CIET | Online Survey of Research in Education

K, Varma M. (2003). Relationship of Academic Achievement of Middle School Students with their Intelligence, Adjustment and Achievement Motivation. Unpublished. Ph.D., Education. Bundelkhand University, Jhansi ,Uttar Pradesh.

The objectives of study were: (1) To find out the significance of difference between intelligence, achievement motivation, adjustment and academic achievement of students. (2) To find out the significance of correlation between intelligence, achievement motivation, adjustment and academic achievement of students. (3) To find out the significance of difference between intelligence, achievement motivation, adjustment and academic achievement of students on the basis of gender. (4) To find out the significance of difference between intelligence, academic motivation, adjustment and academic achievement of students on the basis of arts and science. (5) To know the effect of achievement motivation and adjustment on academic achievement of students when intelligence is considered as covariate. (6) To know the effect of adjustment and achievement motivation on academic achievement of students by considering these variables as covariates separately.

The hypotheses of study were: (1) There is no significant difference between intelligence, achievement motivation and academic achievement of students. (2) There is significant correlation between intelligence, achievement motivation, adjustment, and academic achievement of students. (3) There is significant correlation between intelligence, achievement motivation, adjustment and academic achievement of students on the basis of gender. (4) There is significant difference between intelligence, achievement motivation, adjustment, and academic achievement in arts and science students. (5) Achievement motivation and adjustment affects academic achievement when intelligence is taken as a covariate. (6) Adjustment and achievement motivation affects academic achievement separately when taken as covariates.

600 Students of Arts and Science from Intermediate Schools of Firozabad selected as a sample by Random Sampling Method.

Group Intelligence Test by Dr. S.S. Jalota, Adjustment Inventory by Dr. A.K.P. Sinha & Dr. R.P. Singh, Achievement Motivation Test by Dr. V.P. Bhargav and High School’s Marks as Academic Achievement were used for data collection.

The research was Descriptive Survey in nature.

The data was analyzed with the help of Critical Ratio, Correlation, Partial Correlation and Analysis of Covariance.

The findings of study were: (1) The mean critical ratio of science and students, science and arts, science and female students, arts and female students and arts and male students was significant at 0.01 level. (2) The critical ratio of Intelligence of male and female students was significant at 0.05 level. (3) The mean of science students was higher than that of arts students. (4) The mean critical ratio of adjustment of all the groups was not significant. Only mean critical ratio of arts and male students was significant at 0.05 level. (5) The critical ratio of achievement motivation of science and students and male and female students were not significant. (6) The critical ratio of achievement motivation of science and arts, science and arts students, arts and students & arts and female students were significant at 0.01 level. (7) The critical ratio of academic achievement of all the groups was significant at 0.01 level. Only critical ratio of male and female students was not significant at any level. (8) The F - value of intelligence, achievement motivation and academic achievement was significant at 0.01 level. (9) The F - value for adjustment was not significant at any of the level. (10) The 24 correlation between four variables of all the groups were studied. Out of which 16 correlations were significant at 0.01 level. Eight were negative. Out of these eight, 6 correlations were significant at 0.01 level and 2 were not significant at any level. (11) The correlation between academic achievement and adjustment, academic achievement and intelligence, achievement motivation and intelligence & adjustment and intelligence of all the groups was positive and significant at 0.01 level. (12) There was negative correlation between achievement motivation and adjustment of all the groups and this was significant at 0.01 level. (13) There was a negative correlation between academic achievement and academic motivation of arts students and female students. The negative correlation was significant at 0.01 level. (14) There was a negative correlation between academic achievement and achievement motivation of science students and female students. But this correlation was not significant. (15) When partial correlation was calculated, it was found that, in case of nullifying some variable other variable have positive correlation. (16) The critical ratio of mean of achievement motivation, adjustment and academic motivation of male and female students was not significant. The critical ratio of mean of intelligence was significant at 0.05 level. There was no significant difference between achievement motivation, adjustment and academic achievement of male and female students. The difference was only in intelligence. (17) There was a significant difference between intelligence, achievement motivation and academic achievement of arts and science students. There was no difference in adjustment of arts and science students. (18) When intelligence was considered as covariate the effect of achievement motivation on academic achievement of all the groups was significant at 0.01 level. (19) When intelligence was considered as covariate the effect of adjustment on academic achievement of students of upper and lower group students was significant at 0.01 level. But the effect of adjustment on academic achievement of upper and general group students was not significant. (20) When achievement motivation was considered as covariate the influence of adjustment and intelligence on academic achievement of upper and lower & upper and general group students was significant at 0.01 level. But the influence of adjustment and intelligence on academic achievement of general and lower group students was not significant. (21) When adjustment was considered as covariate the influence of achievement motivation on academic achievement of three groups was significant at 0.01 level. But the influence of intelligence on academic achievement of upper and lower & upper and general group was significant at 0.01 level. There was no influence of intelligence on academic achievement of general and lower group male and female students. (22) The effect of other variables on academic achievement was only 36% when partial was calculated.

Keyword(s): Academic Achievement, Middle School , Intelligence, Adjustment, Motivation