The objectives of the study were:  (1) To study the adjustment (educational, social and family) of the students. (2) To study self-concept (perceived, social and ideal) of the students. (3) To study extrovert-introvert personality of the students. (4) To study educational achievement of the students.

The hypotheses of the study were: (1) There is no significant difference between the boys’ performance at extroversion-introversion test and girls’ performance at extroversion-introversion test. (2) There is no significant difference between the boys’ performance at home adjustment test and girls’ performance at home adjustment test. (3) There is no significant difference between the boys’ performance at social adjustment test and girls’ performance at social adjustment test. (4) There is no significant difference between the boys’ performance at educational adjustment test and girls’ performance at educational adjustment test. (5) There is no significant difference between the boys’ performance at perceived self-concept test and girls’ performance perceived self-concept test. (6) There is no significant difference between the boys’ performance at social self-concept test and girls’ performance at social self-concept test. (7) There is no significant difference between the boys’ performance at ideal self-concept test and girls’ performance at ideal self-concept test. (8) There is no significant difference between the students’ performance at extroversion introversion test and students’ performance at educational achievement. (9) There is no significant difference between the students’ performance at home adjustment test and students’ performance at educational achievement. (10) There is no significant difference between the students’ performance at social adjustment test and students’ performance at social achievement. (11) There is no significant difference between the students’ performance at educational adjustment test and students’ performance at educational achievement. (12) There is no significant difference between the students’ performance at perceived self-concept test and students’ performance at educational achievement. (13) There is no significant difference between the students’ performance at social-self-concept test and students’ performance at educational achievement. (14) There is no significant difference between the students’ performance at ideal self-concept test and students’ performance at educational achievement. (15) There is no significant difference between the students’ performance at extroversion-introversion test and students’ performance at home adjustment. (16) There is no significant difference between the students’ performance at extroversion-introversion test and students’ performance at social adjustment test. (17) There is no significant difference between the students’ performance at extroversion-introversion test and students’ performance at educational adjustment test. (18) There is no significant difference between the students’ performance at extroversion-introversion test and students’ performance at perceived self-concept test. (19) There is no significant difference between the students’ performance at home adjustment test and perceived self- concept test. (20) There is no significant difference between the students’ performance at social adjustment test and perceived self-concept test. (21) There is no significant difference between the students’ performance at educational adjustment test and perceived self-concept test. (22) There is no significant difference between the students’ performance at educational achievement regarding Marathi and other personality traits, viz., extroversion-introversion, educational adjustment, home adjustment, social adjustment, perceived self-concept, social self-concept and index self-concept. (23) There is no significant difference between the students’ performance at educational achievement regarding English and other personality traits, viz., extroversion-introversion, educational adjustment, home adjustment, social adjustment, perceived self-concept, social self-concept and index self-concept. (24) There is no significant difference between the students’ performance at educational achievement regarding social science and other personality traits, viz., extroversion - introversion, educational adjustment, home adjustment, social adjustment, perceived self-concept, social self-concept and index self-concept. (25) There is no significant difference between the students’ performance at educational achievement regarding science and other personality traits, viz., extroversion - introversion, educational adjustment, home adjustment, social adjustment, perceived self-concept, social self-concept and index self-concept. (26) There is no significant difference between the students’ performance at educational achievement regarding Mathematics and other personality traits, viz., extroversion-introversion, educational adjustment, home adjustment, social adjustment, perceived self-concept, social self-concept and index self-concept.

Sample comprised of 1941 students studying in standard VIII and IX from Marathi medium secondary schools located in Pimpri Chinchwad Municipal Corporation. Random Sampling technique was used.

Tools used for measuring the data were Adjustment by M.N. Palsane, Self-Concept Inventory by V.V. Jagawar, Eysenck Personality Questionnaire by H.J. Eysenck and marks of terminal examination in different subjects from the school records was considered as educational achievement.

Mean, mode, median, SD, chi-square and correlation were calculated from the data.

The findings of the study were: (1) Extrovert-Introvert personality factor shows significant difference in favor of girl students of VIII and IX standard of the schools from Pimpri-Chinchwad area. Extroversion - introversion personality factor does not have influence on educational achievement. Educational adjustment, home adjustment, and social adjustment are significantly related to extroversion-introversion factor. A significant inverse relationship has been found between extroversion-introversion factor and other remaining personality factors- perceived self-concept and educational achievement regarding separate school subjects i.e. Marathi, English, Social Science, Mathematics and Science. (2) Personality Adjustment Factor reveals significant difference in favor of girl students of VIII and IX standard of the schools than the boy students. Home adjustment and educational adjustment have influence on academic achievement. Social adjustment does not have any positive influence on academic achievement. Home adjustment and educational adjustment are significantly correlated with perceived self-concept. A significant relationship has been found between educational and home adjustment, and educational achievement regarding separate school subjects but a significant inverse relationship has been found between social adjustment and educational achievement regarding separate school subjects i.e. Marathi, English, Social Science, Mathematics and Science. A significant relationship has been found among all three adjustment factors i.e. educational, home and social. (3) Girl students have better perceived and social self-concept than boy students; girl students are almost similar with the boy students in respect of ideal self-concept. Coefficient of correlation reveals significant relationship between perceived social self-concept and educational achievement, but coefficient of correlation does not reveal significant relationship between ideal self-concept and school achievement. A significant inverse relationship has been found between perceived and social self-concept and educational achievement regarding separate school subjects. A significant relationship has been found between ideal PA self-concept and educational achievement regarding separate school subjects i.e. Marathi, English, Social science, Mathematics and Science.