The study was conducted with the following specific objectives:

PHASE I

1. To compare the following on the basis of school types

a) Total adversity quotient scores of students

b) Control dimension scores

c) Ownership dimension scores

d) Reach dimension scores

e) Endurance dimension scores

2. To study the academic self concept scores of students on the basis of school types

3. To study the achievement motivation scores of students on the basis of school types

4. To ascertain gender differences in the following

a) Total adversity quotient scores of the students

b) Control dimensions scores

c) Ownership dimensions scores

d) Reach dimensions scores

e) Endurance dimensions scores

5. To ascertain gender differences in the academic self concept scores of students

Phase I

The data was collected from fifteen (aided and unaided) schools of Greater Mumbai. A three stage sampling was used for selecting the sample. In the first stage, stratified random sampling technique was used to select schools on the basis of their location, for the purpose of which Greater Mumbai was divided in to three strata, viz, North Mumbai, South Mumbai and Central Mumbai. In the second stage, the schools were selected on the basis of types of schools like private-aided and private-unaided schools and in the third stage students were selected by using the incidental sampling technique. The size of the final sample was 806 secondary school students which included 473 boys and 333 girls from standard VIII. Phase II In this phase, the school which has the lowest mean score as compared to the other schools was chosen as the experimental group for the study and another school in the same vicinity was chosen as the control group.

Ready made tools (i) Adversity Response Profile by Stoltz, P ( 1997) The internal consistency reliability by Cronbach’s coefficient alpha was 0.86 59 (ii) Academic Self Concept by D’Souza, G ( 2008) The reliability coefficient obtained for internal consistency was 0.977. The coefficient of stability obtained for test – retest reliability of the scale was 0.8869. 60 (iii) Achievement Motivation by Deo, P and Mohan, A ( 1985) The concurrent validity of the scale with the projective test is 0.54 61 (iv) Socio- economic status Inventory is modified by Shahras (2009) The internal consistency reliability of the tool by using Split half method and Cronbach’s alpha were found to be 0.82 and 0.88 respectively. B] Tool prepared by the researcher  A program for enhancing the adversity quotient of Secondary students of std VIII was prepared by the researcher  A personal data sheet was prepared to collect information about name of the student, name of the school, types of school, standard and gender.

The phase I  is of the quantitative descriptive type. It is of co - relational type Phase II was of the quasi – experimental method of the pre – test post – test non equivalent group design. This method is adopted to test the effectiveness of the program for enhancing the adversity quotient of students.

1. t - test 2. ω2- estimate 3. Coefficient of Correlation 4. Z test 5. Multiple Correlation 6. ANCOVA

There is significant difference in the TAQS, CDS, ODS and RDS of unaided and aided schools. There is no significant difference in the ASCS of unaided and aided schools  There is no significant difference in the AMS of unaided and aided schools  There is significant gender difference in the ODS of students. However there is no significant gender difference in the TAQS, CDS, RDS and EDS of students. There is significant gender difference in the ASCS and AMS of students There is significant relationship between AQS and AMS for total sample of students and girls. There is a significant relationship between AQS and SESS for total sample of students and girls. There is a significant relationship between AMS and ASCS of total sample of students. There is a significant relationship between ASCS and SESS of total sample of students.There is a significant relationship between AMS and SESS of total sample of students.There is a significant and positive combined relationship of ASCS, AMS and SESS with AQS. PHASE II 14. There is a significant difference in the pre test AQS between the experimental and control group.m 15. There is a significant difference in the posttest AQS between experimental group and control group when differences in pre test scores of the two groups have been control There is significant effect of the adversity quotient enhancement program on the adversity quotient scores of the experimental group