CIET | Online Survey of Research in Education

P, Kulshreshtha. (1993). Relationship of educational achievement of adolescents with intelligence, adjustment and achievement motivation. Unpublished. Ph.D., Education. Dr. B.R. Ambedkar University, Agra.

The objectives of the study were: (1) To know significance of difference among the means of intelligence, achievement motivation, adjustment and educational achievement of adolescents. (2) To know significance of correlation of intelligence, achievement motivation, adjustment and educational achievement of adolescents. (3) To know significance of difference among the means of intelligence, achievement motivation, adjustment and educational achievement of adolescents on the basis of sex. (4) To know significance of difference among the means of intelligence, achievement motivation, adjustment and educational achievement of adolescents on the basis of arts and science. (5) To know the effect of achievement motivation, adjustment on educational achievement if intelligence is controlled. (6) To study the effect on educational achievement if achievement motivation and adjustment are controlled separately.

The hypotheses were stated as: (1) There is no significant difference among the means of intelligence, achievement motivation, adjustment and educational achievement of adolescents. (2) There is significant correlation among intelligence, achievement motivation, adjustment and educational achievement of adolescents. (3)) There is significant difference among the means of intelligence, achievement motivation, adjustment and educational achievement of adolescents on the basis of sex. (4) There is significant difference among the means of intelligence, achievement motivation, adjustment and educational achievement of adolescents on the basis of arts and science. (5) There is significant effect of achievement motivation and adjustment on educational achievement if intelligence is controlled. (6) There is significant effect on educational achievement if achievement motivation and adjustment are controlled separately.

The sample consisted of 400 students of class XI from eight schools of Mathura city. The sample was selected Randomly.

Tools used were: Group Intelligence Test by S.S. Jalota, Adjustment Inventory by K.P. Sinha and R.P. Singh and Achievement Motivation Test by V.P. Bhargava.Descriptive survey method was used for the present study.

High school marks were considered for educational achievement. Data was analyzed with the help of Mean, SD, CR, Correlation and ANOVA.

The findings of the study were: (1) The CR of mean intelligence scores of science and male students, science and arts, science and female students, arts and female students, and male and female students were significant at .01 level. (2) The CR of intelligence of male and female students was significant. (3) The mean of science students was higher than the mean of arts students. (4) The CR of means of all the groups was not significant at any level except the mean of arts and female students. (5) The CR of achievement motivation of science and female students, and male and female students were not significant. (6) The CR of achievement motivation of science and arts, science and male students, arts and male students, and arts and female students were significant. (7) The CR of educational achievement of all the groups was significant except male and female students. (8) There was significant positive correlation among educational achievement and adjustment, educational achievement and intelligence, achievement motivation and intelligence, adjustment and intelligence in all the groups. (9) There was significant negative correlation between achievement motivation and adjustment in all the groups. (10) There was significant negative correlation between the educational achievement and achievement motivation of male and female students of arts. (11) There was negative correlation between the educational achievement and achievement motivation of male and female students of science. (12) CR of means of achievement motivation, adjustment and educational achievement of male and female students were not significant. Only the CR of means of intelligence was significant. (13) CR of means of intelligence, achievement motivation, intelligence and educational achievement of students of science and arts were significant. Only the CR of means of adjustment was not significant. (14) Achievement motivation significantly affected educational achievement of students of all the three groups when intelligence was controlled. (15) Adjustment significantly affected educational achievement of students of higher and lower and general and lower group when intelligence was controlled while the male and female students of higher and general group did not affected. (16) Adjustment and intelligence significantly affected educational achievement of male and female students of higher and lower, and general and higher groups when achievement motivation was controlled while the male and female students of lower and general groups did not affect significantly. (17) Achievement motivation significantly affected educational achievement of students of all the three groups when adjustment was controlled while intelligence affected significantly the educational achievement of male and female students of higher and lower, and lower, higher and general groups and did not affect the male and female students of general and lower groups.

Keyword(s): achievement , adolescents , intelligence, adjustment , motivation