Class-XII Psychology

INSTRUCTIONS FOR PRACTICAL FILE AND CASE PROFILE

Each student is required to make one practical file and one case profile .The practical file will
consist of an introduction to psychological testing followed by 5 practicals .The students are
required to follow the instructions below and submit both files as and when asked to do so.

1. Practical File should be neatly written.

2. Case Profile is also to be hand written .
3. Don’t use red or pink ink pen.
4. Underline headings or use a different coloured pen (not red or pink)
5. A suggested format for writing a psychological testing report and case profile is given.
6. Every practical report should follow the given format. However, the format of case profile
is need based.
7. The RSPM( Raven’s Standard Progressive Matrices) report shows a sample report. The
required information is given for each practical. However, there are certain topics which
are not given in detail e.g. Rapport formation, conduction etc. This can be written on the
basis of RSPM report. As far as result analysis is considered you will find standard scores
with the help of the manual and write the interpretation according to the manual.
8. “Verbal Report” is the verbatim given by the subject regarding how did he feel about the
test.
9. Behavioural observation is examiner’s observation of the subject.
10. Conclusion should be very precise.

11. Instructions For practical exams-

a) Each student will be given two practicals for administration as well as for writing ( full
report starting from” objective” to “conclusion”).
b) Viva will be taken on individual basis.
c) Read Practical file and case profile thoroughly.
d) Viva questions are given in smart skills. Viva is based on your practical and related
theory.
e) One should know how to present case summary

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 HISTORICAL BACKGROUND OF PSYCHOLOGICAL TESTING

Francis Galton (1822-1911) was the first scientist to undertake systematic and statistical
investigation of individual differences. He was preceded by other psychologists who were either
concerned with problem of dualism of mind and matter or general problems and theories rather
than individual differences.
Ernst Heinrich (1795-1878), educated as an anatomist and physiologist had quantitative
experimental approach to psychological problems. He experimented on weight discrimination,
vision, hearing etc.
Gustav Theodor Fechner (1801-87) who started his career in physics and chemistry was more
concerned about the application of exact methods of natural science to the study of inner world
i.e. the relation of mental processes to physical phenomenon.
J. Muller (1801-58), a professor of physiology was especially interested in the physiology of the
senses and in reflex action and did significant experiments in space perception.
Alexander Bain (1818-1903) a professor of logic, mental philosophy and English literature in
Aberdeen University, utilized, organised and interpreted the works of Weber and Fechner and
tried to put them in application.
Wilhelm Wundt (1832-1920) established the first lab of psychology in 1879 at Leipzing, Germany.
He employed physiological methods and introspection in his research.
Jean Esquirol (1772-1840) made the explicit distinction between mental illness and mental
deficiency. He also differentiated among the several levels of mental deficiency. He tried to
differentiate them on the basis of physical measurements, especially size and formation of the
skull but was not successful. He also said that development and use of language is one of the
most useful and valid criteria for differentiating levels of mental deficiency.
On the other hand, Senguin (1812-80) developed methods in the training of mental defectives. His
methods emphasized the development of greater sensory sensitivity and discrimination and of
improved motor control and utilization.
The term mental test was first employed by McKean Cattell in a publication of 1890. Cattell tests
were of memory, imagery, hearing, colour vision, reaction time etc.
Binet and Simon (1905) developed the first standard scale of intelligence to differentiate among
three levels of mental deficiency- moron, imbecile and idiot.
Shortly after 1916 the most significant occurrence in psychological testing was the development of
group tests. During World war I government wanted to recruit individuals in army by means of
psychological methods. So, two group tests were developed Alpha Verbal Test and Beta Non
verbal Test. This led to the use of psychological tests in various fields. Aptitude testing also

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received impetus in world war I. Aptitude tests was developed to measure an individual’s ability
to perform a task of specific kind... In World War I aptitude tests were used to select men for tasks
requiring specific skills. This was followed by developing Occupational Interest Inventory, test
batteries (during World War II) personality tests, rating scales etc. Since the World War I the use
of psychological tests has continuously increased.

IMPORTANT CONCEPTS
EXPERIMENT- A carefully controlled scientific procedure conducted to determine whether
certain variables manipulated by the experimenter have an effect on other variables
HYPOTHESIS- A possible explanation for a behaviour being studied that can be answered by an
experiment or a series of observation. It can also be defined as tentative answer to a problem.
VARIABLES- Factors that can be varied and can assume more than one value.
INDEPENDENT VARIABLE- A variable that is controlled by the experimenter and is applied to
the participants to determine its effect.
DEPENDENT VARIABLE- A measurable behaviour that is exhibited by a participant and is
affected by the independent variable.
CONTROL GROUP- The group in which participants are treated identically to participate in the
experimental condition, except that the independent variable is not applied to them.
EXPERIMENTAL GROUP- The group in which independent variable is introduced

ADVANTAGES OF EXPERIMENTAL METHOD-

• It helps in discovering the causes of behaviour.
• It also helps in understanding cause and effect relationship.

DISADVANTAGES OF EXPERIMENTAL METHOD

• It cannot be used to study all kinds of behaviour.
• The experiments may produce results that do not apply in real life situations.
• They have low external validity.
• It is difficult to know and control all the relevant variables.

PSYCHOLOGICAL TEST- A psychological test is a standardized instrument designed to

measure objectively, one or more aspects of total personality by means of verbal or non verbal
responses. Standardization means the test is objective, reliable and valid.

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 CHARACTERISTICS OF PSYCHOLOGICAL TEST

STANDARDIZATION- The procedures are specified precisely, so that different testers will
follow the same procedures when they administer the same test to different subjects this means
that test performance of different people or the same persons at different times or occasions can
be compared directly.

OBJECTIVITY- Objectivity refers to the fact that if two or more researchers administer a
psychological test on the same group of people, both of them would come up with more or less
the same values for each person in the group. The items convey the same meaning to everyone.
Specific instructions and the procedure for administering the test are specified. The impact of
personal bias is kept under control.

RELIABILITY- It refers to the consistency of the scores obtained by an individual on the same
test on two different occasions.
Types of Reliability
Test Retest reliability- it is computed by finding co-efficient of correlation between the two sets of
scores on the same set of persons. It indicates the temporal stability or stability of the test scores
over time.
Split Half Reliability-It gives an indication about the degree of internal consistency of the test. The
test is divided into two equal halves employing odd even method.
VALIDITY- It refers to the extent to which the test measures what it is suppose to measure.
NORMS- Norm is an average score on a particular test made by a specific population. Reference
to a test table of norms enables us to rank an individuals performance relative to his own age
group.

STANDARDISED INSTRUCTIONS
Standardized instructions are given in the manual. The tester gives these instructions only to
maintain the uniformity.
UNIFORMITY IN CONDUCTION - The tester conducts the test in a uniform way irrespective of
their culture.
USES OF PSYCHOLOGICAL TESTS
• These are used primarily for analysis and determination of individual differences in
general intelligence, aptitude, personality traits etc.

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 • Psychological tests are also used for a variety of psychological, educational, cultural
studies of groups as well as study of particular individuals.
• Test provides very useful information for educational and vocational guidance.
• In schools, tests can be used to identify students with low as well high intelligence.
• It helps in knowing the causes of behavioural problems.
• In clinics, psychological tests are used for individual diagnosis of factors associated with
personal problems of learning, behaviour or specific interpersonal relations.
• In business and industry, tests are helpful in selecting and classifying personnel for
placement in jobs.

OBSERVATION
It is an effective method of describing behaviour. Witnessing an event and recording.

STEPS OF OBSERVATION
a) Selection- Psychologists select a particular behaviour for observation e.g. One may be
interested to know how children behaviour behave on their first day in school.
b) B) Recording- the researcher records the selected behaviour using different means such as
marking tallies for a behaviour, taking notes describing each activity in detail.
c) Analysis of data- Psychologists analyzes whatever they have recorded to derive meaning
out of it.

TYPES OF OBSERVATION
NATURALISTIC OBSERVATION- This refers to observations done in natural and real life
settings. The observer makes no effort to control or manipulate the situation. This type of
observation is conducted in schools and hospitals.
Controlled observation- this type of observation is doe in laboratory experiments.
Participant observation- In this type of observation the observer becomes a part of the group
being observed.
Non- Participant Observation- In this type of observation, group or people are observed from a
distance or through a camera.

ADVANTAGES OF OBSERVATION METHOD

• Researcher obtains a data about a truly natural behaviour rather than a behaviour that is
reaction to experimental situation.

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DISADVANTAGES OF OBSERVATION METHOD
• It can be difficult and time consuming
• Controls are lacking
• Difficult to generalize results
• Scientific objectivity is lost if experimenter interacts with the participants

SURVEY METHOD
It is a technique for sampling a wide variety of behaviour and attitude e.g. finding out the attitude
of people towards family planning. The survey research uses different techniques like interviews,
questionnaires and observations etc.
It can also be used to predict behaviour. Researcher must be careful in choosing the sample.
Advantage- It enables researcher to describe the characteristics of relatively small sample and the
generalize that information to a larger population

INTERVIEW
It refers to a face to face conversation with a purpose to derive factual information, opinions and
attitudes etc. there can be two broad types of interviews- structured or standardized and
unstructured or non-standardized. A structured interview is the one in where the questions in the
schedule are written clearly in a sequence. In an unstructured interview the interviewer has the
flexibility to take decisions about the questions to be asked; the wordings of the questions and the
sequence in which the questions are to be asked. Questions can be either open ended or closed
ended. Closed ended questions have specified responses. Open ended questions can be answered
the way respondent wants to.

CASE STUDY
It refers to in-depth study of a particular case. The case can be an individual with distinguishing
characteristics or a small group of individuals having some commonality among them,
institutions and specific events. A case study employs multiple methods for collecting
information such as interview, observation and psychological tests. It provides in depth
information about a person’s life but at the same time validity in single case is quite challenging

CORRELATION STUDIES
Correlational studies are done to find relationships between variables for prediction purposes.
The strength and direction of the relationship ids determined y correlational coefficient and its
value can range from +1.0 to -1.0. The coefficient of correlation is of three types- positive, negative

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and zero. A positive correlation indicates that as the value of one variable increases, the value of
other variable also increases. Negative correlation indicates as the value of one variable increases,
the value of other variable decreases. Zero correlation indicates that there is no relationship
between two variables.

QUESTIONNAIRE
It consists of predetermined set of questions. The respondent has to read the questions and mark
the answers on the paper. Both open ended and closed ended questions can be used in the
questionnaire. The questionnaire is mainly used for collecting background and demographic
information, attitudes and opinions, knowledge about a particular topic. It is the most common,
simple and low cost self report method of collecting information.

FIELD EXPERIMENT AND QUASI EXPERIMENTS

In field experiment the researcher may go to the natural setting where the particular phenomenon
actually exists. For example teaching one group by demonstration method and other group by
lecture method and then comparing their performance. It is more time consuming and expensive.
In quasi experiment the independent variable is selected rather than varied or manipulated by the
experimenter for example in the experimental group we can have children who have lost their
parents in the earthquake and in the control group who experience the earthquake but did not
loose their parents.

PERCENTILE RANK
An individual’s percentile rank on a test designates the percentage of cases or scores lying below
it. E.g. P-20 means the individual is situated above 20 percent of the group fall below this persons
rank.

DECILE RANK
It designates the one tenth part of the group in which any tested person is placed by his score. E.g.
A testee who has a decile rank of 10 is located in the highest 10 percent of the groups. It is used
when the number of scores in a distribution is small.

STANINE – According to this method the standard population is divided into 9 groups. Stanine 1
is the lowest and stanine 9 is the highest.

STEN SCORES standard scores on a scale of ten

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STANDARD SCORES- It designated the individual’s position with respect to the total range and
distribution of scores. The standard score indicates, in terms of standard deviation how far a
particular score is removed from the mean of the distribution.
Z= X-M Where, X- individual score M- Mean
SD SD- Standard deviation

Difference between test and experiment

TEST EXPERIMENT
It is standardized instrument used to The researcher tries to manipulate the
measure intellectual and non intellectual situation and tries to prove or disapprove
characteristics of an individual through a hypothesis.
verbal or non verbal measures.
It evaluates certain attributes of an It determines cause and effect relationship
individual. between variables.

It does not have an hypothesis It has a hypothesis.

It is standardized and has norms It does not have norms and is meant for
verification of various principles.

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 PRACTICALS ( 30 marks)

1. ADMINISTRATION AND PREPARING REPORTS OF FIVE PSYCHOLOGIICAL

TESTS

• Index
• Historical background of psychological testing
• Important concepts
• Standard Progressive Matrices
• David’s Battery Of Differential Abilities
• Maudsley Personality Inventory
• Global Adjustment Scale
• Self Concept Questionnaire

SUGGESTED FORMAT FOR WRITING A PSYCHOLOGICAL TESTING REPORT

• TITLE
• OBJECTIVE
• BASIC CONCEPT
• METHOD
*Preliminary Information
* Testing Material
*Description of the Test-name author, psychometric properties
* Procedure
#Rapport formation
#Instructions
#Precautions
#Test Administration
#Verbal Report
#Behavioural observation
#Scoring
• RESULTS
• ANALYSIS AND INTERPRETATION
• CONCLUSIONS
• REFERENCES

NOTE: PRACTICAL FILE SHOULD BE HAND WRITTEN.

2. ONE CASE PROFILE- the case profile will include developmental history of the subject
using both qualitative and quanititative methods. Qualitative methods include
observation, interview etc. The main objective of preparing a case profile is to understand
the individual in totality. The students have to prepare a case profile of an immediate
family member i.e. father,mother or any sibling. They may be encouraged to find out the
background information and developmental history of the individual.

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SUGGESTED FORMAT FOR PREPARING A CASE PROFILE
• Contents
• Certificate
• Acknowledgement
• What is a case study
• Preliminary information
• Family tree
• Birth history
• Information about socioeconomic status consisting of information about mother’s
/father’s education and occupation, number of members in the family-brothers, sisters
and their birth order
• Information about physical health, physical characteristics.
• Why did you choose your subject
• How did you approach your subject
• How did you make rapport with your subject
• Methods used
• Childhood history
• Adolescent stage
• Relationships with father, mother, sibling, friends, teacher ( under separate headings
• Psychometric testing
• Any other information
• Analysis

NOTE: CASE PROFILE TO BE HAND WRITTEN ONLY.

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 PRACTICAL 1
RAVEN’S STANDARD PROGRESSIVE MATRICES (RSPM)

1. OBJECTIVE:
To measure eductive component of “ g” as defined in Spearman’s Two Factor
theory using Raven’s Standard Progressive Matrices.

2. BASIC CONCEPT
2.1 INTELLIGENCE
Oxford Dictionary explains intelligence as the power of perceiving, learning, understanding
and knowing.
Binet defined intelligence as the ability to understand well, reason well and judge well.
According to Weschler, intelligence can be defined as the global and aggregate capacity of an
individual to think rationally, act purposefully and to deal effectively with his environment.
Gardner and Sternberg have suggested that an intelligent individual not only adapts to the
environment but also actively shapes it
According to Robert Sternberg, Intelligence is the ability to adapt, to shape and to select
environment to accomplish one’s goals and those of one’s society and culture.
The psychometric approaches express the individual’s performance in terms of a single index
of cognitive abilities. On the other hand information processing approach describes the
processes people use in intellectual reasoning and problem solving.

2.2 SPEARMAN’S TWO FACTOR THEORY OF INTELLIGENCE

In 1927, a British psychologist, Charles Spearman proposed a two factor theory of intelligence.
According to him, intelligence consisted of a general factor ( g-factor) and specific factors(s
factor). The g factor includes mental operations which are primary and common to all
performances. S factor refers to specific abilities that help an individual to excel in specific
fields, for example- singers, scientists and athletes.

2.3 TYPES OF INTELLIGENCE TESTS

I. ON THE BASIS OF ADMINISTRATION

INDIVIDUAL GROUP
It can be administered to one person at a It can be administered to several people
time simultaneously
It requires the test administrator to Group tests do not allow such opportunity
establish a rapport with the subject and be to be familiar with subjects feelings.
sensitive to his/her feelings, moods and
expressions during the testing session.
It allows people to answer orally or in Group tests generally seek written answers
written form or manipulate objects as per usually in a multiple choice format
the tester’s instructions.
Eg. Weschler Adult Intelligence Scale Eg. Ravens Standard Progressive Matrices

II. ON THE BASIS OF NATURE OF ITEMS USED

VERBAL NON VERBAL PERFORMANCE
It requires subjects to give The nonverbal tests use It requires subjects to
verbal responses either pictures or illustrations as manipulate objects and
orally or in a written form. test items. other materials to perform a
task.

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 It can be administered only It can be administered to It can be administered to
to literate people both literate and non both literate and illiterate.
literate.
Cultural bias Culture fair Culture fair
Eg. Group test of Eg. Army Beta Koh’s Block Design
intelligence by Prayag
Mehata
CULTURE BIAS TEST CULTURE FAIR TEST
Show bias to the culture in which they are The test which does not discriminate
developed against individuals belonging to different
cultures.
Norms are developed for a particular It can be applied equally meaningfully in
culture all cultures.
It mostly uses language in constructing test It does not require language in item
items. construction
Eg. Tests developed in America and Eg. Koh’s Block Design
Europe represent urban and middlt class
cultural ethos

3. METHOD
3.1 Preliminary Information
Name
Date of Birth
Age
Sex
Class
Date of conduction
Place of conduction

3.2 Testing Material

RSPM Test Booklet, RSPM Answer Sheet, RSPM Manual, RSPM Scoring key, Pencil, Eraser.

3.3 DESCRIPTION OF THE TEST-

The Raven’s Standard Progressive Matrices test was developed by J Raven, J.C. Raven and H. C.
Court. It consists of 60 non verbal items divided into 5 sets A, B, C, D, E each comprising of 12
problems. The test was constructed to measure the eductive component of g, as defined in
Spearman’s theory of intelligence. The problems are simple in the beginning and become more
and more difficult as one proceeds towards the last item.

RELIABILITY- Over forty studies dealing with the reliability of the SPM have been reported in
the literature. They cover very wide range, many cultural groups and clinical as well as normal
populations. Results have been sum up in the table 1.1

Table 1.1- Retest reliability and Interco relation of the Standard Progressive Matrices and Mill Hill
Vocabulary Scale at different ages

Age Range SPM MHV Correlation between SPM

( years) Retest Reliability Retest and MHV scores
Reliability
13+-1 .88 .87 .57

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 Under 30 .93 .97 .60

30-39 .88 .91 .51

40-49 .87 .98 .45

50 and over .83 .90 .44

VALIDITY- The concurrent and predictive validities of the SPM vary with the age, sex, the
homogeneity of the sample and the conceptual relevance of the criterion to which the SPM will be
related and the quality of its assessment.
For English speaking children and adolescents, reliable correlation of SPM with the Binet and
Wechsler Scales range from .54 to .86 ( Raven,1948;Taibl, 1951; Banks and Sinha,1951)Some
American studies with adults have yielded very high correlations between SPM and WAIS Scores
( Burke and Bingham,1966;Sheppard et al. 1968)

3.4 Procedure

3.4.1 Rapport formation

The subject was called to the psychology and was made to sit comfortably. A friendly
conversation was held by asking her about her schooling, her parents, friends and her
interests in general. When the subject felt at ease, she was asked if she was ready for the test to
begin. After an affirmative answer from her, she was given the following instructions.

3.4.2 Instructions
i) Here is a test booklet and a separate answer sheet on which you will record
your answers.
ii) Please ensure that you do not write anything on the test booklet.
iii) Please enter the required information i.e. Name, Age etc in the answer sheet.
iv) Now open the first page of the test booklet to find problem A 1. Now locate the
column of the numbers 1 to 12 under the heading Set A on your answer sheet.
v) Now look at problem A1. The upper portion of the page has a pattern with a
piece cut out of it. Select the one piece from the six options given below the
pattern that you think is right as it fits into the pattern. What would be the
answer? ( wait for the subject to respond) Number 4 as you said is the right
piece, so the answer is number 4. You will now write 4 next to the number 1
under the heading set A on the answer sheet.
vi) Similarly on every page of the booklet, there is a pattern with a portion
missing. You have to choose the right piece out of the options given below the
pattern. Immediately after deciding on the right option, you must write the
option number next to the item number on the answer sheet.
vii) The problems are simple in the beginning and get harder as you progress.
Attempt all problems. If you are not sure about a particular answer you may
make a guess but don’t leave any item unanswered.
viii) Make sure that you record the answers in the right column of the answer sheet.
ix) There is no time limit but try to finish as soon as possible.

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3.4.3 Precautions

1. The room should be well lit and well ventilated.

2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit..
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. Proper rapport should be established before starting the practical.

3.4.4 Test Administration

The subject was called to the psychology lab. After the rapport was established, instructions
were given and the test material was provided to her. After she completed the test, her answer
sheet was taken for scoring.

3.4.5 Verbal Report

As given by the subject

3.4.6 Behavioural observation

Your observation of the subject

3.4.7 Scoring
Scoring is done by hand, with the help of a scoring key. Right answers are given 1 mark and
wrong answers are given zero. Then all the marks for each column are added. Thereafter, a
single score is obtained by adding the total scores of the five columns. The percentile score
and grade corresponding to this are noted down from the manual for analysis.
Discrepancy score - The difference between the score a person obtains on each set and that
normally expected for his total score is called the discrepancy score shown numerically as 0, -
1, +2, -2, +1 . If a person’s score on one of the sets deviates by more than 2, his total score on
the scale cannot be expected at its face value as a consistent estimate of his general capacity
for intellectual activity. However for general purposes the total score appears to be relatively
valid even when discrepancies of more than 2 points occur in the break up.

3 RESULTS

Discrepancy scores

SETS A B C D E TOTAL
SCORE

ACTUAL

EXPECTED

DISCREPANCY

RAW SCORE PERCENTILE GRADE INTERPRETATION

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4 ANALYSIS AND INTERPRETATION

The raw score obtained by the subject was and her score on five sets A, B, C, D and E
was , , , and respectively. The discrepancies corresponding
to raw scores came out to be , , , and respectively. Since the
discrepancies are not deviating from +2 , -2, the scores are accepted to be valid measures of a
person’s general intellectual capacity. ( Even if discrepancies of is more than 2 points occur in
the break up, for general purposes the total score can be taken as relatively valid )
My subject obtained a percentile score of , corresponding to grade This implies that
she has capacity to forge new insights and to discern meaning in confusion. She has
ability to perceive and identify relationships. Her ability to generate new,
largely non-verbal concepts, which make it possible to think, clearly is also . This
shows her capacity to think clearly.

5 CONCLUSIONS

My subject has obtained a percentile score of , corresponding to grade , which implies

that she is intellectually .

6 REFERENCES
6.1 RSPM Manual, Author- J.C. Raven
6.2 NCERT Textbook. Psychology Part II Class XII.

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 PRACTICAL 2
TITLE – DAVID’S BATTERY OF DIFFERENTIAL ABILITIES

1. OBJECTIVE
To assess various aptitudes of my subject using David’s Battery of Differential Abilities.

2 BASIC CONCEPT

APTITUDE - Aptitude refers to a combination of characteristics that indicates an individual’s

capacity to acquire some specific knowledge or skill after training. The knowledge of aptitude can
help us predict an individual’s future performance.
Ability is different from aptitude only in the sense that it is the actual power to
perform an act, physical or mental whether or not obtained by training or
education. Capability is the maximum effectiveness a person can attain with
optimum training. Talent is a high degree of ability or of aptitude. Interest is a
preference for a particular activity. When a person has both a high level of aptitude
and interest in an area (example, mechanical aptitude and interest in engineering),
he is more likely to be successful in that area or competent for that task.
Competence is fitness either for a particular kind of task or fitness in general.
APTITUDE TESTS
Aptitude tests are available in two forms: independent (specialized) aptitude tests and
multiple (generalized) aptitude tests. Clerical aptitude, mechanical aptitude, numerical
aptitude and typing aptitude are independent aptitude tests. Multiple aptitude tests exist in
the form of test batteries, which measure aptitude in several but homogenous areas.
Differential aptitude tests (DAT), the General Aptitude Tests (GATB) and the Armed Services
Vocational Aptitude Test Battery (ASVAB) are well known aptitude test batteries. Among
these DAT is most commonly used in educational settings. It consists of 8 independent
subtests:
A. Verbal reasoning
B. Numerical reasoning
C. Abstract reasoning
D. Clerical speed and accuracy
E. Mechanical reasoning
F. Space relations
G. Spelling
H. Language usage
J.M. Ojha developed an Indian adaptation of DAT.

USES OF APTITUDE TESTS

a) It helps to predict an individual’s future performance.
b) It is used for selection of candidates for different courses.
c) It can be used for recruitment in organizations.

2 METHOD

3.1 Preliminary - Information as per practical 1

3.2 Testing Material- DAT test booklet, DAT answer sheet, DAT profile sheet, DAT scoring key,
DAT manual, pencil, and eraser.

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3.3 Description of the Test-
David’s Battery of Differential abilities (DBDA) has been designed to accurately measure an
individual’s various mental abilities. It is a standardized procedure for objectively measuring
what a person is able to do at the time of assessment and under the conditions of the assessment.
The battery of tests measures eight abilities through independent subtests. These are as follows:

1. VERBAL ABILITY- Verbal ability refers to the comprehension of words and ideas or a
person’s ability to understand written language. VA is assesses by two different kinds of sub-
tests: vocabulary(VA Part I), and understanding proverbs ( VA Part II). This ability is related
to academic performance. It is predictor of occupations involving much writing and reading.
VA Part I involves word meaning exercise to assess the subject’s knowledge of English words
and his ability to abstract and generalize relationship among words. VA Part II involves the
ability to recognize the proverbs and understand their latent meaning.

2. NUMERICAL ABILITY- Numerical ability refers to facility in manipulating numbers

quickly and accurately in tasks involving mathematical operations. NA is distinct from both
reasoning and mathematical knowledge and is more basic trait of facility and fluency in
fundamental number operations. It is predictor of occupations involving computational tasks
such as various clerical, accounting, engineering, technological and data processing jobs etc.

3. SPATIAL ABILITY- Spatial ability is concerned with perceiving spatial patterns accurately
and following the orientation of figures when their position in plane or space is altered. In
DBDA, SA is assessed by items in which the subject must be able to determine quickly
whether two dimensional figures have been merely turned around( rotated) or they are
turned over and rotated(reversed). This ability is found to be high in individuals who are
successful in geometrical drawing, drafting, vocational training and art and design. It is
predictor of success in occupations such as architecture, engineering, commercial art, dress
designing, die making and decoration.

4. CLOSURE ABILITY- Closure ability is primarily a perceptual ability measured by DBDA.

It refers to the ability to see quickly a stimulus when parts of it are missing. The principle of
closure has been adopted from Gestalt Psychology which says that brain tend to fill in gaps in
order to perceive complete meaningful forms. CA is a speed test assessed by items in which
the examinee must look at the mutilated words i.e. words part of which are missing , decide
what the word is.CA is related to success in courses and occupations such as architecture,
computer programming and data processing, art and design.

5. CLERICAL ABILITY- Clerical ability is perceptual activity primarily concerned with

making rapid evaluation of features of visual stimuli. In CL, the perceptual sped and accuracy
is measured by items in which the examinee must rapidly assess the sameness or difference of
paired groups of letters or numbers. This ability has high vocational value. CL is important
for success in many tasks such as record keeping, filing, taking inventories, dispatching,
coding and other similar jobs.

6. REASONING ABILITY- Reasoning Ability refers to the ability to apply the process of
reason from some specific information to a general principle. Here RA is measured by items
requiring the subject to inspect sets of four letters and discover which general principle they
follow. It is good indicator of non verbal, non culturally biased intelligence. RA is important
to success in courses and occupations in maths, computer programming, engineering, sciences
and scientific technology.

Class XII / Psychology /17

7. MECHANICAL ABILITY- Mechanical ability refers to an understanding of basic
mechanical principles, simple machines, tools, electrical and automotive facts. The MA score
is dependent to a great extent on acquired knowledge and skills in such areas. The MA score
is relevant for courses and occupations concerned with machines and shop, electrical and
electronic tasks and engineering technologies.

8. PSYCHOMOTOR ABILITY- Psychomotor ability refers to precise movements requiring

eye hand coordination under highly speeded conditions. PM ability can be considered one of
fine muscle dexterity, primarily manual. The PM test can also be associated with the MA test,
as its importance to success in mechanical- technological endeavour is well established. PM
can be expected to be relevant for success in assembly line work drafting and clerical jobs
number of items of each test is given in table

A summary regarding the timings and number of items in each test is given in the following
table.

Test Working Time No. of items

VA Part – 1 4 mts 15
Part – 2 3 mts 30 sec 9
NA 5 mts 30 sec 20
SA 6 mts 72
CA 5 mts 20
MA 9 mts 25
CL 3 mts 72
RA 5 mts 12
PM 5 mts 70

RELIABILITY The preliminary reliability estimates from the data are derived from the KR-
20 formula as a measure of internal consistency. Since all DBDA R tests are speed tests, split
half and test retest reliability coefficients have also been derived.

Reliability Coefficients for DBDA-R Tests

Type of VA NA SA CA MA CL RA PM
coefficient
SPLIT .72 .82 .95 .84 .69 .94 .76 .84
HALF
KR-20 .75 .78 .92 .74 .62 .89 .66 .76

TEST .79 .79 .85 .71 .70 .82 .61 .69

RETEST

VALIDITY- The concrete validation is taken into consideration here. This is an indication
of the practical utility of a group of test that is how well their test correlates with other well
established tests or relevant criteria. In a study it was found that the correlation between
aptitude and academic achievement is not very high. The following table shows the
correlation between DBDA-R test and intelligence test.

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 CORRELATION BETWEEN DBDA-R TEST AND INTELLIGENCE TESTS
INTELLIGENCE VA NA SA CA MA CL RA PM
TESTS
WAIS(VERBAL) .57 .62 .48 .52 .58 .65 .68 .54
16PF (factor-B) .66 .64 .52 .58 .66 .69 .62 .64

3.4 Procedure

3.4.1 Rapport formationas per practical 1

3.4.2 Instructions
“ i. There are eight subtests in this battery of subtests. The questions are written on the test
booklets while the answers are to be marked on the answersheet.
ii. Please ensure that you do not write anything on the test booklets
iii. Please enter the required information i.e. Name, Age etc. in the answer sheet.
iv. Instructions for each test are given in the test booklets. They will be read out loudly by me as
you read them silently.”

Write that instructions for each subtest are given on the test booklets and they were read out.

3.4.3 Precautions
a) The room should be well lit and well ventilated.
b) There should not be any noise in the room.
c) The seating arrangement should be comfortable.
d) The time limit for every test should be followed.
e) Time limit for SA and CL not to be disclosed.
f) Instructions should be made clear to the subject.
g) Proper rapport should be established before starting the practical.
h) It should be made sure that only one answer has been marked for each question.
i) It should be made clear to the subject that their answers must be marked inside
the boxes.
j) Make sure that the key and questionnaire which is being scored are properly
aligned; the number in front of the questions on the inventory should correspond
with the number of the key.

3.4.4 Test Administration as per practical 1

3.4.5 Verbal Report as given by the subject

3.4.6 Behavioural observation

examiner’s observation of the subject during testing

3.4.7 Scoring
The scoring procedure for DBDA R is very objective and simple. Separate stencil keys are
used for scoring. The raw scores on all tests, except PM are found by placing the key on the
answer sheet. Each answer is seen through the box drawn on the scoring key scores 1. It
should be ensure that only one response is marked for each item. After obtaining the raw
score, the appropriate norm table is selected from the manual and each raw score is converted
into its sten equivalent. To obtain the raw score on PM (Psychomotor Ability) test, each

Class XII / Psychology /19

 response is inspected carefully. If on a figure, the lines are drawn by the subject does not
either touch any square or the dot and are complete, the response scores 1. In this way the
total raw score for all responses is found and converted into the corresponding sten score
using the norm table given in the manual.

4. RESULTS
SUBTEST RAW SCORE STEN SCORE INTERPRETATION

5. ANALYSIS AND INTERPRETATION –

Write for each subtest separately

6. CONCLUSION

Writ e the subtests in which he scored high, average and poor. Also make some career
recommendation, if possible.

7. REFERENCES
i) DBDA Manual.

ii) NCERT Textbook, XII.

Class XII / Psychology /20

 PRACTICAL 3 TITLE – EYSENCK’S PERSONALITY
QUESTIONNAIRE-REVISED (EPQ-R)

1. OBJECTIVE
To assess personality of my subject on using Eysenck’s Personality Inventory-
Revised (EPQ-R).

2. BASIC CONCEPT
2.1 Personality refers to our characteristic ways of responding to individuals and
situations. Personality refers to unique and relatively stable qualities that characterize
an individual’s behaviour across different situations over a period of time. Personality
is characterized by the following features:

• It has both physical and psychological components.

• Its expression in terms of behaviour is fairly unique in a given individual.
• It is dynamic in the sense that some of its features may change due to internal or
external situational demands
2.2 Theories of Personality
A number of approaches and theories have been developed to understand and explain
behavioural differences among individuals and behavioural consistencies within an
individual. Following are the different approaches to understand personality:
• Psychodynamic approach
• Post Freudian approaches
• Behavioural approach
• Cultural approach
• Trait and Type Approach

Type approach
The type approaches attempts to comprehend human personality by examining certain
broad patterns in the observed behavioural characteristics of an individual.
I. HIPPOCRATES- Sanguine, phlegmatic. Melancholic, choleric
II. TRIDOSHAS- Vata, pitta and kapha
III. TRIGUNAS- Sattva, Rajas and Tamas
IV. SHELDON- Endomorphic, Mesomorphic and Ectomorphic
V. JUNG- Extroverts and Introverts
VI. FRIEDMAN AND ROSENMAN- Type A and Type B Personality
VII. MORRIS- Type C type D personality

Trait Approach
These theories are mainly concerned with the description or characterization of basic
components of personality. Trait is considered as a relatively enduring attribute or quality
on which one individual differs from other.
• Allport’s trait Theory
• Cattell’s personality factors
• Eyesenck’s theory
Eyesenck’s theory- He proposed that personality could be reduces into two broad
dimensions which are biologically and genetically based. Theses dimensions are:
Neuroticism vs emotional stability- It refers to the degree to which people have control
over their feelings. Neurotic people are anxious, moody, touchy, restless and quickly

Class XII / Psychology /21

 lose control. Emotionally Stable people are calm, even tempered, reliable and are main
under control.
Extraversion vs introversion- It refers to the degree to which people are socially
outgoing or socially withdrawn. Extraverts are active, gregarious, impulsive and thrill
seeking. Introvert people are passive, quiet, cautious and reserved.
Eysenck proposed a third dimension also psychoticism vs sociability.

2.3 Methods of assessing personality- -

Personality assessment refers to the procedures used to evaluate or differentiate people on
the basis of certain characteristics. The most commonly used methods for assessing
personality are- psychometric tests, self report measures, projective techniques and
behavioural analysis.

Self Report Measures-

Self report measures are fairly structured measures, often based on theory, that requires
subjects to give verbal responses using some kind of rating scale. The method requires the
subject to objectively report his/her own feelings with respect to various items. They are
scored in quantitative terms and are interpreted on the basis of norms developed for the
test. Eg. The Minnesota Multiphasic Personality Inventory, Eysenk Personality
Questionnaire, Sixteen Personality Factor Questionnaire.
Advantages- The self report measures can be used for career guidance, vocational
exploration, personal counseling or personality development.
Limitations- 1. Social desirability is the tendency on the part of respondent to endorse
items in a socially desirable manner.
2. Acquiescence- is the tendency of the subject to agree with items irrespective of their
contents.

3. METHOD
3.1 Preliminary Information – as per practical 1

3..2 Testing Material- EPQ-R booklet, EPQ-R answer sheet, EPQ-R scoring key, EPQ-R
manual, pencil, and eraser.
3.3 Description of the Test- Eysenck’s Personality Inventory was developed by Eysenck. It
is the result of many years of developmental work. It was designed to give a rough and ready
measure of two important personality dimensions: Neuroticism vs. emotional stability and
Introversion vs. extroversion. A third dimention was later added called Psychotisism vs
Sociability. Each of these two traits is measured by means of 48 questions, carefully selected
after lengthy item analysis.

RELIABILITY AND VALIDITY

Both split half and Kuder Richardson reliability coefficients have been calculated on many
samples. For the neuroticism scale, these values nearly all lie between 0.85 and 0.90; for the
extraversion scale, they lie between .75 and .85 with the majority above .80. Retest reliabilities
are available only on about 100 cases; they are .83 and .81 respectively. The correlation
between the long and the short M.P.I. scales are .86 and .87 respectively for N and E. The
Cattell’s neuroticism and introversion scales correlate 0.34 and .53 (forms A and B) and .65
and .67 (forms C and D) with the corresponding M.P.I. scales.

Class XII / Psychology /22

 3.4 Procedure

3.4.1 Rapport formation as per practical 1

3.4.2 Instruction
“Here are some questions regarding the way you feel and act. There are no right or wrong
answers because different people react in different manners for the same kind of experience.
Therefore, what you feel right is the most appropriate answer for you. For example;

Do you like to indulge in gossip? Yes ? NO

As you can see that every question has three possible answer; “yes”, “?”,
“No”. You have to decide whether “yes” or “ No” represents your usual way of acting or
feeling, then put a (X) mark in the box next to “yes” or “no”. if you find it impossible to
decide, put a (X) mark in the box next to “?”. But do not use this answer very frequently.
Work quietly and do not spend too much time over any question. Give the first natural
answer as it comes to you. Of course the questions are too short to give you all the particulars
you would sometime like to have, even then give the best possible answer. Be sure not to skip
anything and answer every question, somehow.. You should finish the entire questionnaire in
not more than fifteen minutes. Therefore work quickly and remember to answer every
question.”

3.4.3 Precautions
1. The room should be well lit and well ventilated.
2. There should not be any noise in the room.
3. The seating arrangement should be comfortable.
4. There is no time limit.
5. Instructions should be made clear to the subject.
6. No item should be left unanswered.
7. Proper rapport should be established before starting the practical.
8. It should be made sure that only one answer has been marked for each question.
9. It should be made clear to the subject that their answers must be marked inside the
boxes.
10. Make sure that the key and questionnaire which is being scored are properly aligned;
the number in front of the questions on the inventory should correspond with the
number of the key.

3.4.4 Test Administration as per practical 1

3.4.5 Verbal Report - as given by the subject

3.4.6 Behavioural observation-

examiner’s observation of the subject during testing

3.4.7Scoring
The inventory is scored directly from the test forms using translucent scoring key.
a) Check that each question has only one answer.
b) Place the left hand side of this key over the front page of the Test Form, adjusting it to
position by means of the two “check stars”.
c) There are two raw scores (N and E) to be obtained from each side, left and right (i.e.
front and back pages). The answers seen through the boxes count either 2 or 1, as
indicated by the number adjacent to the boxes.

Class XII / Psychology /23

 d) To obtain the score for N, add the weights for the answers visible in the neuroticism
vertical strip and record the sum at the bottom of the back page under column N.
Similarly, repeat this process for extraversion also.
e) In case, N and E scores are required only on short scale, use this key for the front page
only. To obtain the total N and E scores on the long scale use the full key including
front and back pages

4. RESULTS
DIMENSION RAW SCORE STEN SCORE INTERPRETATION
NEUROTICISM
EXTRAVERSION

5. ANALYSIS AND INTERPRETATION

Our objective was to assess personality of my subject on three dimensions using Eysenck’s
Personality Questionnaire. My subject has scored a raw score of corresponding to a sten
score of in neuroticism. (Write
personality characteristics accordingly)
Similarly write down interpretation for the other dimension. ( Should also give examples from
the questionnaire to support the finding).

6. CONCLUSIONS
Mention the interpretation (very specific) of three dimensions.

7. REFERENCES

i. EPQ-R Manual

ii. NCERT Psychology Textbook, XII.

Class XII / Psychology /24

 PRACTICAL 4
TITLE – GLOBAL ADJUSTMENT SCALE

1. OBJECTIVE.
To assess level of adjustment in various areas using Global Adjustment Scale.

2. BASIC CONCEPT
2.1 Adjustment refers to the adequacy of the personal and interpersonal processes that we
used to adapt to our environment. A well adjusted person is someone who engages in
behaviours that are appropriate for the culture and a given interpersonal situation. According
to this view well adjusted behaviours are flexible and subject to change in the environment,
produce no harmful effects on individual and other people and do not lead to short term and
long term interaction problems. Adjustment is a condition of harmonious relationship
between the social and the physical environment where in a person is able to obtain optimum
satisfaction for most of his needs and to meet fairly well the physical and social demands
imposed upon him. Hence adjustment is a process of making the changes needed or desired
in oneself and/or in one’s social and physical environment to experience what is termed as
adjustment.
The following five aspects of adjustment are of special importance:
a) Gaining skills through interaction with one’s world
b) Degree of control over one’s daily life
c) Redefining difficult situations in order to successfully meet the challenges of life
d) Self understanding, as it allows one to determine which life choices are most likely to result
in personal growth
e) Ability to make accurate judgments about the people and places in one’s life

3. METHOD

3.1 Preliminary Information as per practical 1

3.2 Testing Material- GAS test booklet, GAS answer sheet, GAS profile sheet,
GAS manual, GAS scoring key, pencil, eraser

3.3 Description of the Test-

The global Adjustment Scale has two forms, one for students (both school and college
students age ranging from 13-19 years) known as student form (Form S) and another for adult
population (20 yrs and above) known as the Adult Form (Form A). Presently we are using
student Form which gives reliable information about:
a) Family Relationships i.e. with the parents and siblings, with regard to freedom and
cohesion in the family
b) Health i.e. about the physical functioning of the body.
c) Social Environment i.e. friends and acquaintances outside the home.
d) Emotions in terms of maturity and sensitivity
e) School which focuses mainly on school life and academic involvement
f) Sex related behaviour i.e. about sex related knowledge, anxiety etc.
The G.A.S. Form S seeks to obtain information about how well the student
understands and has learned to live with his feelings and emotions in his physical and social
environment. It endeavors to discover to what extent he is the master of his feelings. This
form is used in personal counseling and is very useful in locating the areas of
maladjustment.
Reliability- The reliability of the Gas Form S was calculated as split half reliability and test
retest reliability coefficients with one month interval. Table 1.1

Class XII / Psychology /25

 TABLE 1.1 TEST RETEST AND SPLIT HALF RELAIBILITY COEFFICIENTS

DIMENSION TEST RETEST DIMENSION SPLIT HALF

Em .74 Em .79
Fa .65 Fa .69
He .69 He .79
Oc .72 Oc .78
Se .78 Se .86
So .75 Em .83

TABLE 1.2 FACTORIAL VALIDITY COEFFICIETS OF G.A.S Form S

DIMENSION Em Fa He Oc Se So

VALIDITY .72 .61 .69 .71 .78 .69

COEFFICIENT
S

3.4 Procedure

3.4.1 Rapport formation as per practical 1

3.4.2 Instructions—copy from the GAS test booklet

3.4.3 Precautions
a) The room should be well lit and well ventilated.
b) There should not be any noise in the room.
c) The seating arrangement should be comfortable.
d) There is no time limit.
e) Instructions should be made clear to the subject.
f) No item should be left unanswered.
g) Proper rapport should be established before starting the practical.
h) It should be made sure that only one answer has been marked for each question.
i) It should be made clear to the subject that their answers must be marked inside
the boxes.
j) Make sure that the key and questionnaire which is being scored are properly
aligned; the number in front of the questions on the inventory should correspond
with the number of the key.

3.4.4 Test administration as per practical 1

3.4.5 Verbal Report- as given by the subject

3.4.6 Behavioural observation-

examiner’s observation of the subject during testing

3.4.7 Scoring
The scoring procedure in GAS Form S is quite objective and simple. Transparent stencil
scoring keys are available for this purpose. The following steps are required for scoring:

Class XII / Psychology /26

 a) The examiner should ensure that the subject has answered all the questions on the
answer sheet.
b) If more than 15 questions are skipped, the test is considered invalid and should not be
scored.
c) Each question has one and only one answer.
d) Place the scoring sheet over the answer sheet. Be sure that the outline box on the
answer sheet is aligned with the box on the answer sheet.
e) Please note that each answer scores either 2 or 1 as indicated by the numbers printed
above the circles.
f) Add these scores for each adjustment area and write it down at the bottom of the
answer sheet in the space provided for that area.
g) Convert the obtained raw score to sten scores by the procedure mentioned in the norm
table. Be careful to choose the appropriate norm table.
h) Plot these sten scores on the profile sheet provided with the test materials. Each bar
indicates one adjustment area.

4. RESULTS

DIMENSIONS RAW SCORE STEN SCORE INTERPRETATION

5. ANALYSIS AND INTERPRETATION

Write interpretation for each dimension with the help of the manual

6. CONCLUSIONS

Write the dimensions in which the subject scored high, average and low.

7. REFERENCES
1) GAS Manual

2) NCERT Textbook. XII.

Class XII / Psychology /27

 PRACTICAL 5
TITLE – SELF CONCEPT QUESTIONNAIRE

1. OBJECTIVE

To assess the level of self concept of my subject using Dr.. Saraswat’s Self Concept Questionnaire.

2 . BASIC CONCEPT
2.1 SELF- Self refers to totality of an individual’s conscious experiences, ideas, thoughts
and feelings with regard to himself and herself.
2.2 HOW DOES SELF DEVELOP- A newly born child has no idea of its self. As a child
grows older, the idea of self emerges and its formation begins. Parents, friends,
teachers and significant others play a vital role in shaping a child’s ideas about self.
Our interactions with other people, our experiences and the meaning we give to them
serve as the basis of ourself. The structure of self is modifiable in the light of our own
experiences and the experiences we have of other people.
2.3 PERSONAL IDENTITY- It refers to those attributes of a person that makes him
different from others.eg. name
2.4 SOCIAL IDENTITY- It refers to those aspects of a person that link him to social or
cultural group.
2.5 SELF AS SUBJECT AND OBJECT- When self is described as doing something ( I am
a dancer), it is a subject. On the other hand if it is describes as an entity on which
something is done, it is described as object.
2.6 SELF CONCEPT- The way we perceive ourselves and the ideas we hold about our
competencies and attributes is also called self concept. This can be either positive or
negative. A person may have a positive view of her/his atheletic bravery but a
negative view of his academic talent.
2.7 KINDS OF SELF
1. Personal Self- this leads to an orientation in which one feels primarily concerned with
oneself.
2. Social self- the social self emerges in relation with others and emphasizes such aspects
of life as cooperation, unity, affiliation, sacrifice, support or sharing. This self values
family and social relationship. Hence it is also called familial or relational self.
SELF CONCEPT- The way we perceive ourselves and the ideas we hold about our
competencies and attributes is also called self concept. It can be either positive or
negative. A person can have a very positive view of his atheletic bravery but a
negative view of his academic talents.
Studies indicate that by the age of 6 to 7 yrs children seem to have formed self esteem
atleast in four areas- academic competence, social competence, atheletic competence
and physical appearance.
SELF EFFICACY refers to the believe of a person in his ability to control life outcomes

3. METHOD

3.1 Preliminary Information as per practical 1

3.2 Testing Material- SCQ Test form, SCQ Manual, pencil, eraser

3.3Description of the Test- ( Copy from the manual. Also make Table1, write the reliability and
validity. Also make the reliability table.)

Class XII / Psychology /28

3.4 Procedure
3.4.1 Rapport formation as per practical 1
3.4.2 Instructions- copy from SCQ test form

3.4.3 Precautions
a) The room should be well lit and well ventilated.
b) There should not be any noise in the room.
c) The seating arrangement should be comfortable.
d) There is no time limit.
e) Instructions should be made clear to the subject.
f) No item should be left unanswered.
g) Proper rapport should be established before starting the practical.
h) It should be made sure that only one answer has been marked for each question.
i) It should be made clear to the subject that their answers must be marked inside the boxes.
j) Make sure that the key and questionnaire which is being scored are properly aligned; the
number in front of the questions on the inventory should correspond with the number of
the key.

3.4.4 Test administration as per practical 1

3.4.5 Verbal Report – as given by the subject

3.4.6 Behavioural observation

examiner’s observation of the subject during testing

3.4.7 Scoring - The respondent is provided with five alternatives to give his responses ranging from
most acceptable to least acceptable description of his self concept. The responses are in such a way
that the scoring system for all the items will remain the same i.e. 5,4,3,2,1 whether the items are
positive or negative. If the respondent puts a tick mark for first alternative the score is 5, for
second alternative the score is 4, for third the score is 3. For the fourth its 2 and for the fifth and the
last its 1. The summated score of all the eight items in each self-concept dimension provide the total
self concept score for that dimension. Interpretation for each score in each dimension is given in
Table 3 of the test manual. A high score on this inventory indicates a higher self concept, while a
low score shows low self-concept. Now all the scores of each dimension were added to get the total
self concept score of an individual. Interpretation for total self concept is given in Table 4 of the
manual.

4. RESULTS

SELF CONCEPT RAW SCORE INTERPRETATION

DIMENSION
Repeat for all the
dimensions/areas

Class XII / Psychology /29

5. ANALYSIS AND INTERPRETATION

My subject got a score of in the Physical dimension which means he/she has
self concept of his/her own body, health, physical appearance and strength. ( Do the same for
other dimensions and total self concept).

6. CONCLUSIONS
( Mention the dimensions in which he/she has high/average/low self concept. Also mention
the total self concept.)

7. REFERENCES

i) SCQ manual.

ii) NCERT Psychology textbook, XII.

Class XII / Psychology /30