The objectives of study were: (1) To study the nature of the problems of indiscipline at higher secondary schools at plus two stage located at the top classes of secondary schools. (2) To study the nature of the problems of indiscipline at junior colleges at plus two stage located at the bottom classes of degree college. (3) To compare the extent of problems of indiscipline at higher secondary schools and junior colleges at plus two stage classes located at the top classes of the secondary schools and at the bottom classes of degree colleges. (4) To study the relationship of certain psychological factors and the problems of indiscipline at higher secondary schools and junior colleges at plus two stage. (5) To compare certain psychological characteristics of the students enrolled at higher secondary schools and junior colleges at plus two stage. (6) To compare the extent of the problems of indiscipline between the faculties of Arts, Commerce and Science of higher secondary schools and junior colleges at plus two stage. (7) To study the relationship between certain environment factors prevailing in the secondary school and the problems of indiscipline. 

Total 98 divisions of Arts, Science and Commerce faculties were selected. Population comprised 25000 students of IX standard and 25000 students of XII standard. The sample comprised 350 students from each of Arts, Science and Commerce faculties.

The tools used were: Attitude towards Teachers and Parents, Life and Humanity, Country and Religion, Nation, the frustration scale having four modes, such as, regression, fixation, resignation and aggression, the Adjustment Inventory and the Indiscipline Behavior Scale prepared by the researcher.

The present study was conducted at plus two stage. The study covered higher secondary schools and junior colleges in twelve tehsils and city of Kolhapur of Kolhapur district, south-west part of Maharashtra state

The collected data were analyzed with the help of Chi-square and ANOVA statistical techniques. 

The findings of study were: (1) High indiscipline was found in senior colleges whereas low indiscipline was the characteristic of secondary schools. (2) The strength of institutions of high discipline type was greater than the strength of institutions of low indiscipline type. (3) The students enrolled in institutions with high indiscipline type are of mixed nature, whereas the students enrolled in institutions with low indiscipline type are economically poor. (4) The indiscipline related to college election was the main factor or area contributing to the reliability of indiscipline in different institutions, whereas classroom indiscipline was more or less universal in nature. (5) The indiscipline due to college election was regular feature of high indiscipline type institutions. (6) The relation between the indiscipline behavior and emotional maturity of high and low indiscipline institutions revealed that there was evidence of real association between indiscipline behavior and emotional maturity of students enrolled. (7) The relation between the indiscipline behavior and attitude towards teachers and parents of students enrolled in high and low indiscipline institutions revealed that there was evidence of real association between the indiscipline behaviors and positive attitude towards teachers and parents. (8) The relation between indiscipline behavior and positive attitude towards nation of students enrolled in high and low indiscipline institutions revealed that there was evidence of real association between them. (9) The relation between the indiscipline behaviors and the positive attitude towards life and humanity of students enrolled in high and low indiscipline institutions revealed that there was no evidence of any real association between them. (10) The relation between indiscipline behavior and positive attitude towards the religion of students enrolled in high and low indiscipline institutions revealed that there was no evidence of any real association between them. (11) The relation between the indiscipline behavior and regression of students enrolled in high and low indiscipline institutions revealed that there was evidence of real association between them. (12) The relation between the indiscipline behavior and fixation of students enrolled in high and low indiscipline institutions revealed that there was evidence of real association between them. (13) The relation between the indiscipline behaviors and resignation of students enrolled in high and low indiscipline institutions revealed that there was evidence of real association between them. (14) The relation between the indiscipline behavior and aggression of students enrolled in high and low indiscipline institutions revealed that there was evidence of real association between them. (15) The relation between the indiscipline behavior and adjustment of students enrolled in high and low indiscipline institutions revealed that there was evidence of real association between them. (16) The students of junior colleges (plus two stage attached to senior class) and higher secondary school (plus two stage attached to high schools) differed in their level of indiscipline. The students of junior college were found to be more indiscipline than the students of higher secondary schools. (17) The means of Arts, Science and Commerce faculties differ in their level of indiscipline. It was found that the problems of indiscipline behavior were more severe in science faculty than the Arts and Commerce. (18) The students of junior college and higher secondary school differed in their level of emotional maturity. The students of higher secondary school showed more tendency of emotional immaturity than the students of junior college. (19) The mean scores of positive attitude towards teachers and parents’ of the students of junior college and higher secondary school differed. The students of higher secondary school were found to be more positive than the students of junior college. (20) The mean scores of positive attitude towards teachers and parents of Arts, Science and Commerce were not equal. The faculty of Arts was more positive than the Science and Commerce. (21) The mean scores of positive attitude towards nation’ of the students of junior college and higher secondary school did not differ. The students of junior college and higher secondary school were equal. (22) The mean scores of positive attitude towards nation’ of Arts, Science and Commerce faculties were not equal. The faculty of Arts was found to be more positive than the faculties of Science and Commerce. (23) The mean scores of positive attitude towards humanity and life’ of the students of junior college and higher secondary school did not differ. They were equal. (24) The mean scores of positive attitude toward humanity and life’ of students of Arts, Science and Commerce faculties were not equal. The faculty of Science was found to be more positive than the faculties of Arts and Commerce. (25) The mean scores of positive attitude towards religion’ of students of junior college and higher secondary school did not differ. They were equal. (26) The mean scores of positive attitude towards religion’ of students of Arts, Science and Commerce faculties were found to be equal. (27) The mean scores of adjustment of students of junior college and higher secondary school did not differ. They were equal. (28) The mean scores of adjustment’ of Arts, Science and Commerce faculties were not equal. The faculty of Arts was found to have more unsatisfactory adjustment than the faculties of science and commerce. (29) The mean scores of regression of junior college and higher secondary school did not differ. They were equal in their regression. (30) The mean scores of regression of Arts, Science and Commerce faculties were not equal. The faculty of Arts was found to be more regressive than the faculty of science and commerce. (31) The mean scores of fixation of junior college and higher secondary school did not differ. They were equal in their fixation. (32) The mean scores of fixation of Arts, Science and Commerce faculties were found to be equal in their fixation. (33) The mean scores of resignation of junior college and higher secondary school did not differ. They were equal in their resignation. (34) The mean scores of resignation of Arts, Science and Commerce faculties were not equal. The faculty of Arts was found to possess more resignation than the faculties of science and commerce. (35) The mean scores of aggression of junior college and higher secondary school were not equal. The students enrolled in junior college were found to be more aggressive than the higher secondary school. (36) The mean scores of aggression of Arts, Science and Commerce faculties were not equal. The faculty of Arts was found to be more aggressive than the faculties of science and commerce.