CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION
Any beneficial research study in any field of knowledge requires an adequate
presumption with the work, which has already been done in the same area. Review of
related literature is a significant aspect of any research work. The researcher need to
acquire up to date information about what has been thought and done in particular
area from which he/she intends to take up a problem for research. Review of literature
is an exacting task calling for a deep insight and clear prospective of the overall field
and is a crucial aspect of the planning of the study.
As Rudestam and Newton (1992) pointed out, A literature review is a
coherent argument that leads to the description of a proposed study. The review
attempts to convince the reader of the legitimacy of the assertions by providing
sufficient logical and empirical support along the way. According to Best and Khan
(2005), review of related literature helps to eliminate the duplications of what has
been done and provide useful hypotheses and helpful suggestions for significant
investigations. It is a valuable guide to defining the problem, recognising its
significance study of design and source of data.
Hence, in this chapter the investigator attempts to provide a detailed and
critical analysis of the related research works pertinent to the variables emotional
intelligence, creativity, school adjustment and academic achievement. For convenience
as well as for ease of understanding, the literature is reviewed and presented here
under the following six main sections
a) Studies related to Emotional Intelligence and Academic Achievement
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b) Studies related to Emotional Intelligence and Creativity

c) Studies related to Emotional Intelligence and School Adjustment
d) Studies related to Creativity and Academic Achievement
e) Studies related to Creativity and School Adjustment
f) Studies related to School Adjustment and Academic Achievement
2.2 STUDIES RELATED TO EMOTIONAL INTELLIGENCE AND
ACADEMIC ACHIEVEMENT
Emotional intelligence encompasses the competence to adaptively master and
regulate emotions. According to Martinez (1997), Emotional Intelligence (EI) is an
array of non cognitive skills, capabilities and competencies that influence a persons
ability to cope with environmental demands and pressures. In recent years,
consideration of emotional intelligence as a discrete entity has indicated that
higher emotional intelligence ratings significantly predict positive life outcomes (e.g.
Gannon and Ranzijn 2005; Brackett et al., 2006) and that emotional intelligence
competencies can be developed with the potential to improve future life outcomes
(Qualter et al., 2007, 2009; Boyatzis and Saatcioglu, 2008; Neliset et al., 2009). In
this section investigator reviewed the contemporary studies related to emotional
intelligence and academic achievement.
2.2.1 Studies Conducted Abroad
The studies reviewed related to emotional intelligence and academic
achievement is arranged below.
Debbie Pope, Claire Roper and Pamela Qualter (2012) in a study entitled as
The influence of emotional intelligence on academic progress and achievement in
UK university students examines the relationship between overall emotional
intelligence and specific emotional intelligence competencies in 135 undergraduate
psychology students in the UK. Emotional intelligence was measured at the start of a
37

psychology degree course using the Emotional Competence Inventory-University

Edition (ECI-U II). Performance was assessed using retention statistics and students
final average percentage mark (APM) at the end of their degree course. Results
showed that

There were no differences in overall emotional intelligence or specific emotional

intelligence competencies in those students who are graduated compared to those
who failed to graduate.

Whilst global emotional intelligence did not significantly predict final average
percentage mark (APM).

Specific emotional intelligence competencies (conscientiousness, adaptability,

empathy, organisational awareness, and building bonds) significantly predicted
average percentage mark (APM) after controlling for gender.
Eirini, Flouri and Nikos Tzavidis (2011) studied non-verbal reasoning ability

and achievement as moderators of the relation between adverse life events and
emotional and behavioural problems in early adolescence. This study was carried out
to model the functional form of the effect of contextual risk (number of adverse life
event) on emotional and behavioural problems in early adolescence, and to test how
intelligence and academic achievement compare as moderator of this effect. The
results indicate that:

The effect of number of adverse life events on emotional and behavioural

problems was non-quadratic.

Intelligence rather than academic achievements moderated the association

between contextual risk and childrens emotional and behavioural problems.

The interaction effect was significant only on peer problems.

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These findings suggest that both moderator and outcome specify should be
considered when evaluating the role of intellectual competence in the association
between contextual risk and childrens emotional and behavioural problems.
Mercedes Ferrando (2011) analysed the relationship between trait emotional
intelligence and academic performance, controlling for the effects of IQ, personality,
and self-concept dimensions on a sample of two hundred and ninety preadolescents
(11-12 years old). The instruments used were (a) Trait emotional intelligence
questionnaire-Adolescents Short Form (TEI Que-ASF); (b) Childrens Personality
Questionnaire (CPQ; Form A, Part A); (c) IQ test TIDI-2; (d) Adaptation
Questionnaire (CAI-1) and (e) academic performance.

A positive and significant correlation coefficient between trait emotional

intelligence measured by the TEI Que-ASF and general academic performance
was found.
McCann, Carolyn et al. (2011) carried out a study on Coping mediates the

relationship between emotional intelligence and academic achievement examined the

relationship between performance measures of emotional intelligence (EI), coping
styles, and academic achievements. Two studies were designed to readdress this
imbalance. In each of these studies, both emotional intelligence and coping styles
were significantly related to academic achievement.
Natalie L. Shipley et al. (2010) on a study entitled as The effects of
emotional intelligence, age, work experience, and academic performance. The
relationship between emotional intelligence, as measured by the trait emotional
intelligence questionnaire short form (TEI Que SF) and academic performance were
examined in a sample of undergraduate business students (N=193). The results
indicated that:

39

Emotional intelligence was found to be positively associated with work

experience.

Emotional intelligence was not significantly associated with age.

Global trait emotional intelligence was not significantly associated with

academic achievement.
Alberto Alegre (2010) conducted a study on parenting styles and childrens

emotional intelligence: What do we know? He also reviews the way in which

parenting styles and practices predict childrens emotional intelligence in similar or
different ways that they predict other developmental outcomes. Based on the
parenting literature, four main dimensions of parenting are identified that are relevant
to the study of emotional intelligence: parental responsiveness, parental positive
demandingness, parental negative demandingness, and parental emotion-related
coaching. The results reveal that:

Parental responsiveness, parental emotion-related coaching, and parental

positive demandingness are related to childrens higher emotional intelligence.

Parental negative demandingness is related to childrens lower emotional

intelligence.

Socio-emotional intervention programs used in school have succeeded in

improving childrens emotional skills.
Pamela Qualter, Helen Whiteley, Andy Morley and Helen Dudiak (2009)

in a study entitled as The role of emotional intelligence in the decision to persist with
academic studies in higher education. The study examined whether emotional
intelligence mediates withdrawal in a higher educational institution and whether an
EI-based intervention might improve retention rates. The study consider the effects of
emotional intelligence upon retention, revealing that

40

Students with higher levels of emotional intelligence are more likely to

progress and the study also evaluates an EI-based intervention program

Students who show an increase in emotional intelligence are more likely to

persist with their studies.
A study on the influence of emotional intelligence and need for achievement on

interpersonal relations and academic achievement of undergraduates was examined by

Okediji, Abayomi (2009). Questionnaires were administered to one hundred and ten
(110) subjects. The independent variables are interpersonal relations and academic
achievement. Independent t-test and analysis of variance was used to analyze the data.

Results of hypothesis 1 confirmed that emotional intelligence has a significant

influence on interpersonal relations (t = 1.83; df = 108, p < 0.05).

It was also confirmed (hypothesis 2) that emotional intelligence has significant

influence on need for achievement among undergraduates (t =1.51; df =108,
p < 0.05).

Hypothesis 3 was partially supported as emotional intelligence F (1,106) = 4.61;

p < 0.05) and need for achievement F (1,106) = 5.03 had significant influence
on academic achievement.

The interaction effect of emotional intelligence and need for an achievement

was not significant.
Luke A. Downey et al. (2008) examined the relationship between emotional

intelligence (EI) and scholastic achievements in two hundred and nine secondary
school (86 males and 123 females) Australian adolescents. The result indicates that:

Academic success was found to be associated with higher levels of total

emotional intelligence and assessment of the emotional intelligence of different
academic levels.

41

It was concluded that the development of emotional intelligence may offer

educator significant opportunities to improve scholastic performance and
emotional competences.
Aremu et al. (2008) investigated the relationship among emotional

intelligence, parental involvement and academic achievements of five hundred

secondary school students in Nigeria. The results show that:

Both emotional intelligence and parental involvement could predict academic

achievements.

Similarly there are significant positive relationship between emotional

intelligence and academic achievement and also between parental involvement
and academic achievements.
Esther M. Leerkes et al. (2008) in a study entitled Emotion and cognition

processes in preschool children examined the core processes of emotion

understanding, emotion control, cognitive understanding and cognitive control and
their association with early indicators of social and academic success in a sample of
one hundred and forty-one 3-year-old children. The study reveals that:

Confirmatory factor analysis supported the hypothesized four-factor model of

emotion and cognition in early childhood.

A subsequent structural model indicated that emotion understanding processes

were significantly and positively associated with early indicators of academic
success, while emotion control processes were inversely related to socio
emotional problems.
Adeyemo, D.A. (2007) examined the moderating influence of emotional

intelligence on the link between academic self-efficacy and achievement among

university students. The participants in the study were three hundred undergraduate

42

students at the University of Ibadan, Nigeria age range between 16.5 years and
30 years. The result demonstrated that:

Emotional intelligence and academic self-efficacy significantly correlated with

academic achievement.

The moderating effect of emotional intelligence on the relationship between

academic self-efficacy and achievement was also established.
On the basis of the findings, it is suggested that emotional intelligence should

be integrated into undergraduate curriculum. The study further advocated for the
promulgation of educational policy on emotional intelligence and academic selfefficacy.
Scott A. Woitaszewski and Matthew C. Aalsma (2004) conducted a study
entitled The contribution of emotional intelligence to the social and academic
success of gifted adolescents as measured by the multifactor Emotional Intelligence
Scale adolescent version. An adolescent version of the unpublished Multifactor
Emotional Intelligence Scale (MEIS-A) was used to measure emotional intelligence,
while measures of interpersonal relations, social stress, and grade point average were
utilized to gauge success. Thirty-nine gifted adolescents (mean age = 16.5) were
participated. The results of hierarchical multiple regression analyses revealed that
emotional intelligence did not significantly contribute to the social and academic
success of these adolescents.
In a study Nicola S. Schutte et al. (2001) examined the link between emotional
intelligence and interpersonal relations in seven different studies.The results of the
study revealed that:

Participants with high scores of emotional intelligence had higher scores for
close and affectionate relationships and social skills.

43

Participants with higher scores for emotional intelligence displayed more

cooperative responses toward partners.

Participants with higher scores for emotional intelligence had higher scores for
close and affectionate relationships.

2.2.2 Studies Conducted in India

Indian studies related to emotional intelligence are arranged in the following
sub-section.
Kesavan, P.S. (2013) conducted a study entitled as A study on emotional
intelligence, multiple intelligence, socio economic status and academic achievement
of higher secondary students. The data for the study has been derived from a
representative sample of size one thousand and three hundred, obtained from standard
XI pupils attending the higher secondary schools of Namakkal District, Tamilnadu,
India. The emotional intelligence is measured by using Bar-On, Emotional Quotient
Inventory (EQ-I) and the multiple intelligence is measured by using Thomas
Armstrong Multiple Intelligence inventory. The findings show that:

There is a positive and significant relation among emotional intelligence,

multiple intelligence and academic achievement of the participants. This
suggests that emotional intelligence and multiple intelligences could predict
academic achievement.

Girls have a high mean score of emotional intelligence than the boys. Students
of aided schools got the highest mean score of emotional intelligence than the
students studying in the government and unaided schools.
Anu, G.S. (2010) carried out a study entitled Developing an emotional

intelligence enhancement package for Primary school students with special reference
to emotional competencies The study focuses on the development of an Emotional

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Intelligence Enhancement Package (EIEP) for primary school students with special
reference to emotional competencies. As a prelude to the experiment, the investigator
analysed the level of Emotional Intelligence (EI) of primary school students through a
survey using a standardised Emotional Intelligence Test (EIT). The analysis of data
revealed that emotional intelligence of primary school students varies in accordance
with gender, locale, economic status, and type of family, literacy of parents, and type
and nature of the schools. For the total emotional intelligence, girls are found superior
to boys. Students of APL family, students from joint family, and students of literate
parents have high level of emotional intelligence than students of BPL family,
students coming from nuclear family and students of illiterate parents respectively. In
the case of locale, type of school and nature of schools also, there are significant
variations on the level of emotional intelligence among the students. Based on these
emotional competencies, a package was prepared called EIEP and trained the students
with experiential training. The quantitative analysis of data collected was done using
the t-test and ANCOVA. The findings of the study revealed that;

For the total emotional intelligence and all of its dimensions there are significant
enhancements after the intervention of EIEP.

Suggestions and recommendations collected from a team of experts revealed the

quality of the EIEP and most of the experts recommended it for practice in school
work.

The results of the experiment revealed that EIEP can be effectively used for
raising the emotional intelligence of upper primary school students.
Raja, Vasimalai (2009) conducted a study entitled as Influence of emotional

intelligence self efficacy and reflectiveness on academic achievement of high

school students. The investigator randomly selected thousand students from sixteen

45

schools as the sample for the study. Emotional intelligence inventory was developed
by the investigator for measuring emotional intelligence. The result of the study
reveals that:

There is no significant difference between rural and urban students in their selfawareness, self management, social awareness, relationship management and
emotional intelligence

There is significant difference among boys, girls and co-education school

students in their self-awareness, self-management, social awareness, relationship
management and emotional intelligence

There is no significant difference among government, aided, and unaided school

students in their social awareness, but there is significant difference among
government, aided, and unaided school students self-management, relationship
management and emotional intelligence in their self-awareness.
Zakkariya, K.A. (2008) conducted a study entitled as Intelligent use of

emotions in personal setting: A study into the effect of emotional intelligence on the
performance of sales executives. The major focus of the study is on the emotional
intelligence and its impact on performance of the sales executives. An EQ test which
measures emotional intelligence developed by Dr. N.K. Chadha (2003), has been used
in the study for measuring the emotional intelligence of the sales executives. Results
indicated that:

Sales executives with high emotional intelligence perform better than the
executives with low emotional intelligence.

Age, sex, marital status and educational qualifications of the executives have
no significant influence over the emotional intelligence of the executives.

46

Parental occupational status of the executives has no significant influence over

the emotional intelligence of the executives.

Conclusion
The investigator had gone through many studies which relate emotional
intelligence and its associated factors with academic achievement. Most of the studies
(Debbie Pope (2013); Mercedes Ferrano (2011)) reported a positive and significant
relationship between emotional intelligence and academic achievement. Only very
few studies reported a negative association between emotional intelligence and
academic achievement. The socio emotional intervention programmes used in the
studies had succeeded in improving childrens emotional skills. Also the investigator
found out that there was only less number of studies reported in India related to the
two variables.
2.3 STUDIES

RELATED

TO

EMOTIONAL

INTELLIGENCE

AND

CREATIVITY
It is obvious that from the accessible research, limited as it is, that the
stimulation of creative thinking and creative acting can lead to sound mental health,
vocational success, and continual learning in our coeval society. Creative endeavours
are accompanied and leaded by intense feelings of emotional commitment and great
excitement upon their cognisation. Research has shown that experiencing positive
emotion may improve problem-solving ability, facilitate recall of affectively neutral
and positive information, and improve decision making (Estrada et al. 1994; Isen and
Shalker 1982). Realising the significance, investigator had gone through a wide range
of studies related to emotional intelligence and creativity and is reported below.
Petrides, K.V., et al. (2011) in a study entitled The relationship between trait
emotional intelligence and creativity across subject domains investigated the

47

association between divergent thinking and creative personality and key aspects
of cognitive ability, personality and trait emotional intelligence in a sample of
one hundred and seventy-five Spanish undergraduates. The result shows that:

Cognitive ability was found to bear little relationship to either index of

creativity.

It was found that strong relationships were demonstrated between personality

traits, including trait emotional intelligence and creativity.
Ademola, Olatoye et al. (2010) in a study investigated the extent to which the

level of creativity and emotional intelligence influenced the level of achievement of

business administration students in Nigeria. The study established a direct and
positive relationship between emotional intelligence and creativity. This implies that
the emotionally intelligent students is likely to be creative.
Weiqiao Fan and Li-Fang Zhang (2008) examined the relationship between
thinking styles and achievement motivation among two hundred thirty eight Chinese
university students. The thinking styles inventory and the achievement motives scale
results largely supported the hypothesis that the more creativity-generating and
complex thinking styles were positively correlated with achievement motivation to
approach success and negatively correlated with achievement motivation to avoid
failure.
Zorana, Ivcevic (2007) examined relationship between emotional intelligence
(EI) and emotional activity (EC) and whether each construct was predictive of
creative behaviour. The study did not find significant correlations among EI abilities
and criteria for Creativity, but EC proved successful in predicting creative behaviour.
In a study on the effect of certain strategies of teaching English on nurturing
creativity of higher secondary school student conducted by Ismail (2007) found that

48

strategies of teaching has a significant effect on nurturing Creativity. The study also
found a long lasting effect on Creativity by using certain strategies of teaching
English.
David W. Chan (2003) in a study entitled Dimensions of emotional
intelligence and their relationships with social coping among gifted adolescents in
Hong cong assessed the emotional intelligence and social coping strategies in two
hundred and fifty nine gifted adolescents. In coping with their being gifted, students
endorsed to different degrees their use of 6 coping strategies, which were; valuing
peer acceptance, involvement in activities, attempting avoidance, denying giftedness,
prizing conformity, and discounting popularity. The findings of the study reports that:

Social skills emerged as the most important component of emotional

intelligence predicting the use of strategies of valuing peer acceptance and
involvement in activities.

Students scored most highly on social skills and self-management of emotions,

followed by empathy, and utilization of emotions.
Jacobs G. Maree and Liesel Ebersohn (2002) conducted a study entitled

as Emotional intelligence and achievements: Redefining giftedness? This study

indicates that emotional intelligence has a significant impact not only on the
qualitative level of intelligence actualization, but also on the quantitative level of
intelligence measurement and scholastic achievement.
John D. Mayer et al. (2001) conducted a pilot study entitled Emotional
intelligence and giftedness in eleven adolescence. Emotional intelligence was
measured with the Multifactor Emotional Intelligence Scale (Mayer, Salovey, and
Caruso, 1997), an ability-based measure of emotional perception, facilitation,
understanding and management. General intelligence was measured with the Peabody

49

Picture Vocabulary Scale (Dunn and Dunn, 1981). Each of the 11 adolescents
answered questions about how he or she had handled a difficult social encounter.
Results revealed that those with higher emotional intelligence were better able to
identify their own and others emotions in situations, use that information to guide
their actions and resist peer pressure than others.
Conclusion
Many educationists and psychologists tried to investigate the relationship
between emotional intelligence, creativity, intelligence, school behavior, school
environment, and individual development, personal characteristics and socio-familial
factors and so on. There is a general agreement among the researchers (Petrides, K.V.,
et al., 2011; Ademola, Olatoye, et al., 2010) that those who are emotionally competent
are likely to be creative. The investigator realized that no scientific attempt was made
to study the potential creativity of individuals especially that of the adolescents in the
Indian context.
2.4 STUDIES RELATED TO EMOTIONAL INTELLIGENCE AND SCHOOL
ADJUSTMENT
The competence of adolescents to cope, to develop their emotional autonomy,
and to behave in socially appropriate and responsible ways enables them to more
easily accept the social challenges of transition. The possession of social skills is an
important determinant of childrens and adolescents healthy psychological
development and adequate psychological adjustment across their lifespan (Elias,
1997). In this review of literature, investigator explored the relationship between
school adjustment and emotional intelligence.

50

2.4.1 Studies Conducted Abroad

The studies conducted abroad is arranged and discussed in the following
pages.
Andreas Brouzos (2014) conducted a study entitled as Associations between
emotional intelligence, socioemotional adjustment and academic achievement in
Childhood. The study examined the relationship between trait emotional intelligence
with childrens socio emotional adjustment at school and academic achievement.
Children aged 8 to 10 (n=106) and 11 to 13 years (n=99) completed the youth version
of the Emotional Quotient Inventory. Their socio-emotional adjustment was measured
with scales from the Teachers Report Form assessing socio-emotional problems and
adaptive functioning at school. He found that:

Trait emotional intelligence was positively correlated with aspects of childrens

adaptive functioning and academic achievement only in the 11 to 13 year old but
not in the children aged 8 to 10 years.

Results also illustrated the importance of taking age into consideration when
assessing the relationship between trait emotional intelligence with childrens
socioemotional adjustment at school and academic achievement.
Susan E. Rivers et al. (2013) conducted a study entitled as Emotion skills as

a protective factor for risky behaviours among college students and compared the
contributions of emotional intelligence and self esteem, a commonly studied risk
factor, to engagement in risk-taking behaviours among undergraduates (N = 243).
Structural equation modelling revealed that emotional intelligence, but not selfesteem, was related significantly to risky behaviours.
Maria S Paulo (2013) investigated the role of students global personality
characteristics and social skills in the occurrence of emotional and behavioural

51

difficulties. Five hundred fifty-nine students aged 1214 years, completed the Trait
Emotional Intelligence QuestionnaireAdolescent Short Form (TEI QueASF), the
Matson Evaluation of Social Skills with Youngsters (MESSY), and the Strengths and
Difficulties Questionnaire (SDQ). The result shows that:

Students with higher Trait emotional intelligence and stronger social skills were
less likely to present emotional and behavioural difficulties.

Trait emotional intelligence along with the acquisition of social skills was
influential factors of students emotional and behavioural difficulties.
Abraham, M. Michelle and Kerns, A. Kathryn (2013) conducted a study

entitled Positive and negative emotions and coping as mediators of mother-child

attachment and peer relationships. This study examined whether emotions and
coping explain (mediate) the association between mother-child attachment and peer
relationships. Attachment, positive and negative emotion experience, coping, and peer
relationships were examined in one hundred and six fourth-graders through sixthgrade girls attending a six day residential camp. Attachment, experience of positive
and negative emotions, and coping were measured prior to camp with questionnaires
completed by girls and their mothers. The findings reported that:

Girls reported the quality of their best friendship at camp, and camp counsellors
rated girls peer competence.

Girls who perceived a more secure attachment to mother reported experiencing

more positive and less negative emotions, were reported by mothers to use
more social-support coping, reported more positive qualities in camp best
friendships, and were rated by counsellors as having enhanced peer
relationships at camp.

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The experience of positive emotions, problem-solving coping, and socialsupport coping mediated the links between attachment and peer relationships.
Jos M. Salguero et al. (2012) in a study titled Perceived emotional

intelligence as predictor of psychological adjustment in adolescents analyzed the

predictive validity of perceived emotional intelligence (attention to feelings,
emotional clarity, and emotional repair) over psychological adjustment in an
adolescent sample at two temporal stages with a 1-year interval.

The results indicated that adolescents with high scores in attention to feelings
and low scores in emotional clarity and repair display poorer psychological
adjustment, concretely, higher levels of anxiety, depression, and social stress
and lower levels of general mental health.

The findings also suggested that perceived emotional intelligence is a stable

predictor of adolescent adjustment.
Costa, Hilda, et al. (2011) on a study entitled as Emotional Intelligence and

Self-Efficacy: Effects on Psychological Well-Being in College Students examined

the role of perceived Emotional Intelligence-EI- (measured by adaptations of the Trait
Meta-Mood Scale - TMMS, Salovey, Mayer, Goldman, Turvey, and Palfai, 1995) as a
predictor of life satisfaction and mental health. We explored the unique contribution
of emotional intelligence dimensions (Attention, Clarity and Repair) on individuals
psychological well-being, after controlling for the influence of general self-efficacy
and socio-demographic variables (age, gender and culture). Data was collected from a
sample of one thousand and seventy eight Spanish, Mexican, Portuguese and
Brazilian undergraduate students (M = 22.98; SD = 6.73) and analyzed using
hierarchical multiple regressions. Results indicated that:

53

Overall emotional intelligence dimensions (especially Clarity and Repair)

accounted for unique variance on psychological well-being above and beyond
general self-efficacy and socio-demographic characteristics.

These findings provide additional support for the validity of perceived emotional
intelligence, and suggest that emotional intelligence components contribute to
important well-being criteria independently from well-known constructs such as
self-efficacy.
Johnson, Vanessa et al. (2010) conducted a study entitled Managing the

Transition to College: Family functioning, emotion coping, and adjustment in

emerging adulthood. Using a self-reported assessment of three hundred and twenty
first time college students, they tested the hypothesis that ones ability to manage
emotion moderates the relationship between family environment and college
adjustment. The result reveals that:

The way one views ones whole family environment during the emerging
adulthood years is linked to ones adjustment during normative transition points,
such as the college transition.

Emotion coping variables also predicted college adjustment over and above the
variance accounted for by family factors.

The relationship between family expressiveness and social adjustment to college

varies depending on emerging adults emotion coping style.

Participants from less expressive families who tend to avoid their emotions
reported significantly more difficulty adjusting to college than their peers from
more expressive family environments.
Stella Mavroveli and Maria Jose Sanchez-Ruiz (2010) investigated the

association between trait emotional intelligence and school outcomes, such as

54

performance in reading, writing, and maths, peer-rated behaviour and social

competence, and self-reported bulling behaviours in a sample of primary school
children. They also examined whether trait emotional intelligence scores differentiate
between children with and without educational needs. There was a clear evidence for
criterion-related validity derived from the strong correlations between trait emotional
intelligence scores and objective socio emotional outcomes, such as peer-rated social
competence.
This suggests that possible interventions targeting childrens socio-emotional
competence should consider individual differences in trait emotional intelligence. In
other words, improving childrens emotion-related self-beliefs may result in
successful adaptation at school and improved peer status.
Laura J. Friedlander (2007) conducted a study entitled Social Support, SelfEsteem, and Stress as Predictors of Adjustment to University among First-Year
Undergraduates. The current study examined the joint effects of stress, social
support, and self-esteem on adjustment to university. First-year undergraduate
students (N = 115) were assessed during the first semester and again 10 weeks later,
during the second semester of the academic year. Multiple regressions predicting
adjustment to university from perceived social support (friends and family), selfesteem (academic, social, and global), and stress were conducted. The findings
indicated:

Decreased stress predicted improved overall, academic, personal-emotional,

and social adjustment.

Increased global, academic, and social self-esteem predicted decreased

depression and increased academic and social adjustment.

55

Mina Popliger, Jessica R. Toste and Nancy L. Heath (2009) conducted a

study entitled as Perceived social support and domain-specific adjustment of children
with emotional and behavioural difficulties. The study investigated the effects of
perceived social support from family, friends and teachers on domain-specific
adjustment for children with E/BD. Fifty-four teacher-nominated children for E/BD
completed questionnaires on perceived social support and behavioural, emotional and
social functioning. The results suggested that:

A pattern of inter correlations between indices of child-rated social support and

behavioural, emotional and social indicators of adjustment.

Domain-specific social support was found to predict domain-specific adjustment

outcomes for children with E/BD, once demographic variables were held
constant.
Laura J. Summerfeldt et al. (2006) conducted a study entitled Social

Anxiety, Emotional Intelligence and Interpersonal Adjustment. This study examined

these questions using structural equation modelling with self-report data from a large
non-clinical sample (N = 2629) and reported that:

EI was found to be highly related to social interaction anxiety, but not

performance anxiety.

A model permitting these three predictors to inter-correlate indicated that the EI

factor was the dominant predictor of interpersonal adjustment, substantially
reducing the unique contribution made by interaction anxiety.
A study on emotional intelligence and social interaction by Paulo N. Lopes

(2004) found positive relationship between the ability to manage emotion and
quality of social interactions, supporting the predictive and incremental validity of
an ability measure of emotional intelligence. The study was conducted in a sample of

56

one hundred and eighteen college students and found that scores on the managing
emotions were positively related to the quality of interactions with friends and
interactions with opposite sex individuals.
Maureen Simunek et al. (2002) in a study entitled Characteristic emotional
intelligence and emotional well-being investigated the relationship between
emotional intelligence and mood, and between emotional intelligence and self-esteem
in two studies. The results of these studies indicated that:

Higher emotional intelligence was associated with characteristically positive

mood and higher self-esteem.

Higher emotional intelligence was associated with a higher positive mood state
and greater state self-esteem.

Individuals with higher emotional intelligence showed less of a decrease in

positive mood and self-esteem after a negative state induction using the Velten
method, and showed more of an increase in positive mood, but not in selfesteem, after a positive state induction.
John Pellitteri (2002) conducted a study entitled The Relationship between

Emotional Intelligence and Ego Defence Mechanisms. The author examined the
relationship between the components of emotional intelligence (perception of
emotion, affect regulation. and emotional knowledge) and personality factors
associated with adaptation represented by the hierarchical model of defence
mechanisms (M. Bond. S. Gardner. J. Christian and J. Sigel. 1983).

Bivariate correlation analyses yielded mixed results; the adaptive defence styles
were correlated with overall emotional intelligence but not with the emotional
perception and regulation components, as was hypothesized.

57

Emotional knowledge was correlated with both adaptive and maladaptive

defence styles and with general intelligence, as was expected.

2.4.2 Studies Conducted in India

Indian based studies on emotional intelligence and school adjustment are
arranged and discussed in detail under this sub-section
Badri, Nath (2013) conducted a study entitled as An examination of the
relationship between emotional intelligence, leadership styles and leadership
effectiveness. The purpose of the study was to examine the relationship between
emotional intelligence and leadership effectiveness and between emotional
intelligence and leadership styles. The Emotional and Social Competence Inventory
(ESCI) rating version was used for measuring the managers emotional intelligence.
The sample for the study was one hundred and fifty six managers and three hundred
and twelve subordinates. It was found out that:

Social awareness and relationship management clusters of emotional

intelligence have positive effects on leadership effectiveness.

Social awareness and relationship management clusters of emotional

intelligence have positive effects on transformational leadership.
Sharma, Manoj Kumar (2011) conducted a study entitled as A study of

relationship of emotional intelligence with adjustment, stress and achievement among

senior secondary students. The study was conducted on two hundred senior
secondary students both male and female (17-20 years) from rural and urban area
schools located in Delhi region using standardized tests by descriptive survey method.
The following are the key findings from the above study:

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There is positive correlation between the following variables: emotional

intelligence and academic achievement, which shows that as the emotional
intelligence increases the academic achievement also increases and vice versa.

This study also shows the negative correlation between the following
variables:- emotional intelligence and stress (academic stress and family
stress), emotional intelligence and adjustment (home, health, social and
emotional), which shows that the students who have high emotional
intelligence have low degree of stress and better adjustment in their life which
is very much useful for achieving success in life.

It also shows that there is significant difference between the mean (stress and
academic achievement) scores of students having high and low emotional
intelligence.
Singh, Rashee (2011) in his research entitled Emotional maturity among

senior secondary school students in relation to their self esteem, home environment
and mental health examined relationship between emotional maturity among senior
secondary school students and their self-esteem. The sample of the study comprised
four hundred students of class XI and XII in the age ranging 17 to 18 years senior
secondary school students of Gurgaon district. Major findings of the study were:

No significant difference was found between rural and urban senior secondary
school students in relation to emotional maturity.

No significant difference was found between male and female senior secondary
school students in relation to emotional maturity.

A positive and significant correlation was found between emotional maturity

and self esteem which indicates that with the increase in self esteem there will
be increase in emotional maturity.

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Mandava, Neelima (2011) carried out a study entitled as A study of selfconfidence and mental health in relation to emotional intelligence of college
students. The Emotional intelligence scale developed and standardized by
Schutte et al., was used in this study. The sample consisted of six hundred students
from twenty colleges of Krishna district. The main highlights of the study were:

The emotional intelligence of female college students is found to be more than

the emotional intelligence of male college students.

The emotional intelligence of urban college students is found to be more than

the emotional intelligence of rural college students.

There is a significant relationship between self-confidence and mental health on

the emotional intelligence of college students.
Bala, Tripti (2011) conducted a study entitled Psycho-social predictors

of emotional intelligence. The study focus on studying emotional intelligence

in relation with certain psychosocial predictors, viz. aggression, self-concept,
extraversion, neuroticism, home-environment, and social-support, additionally with
sex difference and locale effect. A sample of seven hundred and forty five students
were drawn from the higher secondary schools located in rural areas of Durg district
and were affiliated to Chhattisgarh board of Secondary Education. The emotional
intelligence among the subjects was measured by using Mangal Emotional
Intelligence Inventory (MEII) prepared by, Mangal and Mangal (2004). Results
indicated that:

Gender and Locale was found to be insignificant in predicting emotional

intelligence.

Self-concept, social-support, neuroticism, extraversion and aggression have

been emerged as significant predictors of overall emotional intelligence.

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Neuroticism, self-concept, social-support and aggression have been emerged as

significant predictors of both interpersonal awareness and Intrapersonal
awareness dimensions of emotional intelligence.
Gupta, Jyothika (2011) in a research entitled A study of depression among

adolescent girls in relation to their Emotional Intelligence, intelligence and some

selected personality variables. The study attempted to investigate (i) depression at
different levels of Emotional Intelligence, intelligence, extroversion, neuroticism and
psychoticism among adolescent girls (ii) depression between stable extraverts and
stable Punjab government introvert adolescent girls (iii) extent of relationship
between emotional intelligence and intelligence (iv) prevalence of depression among
adolescent girls and ten brief case studies of depressive adolescent girls.
To achieve the objectives Personal Profile Survey (Surabhi Purohit, 2003),
Cattell Culture Fair Intelligence Test (Scale 2, Cattell and Cattell, 1973), Eysenck
Personality Questionnaire (Junior) (Eysenck and Eysenck, 1975) and Beck
Depression Inventory (Beck and Steer, 1993) were used. A sample of five hundred
and nine girls studying in schools located in five corporation cities i.e. Amritsar,
Bathinda, Jalandhar, Ludhiana and Patiala was selected. An additional sample of five
hundred adolescent girl students studying in Government schools of Bathinda city
were taken to study prevalence of depression and to profile case study of depressive
adolescent girls. On the basis of the findings of the study it was concluded that:

Significant difference exists on depression among adolescent girls from the

low, average and high levels of intelligence and emotional intelligence;

On the dimensions of psychoticism, extroversion and neuroticism the high,

average and the low groups pertaining to each of the dimensions significantly
differ on depression;

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Stable extraverts and stable introverts significantly differ on depression.

Conclusion
It was evident from the review of these studies that no serious attempt was
made to investigate the relationship between emotional intelligence and school
adjustment. Results from most of the reviewed studies reveals that those who are
emotionally intelligent are more stable, psychologically well adjusted and are
successful in their life. There were not many studies related to gender and type of
schools. In India studies related to the variables were rare, so considering the
significance of the variables there is a need to have more concern about these aspects.
2.5 STUDIES RELATED TO CREATIVITY AND ACADEMIC
ACHIEVEMENT
Researchers have focused attention upon the relationship between creative
ability, intelligence and scholastic aptitude, and academic achievement. Creative
behaviours and products are typically defined in terms of originality and adaptiveness
(Rothenberg and Hausman, 1976; Runco and Charles, 1993), and it follows that the
processes which generate original and adaptive ideas, solutions, and insights are
indicative of creative processes. Through this review investigator attempted to seek
the relationship and prediction of the variables Creativity and Academic
Achievement.
2.5.1 Studies Conducted Abroad
A number of studies have been conducted on creativity in the educational as
well as educational psychological literature. The selected studies which are reviewed
by the investigator are arranged and presented below.
Maria et a1. (2010) conducted a study entitled as The effects of the
instruction method thinking actively in an academic context (TAAC) on thinking

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skills, creativity, self-regulation and academic achievement. The design was pre-testintervention-post-test with control group. The sample included 46 participants (aged
16 to 18 years), 24 experimental and 22 control groups. Before and after application
of the method, six instrumentals were used to measure thinking skills and academic
achievement. The method, divided into eight stages, was followed in each didactic
unit during an academic course. The method allows teaching the thinking skills, the
creativity and the self-regulation simultaneously with the syllabus content. The results
showed that greater changes were obtained with the new method of instruction in all
the dependent variables.
Mingjie Rui et al. (2009) conducted a study entitled as Turning knowledge
into new product creativity: an empirical study. The study investigated the
relationship between knowledge acquisition, dissemination, and innovation and new
product creativity and to identify different hidden patterns in which knowledge
acquisition, dissemination, and innovation affect new product creativity. Findings
revealed that the new product creativity is significantly related to knowledge
management.
Karwowski, Maciej, Lebuda, Isabella and Wisniewska, Ewa (2009) in an
article presents results of research conducted on a large sample (N = 1,316) of youths
of both sexes (49% men and 51% women) from two categories of schools--public or
state (68%) and non-public or private (32%). Participants creative ability and style of
creative functioning was assessed using Urban and Jellen TCT-DP (to assess level)
and Kirton Adaption-Innovation Inventory (to assess style). It was reported that:

GPA served as an indicator of the effectiveness of school functioning, which

overall was found to be weak. It did correlate significantly and positively with
creative ability levels, but not innovativeness-adaptiveness.

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Positive correlations exist between GPA, originality and efficiency as

determined by the KAI subscales.

A creative thinking and originality style of functioning influenced grades

significantly in public schools. In non-public schools efficiency of functioning
was more important to school success. Creative innovators appeared most
efficient in public schools, compared with non-creative innovators. Adaptors in
non-public schools tend to be slightly more efficient, especially if they are
creative.
Nori (2002) studied the sex difference between creativity and academic

achievement among high school students in Shiraz city. There were three hundred and
six high school students (150 boys and 156 girls) in the research. To measure the rate
of Creativity, Nori used an Abebi questionnaire and CGPA for academic
achievement. The analysis revealed that there was no significant relationship between
creativity and academic achievement, but the result was different for the two sexes.
Denise D. Shondrick et al. (1992) conducted a study entitled as Interpersonal
problem solving and creativity in boys with and boys without learning disabilities.
The study compared the interpersonal problem-solving skills and creativity of
forty-six boys with (LD) and forty-six boys without (NLD) learning disabilities. In
addition, it examined the relationships between interpersonal problem solving and
creativity. The Test of Interpersonal Problem Solving (TIPS), based on DZurilla and
Goldfrieds (1971) model of the interpersonal problem-solving pro-cess, and two
measures of Creativity - the Alternate Uses Test (AUT) and Eisens Test of
Remoteness (ETR) - were administered individually. The findings reveal that:

LD students had significantly lower scores on problem formulation,

consequential thinking, and total problem solving ability than their NLD peers.

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No group differences were noted on either the verbal (AUT) or the nonverbal
(ETR) measure of creativity.

Significant relationships emerged among interpersonal problem solving and

creativity scores.
Boris Kabanoff and Preston Bottger (1991) conducted a study entitled as

Effectiveness of creativity training and its relation to selected personality factors.

The study assessed the effectiveness of the Creative Problem Solving for increasing
the ideational fluency, flexibility and originality of trainees in a Master of Business
Administration program. Pre- and post-training performances of trainees (N=32) on
the Torrance Tests of Creative Thinking (verbal) are compared with a control group
of MBA students (N = 44). The results indicate that:

Compared to the control group, trainees demonstrate significant gains in

originality. While both groups show an improvement in fluency.

Trainees with high preferences for achievement and dominance but low
preference for deference are less likely than average to self-select for
creativity training.

Performance in a creativity project is positively related to preference for

autonomy and creative ability, and negatively related to preference for
achievement.

2.5.2 Studies Conducted in India

Studies which were conducted in India related to the variables are presented
below.
Sebastian, Thara (2010) conducted a study entitled as Parental pressure for
achievement in school and its influence on childrens academic interest, actual
academic achievement, self-esteem and creativity. Parental pressure for achievement

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in school and its influence on childrens academic interest, actual academic

achievement, self-esteem, and creativity is studied on a sample of three hundred and
ninety eight children (13-15 years) from Ernakulum district, Kerala. It is found that:

Pressure reported by parents as well as that perceived by children are

associated negatively with academic achievement, self-esteem, and creativity.

Academic achievement, self-esteem, and creativity show significant positive

associations with socio-economic status of the families.

Multiple regression (step-wise) analyses show that self-esteem is the strongest

predictor of academic interest and vice versa.

Socio-economic status is the strongest predictor of academic achievement; and

academic achievement is the strongest predictor of creativity.
Philip, Rosamma (2008) conducted a research study entitled A study on the

relationship between intelligence, scientific creativity, achievement motivation, home

environment and achievement in science of higher secondary school pupils of
Kerala. The study was conducted on a sample of one thousand one hundred and
twenty higher secondary school students. Results indicated that:

The variables intelligence, scientific creativity, and home environment

clearly discriminated the high, average and low achievement groups. So these
variables have significant association with achievement in Science.

Home Environment has significant influence on intelligence and scientific

creativity.
Antony, Jose (2001) conducted a study entitled as Adolescents creativity a

study with reference to the self concept and achievement motivation. Eight hundred
adolescents (i.e. about 15% of the total population) in the age group of 16 to 18 years
studying in the 11th and 12th standards of both CBSE and state syllabus in the

66

geographical area of Kochi Corporation are selected as the sample of the study. The
researcher concludes that:

There was a significant difference between the achievement motivation of the

low, average and high creative adolescents of CBSE, state syllabuses, male,
female groups and the total adolescents, since all the calculated values are
greater than the table value at 2-difference level.

It was also found that the achievement motivation of the high creative
adolescents is comparatively less than the achievement motivation of the low
and average creative adolescents in all the sub-samples and the total samples.

There were more high creative adolescents than the low creative adolescents
but their self-concept and achievement motivation are significantly poor.

There was no significant difference between the creativity, self-concept and

achievement motivation of the CBSE, state syllabus adolescents or the male
and female groups.
Ekta Sharma (2001) conducted a study entitled as Relationship of creativity

with academic achievement, achievement motivation, self-concept and levels of

adjustment among adolescents. The study was done on a sample of seven hundred
and seventy students of Delhi in the age group of 14-15. It was found that there was
no significant relationship between creativity and academic achievement.
Neetu (1990) conducted a study entitled as A study of socio-psychological
correlates of learning-thinking style and creativity of secondary school students.
Main objectives of the study were to see the relationship between socio-economic
status and learning-thinking style; socio-economic status and creativity; personality
and learning thinking style and personality and creativity of secondary school
students.

67

The sample of study was comprised six hundred secondary students studying
in various secondary schools of Haryana. The tools selected by the investigator for
collecting authentic information from the respondents were (i) Meenakshi Sharma.
Socio-Economic Status Scale (SSESS), English; (ii) Mahesh Bhargava. Dimensional
Personality Inventory (DPI) Hindi/ English; (iii) D. Venkataraman. Style of Learning
and Thinking (SOLAT) English; (iv) B.K. Passi. Passi Test of Creativity (PTC)
Hindi/English. It was found out that:

There exists positive and significant relationship between socio-economic status

and learning thinking style; between personality and learning thinking style;
between personality and creativity of secondary school students.

There exists insignificant relationship between socio-economic status and

creativity of secondary school students.

It is also concluded that there exists significant difference between the learningthinking style of secondary school students belonging to above and below
average socio-economic status.

An insignificant difference was found out between the creativity of secondary

school students belonging to above and below average of socio-economic status
is not significant.

It is also concluded that there exists a significant difference between the learning
thinking style and creativity of boys and girls and of rural and urban secondary
school students.

Conclusion
Most of the studies on creativity are correlated with variables like intelligence,
personality factors and socio-familial correlates. There were some studies, which try
to establish the relationship between the creativity and academic achievement. Most

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of the studies have established positive relationship and a very few results indicated
negative relationship between these variables. Another trend found in this review was
that no serious attempt has been made to study the creativity and academic
achievement particularly on adolescents.
2.6 STUDIES RELATED TO CREATIVITY AND SCHOOL ADJUSTMENT
According to Plucker et al. (2004) creativity is the interaction among aptitude,
process, and environment by which an individual or group produces a perceptible
product that is both novel and useful as defined within a social context. Many
theoretical perspectives have stated that creativity is fostered in environments that
provide psychological safety and psychological freedom (Erikson 1963; Rank, cited
in Harrington et al. 1987; Rogers, 1970). The investigator had presented the reviewed
recent studies that are related to creativity and school adjustment.
2.6.1 Studies Conducted Abroad
The details of reviewed studies related to creativity and achievement are
shown in the following pages.
Shu-Ling Peng, Biing-Lin Cherng and Hsueh-Chih Chen (2013) conducted
a study entitled as The effects of classroom goal structures on the creativity of
junior high school students. Data was collected from two hundred and thirty-two
seventh-grade students from Taipei City and randomly divided them into the
following three classroom goal structure groups at the start of the semester: an
enhanced group with a mastery classroom goal structure, an enhanced group with a
multiple (mastery and performance) classroom goal structure and a control group.
Before receiving the experimental manipulation, the students level of
creativity showed no significant differences. After six weeks, the students in the
enhanced groups with mastery classroom goal structure and multiple classroom goal

69

structure exhibited superior fluency, flexibility and creativity compared to those in the
control group. The results of this study support that:

The creativity of the students in the enhanced groups with mastery classroom
goal structure and multiple classroom goal structure showed no significant
difference. This indicates that the mastery classroom goal structure itself can
sufficiently enhance students creativity.

The existence of a causal relationship between classroom goal structures and

student creativity.

When teachers develop an appropriate learning climate in classrooms with an

emphasis on mastery goals, students creativity and creative expression can be
stimulated.
Karen W. Bauer and Qingfeng Liang (2003) conducted a study entitled as

The Effect of Personality and Precollege Characteristics on First-Year Activities and

Academic Performance. The relationship between students gender, personality
traits, predicted first-year grades, and quality of effort put forth in academic
and personal/social activities with academic achievement and critical thinking
was examined for two hundred and sixty-five first-year science and engineering
undergraduates enrolled at a selective doctoral-extensive university. Results show that
some personality traits influence the quality of effort expended with academic and
personal/social activities as well as end-of-first-year grades and a measure of critical
thinking.
Joe M. Nail and J. Gary Evans (1997) conducted a study entitled The
emotional adjustment of gifted adolescents: A view of global functioning The
purpose of the study was to determine if academically gifted adolescents differ
from non-gifted adolescents with regard to their perception of overall emotional

70

adjustment as measured by a composite score (Emotional Symptoms Index or ESI) on

the Self Report of Personality (SRP) of the Behavior Assessment System for Children
(BASC).
Gifted adolescents (N = 115) from a resource support program in grades
9 through 12 were compared with non-gifted peers (N = 97) from a suburban high
school within the Atlanta metropolitan area. The comparison group was composed of
volunteers from one regular education English class from each grade level (9-12) with
a random, computer-assigned enrolment. A 24 analysis of variance factorial design
was used to analyze data obtained from the study in assessing whether the means of
the eight groups differed significantly with regard to giftedness and/or grade on the
composite measure (ESI) of emotional adjustment. The results revealed that:

The overall emotional adjustment of both groups falls within normal limits when
compared with the General norms established by the authors of the BASC.

The gifted group obtained significantly lower T-scores than the non-gifted
group, suggesting the presence of fewer indicators of behavioral-emotional
maladjustment. No difference was obtained between groups with regard to
grade.

Results support previous findings that, when a difference exists between the
overall emotional adjustment of gifted and non-gifted students, the gifted
students show better adjustment on self-report instruments.
Dearing, Eric et al. (2009) in a study entitled as Adolescent adjustment and

patterns of parents behaviours in early and middle adolescence identified unique

clusters of parenting behaviours based on parents school involvement, community
involvement, rule-setting, and cognitive stimulation with data from the panel study of
income dynamicschild development supplement. It was found out that:

71

Parents who provided high cognitive stimulation (i.e., cognitive enrichment

parents) or engaged in all parenting behaviours (i.e., engaged parents) had the
highest family income, parent education, and percentage of European
Americans.

Adolescents of cognitive enrichment or engaged parents often evidenced the

highest academic and social adjustment.

Adolescents whose parents set a large number of rules (i.e., Rule setters) or
were also heavily involved in the community (i.e., the Managers cluster) had
the lowest adjustment.
Detlef H. Rost and Tatiana Czeschlik (1994) conducted a study entitled as

The Psycho-Social Adjustment of Gifted Children in Middle-Childhood. The

psycho-social adjustment of 50 gifted (mean IQ = 127) and 50 German ten-year-olds
of average intelligence (mean IQ = 106, matched individually on socio-economic
status and gender) was compared. Data from different sources (children, parents,
teachers) on social behaviour, (therapy-relevant) behaviour problems, and emotional
stability were collected. The results revealed no significant differences between the
two ability groups. Gifted elementary-school children are socially and emotionally at
least as well adjusted as their non-gifted age-mates.
Nancy G. Thomas and Laura E. Berk (1981) conducted a study entitled as
Effects of school environments on the development of young childrens creativity.
This study investigated the role of schooling in the development of creative thinking.
The effect of three types of school environments-informal, intermediate, and formalon changes in figural creativity over a school year for first- and second-grade children
was examined. A total of two hundred and twenty-five children in nine school
environments participated. Results indicated that:

72

Girls were found to profit from inter-mediate and informal environments more
than boys.

Teachers tended to view creative children positively and as well adjusted in the
classroom.

2.6.2 Studies Conducted in India

Researches on creativity and academic achievement conducted in India are
discussed in the following pages.
Liegise, Buno (2014) conducted a study entitled as Institutional climate,
creativity, achievement motivation and academic achievement of high school students
in Nagaland. A purposive sampling method was used to select the schools in the
Kohima district of Nagaland and their students and teachers. A total of four hundred
and seventy six students of class X from 9 government and 5 private schools, and
one hundred and fifty teachers from these schools were included in the sample.
The tools administered were School Organisational Climate Description
Questionnaire (SOCDQ) adapted by Sharma, Classroom Environment Inventory
adapted by Das, Test of Creative Thinking designed by Baquer Mehdi, comprising
two sub-tests (i) Verbal and (ii) Non-verbal Test, Deo-Mohan Achievement
Motivation Scale, Student Personal Performa, and Interviews.
The important findings were:

Institutional climate as perceived by the teacher was not significantly related

to students creativity, achievement motivation, academic achievement,
perceptions of classroom environment and socio- economic status.

Government and private schools differed in their institutional climate type and
on certain dimensions of institutional climate.

73

Creativity, achievement motivation and academic achievement were positively

correlated.

Classroom environment was related to creativity, achievement motivation and

academic achievement.

Females and males differed on non-verbal, verbal and composite creativity

and academic achievement. But there were no variations on achievement
motivation and in their perceptions of classroom environment.

Rural and urban school students differed sharply on creativity, achievement

motivation, academic achievement, perceptions of classroom environment and
socio-economic status.
Rajesh, Bala Joshi (2011) on a study entitled as A study of the effect of

institutional climate on study habits, creativity and achievement of secondary school

students. Data was selected from one thousand and two secondary school students of
five districts in Haryana. School environment inventory by Dr. K.S. Misra, Tests of
Study Habits and Attitudes by Dr. C.P. Mathur and Dr. P.K. Passi Tests of Creativity
were used as the tools for the study. It was found that:

There was no significant difference in mean score of correct study habits

dimension of study habits of students with average and high levels of creative
stimulation.

Institutional climate exert a very positive influence on the creativity of the

secondary school students.

Academic achievement is positively influenced by cognitive encouragement

and institutional climate.
Pannu, Randeep (2010) conducted a study entitled as A study of academic

achievement in relation to cognitive styles, personality traits and adjustment of

74

adolescents. A sample of one thousand two hundred and forty two adolescents of
10+1 grade was taken through stratified sampling. High School Personality
Questionnaire (HSPQ) developed by Dr. R.B. Cattell and Mary D.L. Cattell (1999)
was used to assess the personality factors of adolescents. The results of the study
explained that:

Cognitive styles (systematic and intuitive), health adjustment, emotional

adjustment, gender and location influenced the academic achievement of
adolescents social adjustment and type of school did not influence the
academic achievement of adolescents.

There was no influence of interaction between gender and cognitive style;

gender and systematic cognitive style; gender and home adjustment, gender and
health adjustment, gender and emotional adjustment; location and cognitive
style, location and systematic cognitive style, and location and emotional
adjustment; type of school and cognitive style and type of school and emotional
adjustment on academic achievement of adolescents.

There was an influence of interaction between gender and intuitive cognitive

style; gender and personality factor H; gender and social adjustment, type of
school and personality factor Q2 on academic achievement of adolescents.

There was significant, positive and low correlation between academic

achievement and systematic cognitive style, academic achievement and home
adjustment.
Mishra, Shruti (2002) on a study entitled as A study of creativity as a

function of adjustment, self-concept and need-achievement analysed the effect of

adjustment, self concept and need-achievement upon creativity. Data was collected

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from four hundred students in which 200 were male and 200 were female students
between the age group of 18 to 21 years. The results revealed that:

Low adjusted pupils have least original power of creativity and highly
adjusted pupils have highest original power of creativity.

High self concept pupils have high levels of creativity and low self concept
pupils have low levels of creativity.

Conclusion
The reviewed literature reported that institutional climate, classroom
environment, personality traits, factors related to home exerts a positive relationship
on creativity and cognitive styles of individuals. The studies also indicated that only
few studies were conducted related to the variables to assess the gender differences
and type of management of schools.
2.7 STUDIES RELATED TO SCHOOL ADJUSTMENT AND ACADEMIC
ACHIEVEMENT
Early and middle adolescence are decisive periods involving significant social,
cognitive, and biological changes that are the basis for increases in adolescents
autonomy, orientation toward peers, and time spent away from parents in the home,
school, and surrounding community (Steinberg and Silk, 2002). Educators need to
broaden their thinking about adolescence education, what constitutes their school
learning and achievement, and the scope of desired educational outcomes. In this
research reviews investigator presents a detailed analysis of the factors related to
school adjustment and academic achievement.

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2.7.1 Studies Done Abroad

The studies conducted abroad are arranged and presented below.
Maha Al-Hendawi (2013) in an article entitled Temperament, school
adjustment and academic achievement: existing research and future directions
examined the review the literature relating temperament to academic achievement and
school adjustment. This review examined three areas in the study of temperament
(a) the definition of temperament, (b) the measurement of temperament, and (c) the
results of the reviewed studies. It was found out that:

A significant correlation exists between childrens temperament and school

adjustment.

A significant correlation exists between temperament and academic

achievement.
Anat Shoshani and Michelle Slone (2013) conducted a study entitled

Middle school transition from the strengths perspective: young adolescents

character strengths, subjective well-being, and school adjustment. The study
examined the longitudinal associations of adolescents character strengths with
subjective well-being and school adjustment during the pivotal period of the transition
to middle school. The study followed four hundred and seventeen students and
thirteen teachers from four public middle schools in the centre of Israel during
seventh and eighth grade.

Findings provided extensive support for the associations among character

strengths, subjective well-being (SWB), and middle school adjustment.
Intellectual and temperance strengths were central in the prediction of students
school performance and achievements.

77

Interpersonal strengths were significantly related to social functioning at school.

Temperance and transcendence strengths were robust positive predictors of
students SWB.
Osa-Edoh G.I. and Iyamu F.I. (2012) conducted a study entitled as Social

life adjustment and academic achievement of adolescents in Edo State: Implication

for counselling. The study investigated the effect of social life adjustment on
academic achievement of adolescents in senior secondary schools of Edo state. Two
hundred and forty (240) samples were randomly drawn from three senior secondary
schools in Edo state. The instrument used for the study was a self developed
questionnaire on social life adjustment on academic achievement was analyzed by
Pearsons product moment correlation statistics and fishers for gender. Based on the
research questions of the study two null hypotheses were formulated for testing at
0.05 alpha levels. The findings showed that social life adjustment influences students
academic achievement.
Gonzalez, M. Laura (2012) conducted a study entitled Gendered academic
adjustment among Asian American adolescents in an emerging immigrant
community. Data from one hundred and seventy two (58% female) Asian American
adolescents who reside within a non-traditional or emerging immigrant community in
the south eastern US were used to examine gender differences in academic adjustment
as well as school, family, and cultural variables as potential mediators of gender
differences found. Results reported that:

Girls report significantly higher educational goals, intrinsic academic

motivation, and utility value of school compared to boys.

Gender differences are statistically mediated by ethnic exploration and family

processes, most prominently, family respect.

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School connectedness and perceived discrimination are also associated with

academic adjustment at the bivariate level, suggesting that academic success
may be best promoted if multiple domains of influence can be targeted.
Thomas W. Farmer et al. (2012) conducted a study entitled as School

adjustment and the academic success of rural African American early adolescents in
the deep south. This study examined the relationship between end-of-year grades and
the academic, behavioural, and social characteristics of rural African American youth.
Participants included three hundred and ninety two, seventh and eighth grade students
from two rural middle schools in the south. Participants were African American and
were from two communities that have child poverty rates exceeding 50% for public
school students. Girls were more likely to have positive characteristics than boys.
Academic, behavioural, and social difficulties were linked to low end-of-year grades,
and positive characteristics were linked to high grades.
Winga Maureen Adhiambo et al. (2011) in a study entitled The relationship
among school adjustment, gender and academic achievement among secondary school
students in Kisumu District Kenya investigated the levels of school adjustment and
its relationship with academic achievement. Gender differences in school adjustment
were also examined. The theory used in the current study is the stage-environment fit
theory propounded by Eccles and Midgley. A cross sectional research design was
employed. The sample consisted of four hundred and fifty secondary school students
with mean age 18.38, SD 1.078. The form four classes in the selected schools were
used. Questionnaires as well as official KCSE examination results were used to
collect data in the study. Cronbachs alpha as well as a pilot study was used to depict
the reliability of the instrument. The finding shows that:

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There were no significant differences between girls and boys in school

adjustment.

There were significant differences between high achievers and low achievers
in dedication, absorption, engagement and school adjustment.
Altermatt, Ellen Rydell (2011) conducted a study titled Capitalizing on

academic success: Students interactions with friends as predictors of school

adjustment. The study examined the nature of middle school students interactions
with friends following academic successes and the consequences of these interactions
for students school adjustment. Participants were two hundred and ninety-three
fifth- through eighth-grade students. Grade-level differences emerged in students
reports of their motives for sharing, friends responses to sharing, and students
motives for not sharing.

Sharing successes predicted tradeoffs for childrens school adjustment such

that sharing predicted more positive school attitudes, but more negative
perceptions of peer relationships over time.

Childrens reports of their motives for sharing and friends responses to

sharing also predicted changes in school adjustment over time.
DeRosier, Melissa E. and Lloyd, Stacey W. (2011) tested whether social

adjustment added to the prediction of academic outcomes above and beyond prior
academic functioning. Researchers collected school records and peer, teacher, and
self-report measures for one thousand two hundred and fifty five, third-grade children
in the fall and spring of the school year. Measures of social adjustment included social
acceptance by and aggression with peers. Academic outcomes included math and
reading grade point average, classroom behaviour, academic self-esteem, and
absenteeism.

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The researchers found support for the causal model such that both forms of
social adjustment contributed independently to the prediction of each area of
academic adjustment.

Gender differences were present in the patterns of results, particularly for the
impact of aggression on academic adjustment.
Mathew J. Irvin et al. (2011) in a study entitled Relationship of school

context to rural youths educational achievement and aspirations investigated the

relationship of school characteristics and schooling experiences to the educational
achievement and aspirations of six thousand two hundred and forty-seven high school
students from high poverty rural communities. Participants included six thousand
two hundred and forty-seven high school students from 43 low-poverty and 21 highpoverty rural communities.

After controlling for student and family background, school characteristics

(e.g. lower studentteacher ratio) were predictive of achievement for rural
youth from high-poverty communities.

Schooling experiences (e.g., positive perceptions of their ability, a sense of

school valuing and belonging, and preparation for postsecondary education)
were predictive of educational achievement and aspirations for rural youth
from high- and low-poverty communities.
Eirini Flouriand Nikos Tzavidis (2011) studied Non-Verbal Reasoning

Ability and Achievement as moderators of the Relation between Adverse Life Events
and Emotional and Behavioral Problems in early adolescence. This study was carried
out to model the functional form of the effect of contextual risk (number of adverse
life event) on emotional and behavioral problems in early adolescence, and to test

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how intelligence and academic achievement compare as moderator of this effect. The
findings of the study revealed that:

The effect of number of adverse life events on emotional and behavioral

problems was non-quadratic.

Intelligence rather than academic achievements moderated the association

between contextual risk and childrens emotional and behavioral problems.
However, the interaction effect was significant only on peer problems.

These findings suggest that both moderator and outcome specify should be
considered when evaluating the role of intellectual competence in the
association between contextual risk and childrens emotional and behavioral
problems.
Daniela and Michael (2011) investigated the effect of social-emotional

development, well-being, and academic achievements of ninety nine preparatory and

grade one student attending a Catholic school in Melbourne, Australia.

The result indicated a statistically significant positive effect on levels of social

emotional competence and an increase in achievements.

These findings also supported the findings of a number of other researches

who had argued that, by improving childrens level of social-emotional
competence through explicit instruction, it is possible to improve their level of
social-emotional well-being and academic achievement.
Gerda Hagnauer and Tina Hascher (2010) in a study entitled as Learning

enjoyment in early Adolescence aimed to explore the learning enjoyment in

adolescence in a sample of three hundred and fifty six students. According to StageEnvironment-Fit Theory and Self-Determination Theory, this change should be
explained by a non-fulfilment of students needs. By combining two different

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methods (questionnaires and day-to-day diaries) and applying a longitudinal design,

this study aimed to explore the change in and the determinants of habitual and actual
learning enjoyment. The sample consisted of three hundred and fifty six students.

Quantitative results indicated that learning enjoyment and classroom practices

decreased between grades 6 and 7.

Path analyses revealed that classroom practices are the source of students
learning enjoyment, while self efficacy functions as a partial mediator.

Data from students diaries showed that a teachers neglect of students needs
for competence and relatedness were significant sources of impeded learning
enjoyment.
Gregory J. Benner et al. (2008) conducted a study entitled as An

investigation of the academic processing speed of students with emotional and

behavioural disorders served in public school settings. A cross sectional design was
used to investigate the (a) percentage of K-12 students with EBD served in public
school settings with academic processing speed deficits; (b) mean level and stability
of academic processing speed exhibited by K-12 students with EBD served in public
school settings; (c) differences in the academic skills, IQ, social adjustment, and
language skills of students with and without processing speed deficits; and (d) the
relative contribution of academic processing speed, academic skills, and language to
the prediction of the social adjustment problems (i.e., total, externalizing,
internalizing, and attention). Results indicated that:

A majority of the sample (57%) of students with EBD exhibited academic

processing speed deficits;

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Statistically significant differences were found between students with and

without processing speed deficits across IQ, language, academic achievement,
and social adjustment measures.
Linda R. Stanley et al. (2008) explored the effects of rurality on school

adjustment and other school related variables. Using data from one lakh sixty seven
thousand seven hundred and thirty-eight 7th to 12th graders located in a sample of 185
predominantly white communities, multi level models were estimated for perceived
school performance and school liking using a variety of individual level and
school/community level variables as predictive variables. The following were the
major findings:

Rurality was not significantly related to school adjustment.

Results also indicated that participation in school and non school activities,
strength of rural schools, can play a positive role in school adjustment.
Kathleen Lynne Lane (2008) in a study describes the academic, social, and

behavioural performance of elementary and secondary students with emotional and

behavioural disorders (EBD) receiving services in a self-contained school for students
with serious behaviour problems, with an emphasis on how school adjustment and
problem behaviour patterns predict academic performance. A seven variable model
representing academic, social, and behavioural domains was able to differentiate
between age groups explaining 54% of the variance and correctly classifying 78.26%
(N = 18) of the elementary students and 84.21% (N = 16) of the secondary students.

Results revealed that elementary and secondary group scores were well below
the 25th percentile on reading, math, and written expression measures.

Findings also suggested that behavioural variables (e.g., school adjustment,

externalizing, and internalizing) were predictive of broad reading and broad

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written expression scores, with school adjustment (a protective factor)

accounting for the most variance in the three-variable model.
LeCroy, Craig Winston and Krysik, Judy (2008) in a study investigated the
factors that predict academic achievement and school attachment among Hispanic
seventh- and eighth-grade adolescents and to determine whether the associations
between these factors are similar for Hispanic and white adolescents. The sample
consisted of one hundred and seventy adolescents. Results indicate that:

Association with pro-academic peers and more supportive parent relationships

are associated with higher grade point average (GPA) and greater attachment
to school.

Attachment to school also predicts adolescent GPA, with greater attachment

associated with higher GPA. Analyses of ethnic differences reveal that similar
associations are found for Hispanic and white adolescents.

Furthermore, ethnicity does not moderate the associations that family

background, linguistic acculturation, school factors, and peer characteristics
have with adolescent achievement and attachment to school.
Endya B. Stewart (2008) conducted a study entitled as Individual and school

structural effects on African American high school students academic achievement.

The study examined the extent to which individual-level and school structural
variables predict academic achievement among a sample of 10th grade African
American students abstracted from the National Educational Longitudinal Study
(NELS) database.

The results suggest that individual-level predictors, such as student effort,

parent-child discussion, and associations with positive peers, play a substantial
role in increasing students achievement.

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The results also suggest that school climate, in particular the sense of school
cohesion felt by students, teachers, and administrators, are important to
successful student outcomes.
Gregory J. Benner et al. (2008) conducted a study entitled as An

Investigation of the Academic Processing Speed of Students with Emotional and

Behavioural Disorders Served in Public School Settings. A cross sectional design
was used to investigate the (a) percentage of K-12 students with EBD served in public
school settings with academic processing speed deficits. Results indicated that:

A majority of the sample (57%) of students with EBD exhibited academic

processing speed deficits;

The overall academic fluency standard score was more than three-fourths of a
standard deviation below the mean for the norm group;

Statistically significant differences were found between students with and

without processing speed deficits across IQ, language, academic achievement,
and social adjustment measures; and

With one exception (i.e., internalizing problems), academic fluency predicted

all social adjustment domains and predicted total and attention problems above
and beyond language or academic skills.
Noona Kiuru (2007) conducted a study entitled The role of peer groups in

adolescents educational expectations and adjustment. The present study investigated

to what extent the members of adolescents peer groups share similar educational
expectations, and to what extent overall and school related adjustment are associated
with these expectations. Three hundred and ninety-four ninth-graders facing the
transition to secondary education filled in questionnaires measuring their short-term
and long-term educational expectations, and their academic achievement, learning

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difficulties, negative attitudes towards school, problem behaviour, and self-esteem. It

was found out that:

Multilevel modelling showed that peer group members shared similar

educational expectations.

Among girls, adjustment typical of the peer group was associated with the
group members educational expectations.

By contrast, among boys, only problem behaviour typical of the peer group was
associated with the group members educational expectations.
Laura D. Pittman and Adeya Richmond (2007) conducted a study entitled

as Academic and psychological functioning in late adolescence: The importance of

school belonging. Few researchers have considered the influence of school context,
an important construct at earlier ages, on late adolescents college adjustment. In a
sample of second-semester freshmen (N = 266), the authors explored associations
between a sense of school belonging and academic and psychological adjustment.

Students reports of belonging at the university as well as in high school were

both significant in predicting current academic (e.g., grades, academic
competence) and psychological adjustment (i.e., self-worth, internalizing and
externalizing problem behaviours), even after controlling for other important
demographic and relationship factors.

The authors also found that parental education (i.e., whether the participant
was a first-generation college student) interacted with high school belonging
in predicting externalizing problem behaviours.
Chen, Xinyin (2001) in a study entitled Group social functioning and

individual socio emotional and school adjustment in Chinese children examined the
relevancy of group social functioning to individual social, academic, and

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psychological adjustment. From a sample of elementary and high school students in

China, three hundred and twenty three children were identified as group members.
Information concerning social functioning, social preference, leadership, schoolrelated competence and problems, academic achievement, and psychological
adjustment including loneliness, depression, and perceived social competence was
obtained from multiple sources.

It was found that social functioning, including sociability, aggression, and

shyness-inhibition, of group peers had unique contributions to individual social
and school adjustment and adjustment problems, over and above the childs
self social functioning.

It also was found that the contributions of peer social functioning to individual
school adjustment might depend on the childs social characteristics, and that
the relations between child social functioning and socio emotional adjustment
might be moderated by group context.
A study conducted by Herald Valas (2001) was entitled Learned

helplessness and psychological adjustment: Effects of gender, age and academic

achievement in a sample of one thousand five hundred and eighty students of class
six, seven, eight and nine. Hypotheses concerning the relations between achievement,
helplessness and psychological adjustment were tested by means of a cross-sectional
sample consisting of one thousand five hundred and seventy five students in grades
four, seven and nine.

The analysis of structural equation models showed that academic achievement

was directly and indirectly related to the pattern of attributions, expectations
and psychological adjustment.

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Helplessness and academic expectations were significantly related to

psychological adjustment.

The results also found that boys showed more helplessness than girls and girls
reported more psychological adjustment.
Kaisa Aunola (2000) in a study entitled as Adolescents achievement

strategies, school adjustment and externalising and internalising problem behaviours

investigated the relationships between achievement strategies and school adjustment
in a sample of one thousand one hundred and eighty five adolescents.

The results revealed that low self esteem was associated with adolescents
maladjustment at school and externalising and internalising problem
behaviours.

The results also concluded that adolescents achievement strategies are

reflected not only in their school adjustment but also in their overall problem
behaviour.
Bernadette, Sanchez (2005) conducted a study entitled The role of sense of

school belonging and gender in the academic adjustment of Latino Adolescents. The
aim of this study was to examine the roles of sense of belonging and gender in the
academic outcomes of urban, Latino adolescents. Participants (N = 143) included
mostly Mexican and Puerto Rican seniors from a large, urban high school. The
academic outcomes assessed were grade point average, absenteeism, motivation,
effort, and educational aspirations and expectations. As hypothesized, females
consistently had more positive academic outcomes than males.

Sense of school belonging significantly predicted academic outcomes,

including academic motivation, effort, and absenteeism.

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Regression analyses did not show that gender explained differences in the
relationship between sense of belonging and academic outcomes.

Sense of school belonging significantly predicted academic outcomes,

including academic motivation, effort, and absenteeism.

Regression analyses did not show that gender explained differences in the
relationship between sense of belonging and academic outcomes.
Patrick, Helen (1995) conducted a study entitled Personality characteristics,

social competence, and early school adjustment: A contextual and developmental

perspective. This study investigated characteristics related to kindergarten and
first-grade childrens social competence and school adjustment: (1) associations
between personality characteristics and social competence; (2) the contribution of
social and academic competence to school achievement; (3) similarities between
competence in school and non-school contexts; and (4) differences in the previous
relationships between kindergarten and first grade. The results indicate that:

Social competence at school contributes importantly to school adjustment,

independent of academic competence and intelligence, particularly in
kindergarten; and that social competence differs between school and nonschool contexts.

Agentic (traditionally male sex-typed) and, to a lesser degree, nurturing

(traditionally female sex-typed) characteristics predicted social competence in
both family and school contexts, while nervousness and creativity were
negative predictors.
Robert W. Roeser (1998) in a study examined the longitudinal relations

between early adolescents school motivation (competence beliefs and values),

achievement, emotional functioning (depressive symptoms and anger), and middle

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school perceptions using both variable- and person-centred analytic techniques. Data
were collected from one thousand and forty one adolescents and their parents at the
beginning of seventh and the end of eighth grade in middle school.

Controlling for demographic factors, regression analyses showed reciprocal

relations between school motivation and positive emotional functioning over
time.

Adolescents perceptions of the middle school learning environment (support

for competence and autonomy, quality of relationships with teachers) predicted
their eighth grade motivation, achievement, and emotional functioning after
accounting for demographic and prior adjustment measures.

Cluster analyses revealed several different patterns of school functioning and

emotional functioning during seventh grade that were stable over two years and
that were predictably related to adolescents reports of their middle school
environment.

2.7.2 Studies Conducted India

Studies conducted in India are arranged and are shown below.
Sathe, Vishranti Uttam (2012) conducted a study entitled as Study of
academic achievement and selected adjustment factors of urban and rural adolescent
students in Pune district. The hypotheses were tested on the basis of data collected
from the adolescent students of tenth standard from unaided English medium schools
of urban area (N = 924) and rural area (N = 195) in Pune district. The tool used for the
study was Adjustment Inventory by M.N. Palsane. Statistical tools such as descriptive
statistics, Pearsons product-moment correlation and t-statistics were used. Results
showed that academic achievement is negatively correlated to adjustment factors in

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urban and rural adolescent students and the academic factors are positively correlated
with each other.
Yellaiah (2012) conducted a study entitled A study of adjustment on
academic achievement of high school students. The sample of the study was three
hundred students of class nine from government and aided schools of urban and rural
areas of Andhra Pradesh. Results revealed a low positive relationship between
academic achievement and adjustment.

It was also found that adjustment and academic achievement cause significant
difference between male and female students, government and private school
students.

Rural and urban school students do not cause any significant difference
between adjustment and academic achievement.

It was also found that there is a low positive relationship between adjustment
and academic achievement.
Manju Gehlawat (2011) in a study entitled A study of adjustment among

high school students in relation to their gender investigated the adjustment among
high school students with respect to their gender. The population of the study
constituted of all the class X students studying in Rohtak city. The present study was
conducted on a random sample of one hundred students (boys=50 and girls=50) of
class X of secondary schools of Rohtak. The age of the students ranged between 14
and 15 years. The results reported that:

No significant differences were found in the emotional, social, educational and

the total adjustment among high school students with respect to their gender.

There exists no significant difference between the total adjustment of boys and
girls of class X.

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A study conducted by Usha, P. (2008) was to find the extent of relationship

between emotional adjustment and family acceptance on academic achievement. The
study was conducted on a represented sample of seven hundred standard nine pupils
drawn from three districts of Kerala. The findings revealed that there exists a
significant relationship between emotional adjustment and family acceptance in
academic achievement.
Varghese, Sany (2005) in her Ph.D. thesis entitled Psycho social variables in
relation to academic achievement-a comparative study of high and low achievers
focuses on the influence of personality traits, family factors, academic achievement
motivation, study skills, and school factors on academic low achievement. The sample
consisted of two hundred and seventy three students of the secondary schools of
Kottayam district. The results highlighted the following:

High achievers are more emotionally calm, stable and face reality appropriately
than the low achievers.

High achievers have got a happy go lucky, impulsively lively and enthusiastic
personality than the low achievers.

There is no significant difference between high and low achievers in super ego
strength.

High achievers are more venture some, socially bold, uninhibited and
spontaneous than the low achievers.

Conclusion
Most of the reviewed studies about school adjustment are designed with
dimensions of adjustment on variables like intelligence, personality factors and sociofamilial correlates. Regarding the relationship between academic achievement and
adjustment, most of the researches disclosed that home, educational, emotional, health

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and overall adjustment was positively correlated with academic achievement. Few
researches showed the significant influence of gender on academic achievement and
some studies showed significant gender difference regarding emotional adjustment,
overall adjustment as indicating that girls showed better adjustment than boys.
Based on the review of studies presented in this chapter, investigator
concludes that:

Low academic achievers were comparatively less emotionally mature, low in

creative abilities and are difficult to cope with school circumstances.

Classroom environment and institutional climate influence the creative

abilities of the learner.

Boys showed more helplessness than girls and girls reported more
psychological adjustment.

Achievement motivation of the high creative adolescents is comparatively less

than the achievement motivation of the low and average creative adolescents
Results of the review indicated that only a limited number of studies were

done in India related to the variables of the study, so the investigator felt an urgent
need to give more concentration to this area. From the available resources it was
found that there was no study done on the relationship between academic achievement
on emotional intelligence, creativity and school adjustment especially in the Kerala
context. Also this review of the related literature reveals some important trends in the
research field and further substantiates the significance, relevance, and rationale of
this research study. The next chapter presents the methodology of the study in detail.

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