significant.

Hypothesis from I to 2 were tested applying two tailed t-test. The

following formula has been used:

Difference between means

Standard error of the difference

=
+

\Vhere

Mean of Group

Mean of Group 2

S. D. of Group I
cr2

The
relationship

S. D. of Group 2

Total number of Students m Group 1

Total number of Students m Group 2

technique of chi-square was applied to find

between adjustment and personality traits of different

out the
categories.

Technique of chi-square was used to test the hypothesis No 3. The teclmique

of chi-square was applied by preparing 3x3 contingency table for different vari
ables. The scores on different dimensions of adjustment and personality traits
were divided into the three categories, using manuals. The equation of chi-square
1s stated as follows :
.,
X"" = ::2

(to- fe)2
fe

(Chi- square formula for testing agreement between observed and expected results)
in which
fo = frequency of occurrence of observed or experimentally detennined facts.
fe = expected frequency of occurrence on same hpothesis.

The difference between observed and expected frequencies are

squared and divided by the expected number of each case and the sum of these
quotients is X2

The degree of freedom were calculated as follows

df

=(r

- 1) ( c - I )

In which r is the number of rows and c is the number of columns

in which the data are tabulated.
The contingency coefficient (C),

provides a measure of

correlation when each of the t:\vo variables under study have been classified
into two or more categories. In the present study C is calculated by the
following formula

c Where

N is the total number of frequency.

REFERENCES
12-

Cattell, R.B. - Manual for the 16 P.F with Bibliographic Supplement, the
Psycho-Centre, New Dclhi-1100016, First Indian Reprint 1982, 5-22.
Sinha A.K.P. and Singh R. P. - Manual for Adjustment Inventory for College
Students (AICS)., National Psychological Corporation, Agra,
1995, 2-7.