A Study of Social Adjustment and Social Intelligence among Adolescents of Secondary Stage Schools
DOI:
https://doi.org/10.5281/zenodo.17826217Keywords:
adolescent, intelligence, social intelligence, social adjustment, secondary stage, gender dynamicsAbstract
Adolescence represents a pivotal developmental phase characterized by profound physiological, psychological, and emotional changes as individuals transition from childhood to adulthood. This study investigates the dimensions of Social Intelligence and Social Adjustment among secondary school students, aiming to identify differences based on gender and type of educational institution. Social intelligence is defined as the ability to interact effectively with the environment and address social challenges, while social adjustment refers to the balance between individual needs and societal expectations. Using a descriptive survey research design, the researcher executed a purposive sampling technique to select a cohort of 80 secondary stage students (comprising an equal distribution of 40 boys and 40 girls) from both public and private schools in Ajmer. Data were collected using standardized tools developed by N.K. Chadha and Usha Ganesan for social intelligence, and Dr. Ashutosh Kumar for social adjustment. The quantitative analysis focused on testing four distinct hypotheses regarding gender, school type, and family type. The empirical findings reveal a noteworthy homogeneity across the sample. Statistical analysis indicated no significant differences in the mean scores of Social Intelligence or Social Adjustment between male and female students. Furthermore, variables such as the type of school (public vs. private), social category, and family structure did not yield statistically significant disparities in the students' psychosocial adaptability. These findings indicate that, within this demographic, neither gender nor institutional context significantly affects social competence or adjustment.This study concludes that secondary stage students, regardless of gender, exhibit comparable capacities for social intelligence and social adjustment, highlighting the need for educational interventions that support these traits universally.
Downloads
References
Annamalai, K. (2015). A study on social competence of higher secondary school Students of Villupuram district in relation to social Intelligence social adjustment and social skills. Ph.D., Annamalai University.
Bai, Q. (2024). The mediating effect of social intelligence in the association between social anxiety and mental health. Nature Scientific Reports, 14, 26891.
Buch, M.B. (1997). Fifth survey of educational research. New Delhi: Center Publications.
Dr.Bais, N.S. (2008). Psyco-social bases of learning & teaching. (1st ed.). Jaipur: Jain Prakashn Mandir.
George, D. (2011). The meaning of intelligence in the classroom. (3rd ed.). USA: ASCD Publications.
Goleman, D. (2000). Social intelligence: The new science of human relationships Great Britain. (1st ed.). Bloomsbury Publications.
Guilford, JP. (2007). Personality. First published by The Macmillan Company New York First Indian Reprint 2007, Surjeet Publications Delhi, pp. 236-268.
Jaikumar, S., & Muthumanickam, R. (2010). Social adjustment of higher secondary school students. International Journal of Recent Scientific Research, 36-38.
Jiang, Y. (2025). How family functioning shapes adolescent adjustment: The mediating role of interpersonal competence. Journal of Youth and Adolescence, 54(2), 345-360.
Jeremy, V. Ernst. (2013). Social adjustment of at-risk technology education students. Journal of Technology Education, 24(2).
Mangal SK, & Shubhra Mangal. (2011). An emotionally intelligent teacher at the heart of successful CCE. (1st ed.). Edutrack, pp. 8-10.
Martin, E.R. (2006). Team effectiveness in academic libraries: A multiple case study. Journal of the Medical Library Association, 94(3), 271-278.
Patel, R.S. (2008). Statistical methods for educational research. (2nd ed.). Ahmadabad: Jay Publications.
Rajiv, D. (2008). A study on Social competence as related to social adjustment. An International Journal, 24(3), 40-48.
Randall, Edin, T. et al. (2009). Organized activity involvement depressive symptoms and social adjustment in adolescents: Ethnicity and socioeconomic status as moderators. Journal of youth and adolescence, 39(9), 1187-1227.
Sharma, Y. (2006). Psychological philosophy of education. (1st ed.). New Delhi: Kanishka Publishers and Distributors, pp. 127-133, 141-150, 184-204.
Sivanandam. K. (2017). Moral values of prospective Teachers in relation to emotional Intelligence and social intelligence. Ph.D., Annamalai University.
Social Intelligence: Evidence for Multidimensionality and Construct in Dependence. Journal of Educational Psychology, 78, 52-58.
Uchat, D.A. (2009). Research methodology in education and social science. (1st ed.). Ahmadabad: Sahitya Publications Pvt. Ltd., pp. 46-94, 431-435.
Yu, L. (2024). Social support and social adjustment among secondary school students: The mediating roles of subjective well-being and psychological resilience. Psychology Research and Behavior Management, 17, 1123-1135.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Apoorva Chaturvedi, Alok Kumar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Research Articles in 'Social Science Journal for Advanced Research' are Open Access articles published under the Creative Commons CC BY License Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/. This license allows you to share – copy and redistribute the material in any medium or format. Adapt – remix, transform, and build upon the material for any purpose, even commercially.
