THE CRITICAL ANALYSIS OF IDENTITY STYLE AND ADJUSTMENT OF COLLEGE STUDENTS
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Date
20-06-05
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University of Agricultural Sciences GKVK, Bangalore
Abstract
THE CRITICAL ANALYSIS OF IDENTITY STYLE
AND ADJUSTMENT OF COLLEGE STUDENTS
ANJUMALA T. NAYAK 2004
ABSTRACT
Dr. V. 8. Yadav
MAJOR ADVISOR
This Study on the critical analysis of identity style and adjustment of college
students, conducted on a sample of 450 college students of Arts, Science and
Commerce faculty (18-23 years) selected from Bungarnagar Arts, Science and
Commerce Degree College, Dandeli, Uttar Kannada taluk of Karnataka state.
The results revealed that 96 per cent of the students have developed their unique
identity style, among them 80 per cent of the students have developed information
identity style. Information identity style was significantly and positively related
to social, educational, emotional adjustment and high commitment. 11 per cent
of the students had developed .normative style which was not related to any
aspects of adjustment. 4 per cent of the students had developed diffuse / avoidant
style, which was not having any relationship with adjustment. Similarly, 4 per
cent of adolescents had developed dual identity style, which was also had no
relationship with adjustment. Majority of the female students were satisfied in
their home, social and emotional adjustment. But, there was significant difference
between male and female students in educational and emotional adjustment.
With regard to personal variables there was significant relationship between
commitments and percentage of marks, between normative status and family
income and also between diffuse / avoidant status and education of father.
Correspondingly, there was significant positive relationship between percentage
of marks, education of mother, family income and home adjustment. But,
significant negative relationship between education of father and home
adjustment.
96 per cent of students have developed their identity style and 4 per cent of
the students have developed dual identity style. There is no gender difference in
Identity style. Majority of the students are satisfied in their home, social,
educational and emotional adjustment. Gender has no differential effect on
educational and emotional adjustment, information style and high commitment
status were significantly related to adjustment.
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