CASE STUDY

NAME : Hargun Singh

CLASS : 12 th

SECTION : B

ROLL NO. :

SCHOOL : JB Academy
 ACKNOWLEDGEMENTS

I would like to express my heartfelt gratitude to dr. Diksha rajput, whose

guidance and support were instrumental throughout the completion of this
case study. Her expertise and encouragement helped shape my understanding
of psychological principles and methodologies.

I am also deeply thankful to the school for giving me this opportunity and for
their valuable assistance and feedback, which enriched this study.

Lastly, I am grateful to my classmates and family for their patience and

encouragement during this endeavour . Their support provided me with the
motivation to pursue this project diligently.

hargun singh
 INFORMED CONSENT FORM

The department of psychology, jb academy, ayodhya (uttar pradesh, india) supports the
practice of protection of the participants in academic research. The necessary
information about this case study is provided herewith. If you agree to participate,
please be aware that you are free to withdraw at any point throughout the duration
of the study without any penalty. in this study, i request you to provide your
valuable time to conduct a case study using methods of enquiry in psychology, as a
part of the curriculum requirement of aissce 2024-25. If you have any restrictions or
diagnosed conditions, please inform the student researcher before the commencement
of this study. If for any reason during this study you do not feel comfortable, you
may leave the laboratory, rendering the information provided by you as discarded.
When this study is complete you will be provided with the results and suggestions
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I understand my rights and hereby consent to participate in this study. I

request my result to be communicated to me through email

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 INDEX

S. No. Contents Page No.

1 introduction

2 literature review

3 methodology

4 non verbal cues

5 interview

6 results and discussion

7 suggestions for the subject

8 conclusion
 INTRODUCTION

Adjustment among school students

Adjustment is a process by which organisms such as human beings maintain an

equilibrium between their various needs. By virtue of it, organisms make efforts to
survive in their environment and sustain harmony in their social settings and
relationships.

Each individual’s personality, needs and environment are unique. Everyone adjusts
individually in their own environment and that is the very objective of adjustment. It
portrays one's compromising attitude.

Study of adjustment among school students primarily focuses on their personal &
social goals, behavioural competence and relationships with teachers and peers.

As claimed by Alfred Adler's theory, human behaviour is purposeful and goal

oriented, a student's need to satisfy the three basic psychological needs as given by
self determination theory by Deci and Ryan ie; autonomy, competence, and relatedness
influences their sense of belonging, academic performance and self regulation in
school.

This can be further elaborated with regards to the humanistic approach by Carl Rogers
& Abraham Maslow which states human beings have a tendency to merge their ideal
self with their real self that leads to genuine happiness or conversely to unhappiness.
Incase of students their sense of self is heavily influenced by validation from school
activities, teachers and peers.

Freud’s psychoanalysis theory explains that the ultimate goal of human beings is
survival; consequently personality is the final result of adjustment among various
environments. According to the stage-environment fit theory (Eccles & Midgley 1989)
students do better when the environment is suited to their developmental needs, and
are negatively impacted if not. It should be noted that a student's childhood,
relationship with parents and family background also plays a vital role in forming the
basis of their personality and subsequently their behaviour and willingness to adjust.
 Reason for choosing the topic

It is evident that a student's individuality and environment are the two most crucial
factors pertaining to their adjustment which brings us to the aim of this case study.
The motive behind pursuing the topic ‘adjustment among school students’ is to better
understand certain behaviour of fellow students including myself and their root causes
as well, especially since covid adjustment in school has been very unique for
everyone and it arises a question of how the new institutional and self habitat have
altered everyone's experience and to promote healthy behavioural patterns for better
adjustment of us students in future. A deep understanding of this aspect of our life
and further advocating it amongst peers may bring more efficiency in our academics,
relationships, attitude and development.
 LITERATURE REVIEW

1. m.V.R. Raju and t. Khaja rahamtulla conducted a research titled adjustment problems
among school students.
The sample of this study consisted of 461 students from sixth to tenth class, 197
boys and 264 girls.
The findings of this research were that school children's adjustment varies
significantly by gender, class, school medium (government vs. private), management
type, and parental background. Family adjustment is higher in upper classes, academic
adjustment is better in government-founded schools, and emotional adjustment is
greater in english-medium, privately managed schools, influenced significantly by
parental education and occupation.

2. Hiral Prajapati conducted a research titled adjustment among high school students.
The sample of the present study constituted a total of 140 high school students out
of which 70 were from boys students (35 joint family and 35 nuclear family) and 70
from girl students (35 joint family and 35 nuclear family).
The findings of this research were that boys and girls high school students show no
significant difference in mean adjustment scores. High school students from joint
families exhibit significantly better adjustment than those from nuclear families. There's
a significant interactive effect between gender and family type: boys from joint
families show better adjustment than boys from nuclear families.

3. Kelli M. Phillips conducted a research titled the power of academic choice in the
classroom to improve stage-environment fit for early adolescents.
The sample of this study included nine 6th grade teachers of core academic subjects
at one suburban school in maryland.
The findings of this research were that offering choices in classrooms enhances
students' engagement, motivation, and overall well-being. This approach aligns
educational experiences more closely with their developmental needs, promoting a
positive learning environment. Phillips argues that empowering students with
decision-making opportunities fosters a more effective educational experience tailored
to their developmental stages.

4. S Abraham Wesley conducted a research titled academic stress school adjustment

in relation to academic achievement among secondary school students.
The sample for the present study was secondary school students in the guntur district
of andhra pradesh state who follow the andhra pradesh state syllabus
. The findings of this research were that academic stress and school adjustment
significantly impact secondary school students' academic achievement. Factors like
gender, locality, type of institute, medium of instruction, family type, parental
education, and income influence these dynamics. Teachers' awareness of stress and
efforts to create supportive school environments are crucial for enhancing student
performance and well-being.

5. Singh, ranjeet kumar conducted a research titled effect of emotional intelligence and
adjustment on behaviour problems among students of higher secondary schools.
To achieve the aim of investigation, the researcher had selected adolescents studying
in class 11"' and 12" between the age range of 16 to 20 years of intermediate
colleges of agra city.
The findings of this research were that emotional intelligence and adjustment
significantly influence behaviour problems among higher secondary students. Higher
emotional intelligence and better adjustment correlate with fewer behaviour problems,
independent of gender. The interaction between emotional intelligence, adjustment, and
gender plays a crucial role in managing behaviour problems among adolescents.

6. venkataramana, b conducted a study on the topic academic adjustment in relation to

emotional maturity and self confidence among high school students.
The sample was from a population of 2200 high school students, 800 were randomly
selected and assessed using emotional maturity, self-confidence, and academic
adjustment scales. Based on extreme scores in these areas, a final sample of 400
students aged 14-17 was chosen for a 2x2 factorial design, with 100 students per
group.
The findings of the research were rhat high emotional maturity in high school students
supports effective academic stress management, psychological resilience, and
problem-solving abilities. Integrating emotional maturity into curricula is recommended.
Additionally, high self-confidence enhances academic adjustment, emphasising
collaborative efforts among parents, teachers, and school administrators to foster
supportive learning environments.

7. habibah elias, nooreen noordin and rahil hj. Mahyuddin conducted a research on the
topic achievement motivation and self-efficacy in relation to adjustment among
university students. the sample of the study comprised of 178 students attending
education courses in the faculty of educational studies in university putra malaysia.
students were invited to answer the questionnaire which was available on-line during
their free time. Respondents comprised 60 (33.7%) science students and 118 (66.3%)
social science students. They include the junior students (year one and year two) as
well as the senior students (year three and year four).
The findings of the study underscores that university students commonly encounter
adjustment challenges, particularly in their first two years. It emphasises the urgent
need for tailored support programs, including orientation initiatives and social support
systems. By providing effective guidance and resources through university management
and student affairs, these challenges can be mitigated, ensuring a smoother transition
and enhanced student well-being.
8. madgaonkar, jyoti conducted a research on the topic a study of adjustment of
school students in relation to certain psychological and socio economically advantaged
disadvantaged background factors.
the sample consisted of tenth grade students of hubli-dharwad corporation area
constituted the population for the study. The age of the sample of students selected
for the study ranged from 15 to 17 years, the average age being 16.
the study identifies predictors influencing adjustment among tenth-grade students,
including intelligence, academic achievement (especially in maths and english),
vocational interests (e.g technology, science), and socio-economic background. Findings
show adjusted students excel in maths, technology, and science, while maladjusted
students exhibit stronger linguistic-literary interests. Gender differences reveal varying
interests in technology and linguistic-literary subjects.

9. Yashpal azad conducted a research on the topic the impact of social, emotional,
and educational adjustment on academic performance among male and female
residential school students.
The sample of the study included 120 residential school students aged 14-18 from
akal academy baru sahib, selected randomly from 11th and 12th grades. Participants
were divided into high adjustment (30 boys, 30 girls) and low adjustment (30 boys,
30 girls) groups to examine how adjustment levels impact academic performance,
particularly focusing on gender differences.
the study employed t-test analysis to explore gender-based differences in adjustment
and academic achievement among residential school students. Significant differences
were found in social adjustment, with girls showing lower levels than boys. However,
no significant differences were found in emotional and educational adjustment. Multiple
linear regression indicated these adjustments did not significantly influence academic
performance, aligning with prior research.

10. Bindhu joseph conducted a research on the topic internet addiction in relation to
social adjustment among students of higher secondary schools.
the sample comprised of 200 higher secondary students further classified into two
groups: male (n=111) and female (n=89) in the age range of 16-18 years,
respectively. Participants were chosen from eight schools of payagraj city
international journal of arts, humanities and management studies.
the study explored internet addiction among male and female higher secondary
students, finding significant gender differences in addiction levels. While males showed
higher addiction rates, no significant correlation between internet addiction and social
adjustment was observed among females. Both genders, however, exhibited a
relationship between internet use and social adjustment, necessitating targeted
interventions.
 METHODOLOGY

INTRODUCTION TO THE SUBJECT

The subject is a 17 year old born in ayodhya and is currently a 12th grade student
in JBAcademy, ayodhya. They were previously a student of The Cambrian School,
Ayodhya however switched to Jb academy in 6th grade.

The subject has a joint family, they live with their mother and dad’s side of the
family. Their father passed away during their 6th grade. Their mother is a housewife
and their uncle looks after them as well. Mother has done her masters and father has
a Phd. No siblings.

No financial struggles, No medical history of mother or late father. No medical history

of close family members either.

The subject was distant with their cousins while growing up however has formed good
friendships with them in recent years and finds them reliable.

Hobbies: trying different food. travelling to different places with friends. listening to
music. reading novels & comics. watching tv shows/movies

like: watching movies/tv shows , reading novels/comics. Travelling to different places

and eating different/new food. Story indulging games.

dislikes: academically chemistry was uninteresting and challenging for them. One of
the reasons they didn't opt for science. Veg cuisines. They also don't like to text a lot
, prefer calls.

Social: the subject has a friend circle however is not close enough with anyone to
share personal problems. the subject confides more in their online friendships but has
strict boundaries with them as well.
 METHODS OF INQUIRY USED

1. OBSERVATION OF NONVERBAL CUES

2. INTERVIEW
3. PSYCHOMETRIC TESTS
Name of the test :
Developed by :
Reliability : Validity :
No. Of items : Time Limit :
 NONVERBAL CUES

The subject wore casual and comfortable clothing. in the beginning of the interview
the subject gave generic and vague answers to the first two questions seemingly
uninterested although while answering the third question regarding changing schools
and having a late admission the subject was fiddling with their fingers and avoided
eye contact simultaneously.

The subject was also talking more slowly in the first half, not giving much context or
details to any specific experience mentioned. When asked about schools' input in
helping them adjust the subject became more attentive and defensive while answering.
The subject was also notably uncomfortable while reminiscing about a teacher who
had a negative role in their adjustment in school and was visibly picturing the past
experiences in their head while answering.

During the second half of the interview the subject seemed more enthusiastic , upbeat
and verbally loud when asked questions regarding experience during and post covid
how it affected them etc. The subject became more comfortable answering at this
point and maintained eye contact throughout.

The subject was also cheerful talking about their online friends, class, classmates
especially through the course of highschool. The subject was answering more readily
regarding friends and took more time to think while answering about school
management. Less thought and importance was given to any close family members'
role in adjustment and more emphasis was made while talking about the role of age
gap in the entire family. More hand gestures while talking about childhood.
 INTERVIEW

1. What does “ adjustment among school students “ mean according to you ?

adjustment in school for me is trying to fit in with everyone, time management,
balancing a social life along with academics.

2. When do you think you adjusted as a student in your school ? 10th grade was
when i finally felt a sense of belongingness in my class and i developed much better
friendships as compared to the last 4 years i spent with my classmates.

3. What made adjustment in school difficult for you ? i took a late admission in a
new school back in 6th grade which made adjustment difficult from the beginning
itself, moreover there were many pre existing friend groups which i didn’t want to be
a part of as it felt invasive to try to get in their circle. Everyone had someone, they
weren’t very welcoming to new people hence it was the most difficult part.

4. How did your classmates affect your adjustment in school? A-lot of my

classmates portrayed themselves as superior to me and others as well, and my sense
of humour wasn’t compatible with them earlier.

5. What extracurricular activities positively impacted your adjustment in school?

group projects! They initiated friendships between new groups of people and it gave
me more common ground to bond over with classmates.

6. Was there any experience in school which made your process of adjustment
uncomfortable? yes, my class teacher in 6th grade would appoint fellow classmates to
eavesdrop and snitch on us which gave me and my other classmates trust issues. It
made the environment of class very awkward and distrustful.

7. What part of school infrastructure has made adjustment easier for you ? The
addition of a psychology department in school after covid has helped me and a-lot of
my friends as well. It has certainly made the school experience better.

8. Do you think covid has affected adjustment in your case ? Yes, it has impacted
my adjustment process very positively. online interaction with school peers as well
resourceful, like minded people from different places and backgrounds has made me a
much more social and vocal person moreover helped me bond more with my
classmates. When everything shut down for two years everyone started anticipating
interacting with others in school after reopening. A regular day at school felt so
special and we became more indulgent in every activity school had to offer be it
sports, mun’s, debates, workshops, skits, plays. That is what made 10th grade even
more special for me.
 9. What about your family or upbringing impacted adjustment in school ? I had no
cousins or siblings close to me in age. there was always a lack of deep emotional
rapport with anyone in the family due to this age gap. I was more self dependent
than social while growing up. Even with my neighbourhood friends I was not
comfortable sharing everything or personal things up until 10th/11th grade. As I turned
15, I had more interactions with my elder cousins and I realised that they are more
helpful, kind and understanding than people my age. Conversations with them are
always meaningful and I look forward to them.

10. Since you are in the senior most class, how do you think adjustment is different
for your juniors ? personally i think our juniors had more time to adjust to the post
covid era. We spent more than half of our 9th class online and were immediately
pressured with boards as soon as the pandemic was over. It was drastic for us while
on the other hand juniors even a year before us had one year to adjust to everything.
Middle school years are crucial for adjustment and socialising with peers.

11. Do you think being “ well adjusted “ in school is significant for our future ?
yes, as it teaches us how to make connections while handling academics. since in
college we don't have family it’s important to adapt more to newer and foreign
surroundings but it varies from person to person.