CHAPTER - II

REVIEW OF RELATED LITERATURE

In this chapter research studies revealing the impact of Adjustment,

Creativity. Self-concept, Anxiety and Achievement Motivation on Academic
Achievement are mentioned in brief, leading to formulation of objectives and
hypotheses of the study undertaken.

2.1 Adjustment and Academic Achievement

2.1.1 Studies in Abroad

Semler (1960) found linear correlations between adjustment scores

and achievements scores. Sandefur and Bigge (1963) reported inverse
relationship between the number of problems and the students achievement

scores. Sontakey (1986) found that emotional problems and needs of under­
achievers were graver than those of achievers, and achievers were more
cooperative and sociable. Chen, et ai, (1997) investigated that children’s social
adjustment contributed to academic achievement. Tamlinson (1998)
investigated that academic adjustment and race made independent contributions
to academic achievement.

Thus, it was found that investigations conducted in abroad indicated

a positive and significant relationship between adjustment and academic
achievement.
 23

2.1.2 Studies in India

Mathur (1963) studied the effects of socio-economic status on the

achievement and behaviour. The results revealed that achievement was highly

correlated with adjustment. Rao (1964) studied the problems of adjustment

and academic achievement. It was found that over- and under- achievement

groups differed significantly on their adjustment. Sinha's (1966) study revealed

that high achievers were found to be superior in intelligence, better in adjustment,

and moderate in level of anxiety, whereas low achievers were poor in intelligence,

high anxiety level and were very poor in adjustment. Srivastava (1967) found

that under-achievement was related to poor family, school and emotional

adjustment. Chawla (1970) found that lack of adjustment was one of the

factors of the low academic achievement. Hiregange (1970) studied the extent

of relation of three variables, viz., intelligence, social-emotional adjustment and

socio-economic status with academic achievement. The study upheld that

intelligence was the best single predictor of academic success. Next best predictor

was socio-emotional adjustment.

Dhaliwal (1971) studied the personality correlates of academic over-

and under-achievement. The results revealed that superior study habits,

reservedness, high verbal ability, home, emotional and social adjustment and

security feelings correspond with over-achievement or academic success, whereas

inferior study habits, outgoing tendencies, low verbal ability, emotional instability,

assertiveness, happy-go-lucky temperament, poor adjustment in home,

emotional and school areas and insecurity feelings were associated with academic

under-achievement or academic failure. Saxena (1972) found that the over-

 24

achieving students had consistently and significantly lower number of problems

of adjustment in the various areas measured than the under-achievers. Sharma

(1972) conducted a comparative study of adjustment of over-and under­

achievers. Results showed that there were significant differences among the

over-achievers, average-achievers, and under-achievers with regard to their

adjustment in the school, home, social, religious and miscellaneous areas. Rai
(1974) revealed that adjustment is significantly related to achievement Seetha
(1975) found that no significant relationship existed between social adjustment

and academic achievement. Mathew (1976) studied some personality factors

related to under-achievement in science. The study revealed that the mean

scores of normal achievers were significantly less than the mean scores of under­

achievers in maladjustment and the mean scores of over-achievers significantly

exceeded the mean scores of under-achievers in social skills, freedom from

withdrawing tendencies, social standards, freedom from anti-social tendencies,

family relations and community relations.

Chopra (1982) found that home adjustment was more closely

related to academic achievement than emotional, health and social adjustment.

Mehrotra (1986) found that there was a positive relationship between

personality adjustment in five areas, viz., home, health, social, emotional and

school adjustment and academic achievement. Ramachandran (1990)

revealed that adjustment problems have been found to be negatively associated

with achievement. Joshi (1990) found that overall achievement of students

was not significantly correleted with adjustment in general. Srivastava (1992)

delimited his study to class X students of JNVs and gave percentage distribution
 25

for different levels of intelligence, self-concept, SES, occupational aspirations

and adjustments: including adjustment all of them were positively related to

achievement. Rajamanikam and Vasanthal (1993) found out that there

was a significant positive correlation between adjustment and achievement.

Rongali (1993) revealed that there was a significant and positive relationship

between adjustment and achievement of students of A.P residential schools.

Majority of studies conducted in India and abroad showed a positive

and significant relationship between adjustment and academic achievement.

This was true even when different tools were used to measure adjustment both

in India and abroad. In other words, those students who were well adjusted
with their home, school, society and their emotions achieved better academically

and at a higher level than those who were illustrated in those areas of adjustment.

"Thus, it was found in majority of studies that adjustment among all the variables

would influence achievement very significantly.

2.2 Creativity and Academic Achievement

2.2.1 Studies in Abroad

Getzels and Jackson (1962) focussed attention on the relationship

between creativity and achievement and they selected two groups of children

as ’High IQ' and ‘High creative'. The first group comprised of children in the

top 20 percent on IQ but not on creativity, while the second group consisted of
children in the top 20 percent on creativity but not on IQ. Though the intelligent
group had a mean IQ 23 points above that of the creativity group, no significant

differences were detected between the two groups.

 26

Torrance (1962a) has conducted, at least, eight replicatory studies

in which he avoided some of the shortcomings of Getzels and Jackson. In four

of the six studies conducted on elementary school children he found that there

were no significant differences in overall academic achievement between the

‘High IQ Group' and 'High Creative group'. Also he arrived at the same results
in case of both samples of university students which he studied.

Torrance (1962b) has compared the mean achievement scores of

‘High IQ' and ‘High creative" groups of school children in four subject areas.
Results revealed that highly creative children tend to do better in reading and
language skills.

Some correlational studies also provide evidence that high levels of

creativity are differently related to success in different subject areas. For example,

Torrance (1963) reports partial correlations of 0.48 between creativity and

reading skill, and only 0.28 between creativity and arithmetic skill. Cline,
Richards and Needham (1963) have also demonstrated that scores on
creativity tests correlated significantly with high school science marks.

Flescher (1963) has also tried to clarify the relationship between

creativity and achievement in a study in which the validity of implications

concerning the comparative influence of unusual creative thinking and

exceptional intelligence in the learning process has thoroughly been studied.

He found that there existed a significant relationship between intelligence and
scholastic performance while creativity was not related to academic success.

In another study, Yamamoto (1964) has revealed that there existed

significant differences between high creatives and low-creatives in their school

 27

achievement. Yamamoto (1964b) compared the achievement scores, of the

High Creative Group' with the Low Creative Group’ allowing for differences

in IQ between the two groups. The study showed that the highly creative

thinkers surpassed the low-creative children and the differences in achievement

between the two groups were not due to differences in their IQ. Thus, the study

arrived at the conclusion that there exists a significant relationship between

performance on creativity tests and success in school learning.

Hudson (1966) approached the issue of relationship between

creativity and academic achievement in a different way. In a series of studies

covering several years and involving several hundred boys of proven academic

ability, he investigated relationship between academic achievement and

intellectual style. He was interested in the extent to which the stylistic biases in

the boys' profiles on a number of ability measures, including IQ, accuracy,

vocabulary, general knowledge and expressed interests were reflected in their

preference for arts or science-type subjects. He observed that it was possible to
sort the boys into 'arts-bias' and 'science-bias' groups, by examining their score

patterns. He arrived at the conclusion that success in a particular subject area

is closely related to an individual's intellectual style. Elaborating on this point

he suggested that divergent/convergent thinking dichotomy is one major way

of conceptualizing differences in intellectual style that the divergent thinkers

show an overwhelming performance for arts subjects where as convergent
thinkers strongly give their preference for science subjects. Thus. Hudson’s

research adds strong support to the idea that preference for a divergent mode

of thinking is reflected in a particular pattern of school achievement.

 28

Cropey (1970) has also attempted to investigate the relationship

between creativity and school achievement. Results, revealed that the children
of the 'High-High Group" surpassed all other groups in their achievement which

suggests that IQ alone is an inadequate predictor of academic success: at the

very least, high achievement as well as low achievement scores can be affected

by the creativity scores.

Despite contradictory views on the relationship between creativity

and academic achievement there is a large consensus on the positive role of

creativity in facilitating achievement. There are differing view points as suggested

by different researchers in which creativity may facilitate academic achievement.

Bruner (1962) has suggested the conventional intelligence as the basis for

creativity. In his view, convergent thinking provides an essential foundation on

which the divergent thinker builds. The creative solutions occur only when the

relevant field of subject matter is thoroughly known.

The second view point that the minimum level of intelligence is

necessary for high levels of achievement. This view is also related to the first

view-point that creativity interacts with intelligence in adding to achievement

by building on the convergent processes is actually based on the notion that

there may be an IQ threshold below which divergent processes cannot operate,

and above which they become independent. It is McClelland (1958) who first

introduced the threshold concept in hypothesizing the relationship between IQ

and achievement. In his observation, IQ and achievement are closely related

only upto a certain level and beyond that level, achievement on longer is directly

related to IQ but is determined by other factors.

 29

Anderson's (1960) concept of ability gradient seems to be the

extension of threshold notion to the divergent thinking, according to which

ability level can be thought of in terms of thresholds, meaning thereby that a

minimum IQ level may be considered necessary to carry on a task, but beyond

that level there are other factors that would determine performance in that task.

Likely in achievement, too. the minimal IQ level is necessary but beyond that

level creative functioning does not depend on merely IQ but other factors like

personality.

Kim and Michal (1995) revealed that measures of creativity showed

little relationship to school performance. Females tended to be more creative

than males.

2.2.2 Studies in India

Mehdi (1977) points out high correlation between creativity and

school achievement. Acharyulu (1978) attempted to test for interactive effects

of intelligence and creativity upon achievement in different school subjects. A

translated version of the Torrance Test of Creative Thinking (both verbal and

figural batteries) and cattells Culture Fair Intelligence Test were used to measure

creativity and intelligence respectively. The study used correlational and 7x3

factorial (fixed effects) ANOVA designs. Schoffe's contrasts were also used for

testing the hypotheses. The study found that the correlations between verbal

creativity scores and school achievement were as high as those between

intelligence and school achievement.

Menon (1980) revealed the correlations between creativity and

 30

achievement as 0.45, creativity and intelligence as 0.29 and intelligence and

achievement as 0.24. Vijayalakshmi (1980) used Nair’s Kerala University

Test of Creative Thinking for measuring the creativity of secondary school

students and established that average academic achievement of high creatives

was more than the average academic achievement of low creatives. She further

demonstrated a significant difference between high creatives and low creatives

in academic achievement. Sharma (1982) reported that scholastic achievement

was found to be positively related to the measures of creativity. The study of

Singh (1982) showed that verbal, non-verbal and total creative thinking

variables had positive and significant relationship with academic achievement

of high school boys and girls. In a study conducted by Dye (1984) on National
Rural Talent Scholarship awardees has also demonstrated the positive and

significant relationship between creativity and the total subsequent achievement

scores of N.R.T.S awardees.

Brar (1986) attempted to compare the performance in B.Ed.

examination of high creative and low creative boys and girls, this study revealed
that the influence of creativity on performance in the B.Ed. examination for the

total sample was significant in case of total performance and theory part while

it was not significant in case of skill-in-teaching and the art and craft parts. In

the multiple predictions of total performance in the B.Ed. examination with the

help of creativity for boys and girls separately, in case of boys creativity made a
significant contribution. The contribution of creativity was higher in case of
boys as compared to that for the total sample. In case of girls creativity made

no significant contribution in predicting total performance in B.Ed. examination.

 31

The study of Golwalkar (1986) showed that high creative non-tribal students

had a higher scholastic achievement in science subject than the tribal students.

Raina (1986) undertook a study on psycho-social correlates of

scientific creativity among high school students and revealed that, students who
had high problem solving ability in science were more creative in science than
their peers with middle and low problem- solving ability. The mean scientific

creativity score of high achievers in science was more than that of middle and

low achievers. Further, middle achievers were more creative than low achievers

in science. Rani (1986) arrived at a conclusion that high and low creative

subjects were significantly differentiated on scholastic achievement in humanities,

literature, together with overall achievement scores. Positive and significant

correlations were obtained between creativity index and scholastic achievement

in science, humanities, literature, together with overall scholastic achievement

scores. Kaile (1988) found that the conjoint effect of intelligence and creativity

is different on achievement in different subjects.

Irudayaraj (1989): Padhan (1990): Thilagavathi (1990). Patel

(1992): and Arora (1992) selected creativity as one of the variables in their

study to investigate its relationship with achievement. All except Irudayaraj found

significant relationship between the two variable. Chadha and Chandna

(1990) arrived at a positive first order correlation between creativity and

achievement, but when the influence of intelligence was partialled out they got
only a negative correlation between creativity and achievement. Perhaps the
achievement measured was in opposite direction to divergent thinking. Padhi

(1991) studied along with main effects, the interaction effects also and found
 32

the interaction of creativity and classroom environment significant on scholastic

achievement. Gupta (1991) identified deprived and non-deprived adolescents

of high and low SES and analysed difference in their personality traits, level of
adjustment, intelligence and academic achievement. She found male students

and students of non-deprived home environment to exhibit extrovert tendencies.

The non-deprived students were more intelligent, more creative and high

achieving as compared to deprived students.

Bawa and Kaur (1995) found that there was a better relationship

between creativity and languages than between creativity and social studies

and general science achievement measures. Khare and Grewal (1997)

investigated that the coefficients of correlation between creativity and academic

achievement of students studying in urban and rural primary schools were

significant. Further, coefficients of correlations for urban girls were also found

significant.

Thus, it is found from the above review of related studies that there

were controversial findings in respect of the relationship between creativity and

academic achievement of high school pupils. Therefore, a study was taken up

to pin-point the nature and extent of relationship between creativity and academic

achievement of JNV students.

2.3 Self-Concept and Academic Achievement

2.3.1 Studies in Abroad

Caplain (1960) working with elementary school children found a

significant positive relationship between self-concept and academic achievement.

 33

Fink (1962) showed a relationship between adequacy of self-concept and

level of academic achievement. Everett (1962) established a relationship

between scholastic achievement and self-concept. Taylor (1964) concluded
that the value the students place upon their own worth affects their achievement

which means that academic under-achievers are less confident, less optimistic

and less self-accepting than academic achievers. Brookover and Thomas

(1964) study indicated that specific self-concept of ability is a significantly better

predictor of grade point average in mathematics, social studies and science: the
same did not hold for females except in social studies.

Edwards (1966) investigated into the prediction of college success

with biographical data and self-ratings and found the relationship of self-concept

with academic achievement to be linear. Blair (1968) also found the

relationship to be linear in the case of Negro students. Brookover, Hamacheck

and Erickson (1966) found that there was a relationship between self-concept
and academic achievement of students in secondary schools. Quimby (1967)

found a relationship between low self-ideal and under-achievement. Engle,

Davis and Mayer (1968) found that under-achievement was function of the

student's attitude towards himself. Jones and Grieneeks (1970) found that

self-perception appeared to be the most accurate predictor of academic

achievement. Cole (1974) found highest correlation between self-concept and

total achievement in mathematics.

Graham(1975) found that the student’s reading achievement scores

were significantly related to their intellectual and school status self-concept scores

and the mathematics achievement scores were significantly related to both their
 34

behavioural and intellectual and school status self-concept scores. In Graig’s

(1976) study, significant positive correlations were found between gains in

self-concept and gains in academic achievement.

Maqsud and Rouhani (1991) reported that self-concept was

significantly correlated with measures of achievement in english and

mathematics. Mboya (1993) a significant positive relationship was found

between self-concept and academic achievement between boys and girls, but
magnitude of this relationship was stronger for girls than for boys. Jeon (1993)

found that self-concept was correlated with intelligence but not with achievement.

Schicke and Fagan (1994) observed significant positive correlations between

general self-concept and academic achievement.

Gaskin et a/., (1995) reported that self-esteem was not a significant

predictor of academic achievement, in case of children of low-income

families. Helmake, et ai, (1995) reported that in elementary school, prior

self-concept does not significantly contribute to the prediction of subsequent

achievement. Marsh and Yeung (1997) study revealed that self-concept effects

tended to be larger and more systematic for mathematics than for science and

particularly english.

2.3.2 Studies in India

Self-concept is a variable most often selected by researchers.

Bhatnagar (1966) noticed a definite relationship between the ego-function

and scholastic performance. Mehta (1968) studied the self-concept of bright

under-achieving students in relation to their academic achievement and found

 35

the relationship to be linear. Sharma (1968) revealed that self-concept scores

were curvilinearly related to school achievement. Vanarase (1970) found that

the achievers were found to be more self-confident, more independent, more

mature, emotionally more stable and more conscientious. Saxena (1972) found

that a positive self-concept was associated with higher academic achievement

in mathematics, commerce and arts streams.

In Ramkumar s (1976) study, it was found that there was

relationship between self-concept and academic achievement and it was positive

and significant. Goswami (1978) found that global self-concept and scholastic

achievement had a significant positive correlation.

Homchaudur! (1980) found that self-concept emerged as the most

significant correlate of academic performance. Furhter, he found that there was

no significant difference between the girls and the boys with regard to their self-

concept. Hirunval (1980) found that self-concept, pupils* academic

performance and classroom climate were positively related. Singh (1983)

studied the relationship between self-concept and academic achievement of

male and female students. He found that there was a positive and significant

relationship between self-concept and academic achievement of arts, science

and commerce students. There was significant difference in the self-concept of

high and low academic achievers. This was true in both rural as well as urban

male and female students. He also found that there was no significant difference

in the self-concept of urban male and female high achievers.

 36

5ween (1984) studied the impact of self-concept on students

performance. He found that students with high self-concept achieved significantly

higher scores than those with low self-concept. Pathani (1985) investigated

the effect of self-concept and need (self-actualisation) on academic achievement

of adolescents. He found that self-concept was a significant predictor of academic

achievement (actual) and academic achievement (perceived). Patel (1987)

found that the total achievement was positively related with self-concept, the

social aspect of teacher estimation and achievement motivation in the scheduled

caste group.

Srlvastava (1992) delimited his study to class X students of JNVs

and gave percentage distributions for different levels of intelligence, self-concept,

SES. occupational aspirations and adjustment; including self-concept all of them

were positively related to achievement. The study by Madasamy (1992) is

innovative in that it attempts to develop a positive self-concept among adolescent

girls through an experimental case study method. It was found that the level of

self-concept of adolescent girls increases after implementation of consciously

designed intervention programmes. As self-concept is seen related to the desire
to learn, it was found that the positive development of self-concept in the pupils

is likely to increase their favourable attitude towards schools and enhance their

academic achievement. Krishnan (1993) investigated the significant

relationship between self-concept and academic achievement of the college

students.

Rangappa (1994) studied the effect of self-concept on achievement

in mathematics. He found that : (i) There was a significant difference in

 37

achievement of the students of class VII in mathematics belonging to high,

normal and low self-concept groups, (ii) The students of class VII belonging to

high self-concept group performed better in mathematics than the students

belonging to normal self-concept group, (iii) There was a high significant

difference of achievement between high and low self-concept groups. Students
of class VII belonging to high self-concept group performed better in mathematics

than the students belonging to the low-self-concept group, (iv) The students of

class VII belonging to normal self-concept group performed better in mathematics

than the students belonging to low self-concept group.

Maikhuri and Pande (1997) revealed that academic achievement

and self-concept were not significantly related. Minnalkodi (1997) found that

there was a significant positive relationship among achievement scores and

self-concept of students.

All the studies reviewed above indicated that self-concept and

academic achievement were positively related to each other. But the research

investigations conducted by Jeon (1993); Helmake et ai, (1995): Maikhuri

and Pande (1997) arrived at altogether contradictory results. Hence, there

was a need for the present study to probe into further details about the nature

of relationship of self-concept with academic achievement.

2.4 Anxiety and Academic Achievement

2.4.1 Studies in Abroad

Cox (1960) investigated into correlates of general and test anxiety

in children to identify the optimum level of anxiety (motivation) needed to do a

 38

difficult task. He found that there is a curvilinear relationship between anxiety

and academic achievement. Sarason (1961) conducted a study on anxiety

and the intellectual performance of college students. For both males and females,
anxiety correlated negatively and significantly with eleven of the thirteen
intellectual measures. Feldhersen and Klausmeier (1962) studied anxiety,

intelligence and achievement of children of low, average and high intelligence

and found that anxiety and achievement were negatively related. Philips

(1962) studied social class anxiety as sources of variation on school

achievement. He found a negative relationship between anxiety and scholastic
achievement. Walter, Denzler and Sarason (1964) studied anxiety and the
intellectual performance. Test anxiety was significantly and negatively related

to intellectual test performance. In Lunneberg's (1964) study the correlation

between the anxiety and achievement measures for each grade was all negative
(range -0.18 to -0.32) and statistically significant, indicating that high anxiety
was associated with poorer achievement in reading and arithmetic.

Carrier and Jewell (1966) studied the efficiency in measuring the

effect of anxiety upon academic performance. He found that prediction of

examination performance was better for female than male subjects when anxiety

was considered as an independent variable and a score on a final examination

performance was taken as dependent variable. Mulroy (1966) investigated
the relationship between anxiety level and achievement in reading and
arithmetic. It was concluded that anxiety had a detrimental effect on all children
regardless of sex. age. or social status. Hill and Sarason (1971) studied anxiety

in repeaters. They found a distinct tendency that repeaters to be more anxious

than children making normal progress through the grades.

 39

Randel, et al., (1992) found that anxiety had significant correlation

with academic achievement. Williams (1993) reported that the test anxiety

and self-concept were related independently and approximately equal to student

academic achievement, overall and across all four content sub-areas.

Schonetter (1995) reported that gender and test anxiety differentially

influenced students learning and learning outcomes. Low test-anxious males

showed higher achievement outcomes, perceived more success over their
performances, and felt more confident than high test-anxious male or female.

Lucking and Manning (1996) reported that anxiety is one among the factors

contributing to low academic achievement. Newbegin and Owens (1996)

reported that study state anxiety is negatively related to academic achievement.

Williams (1996) found that anxiety was related to lower performance on

science achievement test.

2.4.2 Studies in India

A few of the Indian researchers studied the relationship of anxiety

with academic achievement. Adaval, Kakkar, Agarwal and Gupta (1961)

studied the causes of failure. They concluded that working under anxiety and
tension, and lack of guidance while selecting the courses were other reasons
given by students for their failure in examinations. Singh (1965) conducted a

study to discover some of the non-intellectual correlates of academic achievement

of college students. The study revealed that, among other conclusions, that

academic achievement was negatively related to anxiety.

Sinha (1966) analysed some of the factors associated with success

and failure in university education. He also found that anxiety and achievement
 40

were found to be negatively correlated. Raina (1966) undertook an exploratory

study of children's anxiety. It was found that the relationship between anxiety

and achievement for both sexes was negative and significant. Sinha (1967)

found that academic achievement was positively and significantly related to

anxiety at 0.01 level. Pandit (1969) studied the role of anxiety in academic
learning and achievement. The important findings were : (i) Anxiety bore a

negative relationship with learning and academic achievement, (ii) Subjects

having less anxiety were found superior in learning and achievement, irrespective

of the task difficulty, (iii) High learners and achievers were more anxious than

low achievers and learners in motivating context situations. Sharma (1969)

studied the relationship between anxiety and achievement. It was found that

negative correlation existed between anxiety and academic achievement.

Bhaduri (1971) reported that over- achievers tended to be less

anxious. Dhaliwal (1971) studied some factors contributing to academic

success and failure among high school students - personality correlates of

academic over, under- achievement. He found that anxiety and need for
achievement bore a curvilinear relationship with over- and under-achievement.

Singh (1972) explored the relationship between anxiety and academic

achievement. The result indicated a negative correlation between academic

achievement and anxiety. Rai (1974) studied a few differential personality

correlates of low and high achievers. He found that anxiety as a personality

trait had a changing role in scholastic achievement. Low level of anxiety helped
in achieving high, whereas, very high level of anxiety was detrimental to

achievement. Tiwari and Rai (1976) conducted a study of differential

 41

personality correlates of low and high achievers. They found that : (i) Low
achievers were significantly more anxious than high achievers at 1% level. It

means that anxiety is a differential personality correlate of low and high achievers,

(ii) Normal degree of anxiety does not affect achievement, (iii) There is a negative

relationship between anxiety and achievement. Hussain (1977) undertook a

study of academic attainment in relation to the level of aspiration and anxiety.

The overall results showed that anxiety and level of aspiration had significant
effect on academic achievement. Moderate anxiety and moderate level of

aspiration were significantly related to high academic attainment. While high

and low anxiety and high and low level of aspiration were significantly related

to low academic achievement. Christian (1977) studied anxiety in relation to

performance and reported that there was a significant negative relationship

between performance and anxiety.

Lakshmi (1977) found that high anxiety students showed more

significant gains in performance than the low anxiety students. Tripathi (1978)

studied that academic achievement had a negative though significant relationship

with anxiety. Homchauduri (1980) found that anxiety had low positive
significant relationship with academic performance. Deshpande (1984) found

that the students from the low-achieving schools were more anxious than the

students of the high- achieving school. Lall (1984) found that academic success

was negatively and significantly related to personal problems and sensitivity,

anxiety and neuroticism. Mehrotra (1986) found that both for the boys and

girls an inverse relationship between level of anxiety and academic achievement.

Patel (1987) studied the relationship between anxiety and academic
 42

achievement. He found that there was no relationship between anxiety and

achievement. Sabapathy (1986) studied the relationship between anxiety

and academic achievement. He found that anxiety was negatively and

significantly related to achievement in mathematics, achievement in general

science, achievement in social studies and total academic achievement. Gupta

(1987) found that anxiety had a significant negative correlation with academic

achievement for the total sample, arts and science groups, boys and girls, boys

of arts group and girls of science group, girls of science group of the middle

socio-economic status, internal boys of the arts curriculum and external girls of
the arts curriculum. Further, he found that academic achievement and anxiety

differentiated the maximum number of groups.

Namrata (1992) revelead that stress is negatively related to

achievement. Trivedi (1995) noticed a negative relationship between the

anxiety levels and academic achievement among the girls students of commerce
and arts streams, but among boys and students of science stream a positive

correlation had been found, but the correlation had been found to be very low

and not significant.

Verma (1996) found that there was significant main effect of test

anxiety on academic performance of students in english, mathematics, general

science and social studies. It was, further, revealed that students with low test

anxiety scored higher in these courses than students with high test anxiety.

Patel (1997) found that low test anxiety group showed better performance in

mathematics than the high test anxiety group.

 43

Thus, the studies reviewed above showed contradictory results. There

was no unanimity among the researchers as to what actually would be the

influence of anxiety on academic achievement. Hence there was a need for the

present study to probe into further details about the nature of relationship of

anxiety with academic achievement.

2.5 Achievement Motivation and Academic Achievement

2.5.1 Studies in Abroad

Uhlinger and Stephens (1960) made a study on achievement

motivation and its relation to academic achievement of students of superior

ability. The hypothesis that high achievers evidence greater need for achievement

than do low achievers was confirmed. Atkinson and Litwin (1960) reported

a positive correlation between achievement motivation and persistence and

performance in examination. Sultan (1961) made an analysis of factors related

to educational achievement. It was concluded that a child's poor performance

might be due to lack of basic ability or to lack of motivation and of positive

emotional involvement. Caplehorn and Sultan (1965) conducted a study

on need achievement and its relation to school performance anxiety and

intelligence they found that need achievement to be significantly related to the

academic performance of students. Ringness (1967) studied identification

patterns, motivation and school achievement. Low achievers were found more

motivated than others to affiliate with peers: high achievers were more motivated

academically. Entwistle and Entwistle (1970) conducted a study to find out

the relationship between academic motivation and school attainment. The results
 44

of the study showed that there was significant positive relationship between

academic motivation and school attainment.

Raynor and Rubin (1971) studied the effects of achievement

motivation and future orientation on level of performance. The results indicated

that the high achievement motivation and low test anxiety students performed

better than the low achievement motivation and high test anxiety students.
Bruce (1977) identified five factors affecting the academic performance of

Indian students : self-concept, achievement motivation. anti-Indian

discrimination, culture conflict and family instability. Analysis suggested that

achievement motivation and culture conflict were the most important correlates

of academic achievement. Schultz (1993) reported that achievement

motivation is a significant mediator of academic performance among minority

children, independent of intellectual ability.

2.7.2 Studies In India

Muthayya (1965) studied achievement motivation among high and

low achievers in scholastic field. He observed that the mean score on need-

achievement of the high achievers was greater than that of low achievers.

Bhatnagar (1967) undertook a study of the personality variables as predictors

of academic achievement. It was found that need for achievement correlated

positively with academic achievement of students. Sinha (1967) conducted a

study of intelligence and some personality factors in relation to academic

achievement of school students. He found that academic achievement was

positively and significantly related to achievement motivation. Mehta (1968)

 45

conducted a research on achievement motive. The achievement motivation

showed a low but significant positive relationship with the total school marks.

Mehta, et a/., (1969) undertook a study on the achievement motive in high

school boys. He found that the achievement motivation level showed positive

correlation with the performance at the annual examination.

Gokul Nathan (1970) studied social class, education, achievement

in relation to achievement motivation. Results indicated that there was a

relationship between achievement motivation and academic achievement.

Chandrakala (1972) undertook a study of academic motivation and

performance in school examination. The coefficient of correlation between

academic motivation and scholastic performance was 0.63 and it was significant

at 0.05 level. High achievers and low achievers significantly differed on academic

motivation. Dutt and Subhrawal (1973) conducted a survey of the

achievement motivation level of the Delhi students and found that the mean

n-Achievement level was quite high and the magnitude of the correlation

(Pearsonian) between academic achievement and achievement motivation

was 0.45.

Srivastava (1974) studied the effect of academic and personality

characteristics on the academic achievement. He revealed that academic

motivation was found to influence the academic achievement even if SES and

intelligence were held constant. High and low academic achievers were found
to differ significantly in their academic motivation. Walaytiram (1974) studied
the effect of some non-cognitive factors on the high school examination results.

The conclusions of the study were : (i) Achievement motivation had significant
 46

influence on all the subject at the lower level of intelligence but at the higher

level in science only, (ii) Motivation did not show any effect unless it was of a

sufficiently high order. Pathak (1974) studied the achievement motive,

educational norms and school performance of high school pupils. He found
that the pupils studying in schools of high socio-economic and achieving status
had high n-Achievement scores. Achievement motivation score was positively
related to pupils school performance.

Seetha (1975) found that greater need achievement was noted in

case of high achievers than low and non-achievers. P&rikh (1976) studied the
achievement motivation, school performance and educational norms of
secondary school pupils. The study revealed that the achievement motivation
was positively related to performance. Patel (1977) found that there was a

significant positive relationship between achievement motivation and

performance. Christian (1977) revealed that there was significant positive

correlation between achievement motivation and academic achievement.
Shanmugasundaram (1983) investigated the influence of achievement
motivation on academic achievement. He found that among high achieving
urban students, achievement motivation had a significant positive influence
upon academic achievement. He also found that women students had greater

achievement motivation and they also performed academically better than men
students. Deshpande (1984) working with high and low-achieving school
achievement motivation was found to be higher in the students on the high-
achieving schools than those of the low-achieving schools.

Maitra (1985) found that achievement motivation and extraversion

positively and significantly related with academic achievement for both sexes,
 47

but both lost significant effect on academic achievement when intelligence was

partialled out. Sontakey (1986) found that the achievement motivation was
a poor predictor of achievement in biological as well as natural sciences. Besides,
high achievers and low achievers did not differ significantly on achievement
motivation. Further, he found that achievement motivation had positive
association with achievement in biological sciences as well as in natural sciences.
Mehta (1987) found that students who had high achievement motivation
achieved higher school achievement. Promod (1996) investigated that
achievement motivation was the most dominating factor on academic
performance.

Minnalkodi (1997) revealed that there was a significant positive

relationship among achievement scores and achievement motivation of students.

Rao and Rao (1997) found that there was a positive correlation between
achievement motivation and academic achievement.

Thus, it was found from the above review of related studies that
there were controversial findings in respect of the relationship between
achievement motivation and academic achievement of high school pupils.

Therefore, a study was taken up to pin-point the nature and extent of relationship

between achievement motivation and academic achievement of JNV students.

2.6 Conclusions

From what has been reviewed above, it may be concluded that:

(i) Some of the findings of the studies quoted above are contradictory.
In the light of these conflicting results it is of great importance to

pursue the study and examine the problem in greater detail.

 48

(ii) It may be further noted that the studies reviewed above included

only two to three or at the most four independent variables to find

their relationships to academic achievement and also to predict

achievement. No study has included as many as five predictor

variables (with 10 compounds) of academic achievement.

(iii) Very few of the studies have investigated the actual adjustment
problems of students particularly in the new climate prevailing in

JNVs in different areas and their relationship with academic

achievement of students studying in JNVs.

(iv) Very few studies have investigated the factors affecting the academic

achievement of JNV students.

(v) Therefore, there is a need to bring together greater number of

variables influencing academic achievement of JNV students and

to study their relative contribution in predicting academic

achievement of JNV students.

In the light of the literature cited above objectives and hypotheses of

the study were formulated and appropriate methods of analysis were carried

out.
 49

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