Manual for Adjustment Inventory for School Students (AISS) A.K. P. Sinha Ex-Professor of Psychology Ravi Sbaokar University RAIPUR AND RB. P. Singh Patna University, PATNA. 1993 Get. 1971 Phone 1 364926 NATIONAL PSYCHOLOGICAL CORPORATION 4/230, KACHERI GHAT, AGRA-282004 (U.P.) INDIA 1MANUAL Sor Adjastmeot Iaventory for School Students (AISS) The Adjustmant Inventory has been designed for use with knowing school students of India. The inventory seeks to segrega Hing adjusted secondary school students (age group 14 to 18 years) fron well adjusted students in the three areas of adjustment : Emotional, Soc” Educational. > and A list of 100 questions indicating the significant problems of sch. students in the threc areas were prepared. The questions were tobe answered in ‘Yes’ cr ‘No’, This list was presented to 25 judges, all of whom were psychologists engaged in teaching, counselling, of vocational guidance work, to judge cach item in term of its merit for being included io the inventory. Only such items were retained about which the judges were unanimous. This Ied to the elimination of 12 out of 100 items. Before undertaking the work of itent analysis, the inveatory was adminis- tered to a sample of 100 students to remove the language . difficulties, if any, reported by them in understanding ctearly the differeat items. Item Analysis The list of remaining 88 items was administered on two groups of subjects—group A and group B. Group A consisted of 100 such students who were judged to be welHadjusted and-Group B of 100 students judged to be poorly adjusted by a group of five teachers who knew them very well. Chi-square test was applied to compare the responses of the two groups in respect of each item. Fourteen out of a total of 88 items which did not discriminate the two groups ‘significantly were eliminated from the test. The 74 items that vere retained were administered to 8 group of 370 secondary school students of Patna. ‘The distribations of scores fot the whole inventory and for the three parts of it were tested for normality: As the scores did not depart significantly from a normal distribution, iserial correlations of each item (1) with the total scores on the inventory and (2) with the areas total scores were computed. The sigaificance of biserial correlation at -001 level was fixed as the criterion for retaining an item. This led to the elimioation of 14 items oot of 74, The fsa! inventory consisted of 60 items, 20 items in each area of adjustment.Sample The 60 item inventory, in its final form, was administered toa randomly sclected representative sample of 1950 (1200 boys and 750 girls) from class 1X to XI grade pupils ‘of 40 schools of Bibar. The distributions of scores were tested for normality by applying Chi-square technique. ‘The distributions did not depart significantly from normality. Reliability Coefficient of reliability determined by (i) Split-balf method, Gi) Test setest- method, and (iii) KR formuls-20. Table } gives the reliabitity coefiicients of ‘the total test and of sub-tests by different methods. TABLE | Reliability Coe‘ficicats of the Inventory “Method used ~ Emotional Social” Educational Total 1. Spiit-half 098 0-93 0-96 095 2. Festretest 096 90 0:93 093 3. K-R formula-20 0-92 0-92 0:36 0-94 Validity In item-analysis validity coefficients were determined for cach item by biserial correlation method and only such items were retained which yielded biserial corfelation witb both the criteria (i) total score and i) area score, significant level being 001. Inter-correlations among the three arcas of the inventory were calculated. The correlation matrix is being presented in Table 2. TABLE 2 Correlation Mateix of the Three Areas Areas 1 ub L 1. Bmotional = “20 BT) Il. Social 20 - mm LLL. Educational 19 “4 = AIL Educational 0 a. ‘The inventory was also validated by correlating inventory scores with .ratings by the Hostel Superintendent. This was done on the data of 60 pupils living in the hostel of Patna Collegiate Multipurpose Higher Secondary School. The Hostel Superintendent rated the pupils on a five point scale, namely, Excellent, Good, Average, Poor, and Very Poor ee of their adjustments. The product moment coefficient of jation between inventory scores and superintendent's ratis obtained to be 0-51. “ nakaca) / were computed for both malcs and females of. percentile 00 tional, Social and Pducational) of Mipainen, the tree PT for the whole inventory. Table 3 and 4 giveth s ad females respectively. TABLE 3 Perceatile Norms for Males pervensites for male # = rr rs 995 2689 re 910 916 OL B41 be sil 8-24 834 2134 Pa zat 738 7-40 1936 a 618 6-58 6-48 1174 ts sa 6-00 598 1606 rE 442 491 482 1432 re 3 375 3:33 WT? ty 208 2-70 2.02 827 TABLE 4 Pereeatile Norms for Females “Percentiles Emotional Social Educational Total Po 9°80 O91 995 71-61 Pe 831 845 881 Be Pre 745 155 167 2163 Pee 6-R8 691 698 19-40 Poy 612 6-27 631 11-78 Pu sn 5-62 573 1615 Poe 4 431 462 14:53 Poo a 3-08 361 i181 Pip 200 2:31 211 870 es A) | _, The subjects can be classified into five categories in sccordacce With the raw scores obtained by them on the inventory. The ve different categories of adjustment are, “A’ which stands for excellent, ‘B’ which Sands for good, ‘C’ which stands for average, ‘D’ which stands for unsatidfactory, and “E’ which stands for very unsatisfactory adjustment Ti Stpeiation was done by dividing the base line of the norms the chasiaitat waits, each unit being equal to 1:2. Table Presents the classification of adjustment for total-scores and Table 6 shows(3s) the classification in respect of the three areas : Emotional, Social and Pducational. TABLE 5 Classification of Adjustment In terms of Categeries. Category Desoription a a eee aa _ Male Female A Excelleat 5 & below 5 & below B Good 6-12 6-14 Cc Average 13-92 6-2 D Unsatisfactory 22—30 23-31 EB Very Unsatisfactory 31 and above _32 and above TABLE 6 Classification of Adjustment in terms of Categories in the Three Areas ee Rang ol hers Area Category Description -——— ee Male Female Emotional A Excellent 1&below 1 & below “3B Good 24 2-5 c Average 51. 67 D Unsatisfactory 8—10 8—10 E Very Ne We Unsatisfactory above above Social A Excellent 2 & below 28 below B Good 3-4 3-5 c Average 5-7 6-7 D Unsatisfactory 8--10 8—10 E Very n& 11 & above Unsatisfactory above Educational A Excellent 2 &below 2& below B Good 3-4 3-4 c Average 5-7 5-7 D Unsatisfactory 810 s—il E Very ué& 11 & above | |(6) Table 7 gives Means and Standard Deviations of the population upon which norms are based. TABLE 7 ee Male Female Area — =—_————— Mean SD. Mean SD. eee ee as ee Emotions! $62 3-12 655 281 Social 591 238 621 252 Edveations! 638 291 5:35 3-00 Total 1794 7:36 18-11 72 Meanintg of the symbols and explanation of the arcas. @ Emotional Adjustment ; High scores indicate unstable emotion. Students with low scores tend to be emotionally stable. (ji) Social Adjustment: Individuals scoring high are submissive and retcring. Low [Link] aggressive behaviour. (iii) Educational Adjustment: ifdividuals scoring high are poorly adjusted with their curricular and co-curricular programmes. Pertoss with low scores are interested in school programmes. Instructions for Test Users 1. It isa self-ad:ninistering inventory. The examiner should read the imstructions given on the front page and the examinees shoulil also read thom sileatly along with the examiner. 2. There is no time limit for answering it. Ordinarily an individual takes 10 minutes in completing the test. ‘3. Examiners should be instructed to interpret tne weaning of the sentences themselves. However, meaning of the difficult words, uf apy should be given by the examiner. 4. Co-operation of the examinees in answeriog the inventory is very essential. The examiner shovkd assure them that their answers 0d scores will be treated with strictest confidence. 5. The examiners should indicate frankly sd honestly the purpose of the test, if and when any question re~* .ug this is raised by the examinees. 6. There is 00 need of telling why letters and aumbsrs are placed before the Questions. I, a question is asked abou: these the examiner? should tell the meaning of the letters.Instructions for Scoring Inventory can be scored by hand only. For any answer indicative of adjustment Zero ic viven, otherwise a score of one is awarded. Table 8 shows the key re: ,vase indicative of lack of adjustment The inventory is designed to be an aid in counselling school students of age group 14-18 years whose personal problems pertain to any of the three areas included in the test. The use of Deonngari Ietters A, B aad C corresponding to Emotional adjustment, Social adjustment and Educational adjustment enables the test user to discover readily questions relating to each measure. The total score indicates the general adjustment status. TABLE & EMOTIONAL (=) SOCIAL (@) EDUCATIONAL (mm) ‘tem No. Response Item No. Response Item No. Response indicative indicative indicative of lack of of lack of of lack of adjustment adjustment adjustment 1 ‘Yes 2 Yes 3 Yes 4 Yes 5 Yes 6 Yes 7 Yes 8 Yes 9 Yes 10 Yes Fy No 12 No 13° Yes 14 Yes 15 Yes 16 Yes 17 No 18 No 19 Yes 20 No a Yes 22 Yes 23 No 24 No 25 Yes 26 No 27 Yes 2B Yes 29 Yes 30 No 3] Yes 32 No 33 No 34 Yes 35 Yes 36 Yes 37 Yes 38 No 39 Yes 40 Yes 4! No 42 Yea 43 Yes 44 No 45 Yes 6 Yes 47 Yes 48 No 49 Yes 50 No 51 No 32 Yes 53 No MM No 35 Yes 56 No x” No 38 Yes 59 No 60 No