Adjustment of Students on The Basis of Personality and Motivation

The latter part of the twentieth century marked an era of unprecedented progress in science and technology, leading to significant transformations in society. These rapid changes have imposed complex adjustment challenges on individuals, particularly adolescents, who are navigating the critical developmental stage of their lives. This study explores the intricate relationship between adjustment and key personality traits—Extraversion and Neuroticism—among secondary school students, with a particular focus on how these factors influence their achievement motivation. The research was conducted on a sample of 699 students from various secondary schools in Haryana, India. The study employed well-established psychological instruments, including the Adjustment Inventory for School Students by A.K.P. Sinha and R.P. Singh, Eysenck’s Personality Questionnaire (Junior), and the Achievement Motivation Test developed by P. Mehta. The results reveal a nuanced interplay between emotional, social, and educational adjustments, and their impact on students’ academic and personal lives. The findings indicate that students who exhibit better emotional and social adjustments tend to have higher achievement motivation, which in turn positively influences their academic performance. Conversely, students with high levels of Neuroticism may experience difficulties in adjustment, leading to lower motivation and academic outcomes. The study underscores the importance of fostering well-rounded adjustment processes in educational settings to enhance students’ psychological well-being and academic success. This research contributes to the understanding of the role of personality traits in the adjustment processes of adolescents, offering valuable insights for educators, psychologists, and policymakers aimed at improving educational and psychological interventions in schools.