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CHAPTER-III
METHOD AND PROCEDURE
Research method is of utmost importance in a research process,
because research is not an existing bag of techniques. It is not a
fishing expedition or an encyclopedic gathering of assorted facts.
Research methodology involves the systematic procedures by which a
researcher starts from the initial identification of the problem to its
final conclusions. The role of methodology is to carry on the research
work in a scientific and valid manner. Research refers to a systematic
attempt to gain a better understanding of the educational process,
generally with a view to improve its efficiency. It is a purposeful
investigation. Research needs a particular method to be adopted by
the researcher, keeping in view the type and nature of the problem. An
appropriate research method describes the various steps of the plan of
action to be adopted in solving a research problem. It facilitates the
researcher in the choice of data gathering tools, the collection,
analysis and interpretation of data, and the process of drawing
inferences and generalizations. “If the scholar cannot clearly describe
his method, the chances are that it is too vague and general to yield
him satisfactory results” (Hillway, 1964).
The present study was designed to study the aggression among
secondary school students in relation to their emotional competence,
self-esteem and certain demographic variables. Present chapter
embodies the descriptions of methodology and procedure adopted in
conducting the present study. More specifically, it presents the
description of research method, population, sample and sampling,
variables, structure, research design, tools used, data collection and
scoring, classification of subjects, data organization, tabulation and
statistical techniques used.
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3.1 RESEARCH METHOD
For conducting any research it becomes inevitable to select the
appropriate research method. Depending upon the objectives of the
study the descriptive survey method of research deemed appropriate
and suitable and was used in the study. The descriptive survey
method of research is the most popular and widely used research
method in education. A descriptive study describes and interprets
what is. It is concerned with conditions or relationships that exits,
opinions that are held, processes that are going on, effects that are
evident or trends that are developing. It is primarily concerned with
the present, although it often considers past events and influence as
they relate to current conditions.
Descriptive research studies are designed to obtain pertinent
and precise information concerning the current status of phenomena
and whenever possible, to draw valid general conclusions from the
facts discovered without making any interference or control over the
situation. Such type of studies are restricted not only to fact finding
but may often result in the formulation of important principles of
knowledge and solution of significant problems concerning local,
state, national and international issues. Descriptive studies are more
than just a collection of data; they involve measurement,
classification, analysis, comparison and interpretation. They differ
from other type of researches in purpose and scope. Descriptive
studies involve events that have already taken place and are related to
present conditions. According to Ary et al. (1972) “Descriptive research
studies are designed to obtain information concerning the current
status of phenomena. They are directed towards determining the
nature of a situation as it is found in experimental research. Their aim
is to describe “what exists” with respect to variables or conditions in a
situation”. It helps to explain the educational process in terms of
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conditions or relationships that exist; points of view of students,
teachers, parents and experts; phenomena that are going on, effects
that are evident, or trends that are developing. Presently, descriptive
survey is the only means through which aggression among secondary
school students in relation to their emotional competence, self-esteem
and other variables can be obtained. Therefore, in the execution of the
present study descriptive survey method of research was employed.
Descriptive surveys investigate phenomena in their natural setting.
Such surveys, however, provide information useful to the solution of
problems, making future improvements and at times provide data to
form the basis of research of a more fundamental nature.
3.2 VARIABLES STRUCTURE
In general, variables are those which vary or change from
person to person or situation to situation or variables are the
conditions or characteristics that the experimenter manipulates,
controls or observes. A variable can be defined as an attribute in
which individuals differ among themselves. Variables can be classified
in two main categories to the way they are used in the research. These
categories are: i) Independent Variables and ii) Dependent Variables.
An independent variable is the presumed cause of the dependent
variable, the presumed effect. The independent variable is the
antecedent; the dependent is the consequent. The independent
variables are the conditions or characteristics that the experimenter
manipulates or controls in his or her attempts to ascertain their
relationship to observed phenomena. The dependent variables are the
conditions or characteristics that appear, disappear or change as the
experimenter introduces removes or changes independent variables.
In the present study, aggression was considered dependent variable
and emotional competence, self-esteem, gender, stream, family type
and type of institution as independent variables.
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3.3 POPULATION
Most of the educational phenomena consist of a large number of
units. It would be impracticable if not impossible; to test, to interview
or observe each unit of the population under controlled conditions in
order to arrive at principles having universal validity. Some
populations are so large that their study would be expensive in terms
of time, money, effort and manpower. A population is any group of
individuals that have one or more characteristics in common that are
of interest to the researcher. The population may be all the individuals
of a particular type, or a more restricted part of that group (Best and
Kahn, 2009). A population may refer to any collection of specified
group of human beings or of non-human entities such as objects,
educational institutions, time units and geographical areas, price of
wheat or salaries drawn by individuals. A population can be finite or
infinite. Kempthorne (1961) has distinguished between
“experimentally accessible population” and “target population”. The
former is the population of the subject i.e. available to the researcher
for his study. The target population is the total group of subjects
about whom the researchers is empirically attempting to learn
something. Population of the present study comprised all 10+2 class
students studying in senior secondary schools of Himachal Pradesh
3.4 SAMPLING
After defining a population and listing all the units, a researcher
selects a sample of units from the list. A good sample must be as
nearly representative of the entire population as possible. Sampling is
the process by which a relatively small number of individuals or
measures of individuals, objects or events are selected and analyzed in
order to find out something about the entire population or the target
population from which it was selected. Sampling is the basis of any
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scientific investigation. Sampling has been increasingly used in
education to ascertain information necessary in answering certain
questions about a specific population. A sample is a portion of a
population which is selected for the purpose of study or investigation.
The essential requirement of any sample is that it is a representative
as possible of the population from which it has been drawn. The scope
of generalization of the findings depends on the representation of
sample. A good sample is marked by three characteristics i.e. freedom
from bias, representativeness and adequacy in terms of its size. A
sample is small proportion of a population selected for observation
and analysis. By observing the characteristics of the sample, one can
make certain inferences about the characteristics of population from
which it is drawn (Young, 1968). Cocharan (1972) has pointed out the
following advantages that accrue from using sample rather than the
entire population. (a) Reduced cost (b) Greater speed (c) Greater scope
(d) Greater accuracy. According to Mouly (1964) sampling is both
necessary and advantageous. Taking a completely census is generally
both costly and difficult; in many cases it is completely impossible.
What is not so clearly recognized by a Layman, who feels that one
takes a sample when he cannot get a complete census? In an
interview study, for example, sampling not only saves money but also
permits greater care and controlled to be asserted, it allows for better
training and coordination among the interviewers; it permits greater
depth in interviewing; it allows the interviews to be conducted in a
relatively short time so that the distorting effects of the passage of
time are minimized; it also permits greater depth in analysis and
greater accuracy in processing.
There are two basic requirements of good sample- its
representativeness and its adequacy. If information from sample data
is to be generalized to population, it is essential that sample should be
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represented of that population. In the strict sense of the term a
representative the sample would be a miniature or replica ideally in all
respects of the population from which it has been drawn. A good
sample not only needs to be representative, it needs also to be
adequate or of sufficient size to allow confidence in the stability of its
characteristics. Sampling procedure can be broadly classified in to two
categories: (a) probability sampling (b) non-probability sampling. The
probability sampling procedure are based on random selection as the
fundamental elements of control permit the specification of the
precession that can be obtained and size of the sample required for
that purpose. On the other hand, non-probability sampling
procedures are based on the judgement of the investigator as the most
important element of control. The guiding principles of non-probability
sampling procedures are the availability of the subject, the personal
judgement of the investigator and convenience carrying out survey.
Young (1968) has suggested three criteria for selecting sampling
or constructing a sampling design.
(a) A measurable or known probability sampling technique should
be used so that risk of errors in the sample estimate can be
controlled, the degree of confidence that can be placed in the
published figures can be pointed out and whether sufficient
resources are available to get results from the sample with the
reliability required, can be determined in advance.
(b) Simple, straight-forward and workable method adapted to
available facilities and personnel should be used.
(c) An attempt should be made to achieve maximum reliability of
results for each dollar spent. Striking at an optimum balance
between expenditure and a maximum of reliable information
should be the guiding principle.
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In the present investigation, a representative sample of 2000
students studying in 10+2 class was drawn randomly from Mandi,
Kangra and Solan districts of Himachal Pradesh. For this purpose
multistage random sampling technique was used because the work in
the hand was a large scale inquiry covering large area in the State of
Himachal Pradesh. The multistage random sampling procedure has
the advantage that the frame of second stage units is necessary only
for the selected first stage units. Likewise, the frame of third stage
units is necessary only for the selected second stage units. The
procedure is quite flexible and it permits the use of different selection
procedures in different stages. In the present study sampling was
done in two stages.
STAGE-I
In the first phase, out of twelve districts of Himachal Pradesh,
three districts namely Mandi, Kangra and Solan were selected
randomly by the draw of lots. For the selection of the schools, lists of
government and private senior secondary schools (Educational Blocks
wise) were obtained from the Deputy Director Office of the concerned
district.
STAGE-II
In the second phase, from the selected three districts, 3
educational blocks from each district were selected randomly by the
draw of lots and 6 senior secondary schools (3 government and 3
private) from each block were selected and finally, a proportionate
sample of 54 government and private senior secondary schools (27
each) were selected by making use of random numbers table. The
description of the sample is given in table 3.1.
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Table 3.1 Description of the Sample
Sr. No.
District Educational Block
Name of School No. of Students Total
Male Female
1.
Mandi
Balh
Govt. Senior Secondary School Bhangrotu
30 32 62
Govt. Senior Secondary School Galma
9 13 22
Govt. Senior Secondary School
Gurukotha
22 25 47
Modern Public Senior Secondary school Ratti*
14 15 29
Rajeev Public Senior Secondary school Soyara*
11 12 23
Rajeev Gandhi Memorial Senior Secondary school Meramasit*
18 20 38
Dharampur-2
Govt. Senior Secondary School Baroti
17 14 31
Govt. Senior Secondary School Dharmpur
31 22 53
Govt. Senior Secondary School Kamlah Fort
25 28 53
Nav Jyoti Senior Secondary
School Sidhpur*
13 14 27
Saraswati Vidya Mandir Dharampur*
15 16 31
Modern Public Senior Secondary School Gaddidhar*
19 21 40
Sadar-1
Govt. Senior Secondary School Nagwain
29 28 57
Govt. Senior Secondary School Pandoh
30 21 51
Govt. Senior Secondary School Kehanwal
23 23 46
Himachal Public Senior Secondary School Panarsa*
17 15 32
Arunodaya Senior Secondary
School Mandi*
21 17 38
Anglo Sanskrit Senior Secondary School Nela*
16 14 30
2.
Kangra
Baijnath
Govt. Senior Secondary School Baijnath
24 18 42
Govt. Senior Secondary School Sansal
20 23 43
Govt. Senior Secondary School Gadiara
26 19 45
Binwa Public Senior Secondary School Baijnath*
20 24 44
Learn Well Senior Secondary
School Bir*
17 14 31
Pt. Amar Nath SD Senior
Secondary School Baijnath*
18 22 40
Chadhiar
Govt. Senior Secondary School Chadhiar
21 20 41
Govt. Senior Secondary School Bhullana
18 15 33
Govt. Senior Secondary School Majhera
16 19 35
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Him Sai Jyoti Public Senior Secondary School Majhera*
13 14 27
Gitanjali Diamod Public Senior Secondary School Tamber*
11 10 21
Him Public Senior Secondary School Chaddhiar*
19 22 41
Panchrukhi
Govt. Senior Secondary School Banuri
30 22 52
Govt. Senior Secondary School Palampur
21 20 41
Govt. Senior Secondary School
Rajpur
17 17 34
Green View Senior Secondary School Bundla*
16 14 30
Crescent Public Senior Secondary School Banuri*
20 19 39
Shanti Niketan Senior Secondary School Holta Tanda*
12 15 27
3.
Solan
Dharampur
Govt. Senior Secondary School Parwanoo
17 14 31
Govt. Senior Secondary School Dharampur
24 19 43
Govt. Senior Secondary School Kanda
26 21 47
National Public Senior
Secondary School Parwanoo*
17 23 40
Saraswati Niketan Senior Secondary School Nalwa*
13 13 26
Hiteshi Public Senior Secondary School Patta Brawari*
21 18 39
Kandaghat
Govt. Senior Secondary School Kandaghat
23 23 46
Govt. Senior Secondary School Syri
12 09 21
Govt. Senior Secondary School Oachh Ghat
14 07 21
Bharti Public Senior Secondary School Mihani*
18 18 36
S.V.N. Public Senior Secondary
School Syri*
16 14 30
Him Adarsh Public Senior Secondary School Mamligh*
17 16 33
Nalagarh
Govt. Senior Secondary School Baha
19 20 39
Govt. Senior Secondary School Ratwari
14 17 31
Govt. Senior Secondary School Panjehra
21 15 36
Shining Star Public Senior Secondary School Panjehra*
16 16 32
BVN Senior Secondary School Nalagarh*
23 19 42
Royal Public Senior Secondary
School Baruna*
14 17 31
Total 3 Districts
9 Blocks 54 Schools 1024 976 2000
*indicating private institution.
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Details of the structure of the samples are given in table 3.2, 3.3
and 3.4 as ahead:
Table 3.2
Structure of the Sample In terms of Stream
Stream No. of Students
Science 1019
Arts 981
Total 2000
Table 3.3 Structure of the Sample In terms of Family Type
Family Type No. of Students
Nuclear 1070
Joint 930
Total 2000
Table 3.4 Structure of the Sample In terms of Type of School
Type of School No. of Students
Government 1103
Private 897
Total 2000
3.5 RESEARCH TOOLS USED
The selection of suitable tools is of vital importance for
successful research. The success of any research endeavor is largely
dependent upon the tools which are used for the data collection. The
research study requires relevant data from many sources direct or
indirect. The data should be adequate in quantity and quality and
reliable and valid. Tools are the means of data collection, suitability
appropriateness, relevance, reliability; validity and language are the
main criteria which serve the basis for selection of research tools.
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Bennett (1976) suggests that at least five factors should be
taken into account when selecting the tools for data collection.
They are mentioned as follows:
i) Reliability: A test is reliable to the extent that it measures
whatever it is measuring consistently. How reliable is the
measuring instrument and how does its reliability compare with
other possible instruments for measuring the same attribute?
ii) Validity: In general, a test is valid if it measures what it claims
to measure. What evidence is there that the measuring
instrument does provide a good assessment of an attribute, as
defined by the investigator?
iii) Time to Administer: How long does the measuring instrument
take to administration and is there sufficient time to use it
within the confines of the study?
iv) Expertise Required: Does the investigator require special
expertise in order to use the instrument or can it be used with
standard instructions by anybody?
v) Administration Procedures: What biases are likely to be
introduced into the subject‟s responses depending on the
administration procedures employed and situation in which the
instrument is used?
Keeping in view the above-mentioned criteria, for the collection
of data in the present study, the investigator used following research
tools.
Aggression Scale developed by Dr. G.P. Mathur and Dr. Raj
Kumari Bhatnagar.
Emotional Competence Scale developed by Dr. Harish Sharma
and Dr. Rajiv Lochan Bhardwaj.
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Self-Esteem Inventory developed by M.S. Prasad and G.P.
Thakur.
Brief Description of each tool is given below:-
3.5.1 AGGRESSION SCALE
Aggression scale was developed by Dr. G.P. Mathur and Dr. Raj
Kumari Bhatnagar. This scale is used to study the level of aggression
in any age group (above 14 years). Aggression is a disorganizing
emotional response. It is due to frustration based on emotional
disturbance and hostility. Environment is a cogent factor in arousing
aggression. The latter, once aroused, may lead to hostile and
destructive bahaviour. It is, in a sense, manifestation of a self-
assertive disposition and use of some kind of force. If the aggressor‟s
responses are evoked by stimuli in the situation quite often, he would
show impulsive or expressive acts of behaviour. He may hurt his
victim. Besides environmental cues eliciting impulsive aggressive
responses, painful experiences and aversive events, in general, give
rise to specific arousal. A person does not have to be angry to behave
aggressively. Under unwonted circumstances, more excitement may
lead to aggression. Arousal from various sources might provoke
aggressive reactions to aggressive stimuli in the environment. It is also
possible that an aroused person might interpret his arousal as anger
and then act accordingly. Aggression has a greater probability of being
repeated when it is reinforced. Reinforcement of aggression can also
increase a person‟s reactivity to aggressive stimuli in the environment.
When a person attacks another person, especially when he is not
angry, he has probably been reinforced for aggression in the past and
expects rewards again. When aggression eliminates pain, it is
reinforced. Restoring one‟s self-esteem through successful relation is
also an important reward for aggression. It cannot be concluded that
aggressive act reflects aggressive value. Sometimes and in certain
situation, aggression as a motive may not be the precipitating cause of
our behaviour. Finally, the aversive conditions of lower class life are
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probably more important determinants of high rates of aggression or
violence than are the values regarding the desirability of aggression.
Aggression scale is prepared to study the level of aggression.
This aggression scale consists of 55 statements. Each statement
describes different forms of individual‟s aggression in different
situations. It is a Likert type 5 point scale. In this scale, statements
are in two forms i.e. positive and negative.
Reliability of Aggression Scale
Reliability co-efficient of Aggression Scale was calculated by
„Test-Retest Reliability‟ method. To assess the reliability of statements,
300 males and 300 females of urban areas have been re-administered
the scale. Reliability coefficient was .88 in males and .81 in case of
females.
Validity of Aggression Scale:
To obtain concurrent validity co-efficient of aggression scale, the
scale was compared with “statements in questionnaire of aggression”
borrowed from Murray. Validity is .80 in males and .78 in females.
3.5.2 EMOTIONAL COMPETENCE SCALE
Emotional Competence Scale has been developed and
standardized by Dr. H. C. Sharma and Dr. R. L. Bhardwaj. This scale
contained thirty (30) items (in Hindi Language), with five alternatives.
To achieve and maintain a feeling of adequacy, the individual
has to acquire a few workable assumptions about the world, where
need for competence emerges as most of the fundamental motive of
life, because we survive through competence, grow through
competence and actualize ourselves through competence (Allport,
1961). The motivation towards competence is evident even in early
playful and investigatory behaviour of children, which they seek in
social realm and as close as any other need to sum up the growth of
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154
the personality. Doing a thing is quite different from doing it well,
where one can produce the type of effects, one desires, may be termed
as competence. It also refers to the mastering of abilities to do a task,
sufficiency of means for living, easy circumstances or, in ethical
sense, a right to take cognizance which specifies the process of
observation, comprehension, explanation, exploration and
manipulation of the experiences more objectively with the fullest use
of an individual‟s normal capabilities. What turns doing anything into
doing it well is essentially a display of competence and whenever this
aspect of personality is related to emotions, it shall be deemed as
emotional situations effectively. The motivation to be emotionally
competent is concerned more with product of abilities rather than
their sheer exercise and works as a constructive force in shaping the
individuals behaviour while inefficiencies may cause serious
consequences in the dynamics of human behaviour. Emotional
competence as an efficiency to deal effectively with several dissociable
but related process is a blending of five competencies and for the
development of EC-Scale these five competences were selected:
1. Adequate Depth of Feeling (ADF)
2. Adequate Expression and Control of Emotions (AECE)
3. Ability to Function with Emotions (AFE)
4. Ability to Cope with Problems Emotions (ACPE)
5. Enhancement of Positive Emotions (EPE)
At the first instance, fifty experts were asked to provide well
suited items for measuring emotional competencies separately and
objectively. Responses given by these experts were consolidated and
scale value was determined to each item separately. On the basis of
these values, fifteen items were selected to be of higher scale value to
measure each emotional competence with a provision of five
alternative responses. This preliminary form of the scale was
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administered on a sample 100 students to determine the emotional
competencies score separately. Co-efficient of correlations was
computed between item scores and competency score on a sample of
sixty students. Only those items were selected which show a very high
co-efficient of correlation between item score and competency score.
The careful analysis of correlations so obtained indicates that six
items may be selected easily to measure each competency quite
meaningfully and exclusively. The final form of the scale has 30 items
to measure five emotional competencies where each competency could
measure by six items selected for the purpose. It was again
administered to a sample of 200 students and competency scores were
determined. Coefficients of correlations were again computed to have a
check on competency scores and total score of the scale. All the five
correlations along with total were found to be also high.
Finally the scale has 30 items to measure these emotional
competencies. These thirty items for five different competencies in the
scale along with their item numbers are shown in table 3.5.
TABLE 3.5
Corresponding Item Numbers of Five Competencies in the Scale
Sr. No.
Description Item No.
1. Adequate Depth of Feeling (ADF) 1,6,11,16,21,26
2. Adequate Expression and Control of
Emotions (AECE)
2,7,12,17,22,27
3. Ability to Function with Emotions (AFE) 3,8,13,18,23,28
4. Ability to Cope with Problems Emotions (ACPE)
4,9,14,19,24,29
5. Enhancement of Positive Emotions (EPE) 5,10,15,20,25,30
The reliability of the scale has been derived by employing two
methods viz., test-retest and split-half method. The obtained co-
efficient of reliability are enumerated as under in Table 3.6.
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TABLE 3.6 Coefficient of Reliability (N=100) of Emotional Competence Scale
Method
Emotional Competencies
Total EC
A
ADF
B
AECE
C
AFE
D
ACPE
E
EPE
Test-Retest (Interval 21 days)
.78 .85 .87 .75 .90 .74
Split-Half .71 .79 .82 .77 .81 .76
The validity of this scale has been determined with factor „A‟ and
„L‟ of 16 personality factor questionnaire and found to be .64 and .69
respectively. Emotional Competence Scale is a five- point scale based
on the lines of Likert having five alternatives to each item. Scoring of
these five alternatives follow a system of 1, 2, 3, 4 and 5 from upper to
lower end i.e.1 score to strongly disagree, 2 score to disagree, 3 score
to neutral, 4 score to agree and 5 score to strongly agree. The item
wise scores are to be transferred the table given ahead of the scale to
obtain different competencies scores. The addition of the item scores
horizontally will provide scores are to be converted into Z-scores with
the help of Table 3.7 given as ahead. The addition of converted Z-
scores for five competencies vertically will provide the score for
emotional competence.
TABLE 3.7 RAW SCORES AND THEIR CORRESPONDING Z-SCORES
RAW SCORES
A(ADF) B(AECE) C(AE) D(ACPE) E(EPE)
4 25 21 20 …….. 18
5 27 23 22 …….. 20
6 29 25 24 27 22
7 31 27 27 29 24
8 33 29 29 31 26
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9 35 31 31 33 28
10 37 33 33 34 31
11 39 35 35 37 33
12 42 37 37 39 37
13 44 39 39 41 38
14 47 41 41 43 39
15 48 44 43 45 43
16 50 46 45 47 44
17 52 48 47 49 46
18 54 50 49 50 48
19 56 52 51 52 50
20 58 54 53 54 52
21 60 56 55 56 54
22 63 58 57 58 56
23 65 60 59 60 58
24 67 62 61 62 61
25 69 63 63 64 63
26 71 66 65 66 65
27 73 68 67 68 67
28 75 70 69 70 69
29 77 72 71 72 71
30 79 74 74 74 73
Easy and meaningful interpretation shall be made with the use
of T- scores derived from scores related to emotional competence and
its competencies are give in Table 3.8.
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TABLE 3.8 NORMS FOR EMOTIONAL COMPETENCE
Range of T- Score Category
70 and above Highly competent
60-69 Competent
40-59 Average
30-39 Incompetent
29 and below Highly incompetent
Since, in the present study the researcher needed the total
emotional competence scores. Therefore, for using the above
mentioned norms, the researcher has changed the raw scores into Z-
Scores and then into T-Scores by using the following formula:
Z= (X-M)/S.D. and T= 50+10Z
Where, X= Raw Scores
S.D. = Standard Deviation of Test Score
M= Means of Test Scores
Z= Standard Score
The raw scores, Z- scores and T- scores of emotional
competence is given in table 3.9.
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TABLE 3.9 CONVERSION OF EMOTIONAL COMPETENCE RAW SCORES INTO
Z-SCORES AND T-SCORES
Raw Score
Z-score
T-Score
Raw Score
Z-score
T-Score
Raw Score
Z-score
T-Score
61 -2.18 28.2 84 -0.69 43.1 107 0.79 57.9
62 -2.11 28.9 85 -0.62 43.8 108 0.86 58.6
63 -2.05 29.5 86 -0.56 44.4 109 0.92 59.2
64 -1.98 30.2 87 -0.49 45.1 110 0.99 59.9
65 -1.92 30.8 88 -0.43 45.7 111 1.05 60.5
66 -1.85 31.5 89 -0.36 46.4 112 1.11 61.1
67 -1.79 32.1 90 -0.30 47.0 113 1.18 61.8
68 -1.72 32.8 91 -0.24 47.6 114 1.24 62.4
69 -1.66 33.4 92 -0.17 48.3 115 1.31 63.1
70 -1.60 34.0 93 -0.11 48.9 116 1.37 63.7
71 -1.53 34.7 94 -0.04 49.6 117 1.44 64.4
72 -1.47 35.3 95 0.01 50.1 118 1.50 65.0
73 -1.40 36.0 96 0.08 50.8 119 1.57 65.7
74 -1.34 36.6 97 0.14 51.4 120 1.63 66.3
75 -1.27 37.3 98 0.21 52.1 121 1.70 67.0
76 -1.21 37.9 99 0.27 52.7 122 1.76 67.6
77 -1.14 38.6 100 0.34 53.4 123 1.83 68.3
78 -1.08 39.2 101 0.40 54.0 124 1.89 68.9
79 -1.01 39.9 102 0.47 54.7 125 1.96 69.6
80 -0.95 40.5 103 0.53 55.3 126 2.02 70.2
81 -0.88 41.2 104 0.60 56.0 127 2.09 70.9
82 -0.82 41.8 105 0.66 56.6
83 -0.75 42.5 106 0.73 57.3
According to the norms of the emotional competence scale only
0.50% of the students fall in the highly incompetent group and 0.25%
of the students fall in highly competent group. Therefore, the
researcher has taken only three categories of the emotional
competence which are given in table 3.10.
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TABLE 3.10 CATEGORIES OF EMOTIONAL COMPETENCE
Range of T- Score Category
60 and above Competent
40-59 Average
39 and below Incompetent
3.5.3 SELF-ESTEEM INVENTORY
Self-esteem inventory has been constructed and standardized
by M.S. Prasad and G.P. Thakur. Self-esteem is a concept that a
person has regarding his own self which consists of any evaluation
that he makes of himself or whatever feelings he has about himself. In
fact, what a person thinks about himself comprises the attitudes and
feelings that he has about himself. This inventory takes in account
personally-perceived self and socially-perceived self. For the section of
the items, 65 items representing self of the individual in Hindi
language were framed on the basis of literature on the subject and
consulting teachers of Psychology and other disciplines. These items
were written in univocal sentences. The statements were submitted to
ten judges-six male and four female teachers of Psychology. They were
requested to be very critical while assessing statements representing
the self of the individual. Ten sets of statements were prepared and
submitted to the judges separately for their opinion. Finally, 30 items
were selected for inclusion in the final list on which six or more judges
had agreed. With a view to assessing personally-perceived self and
socially-perceived self it was decided to have two identical sets of
statements having different instructions for the two sets. The two sets
of the inventory were administered to a sample of 400 students. Split-
half reliability co-efficients were calculated for both the sets of
inventory which came out to be .82 and .78 for personally-perceived
self and socially-perceived self respectively. Of the 400 students, 150
students were administered the two sets of the inventory again after a
gap of six weeks for evaluating re-test reliability co-efficient. Re-test
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reliability co-efficient were found for both the tests were .69 and .66
respectively for personally-perceived self and socially-perceived self.
First part of the inventory is related to the particular statements
which in our opinion is most suitable in our case. Second part of the
inventory also have the same set of statements, on the last occasion
we rated our self on the basis of our personal opinion, related to the
statements but this time we have to rate our self on the basis of our
idea about what others think of our self on those statements. This
inventory was divided in two parts with 30 items in each. Each
statement has seven point answer scale from completely true to
completely false. Of the thirty items, seventeen are socially desirable
and thirteen are socially undesirable. The item No. 1, 3, 4, 5, 7, 8, 10,
12, 13, 15, 17, 20, 23, 24, 26, 27 and 30 are socially desirable. The
item No. 2, 6, 9, 11, 14, 16, 18, 19, 21, 22, 25, 28 and 29 are socially
undesirable items. The items which are socially desirable would get 7
score if answered completely true and 1 if answered completely false.
Other intermediate answers would get scores accordingly. The socially
undesirable items would be scored in opposite manner, i.e. the
completely false point would get 7 scores and completely true would 1
score. An individual who has taken both the sets of the inventory will
have two scores-one for the personally-perceived self and other for the
socially-perceived self. Therefore, there are three possibilities-
personally-perceived score may be higher than the socially perceived
score; personally-perceived score may be lower than the socially-
perceived score, and; there may not be difference between the two.
One who falls in the first category, i.e., personally-perceived score
higher than the socially-perceived score may be termed as person
having positive self, others who fall in the second category, i.e.,
socially-perceived score higher than the personally-perceived score
may be termed as persons having negative self and persons falling in
the third category may be supposed to have a balanced self-esteem.
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3.6 PROCEDURE FOR DATA COLLECTION
The researcher collected the data personally. Before the
administration of the tools, the permission from the heads of the
institutions randomly selected for the purpose of the study was
sought. After taking the permission of the head, the researcher
introduced himself to the students and established rapport with them.
Then, aggression scale was distributed to the selected students. The
students were imparted necessary instructions regarding filling
general information about them in the inventory. They were asked to
put a tick mark (√) in the category in which they think to be most
appropriate for each item. Then, the researcher distributed emotional
competence scale and asked the students to fill required information
in the scale. They were asked to put a tick mark (√) in the category in
which they think to be most appropriate for each item. When the two
scales were filled by all the students then, the researcher distributed
self-esteem inventory and asked the students to fill required
information in the inventory. They were asked to put a tick mark (√) in
the category in which they think to be most appropriate for each item.
The students were given required time to complete the inventories and
after that, the researcher took all the three inventories back from the
students and punch them together in a set. After the collection of
aggression scales, emotional competence and self-esteem inventories,
all the tools were scored by employing the scoring procedure
mentioned in the manual of the tools accordingly. Here, it is important
to mention that when the tools were administered on the students, no
school teacher was present with the researcher which helped in
getting reliable and original information.
3.7 PROCEDURE FOR SCORING
The scoring was done according to the procedure as given in the
manual of the tools. The obtained scores were recorded for the further
analysis.
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3.7.1 AGGRESSION SCALE
The answering of Aggression Scale was based on Five Point
Scale. The tester was asked only to tick the category that he/she liked
or will. Since in this scale all the 55 statements was in two forms i.e.
positive and negative. 30 statements were in positive form and 25
statements in negative form. Tick (√) „very much‟ category, if you liked
very much the think mentioned in particular item and the same
procedure applied for others. In aggression scale for positive form of
statements, scores were given as 5, 4, 3, 2, 1 for strongly accepted,
accepted, undecided, disagree and strongly disagree. Whereas in
negative form of statements, scores were given as 1, 2, 3, 4, 5 for
strongly accepted, accepted, undecided, disagree and strongly
disagree. The total number of answers constituted the final score.
3.7.2 EMOTIONAL COMPETENCE SCALE
It was a five-point scale based on the lines of Likert having five
alternatives to each item. Scoring of these five alternatives followed a
system of 1, 2, 3, 4 and 5 from upper to lower end i.e.1 score to
strongly disagree, 2 score to disagree, 3 score to neutral, 4 score to
agree and 5 score to strongly agree.
3.7.3 SELF-ESTEEM INVENTORY
Self-esteem inventory was divided in two parts with 30 items in
each. With a view to assessing personally perceived self and socially
perceived self, it was decided to have into identical sets of statements
having different instruction for the two sets. Of the thirty items,
seventeen were socially desirable and thirteen were socially
undesirable. The item No. 1, 3, 4, 5, 7, 8, 10, 12, 13, 15, 17, 20, 23,
24, 26, 27 and 30 are socially desirable. The item No. 2, 6, 9, 11, 14,
16, 18, 19, 21, 22, 25, 28 and 29 are socially undesirable items. The
items which are socially desirable would get 7 score if answered
completely true and 1 if answered completely false. Other intermediate
answers would get scores accordingly. The socially undesirable items
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would be scored in opposite manner, i.e. the completely false point
would get 7 scores and completely true would 1 score. An individual
who has taken both the sets of the inventory will have two scores-one
for the personally-perceived self and other for the socially-perceived
self. Therefore, there are three possibilities- personally-perceived score
may be higher than the socially perceived score; personally-perceived
score may be lower than the socially-perceived score, and; there may
not be difference between the two. One who falls in the first category,
i.e., personally-perceived score higher than the socially-perceived
score may be termed as person having positive self, others who fall in
the second category, i.e., socially-perceived score higher than the
personally-perceived score may be termed as persons having negative
self and persons falling in the third category may be supposed to have
a balanced self-esteem.
Further the sampled students were categorized into following
three groups i.e. positive self, negative self and balanced self.
The group of students whose personally perceived score is
higher than the socially perceived score was termed as positive
self-esteem group.
The group of students whose socially perceived score is higher
than the personally perceived score was termed as negative self-
esteem group.
The group of students whose socially perceived score is equal to
the personally perceived score was termed as balanced self-
esteem group.
3.8 STATISTICAL TECHNIQUES USED
In order to study the distribution of emotional competence
scores of senior secondary school students, descriptive statistics like
mean, median, mode, S.D., skewness and kurtosis was used. In order
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to study the distribution of sample according to the level of emotional
competence and self-esteem percentage analysis was used.
For studying the main effects of gender, family type, stream of
study and institution type and level of emotional competence and their
interactional effect on aggression among secondary school students,
the statistical technique of analysis of variance (two ways) was used.
Also, for studying the main effects of gender, family type, stream of
study and institution type and level of self-esteem and their
interactional effect on aggression among secondary school students,
the statistical technique of analysis of variance (two ways) was used.
The obtained values of „F‟ ratios were interpreted by comparing them
with the „F‟ tables at 0.05 and 0.01 levels of significance. Before
employing these techniques, the groups were made equal in terms of
number of students by using „Random Numbers Table‟. Here, it is
important to mention that when the „Random Numbers Table‟ was
used to make the equal groups, the sample size (numbers of students)
in each group was reduced.