SOCIO-CULTURAL ADAPTATION OF HIGHER EDUCATION

STUDENTS IN RELATION TO THEIR SELF EFFICACY AND

EMOTIONAL MATURITY

A Dissertation Submitted to the

School of Education

In partial fulfillment for the award of the degree of

Master of Philosophy

in

Education

By

Aaradhya Srivastava

Regd.No.11311983

Lovely Professional University

Phagwara, Punjab (India)

2014

1
 Declaration
I do hereby declare that the dissertation entitled “Socio-cultural adaptation of
higher education students in relation to their self-efficacy and emotional maturity”
submitted in partial fulfillment of the requirement for the award of the degree of
M.phil. in Education is entirely my original work and all ideas and references have
been duly acknowledged. It does not contain any work that has been submitted for
the award of any other diploma of any university.

Signature

Aaradhya Srivastava

Regd.No. :11311983

2
 Certificate
This is to certify that Miss. Aaradhya Srivastava has completed his/her dissertation
entitled “SOCIO-CULTURAL ADAPTATION OF HIGHER EDUCATION
STUDENTS IN RELATION TO THEIR SELF-EFFICACY AND EMOTIONAL
MATURITY” under my supervision. To the best of my knowledge, the present work
is the result of her original investigation and study. No part of the dissertation has
been submitted for any degree or diploma to any other university. The dissertation is
fit for the submission for the partial fulfillment of the requirements for the award of
M.phil degree.

Date:------------------------- Dr. Mihir Kumar Mallick

Professor& HOD
School of Education
Lovely Professional University
Phagwara (Punjab)

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 Acknowledgement
I express my gratitude to God for endowing blessings on me without which
the present shape of the dissertation could not be achieved.

I find it as a privilege to record my deep sense of heartful sincere thanks to

my esteemed worthy guide Dr. Mihir Kumar Mallick, Professor & HOD, School of
education, Lovely Professional University, for his inspiring guidance, vital
suggestions, constructive criticism and constant supervision throughout the research
work.

I also express my thanks to Mr. H.G.V. Singh, HOS, School of Education,

Lovely Professional University, Phagwara for providing all facilities for smoothly
conducting and completing this work.

I extend my thanks to all faculty members, librarian and others belonging to

Lovely School of Education who have directly or indirectly provided me help in
completing this work.

I am also thankful to all the faculty members and students of the Science and
Technology, Management and Social sciences streams of Lovely Professional
University who assisted me to gather the required information without which the
research would not have been completed.

My heartfelt gratitude goes to my parents for their financial assistance,

constant inspiration, encouragement and blessings which have played a vital role for
my higher academic pursuits.

. I extend my sincere thanks to all those friends and classmates who helped me
directly or indirectly in completion of my research work. My special thanks goes to
my friends Kahan Singh and Priya Sahgal who encouraged me during my research
work.

Date: Aaradhya Srivastava

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 ABSTRACT

Higher education in a multicultural environment has become an

overwhelming phenomenon in many nations. Many higher education students go for
their higher studies in a new culture. Due to cultural variation between the native and
host culture, students face the problems manifested in the form of their
homesickness, food problems and language complexity in their acculturation process.
These problems have far-reaching effects in terms of mental health, employment and
lost benefits for the whole society. Keeping this in view a study was conducted to
investigate socio-cultural of higher education students in relation to their self-
efficacy and emotional maturity. Socio-cultural adaptation refers to individual’s
ability to manage or negotiate effective interactions in the new cultural milieu,
especially in the areas of family life, work and education. It is usually measured in
terms of individuals’ difficulty to perform daily tasks such as making friends,
participating in social activities, language skill, and ability to manage everyday-life
issues. Self-efficacy is defined as a person’s belief about their ability to organize and
execute courses of action necessary to achieve a goal. In other words, persons with
strong efficacy beliefs are more confident in their capacity to execute behaviour.
Emotional Maturity is a state of balanced feelings and self-control. Person is said to
be emotionally matured who has in his possession almost all kinds of emotions
(positive as well as negative) and is able to express them justly, skilfully and timely
in different situations of life.

The study aimed to make some positive addition to the increase of knowledge
connected with the socio-cultural adaptation of higher education students. The
objectives of the study were enlisted;(i) To explore socio-cultural adaptation, self-
efficacy and emotional maturity of the higher education students.(ii) To find out the
difference among higher education students in socio-cultural adaptation, self-efficacy
and emotional maturity on the bases of gender and stream.(iii) To establish
relationship between socio-cultural adaptation of higher education students with self-
efficacy and emotional maturity. To achieve these objectives investigator was framed
hypotheses as; (i) There exists no significant difference among male and female
higher education students in socio-cultural adaptation.(ii) There exists no significant
difference among higher education students of different streams in socio-cultural
adaptation(iii) There exists no significant difference among male and female higher

5
education students in self-efficacy.(iv)There exists no significant difference among
higher education students of different streams in self-efficacy.(v) There exists no
significant difference among male and female higher education students in
emotional maturity.(vi)There exists no significant difference among higher education
students of different streams in emotional maturity.(vii) There exists no relationship
between socio-cultural adaptation of higher education students with self-efficacy and
emotional maturity.

In present study the investigator employed descriptive survey method. For the
present study, data was collected by using different scales as per the objectives of the
present study. The following tools were used (i) Socio-cultural adaptation scale
constructed by the investigator (ii) Self efficacy scale by Singh, A. and Narain, S.
(2014) (iii)Emotional maturity scale by Singh, Y. and Bhargava, M. (1999) The
investigator selected the higher education students of three different streams of
Lovely Professional University namely Science and Technology, Management and
Social sciences were selected as the sample of the present study. Students were
selected on the basis of their residential background. Students with foreign origin and
those belonged to different states of our country excluding Punjab were considered to
be included into the final sample.

The collected data were put for calculation by using parametric statistical
techniques. For exploring group’s trend mean, percentage and quartile deviation
were used and for determining group difference two way ANOVA were used. For
establishing relationship, linear and multiple correlation were put into use.
Coefficient of correlation was used to determine the relationship of socio-cultural
adaptation with self-efficacy and emotional maturity. The study documents the
following results: It was revealed that the higher education students both boys and
girls do possess the moderate level of socio-cultural adaptation. In self-efficacy, no
significant differences found between male and female higher education students.
Both male and female higher education students are found at moderately stable
category of emotional maturity. No significant difference was found among male
and female higher education students of Science and Technology, Management and
Social Sciences streams in their socio-cultural adaptation and emotional maturity.
However, difference was found in male and female higher education students in their
self-efficacy. In Science and Technology and Management streams negligible

6
difference is found in the self-efficacy of male and female higher education streams
whereas in Social sciences stream, significant difference was found.
The male higher education students are found better in comparison to females in self-
efficacy. Positive correlation was found between socio-cultural adaptation and self-
efficacy of higher education students. Positive correlation was found between socio-
cultural adaptation and emotional maturity. Thus, it can be concluded that the higher
education students having high self-efficacy and emotional maturity are higher in
socio-cultural adaptation.

The present study has its implications for educational administrators,

counselors, teachers, students and curriculum framers. The study enlists the
following recommendations: (i) University authorities should take extra efforts for
making students getting familiarized with the host culture.(ii) Orientation programs
should be organized for all new students before the start of their stay in the
University. During the orientation session, students should be informed about
regulations, academic resources available to them oncampus, and the various student
activities they may take part in. (iii) Cultural programs should be organized and
facilitated by the University authorities.(iv) The university should have guidance and
counseling centre for the students to solve the problems of socio-cultural adaptation.
There should be feedback session for higher education students by which their level
of socio-cultural adaptation can be explored. (v) Teachers should model the behavior
of students of other than host culture. Modeling is effective in increasing self-
efficacy because it can provide explicit information about how to acquire a skill and
can raise the student’s expectation that he/she can master the skill. (vi) It is
recommended that the students should take the responsibility of their decisions,
constructively criticize himself/herself, and be sensitive to the feelings of others and
they should try to find solutions in difficult situations.

Key Words:- Socio-cultural adaptation, Self-efficacy, Emotional maturity and

Higher education students.

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 Table of Contents

Declaration i

Certificate ii

Acknowledgement iii

Abstract iv

Table of Contents vii

List of Tables ix

List of Figures x

List of Abbreviations xii

List of Appendices xii

Sr. No. Description Page No.

Chapter No. Introduction 1-28
1
1.1 Socio-cultural adaptation 3-8
1.2 Self-Efficacy 8-17
1.3 Emotional Maturity 17-24
1.4 Significance of the study 24-26

1.5 Statement of the problem 26

1.6 Operational definition of the terms 26-27
1.7 Objectives 27
1.8 Hypotheses 27
1.9 Delimitation of the study 28
Chapter No. 2 Methodology 29-40
2.1 Research method 29-30
2.2 Sampling 30-31
2.3 Tools 31-39
2.4 Procedure of data collection 39-40
2.5 Statistical Techniques 40

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Chapter No. 3 Analysis and Interpretation 41-69

3.1.1 Results relating to socio-cultural adaptation of 42-47

higher education students

3.1.2 Results relating to self-efficacy of higher 48-53

education students
3.1.3 Results relating to emotional maturity of higher 53-58
education students

3.2.1 Result relating to difference among higher 59-60

education students in socio-cultural adaptation
3.2.2 Result relating to difference among higher 60-61
education students in self-efficacy
3.2.3 Result relating to difference among higher 62
education students in emotional maturity
3.3 Relationship of socio-cultural adaptation with 63-69
self-efficacy and emotional maturity of higher
education students.

Chapter No.4 Conclusions, Recommendations and 70-72

Suggestions

4.1 Conclusions 70-71

4.2 Suggestions 71-72

4.3 Recommendations 72-73

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 LIST OF TABLES
TABLE DESCRIPTION PAGE NO
NO.
3.1.1.1 Data relating to Socio-cultural 42
adaptation in different streams
3.1.1.2 Gender and stream wise percentage of 44
students in different levels of socio-
cultural adaptation
3.1.2.1 Data relating to Self-efficacy in different 48
streams
3.1.2.2 Gender and stream wise percentage of 50
students in different levels of self-efficacy
3.1.3.1 Data relating to Emotional maturity in 54
different streams
3.1.3.2 Percentagewise representation of 55
students in different levels of Emotional
maturity in different streams
3.2.1 ANOVA showing differences among 59
higher education students in Socio-
cultural adaptation
3.2.2 ANOVA showing differences among 60
higher education students in Self-efficacy

3.2.2.1 Comparison of mean self-efficacy scores 61

among different streams in each gender
group

3.2.2.2 Comparison of mean self-efficacy scores 61

between male and female in each stream

3.2.2.2 ANOVA showing differences among 62

higher education students in Emotional
maturity

3.3.1 Data representing Coefficient of 63

correlation(r) and coefficient of multiple
correlation (R) of all higher education
students (composite)

3.3.2 Data representing Coefficient of 67

correlation(r) and coefficient of multiple
correlation (R) for different streams

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 LIST OF ABBREVIATIONS
SR. NO ABBREVIATIONS DESCRIPTION
1 SCA Socio-cultural adaptation
2 SE Self-efficacy
3 EM Emotional maturity
4 QD Quartile Deviation
5 S Significant
6 NS Not Significant
7 Df Degree of freedom

LIST OF APPENDICES

APPENDICES

APPENDIX (A) Socio-cultural adaptation scale(self-constructed)

APPENDIX (B) Self-efficacy scale by Dr. Arun Kumar Singh and Dr. Shruti
Narain(2014)
APPENDIX (C) Emotional maturity scale by Dr. Arun Kumar Singh and Dr.
Yashvir Singh (1999)

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 Chapter I

INTRODUCTION
Higher education in a multicultural environment has become an
overwhelming phenomenon in many nations. It is widely recognized that the
internationalized university campus offers an important meeting ground for cross-
cultural contact, which refers to interactions between people of differing national and
cultural backgrounds (Gudykunst 1998). The majority of literature on international
students has focused on the initial stage of cross-cultural transition as they enter the
destination country and begin their academic programs in a new country (Johnson &
Sandhu, 2007; Popadiuk & Arthur, 2004). As a general rule, the greater the degree of
cultural differences between the home and host cultures, it is expected that
international students will have greater degrees of acculturative stress, manifesting as
signs of culture shock (Pedersen, 1991). International students are often portrayed as
problem-laden, with the onus primarily placed on them to adapt to the host culture of
the destination country, without examining both the supportive and constraining
influences in either home or destination countries. An emphasis on the quality of
interactions with members of the destination country and opportunities for social
integration are often ignored as critical aspects of cross-cultural transitions. This is an
important point, because international students’ academic success and future
employment success are strongly shaped by their sense of positive social
interactions, sense of belonging, and support systems in both their home and
destination countries.
Higher education students those who go for their higher studies in a new
culture due to cultural differences between their native and host culture, they face the
problems manifested in the form of their homesickness, food problems and language
complexity in their acculturation process. Acculturation is a process in which
members of one cultural group adopt the beliefs and behaviors of another group.
It explains the process of cultural and psychological change that results following
meeting between cultures. Acculturation may be evidenced by changes in language
preference, adoption of common attitudes and values, membership in common social
groups and institutions, and loss of separate political or ethnic identification.
Adaptations refer to the relatively stable changes that individual or group make in
respond to external environmental demands (Berry, 2005). In recent literature on

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psychological acculturation, Ward and colleagues (Searle & Ward, 1990; Ward &
Kennedy, 1993) have proposed and validated two distinct variables of adaptation,
namely, psychological adaptation and socio-cultural adaptation. Although
empirically related, these two forms of adaptation are conceptually distinct and are
predicted by different types of variables and the dimension of adjustment follow
different patterns over time (Searle & Ward, 1990; Ward & Kennedy, 1993).
Psychological adaptation is based on affective responses, and refers to
psychological and physical well-being, positive sense of personal and cultural
identity, life satisfaction and good mental health. Socio-cultural adaptation is defined
in terms of behavioural competence and closely linked to the social skills paradigm
popularized by Furnham and Bochner (1986) in their culture learning approach to
cross-cultural transition. According to the culture learning perspective greater
emphasis is placed on the role of learning culture-specific skills that are required in
order to adapt to the new cultural environment. Socio-cultural adaptation thus refers
to individual’s ability to manage or negotiate effective interactions in the new
cultural milieu, especially in the areas of family life, work and education. It is usually
measured in terms of individuals’ difficulty to perform daily tasks such as making
friends, participating in social activities, language skill, and ability to manage
everyday-life issues (Berry & Sam, 1997; Ward & Rana-Deuba, 1999).
Although acculturation is usually in the direction of a minority group
adopting habits and language patterns of the dominant group, acculturation can be
reciprocal--that is, the dominant group also adopts patterns typical of the minority
group. Findings from empirical studies conducted by Ward and colleagues have
shown that socio-cultural adjustment is predicted by different sets of variables. For
instance, length of residence in the new culture is seen to be one of the most
important factors of successful socio-cultural adjustment; others include resources
such as higher education and income, amount of contact with host nationals, and
general cultural knowledge (Ward & Kennedy, 1992). Thus, analysis of the factors
that affect adaptation revealed that psychological adaptation is predicted by
personality variables, life changing events and social support, while socio-cultural
adaptation is predicted by cultural knowledge, degree of contact, and intergroup
attitudes.

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 A person moving internationally arrives in the new location with a set of
beliefs and attitudes that will determine his or her resistance to the temptation to give
up and withdraw that develops when problems arise. The conviction of the person
that he or she can overcome the obstacles encountered is his or her self-efficacy.
Black and Mendenhall’s (1991) conceptualization of the cross-cultural adaptation
process based on social learning theory describes self-efficacy as an important
variable influencing the person’s motivation to retain and to reproduce a learned
behavior. Theoretically, one of the most powerful individual variables that determine
persistence in effort is the individual’s belief in control or self-efficacy (Black et
al.1992). A person with high self-efficacy will be less likely to give up when he or
she encounters adaptation problems. Therefore, withdrawal will become less likely
and positive adaptation outcomes will become more likely.
1.1 Socio-cultural Adaptation
Socio-cultural adaptation refers to individual’s ability to manage or negotiate
effective interactions in the new cultural milieu, especially in the areas of family life,
work and education. It is usually measured in terms of individuals’ difficulty to
perform daily tasks such as making friends, participating in social activities,
language skill, and ability to manage everyday-life issues (Berry & Sam, 1997; Ward
& Rana-Deuba, 1999). Socio-cultural adaptation, defined in terms of social and
behavioral competence is affected by culture-specific factors, such as length of
residence in the host culture, interactions with host nationals, cultural distance and
language fluency. Successful socio-cultural outcomes are determined by greater
amount of contact with own community, greater cultural similarity and improved
language knowledge of the receiving society. Socio-cultural difficulties in migrant
populations have been linked to a cultural incongruity and less interaction and
identification with host nationals (Ward & Searle, 1991)
In Young Yun Kim theory (1988), cross cultural adaptation is conceived as a
process of dynamic unfolding of the natural human tendency to struggle for an
internal equilibrium in the face of often adversarial environmental conditions.
Multiple forces are simultaneously at work surrounding the communicative interface
between the individual and the host environment, from the conditions of the
environment and the ethnic and personal predispositions of the individual. Some of
the factors may be more pertinent than others in specific cases of cross-cultural
adaptation. In some cases, adaptive successes may be almost entirely due to the

14
openness, strength, and positivity of the stranger’s personality, which enable the
stranger to overcome even the most severely unreceptive host environment. In other
cases, very little adaptive change may take place in strangers whose ethnic
community offers an almost complete insulation from having to face the host cultural
challenges.
The following factors as reported in literature can be listed which affect the socio-
cultural adaptation of an individual, description of the some is done below:
Age: Different cultures have different timetables for when life events should happen
or be achieved. These timetables, or social clocks, result in cross-cultural differences
in developmental milestones of when life-changing events, such as; graduating from
college, getting a first job, taking care of parents, getting married, and having
children, should occur (Berk, 2003). The social clock phenomenon may help to
explain why some studies have shown that older students have more trouble
adjusting than younger students (Bullington, & Pisecco, 2001; Seo & Koro-
Ljungberg, 2005).
Cultural Learning: Early in their exposure, sojourners are likely to display skill
deficits related to the host culture, and to respond to discriminative stimuli in the host
culture by over-generalizing responses that would be appropriate in their culture of
origin. As learning proceeds through exposure to the host culture, skills increase and
competence in the culture grows. As their repertoire of skills and knowledge
increases, so would the number of new situations into which they would place
themselves.
Interpersonal Communication: Interpersonal relationship patterns indicate the
degree and quality of information as the sojourner learns about the host society and
its culture. Interpersonal communication occurs in interpersonal relationships, which
in turn, represents the purpose, functions and product of an individual's interpersonal
communication. In studying interpersonal relationships, informal relationships
(friendship with the host) are distinguished from formal relationships (membership
and participation with host). Studies have found that those who tend to seek both
formal and informal relationships with the host culture in social situations have not
only greater potential for, but also actually achieve a higher level for acculturation
(Khan, 1992).

15
 The nature and extent to which these changes are absorbed or embraced by the
acculturating individual will also depend to a large extent on the action of the
individual as well as contextual factors. All these factors may have a direct or
indirect influence on their attitudes towards how they wish to live following contact,
which in turn can affect their overall adaptation. In contrast to psychological
adaptation, socio-cultural adaptation describes the increasing ability of a sojourner to
effectively interact with members of her/his host society. This includes acquiring
culture specific communication and interaction skills, as well as learning to speak the
target language if it is different. Acquiring knowledge about the norms and values in
the host society is also a part of socio-cultural adaptation. A person can be said to
have adapted socio culturally when he or she knows how to behave according to the
norms of the foreign culture in which they are living. With the increase in
globalization, higher education will be facing an increase in numbers of students and
workers adapting to foreign cultures. Helping students and others facing the task of
adapting to a foreign culture is becoming ever more pressing. The current study
delves into socio-cultural adaptation in order to clarify that process and provide
information useful for educators, trainers, coaches, and others guiding those facing a
sojourn in a foreign culture. A brief literature review will set the stage for the study.
Ward and Kennedy (1999) as well as Berry (2005) examined that socio-cul-
tural adaptation may be the result of many intermingled factors. On the level of
personality characteristics, for example, adjustment to a foreign culture for study
abroad students has been related to personality characteristics of extraversion,
agreeableness, conscientiousness, optimism, and hope. Variables such as cultural
distance, cultural isolation, level of immersion, and experienced control over events
may tax student efforts at fitting in with the host culture. In addition, strategies used
to appraise and cope with stress were related to socio-cultural and psychological
adjustment. The processes involved in socio-cultural adaptation are many and
complex. In a related discussion of acculturation, Berry (1997, 2005) described
strategies that sojourners may employ to adjust to their host culture. These strategies
combine the individual’s identification with their home culture and with the host
culture. The most beneficial strategy, from Berry’s point of view, is the Integration
strategy in which the sojourner identifies positively with both the home and host
cultures at the same time.

16
 Savickiand et al. (2008) investigated that some stressors were important to
study abroad students throughout their sojourn (e.g. complying with the rules of
social interaction); while others, on average, hardly registered to students as stressful
at anytime during their stay e.g. finding food to enjoy. In addition, the importance of
various socio-cultural stressors differed over the course of the sojourn. Early on,
concerns about making one’s self understood dominated; while later, issues emerged
with regard to using the host culture language, and comparing the U.S. and host
culture to other cultures encountered during travels.

Khan and Khan (2007) examined a trend analysis to put cross-cultural

adaptation back into the perspective and connecting it with the trend of linearity in
the developmental communication patterns of academic sojourners. They analyzed
the trends in intercultural communication (number of casual acquaintances, casual
friends, intimate friends, participation in host organizations and use of host mass
media) and trends in psychological domain (perceptual complexity, attitude toward
the host society and satisfaction level) of academic sojourners over the years in
process of adaptation. They found that the linearity of association with the members
of the host society was increased with time spent in the host society. The study held
recovery from culture shock to be the mechanism of accommodation to life in
strange lands.

Sumer (2009) conducted a study to examine international students’ adaptation

in relation to their acculturation levels, coping processes, and intent to stay in the
host country after their graduation. The study identified important gender differences
with regards to acculturation dimensions and coping processes. They found that in
females identification with the host culture was associated with lower levels of
depression, and Escape-Avoidance was associated with higher levels of depression.
Identification with the host culture and Escape-Avoidance were predictors of socio-
cultural adaptation for both genders.

Akhtaruzzaman and Hoque (2011) analyzed the extent to which Bangladeshi

students at the University Islam Antarabangsa (UIA), Malaysia, experienced a
cultural gap while enrolling in the University. It was a unique study about the
cultural adaptation by Asian Muslim students in an Asian Muslim country. The main

17
objective of the study was to examine the perceptions of Bangladeshi students on the
cultural differences and its impact on their overall experiences while studying in
UIA. The qualitative approach of phenomenology was employed in this study and
the data were collected using in-depth and interactive interviews. Results revealed
that the students were experiencing a cultural gap, manifested in their homesickness,
food problems, financial intricacy and language complexity.

Smith and Khawaja (2011) conducted a review of current acculturation

models as applied to international students. These models have found typically been
empirically tested on migrant and refugee populations only, the review aimed to
determine the extent to which these models characterized the acculturation
experience of international students. Literature pertaining to salient variables from
acculturation models was explored including acculturative stressors encountered
frequently by international students (e.g., language barriers, educational difficulties,
loneliness, discrimination, and practical problems associated with changing
environments). Further discussed was the subsequent impact of social support and
coping strategies on acculturative stress experienced by international students, and
the psychological and socio-cultural adaptation of this student group. They found
that the international student literature provided support for some aspects of the
acculturation models discussed.

Wilson (2011) conducted a study to determine relationship between socio-

cultural adaptation of international graduate students on selected demographic
characteristics, and explored the students’ perceptions of institutional support with
regard to their adaptation. A three-phased, mixed methods approach was used to
study international graduate students at a private, urban, mid-sized, Northeastern
university. The findings suggested the need for improving university communication
with international students, expanding international orientation, including more
Americans in international activities, expanding English language improvement
activities, and continually assessing international programs.
Brisset et. al. (2010) conducted a study on psychological and socio-cultural
adaptation of Vietnamese international students in France. They explored the
elements facilitating or impeding Vietnamese international students’ adaptation to
France. The variables of trait-anxiety, attachment intimacy and attachment anxiety,

18
psychological distress, satisfaction with social support, and (among the Vietnamese
sample) cultural identification were measured. Attachment intimacy and trait-anxiety
moderated by psychological distress were found to be relevant to the process of
adaptation for both samples. Co-national identification was also found relevant to
adaptation.

Muhammad and Mustafa (2013) studied differences in level of four learning

outcomes on the impacts of socio-cultural adaptation in Japan from the Malaysian
international students’ perspectives. Results revealed that the struggles of adaptation
issue significantly influence impacts on students’ learning and development:
independence, self-confidence, expanding world-view, psychological adjustment,
understanding of cultural differences, self-cultural awareness, objectivity in making
decision, and problem-solving skills. The researchers found that for a successful
socio-cultural adaptation, individuals need to express their willingness to learn and
accept other cultures through psychological, behaviour, and cognitive changes.

1.2. Self-efficacy
Self-efficacy is defined as a person’s belief about their ability to organize and
execute courses of action necessary to achieve a goal. In other words, persons with
strong efficacy beliefs are more confident in their capacity to execute behaviour.
Beliefs about self-efficacy have a significant impact on our goals and
accomplishments by influencing personal choice, motivation, and our patterns and
emotional reactions. Perceived self-efficacy also affects how successfully goals are
accomplished by influencing the level of effort and persistence a person will
demonstrate in the face of obstacles. The history of self-efficacy begins within
Bandura’s (1977) social learning theory that was renamed social cognitive theory in
1986. According to theory and research (Bandura, 1995), self-efficacy makes a
difference in how people feel, think, behave, and motivate themselves. In terms of
feeling, a low sense of self-efficacy is associated with stress, depression, anxiety, and
helplessness. Such individuals also have low self-esteem and become pessimistic
about their accomplishments and personal development. In terms of thinking, a
strong sense of efficacy facilitates cognitive processes and performance in a variety
of settings, including quality of decision-making and academic achievement.

19
 Self-efficacy is a set of beliefs that function as “an important set of proximal
determinants of human motivation, affect, and action”. These beliefs constitute a
form of action through motivational, cognitive, and affective intervening processes.
People with high levels of self-efficacy are more likely to set higher goals, commit to
challenges that are more difficult, and strive to meet those goals. They achieve the
goals by visualizing successful outcomes instead of dwelling on the potential
negative consequences. People with high self-efficacy approach difficult tasks as
challenges and do not try to avoid them. People’s self-efficacy beliefs determine their
level of motivation, as reflected in how much effort they will exert in an endeavor
and how long they will persevere in the face of obstacles (Bandura, 1989). People’s
belief in their capabilities affects how much stress and depression they experience in
threatening or taxing situations, as well as their level of motivation. The emotional
reactions can affect action both directly and indirectly by changing the thought
process and is dependent on how well people think they can cope. People who
believe they can manage threats are less disturbed by them. They can lower their
stress and anxiety by exercising control over the potential threats (Bandura, 1995).

Bandura (1994) stated that self-efficacy is concerned with people's beliefs in

their capabilities to exercise control over their own functioning and over events that
affect their lives. Beliefs in personal efficacy affect life choices, level of motivation,
quality of functioning, resilience to adversity and vulnerability to stress and
depression. People's beliefs in their efficacy mainly developed by four main sources
of influence including mastery experiences, seeing people similar to oneself manage
task demands successfully, social persuasion that one has the capabilities to succeed
in given activities, and inferences from somatic and emotional states indicative of
personal strengths and vulnerabilities. People must, therefore, have a robust sense of
efficacy to sustain the perseverant effort needed to succeed. Succeeding periods of
life present new types of competency demands requiring further development of
personal efficacy for successful functioning. The nature and scope of perceived self-
efficacy undergo changes throughout the course of the lifespan.

Social experiences precede self-efficacy and determine whether someone has

high or low levels of self-efficacy. People do not carry out everything they learn
despite having the ability to enact the behaviour. Once behaviour is learned, the
20
regulation of the behaviour relies on motivational process of reinforcement (Ziegler,
2005). Mastery experiences foster a feeling of confidence and an eventual feeling of
self-efficacy, while failure in tasks fosters a low level of self-efficacy. When
confidence is gained, it influences the person’s decision to attempt a new activity.
Expectations of self-efficacy are derived from four principle sources of information
that Bandura labels self-efficacy appraisals. Bandura defined self-efficacy appraisals
as self-reflections on personal performance. These appraisals are closely linked to
levels of motivation. Bandura, A. (1977) presented an integrative theoretical
framework to explain and to predict psychological changes achieved by different
modes of treatment. It was hypothesized that expectations of personal efficacy
determine whether coping behaviour will be initiated, how much effort will be
expended, and how long it will be sustained in the face of obstacles and aversive
experiences. In the proposed model, expectations of personal efficacy were derived
from four principal sources of information: performance accomplishments, vicarious
experience, verbal persuasion, and physiological states. The more dependable the
experiential sources, the greater are the changes in perceived self-efficacy.
Performance accomplishment relates to being successful at tasks. Once a person
continues to be successful, a robust feeling of self-efficacy develops and is less
troubled by minor setbacks. Self-efficacy is not concerned with specific skills one
has but rather with the judgments of what a person can do with those specific skills.
Self-efficacy is related to a specific situation in a certain field and cannot be sensed
globally.

People’s self-efficacy beliefs determine their level of motivation, as reflected

in how much effort they will exert in an endeavour and how long they will persevere
in the face of obstacles (Bandura, 1989). This is an imperative concept for people to
acquire due to the adversity and struggles they encounter. The concept self-efficacy
has implications for Socio-cultural adaptation. The key to promoting self-efficacy is
to help students to learn new behaviours through modelling or learning to modify
existing maladaptive behaviour through changing the anticipated reinforcement.
Modification of behaviour involves altering the student’s beliefs regarding the
strength of self-efficacy. Interventions serve as the means to facilitate this modified
behaviour. Personal accomplishments involve practicing and prior experiences of a
situation or task and are a source of self-efficacy. Practicing is the most important

21
source of self-efficacy because it relies on actual personal experiences. The success
of the experiences enhances self-efficacy. Self-efficacy beliefs have also shown
convergent validity in influencing such key indices of academic motivation as choice
of activities, level of effort, persistence, and emotional reactions. There is evidence
that self-efficacious students participate more readily, work harder, persist longer,
and have fewer adverse emotional reactions when they encounter difficulties than do
those who doubt their capabilities. Student’s beliefs about their efficacy to manage
academic task demands can also influence them emotionally by decreasing their
stress, anxiety, and depression (Bandura, 1997).

Bandura (1986, 1997) identified four main sources of self-efficacy: personal

mastery, physiological reactions, vicarious experiences, and forms of persuasion.
Personal mastery experiences are the strongest source for enhancing perceptions of
self-efficacy. In general, frequent successes boost self-efficacy, whereas consistent
failure experiences usually undermine it. However, this process is not completely
automatic, as personal accomplishments are interpreted in light of one’s self-
regulatory processes, such as self-evaluations, attributions, and goal setting. For
instance, perceived self-efficacy depends on the individual evaluation of
circumstances and external factors; if a student does well on a math test but judges it
easier than typical math tests, it is unlikely that his or her efficacy beliefs will
change. Physiological reactions can also influence a student’s efficacy judgement. If
a student gets extremely anxious during a class work, he or she may interpret the
rapid heart rate as an indicator of personal ineffectiveness.

Adolescents judge their level of self-efficacy through vicarious experiences,

such as modelling, defined as the behavioural, cognitive, and affective changes
resulting from observing other individuals. Models may be different types of
individuals (peers or adults) and can take various forms (live or symbolic). Their
effectiveness will be strongest when observers believe they are similar to the model
in terms of age, gender, and ability. Finally, also social persuasion can shape
students’ efficacy perceptions. In the learning settings, teachers and parents may
promote students’ positive efficacy beliefs using various form of verbal persuasion
aimed at encouraging and reassuring them, as well as providing specific feedback
that clearly link performance and its progress, with strategy use. This form of social

22
persuasion has a strong long-lasting effect as it encourages students to view
academic success and failure in terms of controllable personal strategies that can be
learned and progressively improved.

Attributes of Self-Efficacy
Defining attributes are the key components of the concept that consistently
appear when the concept is defined and help clarify the concept. Self is the identity
of a person while efficacy is defined as the power to produce an effect. The
combination of these meanings implies a conscious awareness of one’s ability to be
effective and to control actions. The underlying attributes with self-efficacy include
cognitive and affective processes and locus of control.
Cognitive Processes: Bandura (1989) asserts that “human behavior is regulated by
forethought embodying cognized goals, and personal goal setting is influenced by
self-appraisal of capabilities. People with high levels of self-efficacy are more likely
to set higher goals, commit to challenges that are more difficult, and strive to meet
those goals. They achieve the goals by visualizing successful outcomes instead of
dwelling on the potential negative consequences. “A major function of thought is to
enable people to predict the occurrence of events and to create the means for
exercising control over those that affect their daily lives”.
This is a key component of self-efficacy.

Affective Processes: “People’s belief in their capabilities affects how much stress
and depression they experience in threatening or taxing situations, as well as their
level of motivation” (Bandura, 1989). The emotional reactions can affect action both
directly and indirectly by changing the thought process and is dependent on how well
people think they can cope. People who believe they can manage threats are less
disturbed by them. They can lower their stress and anxiety by exercising control over
the potential threats (Bandura, 1995). This is another key component of self-efficacy.

Locus of Control: Locus of control “refers to an individual’s perception about the

underlying main causes of events in his/her life”. People believe that destiny is
controlled by either external forces, such as fate or luck, or by internal forces, such as
personal decisions or efforts. Self-efficacy focuses on a person’s belief in the ability
to perform a specified task. A person with a high-level of self-efficacy believes in the

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utilization of cognitive and affective processes in order to obtain a desired outcome.
This is an example of believing in an internal locus of control.
Antecedents of Self-Efficacy
Social experiences precede self-efficacy and determine whether someone has
high or low levels of self-efficacy. People do not carry out everything they learn
despite having the ability to enact the behaviour. “Once behaviour is learned, the
regulation of the behaviour relies on motivational process of reinforcement” (Ziegler,
2005). Mastery experiences foster a feeling of confidence and an eventual feeling of
self-efficacy, while failure in tasks fosters a low level of self-efficacy. When
confidence is gained, it influences the person’s decision to attempt a new activity.
Social experiences precede self-efficacy and determine whether someone has high or
low levels of self-efficacy. People do not carry out everything they learn despite
having the ability to enact the behaviour.

Expectations of self-efficacy are derived from four principle sources of

information that Bandura labels self-efficacy appraisals. Bandura defines self-
efficacy appraisals as self-reflections on personal performance. These appraisals are
closely linked to levels of motivation. People work harder when they believe they are
good at a task. Bandura (1977) asserts that “expectations of personal efficacy are
derived from four key sources of information: performance accomplishments,
vicarious experience, verbal persuasion and physiological cues”. People use this
information to judge their level of self-efficacy. These are the four antecedents of
self-efficacy.

Performance accomplishment relates to being successful at tasks. When this

occurs, the feeling of efficacy rises. This is “most influential source of knowledge”
(Crain, 2000). For example, when a person is repeatedly successful at a task, self-
efficacy increases. However, if failure happens, the sense of self-efficacy declines.
Once a person continues to be successful, a robust feeling of self-efficacy develops
and is less troubled by minor setbacks. Any failures for this person are viewed as
lack of effort and another attempt is made to become successful (Crain,2000).
Another source of information for self-efficacy expectations are vicarious
experiences. These experiences happen as people watch others do a task and feel
confident that they can complete the same task successfully with favourable

24
outcomes. This is especially true if the observer thinks the model has the same
abilities.

Verbal persuasion refers to someone convincing another person that they are
capable of being successful. These can also be referred to as “pep talks.” People can
convince others that they can be successful at a task. This encouragement is helpful
because “success usually depends more upon the effort we put into a task than upon
any inherent ability” (Crain, 2000). Finally, at times abilities are partly judged based
on physiological cues. These cues consist of bodily signs, such as anxiety and
tension. Different people interpret those cues differently, which may affect the
outcome of the task (Crain, 2000; Ziegler, 2005). In summary, in order to gain a
sense of self-efficacy, a person can complete a skill successfully, observe someone
else doing a task successfully, acquire positive feedback about completing a task, or
rely on physiological cues. These sources of information must happen before self-
efficacy can be sensed.

Zimmerman (2000) discussed that self-efficacy has emerged as a highly

effective predictor of students’ motivation and learning during the past two decades.
As a performance-based measure of perceived capability, self-efficacy differs
conceptually and psychometrically from related motivational constructs, such as
outcome expectations, self-concept, or locus of control. Self-efficacy beliefs have
been found to be sensitive to subtle changes in students’ performance context, to
interact with self-regulated learning processes, and to mediate students’ academic
achievement.

Zajacova et al.(2005). investigated the joint effects of academic self-efficacy

and stress on the academic performance of 107 non-traditional, largely immigrant
and minority, college freshmen at a large urban commuter institution. The study was
conducted by using a survey instrument to measure the level of academic self-
efficacy and perceived stress associated with twenty seven college-related tasks.
They estimated structural equation models to assess the relative importance of stress
and self-efficacy in predicting three academic performance outcomes: first-year
college GPA, the number of accumulated credits, and college retention after the first

25
year. They found that academic self-efficacy was a more robust and consistent
predictor than stress of academic success.

Hutchison (2006) conducted a study to explore the self-efficacy beliefs of

first-year engineering students. The survey aimed to identify factors related to
students’ self-efficacy beliefs, their beliefs about their capabilities to perform the
tasks necessary to achieve a desired outcome. Gender trends emerged in student
responses to factors that affect confidence in success.

Kaen et al.(2008) examined the role of self-efficacy beliefs constructs in

predicting behaviors across development. The relation between behavior and beliefs
about the self was examined in two independent data sets with two different
constructs: aggression and achievement. Results suggested that self-efficacy beliefs
become more strongly related to behavior as children grow older independent of the
reliability of the measures used.

Mclaughlin (2008) investigated the role of personality and self-efficacy in

predicting academic performance and attrition in nursing students by using a
longitudinal design. Findings revealed that individuals who scored higher on a
psychoticism scale were more likely to withdraw from the programme. Occupational
self-efficacy was revealed to be a statistically significant predictor of final mark
obtained, in that those with higher self-efficacy beliefs were more likely to achieve
better final marks. Extraversion was also shown to negatively predict academic
performance in that those with higher extraversion scores were more likely to
achieve lower marks.

Zulkosky (2009) studied that the self-efficacy beliefs influence how people
think, feel, motivate themselves, and act. Self-efficacy was concerned about the
perception or judgment of being able to accomplish a specific goal and cannot be
sensed globally. He found that in order to gain a sense of self-efficacy, a person can
complete a skill successfully, observe someone else doing a task successfully,
acquire positive feedback about completing a task, or rely on physiological cues.

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 Dinther et al.(2011) investigated the empirical literature about the role of
student’s self-efficacy in higher education. They found that several factors affected
the self-efficacy of students such as intervention programmes, enactive mastery
experiences, vicarious experiences and verbal persuasion. It was found possible to
influence students’ self-efficacy within higher educational programmes; eighty
percent of the intervention studies across several types of study and across several
domains demonstrated a significant relation between an intervention programme and
students’ self-efficacy. Intervention programmes that were based on social cognitive
theory were more effective in influencing students’ self-efficacy than interventional
treatments with underlying theories other than social cognitive theory.
Abbitt and Klett (2013) investigated the influences on self-efficacy beliefs
toward technology integration among pre-service teachers at two mid-sized public
institutions in the Midwest region of the United States. The study found that
Perceived comfort with computer technology was found to be a significant predictor
of self-efficacy beliefs towards technology integration, while perceived usefulness
was not found to have a significant predictive relationship. Results also found that all
of the groups demonstrated a significant increase in self-efficacy beliefs while
enrolled in a course focusing on technology integration even though the courses
varied in course design and weekly instructional time.
Arslan(2013) investigated the relationship between students’ opinions about
the sources of self-efficacy belief and their gender, academic achievement, the grade
level, Socio-Economic Status (SES), and learning style. The results of the study
indicated that there were significant relationships between students’ opinions about
sources of self-efficacy related learning and performance and their gender, academic
achievement, SES, the grade level, and learning style.

Turgut(2013) investigated academic self–efficacy beliefs of undergraduate

mathematics education students with respect to gender, academic performance and
grade level. The results revealed that students’ academic self – efficacy beliefs were
of moderate level and there was a significant effect of factors academic performance
and grade level on ASES scores. Significant interactions between gender and
academic performance; gender and grade level and academic performance and grade
level were not observed and three– way interaction of gender, academic performance
and grade level also failed to reach significance level.

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 By investigating the empirical literature, positive correlation was found
between self-efficacy and emotional maturity. People’s belief in their capabilities
affects how much stress and depression they experience in threatening or taxing
situations. Perceived self-efficacy also affects how successfully goals are
accomplished by influencing the level of effort and persistence a person will
demonstrate in the face of obstacles. Thus, individual’s self-efficacy beliefs affect
his/her socio-cultural adaptation. Milstein (2005) examined empirically
communication self-efficacy as a possible profound payoff of sojourning and
explored the interrelationships of communication, sojourning, and personal growth.
Results revealed that 95.5% of the sample retrospectively reported a perceived
increase in self-efficacy. Positive correlations were found between self-reported
challenge of sojourn and reported perceived change in self-efficacy, and between
self-reported success of sojourn and perceived communication self-efficacy scores.
Zhao (2010) examined the relationships between international students’
ethnic identity, self-efficacy, uncertainty avoidance, and their socio-cultural
adjustment. A total of 65 international students (aged 18 to 33 years) from seven
countries completed the online questionnaire. A positive relationship between
students’ self-efficacy and their socio-cultural adjustment was found. The
investigator concluded that international students’ uncertainty avoidance had a
negative relationship with their self-efficacy, but a positive relationship with ethnic
identity.

1.3. Emotional Maturity

Emotional Maturity is a state of balanced feelings and self-control. Person is
said to be emotionally matured who has in his possession almost all kinds of
emotions (positive as well as negative) and is able to express them justly, skilfully
and timely in different situations of life. Emotional Maturity is not only the effective
determinant of personality pattern but also helps to control the growth of individual
development. According to Crow and Crow (1962), "The emotionally mature or
stable individual regardless of his age, is the one who has the ability to overcome
tension to disregard certain emotion stimulators that effect the young and view
himself objectively, as he evaluates his assets and liabilities and strive towards an
improved integration of his thought, his emotional attitude and his overt behaviour.
Geoghagen et.al. (1963) stated that a person is considered emotionally mature when

28
his responses to a situation are appropriate to his degree of development and
proportionate to the demands of situation. As per the author of emotional maturity
scale, Singh and Bhargava (1999), ‘Emotionally mature is not one who necessarily
has resolved all conditions that aroused anxiety and hostility but it is continually
involved in a struggle to gain healthy integration of feeling, thinking and action’. Its
measurement is the total score on emotional maturity scale. In the opinion of Murray
(2004), an emotional mature person has the ability to face reality and deal with it, the
capacity to relate positively to life experiences, ability to learn more experience, to
accept frustration and the ability to handle hostility constructively.

Emotional maturity means ability to govern disturbing emotions, show

steadiness and endurance under pressure and to be tolerant and free from neurotic
tendencies. Emotionally mature persons will have more satisfaction in life; he will be
satisfied with what he is having, of course trying to achieve more. An emotionally
mature person has full control over the expression of his feelings. However, he
behaves according to the accepted social values and ideals. As one grows mature his
emotional stability and depth of social adjustment, vocational and professional
aptitude, life's ambitious etc. go on developing. A mature person is expected to
understand a situation without any one's help and realize his duties and
responsibilities himself. Peter Lichtenberg (2005) in his research on "Emotional
Maturity Across Life Span "found that only that man has ability to work with others
who has emotional maturity and stability. He focussed on ageing as well as
personality and emotional maturity across life span in his study. Darwin Nelson
(2005) in his research related to "Emotional Intelligence and Emotional Maturity"
says that if we want our children to be emotionally mature, we must focus on their
early childhood education, which affects certain level of social and emotional
maturity.

Roza et al. (2013) discussed on emotional maturity and self concept at higher
secondary students. The study attempted to analyze the various aspects of emotional
maturity and self concept among higher secondary students. It is the dire need of the
hour that as teenage adolescence students we should have proper emotional
development to rightly use human emotions. Human mind has something vital to do
with human emotions and we should give a self concept to control our emotions with

29
the mind. But emotions need to be understood, taught, trained and controlled by the
mind. Emotional maturity moves beyond "intelligence" to a higher state of
consciousness, guided by what one senses, feels and intuits, and one's heart.
Emotional maturity and self concept is a tool for promoting students mental health
and personality.

The most outstanding mark of emotional maturity is the ability to bear

tension. An emotionally mature person has the capacity to withstand delay in
satisfaction of needs. An emotionally mature person has the capacity to make
effective adjustment with himself, members of his family, his peers in the college,
society and culture. In brief, a person can be called emotionally mature if he is able
to display his emotions in appropriate degree with reasonable control at the
appropriate time. One of the major aims of any good educational programme is to
help the learner to gain emotional maturity. It provides students the capabilities and
skills that they need to function and survive in the society as well as the world. A
person who is emotionally stable will have better adjustment with himself as well as
with others.

Pastey and Aminbhavi (2006) studied the impact of emotional maturity of

adolescents on their stress and self confidence. The findings revealed that the
adolescents with high emotional maturity have significantly high stress and self-
confidence when compared to those with low emotional maturity. Adolescents with
more number of siblings have shown significantly higher level of self-confidence
than their counter parts. It is also found that educational level of father has
significantly influenced stress of their adolescent children. Adolescent boys tend to
have significantly higher stress than girls and girls tend to have significantly high self
confidence.

Hangal and Aminabhavi (2007) explored the impact of maternal employment

on the self concept, emotional maturity and achievement motivation of adolescents.
The results revealed that the adolescent children of homemakers have significantly
higher self concept. It was also noticed that children of employed mothers have high
emotional maturity and female children of employed mothers are highly achievement
oriented.

30
 Klever (2009) conducted a five year longitudinal study with developing
nuclear families. The dimensions of differentiation of self that were examined were
goal direction and effectiveness and emotional maturity. A qualitative analysis of
participants’ goals demonstrated that couples with higher functioning developing
nuclear families, when compared with couples with lower functioning families,
placed more emphasis on family goals, had more balance between family and
personal goals, and pursued more goals over the five years. The quantitative analysis
supported the hypothesis that goal effectiveness and emotional maturity influenced
variation in nuclear family functioning. In addition, the results indicated that goal
effectiveness and emotional maturity were associated with nuclear family
functioning more strongly than individual goal effectiveness and emotional maturity
were associated with individual functioning.

Dharamvir et al(2011) conducted a comparative study on anxiety &

emotional maturity among adolescent boys and girls studying from co-educational &
uni-educational schools. The study revealed that there is no significant difference in
anxiety & emotional maturity among adolescents girls and boys studying from co-
educational and uni-educational schools.
Subbarayan and Visvanathan (2011) examined the Emotional Maturity of
college students. Results revealed the extremely unstable emotional maturity of
college students. The investigators concluded that the sex, community and the family
type did not play any role in the emotional maturity of the college students. But they
found that the college students belong to different religious shows significant
difference in their emotional maturity.

Rosa and Preethi (2012) analyzed the relationship between academic stress
and emotional maturity among higher secondary school students of working and
Non-working mothers. The findings of the study revealed that Emotional maturity of
children of non working mothers is less than that of children of working mothers.
The study revealed that negligible relationship exists between Academic stress and
Emotional maturity of higher secondary school students. Children of working
mothers are emotionally matured than children of non working mothers. Children of
non working mothers are low stressed than children of working mothers. Children of
working mothers possess high Emotional maturity and at the same time, they are
more indisposed to stress and strain.
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 Chaturvedi and Kumari (2012) examined the role of emotional maturity and
emotional intelligence in learning and achievement. Findings revealed that emotional
maturity has insignificant effect on learning but significant effect on academic
achievement. Results indicated that emotional intelligence has insignificant effect on
learning but significant effect on academic achievement.
Bansal (2013) compared the emotional maturity and class room behavior of
leaning disabled and normal children in inclusive schools. The finding of the study
revealed that there is a significant difference between classroom behavior and
emotional maturity of normal and leaning disabled children.

Singh et al.(2013) conducted a research study to assess and compare the

social and emotional maturity of class XI students across gender. The study revealed
that girls scored significantly higher on the social adequacy component of social
maturity whereas boys were observed score higher on the social adjustment
component of emotional maturity. However, no gender differences were observed on
the composite social maturity and emotional maturity scores. Social and emotional
maturity was found to be significantly positively correlated under both genders.

Bhagyashri et al.(2013) conducted a research study to find out a emotional

maturity and self-actualization among graduate and post-graduate students. Result
revealed that there was significant difference in emotional maturity among graduate
and post-graduate students. There was significant difference in self-actualization
among graduate and post-graduate students. While the correlation between emotional
maturity and self-actualization revealed 0.85 positive correlations.
Punithavathi (2013) examined the emotional maturity and decision making
style among college students with special reference to day scholars and hostellers.
The results revealed that there is significant difference between day scholars and
hostellers women students in their emotional maturity and decision making styles
with respect to their dwellings. The mean difference of the day scholars are higher
than that of hostellers. Day scholars are vigilant and adaptable to their environment.
Wagder and Ganaie (2013) conducted a study to examine the relationship
between emotional maturity and ways of coping of students who are pursuing
rehabilitation studies. The results indicated relation between emotional maturity with
confrontive coping and positive reappraisal coping. Positive reappraisal coping were

32
found negatively correlated with emotional maturity and this correlation is highly
significant. There was no significant difference in level of emotional maturity and
ways of coping among the students respect to their gender. There was significant
difference found for seeking social support way of coping among students respect to
their course. There was significant difference found for accepting responsibility way
of coping among students respect to their gender.
Kumar (2014) conducted a study to explore the emotional maturity of
adolescents. The study revealed that there is a significant difference among the
adolescent boys and girls in emotional maturity. It was also found that family
relationship determines emotional maturity of the adolescents which was evident
from the fact that there was significant relationship between emotional maturity and
family relationship.
By reviewing the literature, it is revealed that there is positive correlation
between self-efficacy and emotional maturity. Emotionally mature person behaves
according to the accepted social values and ideals. As one grows mature his
emotional stability and depth of social adjustment, vocational and professional
aptitude, life's ambitious etc. go on developing. Mahmoudi (2012) conducted a study
to examine the adjustment level of the post graduate Students. Emotional maturity
was measured by Singh’s emotional maturity Scale (EMS). While Asthana’s
adjustment inventory was used to measure the adjustment level of the students. For
this study a sample of female students of age range 18-22years studying in post
graduate colleges. Results revealed high positive correlation between emotional
maturity and overall adjustment.
Singh et al.(2012) examined the emotional maturity among university
students. The investigators had selected two hundred male and female subjects with
sports and non-sports background. The results revealed significant differences on the
sub-variable Social Maladjustment between male sportspersons and female
sportspersons. However, no significant differences were found with regard to
emotional instability, emotional regression, personality disintegration, lack of
independence, ‘emotional maturity’ (total) between male sportspersons and female
sportspersons. The results with regard to male non-sportspersons and female non-
sportspersons revealed significant differences on emotional instability, emotional
regression, social maladjustment, personality disintegration, lack of independence
and emotional maturity (total).

33
 Sharma (2012) compared college adjustment processes and emotional
maturity between first and final year female undergraduate students. Results
indicated that the first year undergraduate students were less emotionally mature, and
had difficulty in adjusting emotionally and socially to the changing demands of the
environment and faced more academic difficulty as compared to final year students.
The final year students were more socially adjusted and more integrated into the
social fabric of the college.
Nehra (2014) conducted a study to know the relationship between adjustment
and emotional maturity of secondary school students. Investigator used a descriptive
survey method in the study. Results revealed that: (i) there is no significant
difference between the adjustment of boys and girls studying in class IX (ii) there is
no significant difference between the emotional maturity of boys and girls studying
in class IX & (iii) there is no significant relationship between Adjustment and
emotional maturity.
An analysis of the literature review reflects that many higher education
students struggle with adjusting to a new culture which may result in attrition,
diminished performance, and difficulties in interpersonal relationship. The problems
immigrants experience during the process of their socio-cultural adaptation to the
host culture include cultural gap, manifested in their homesickness, food problems
and language complexity. Self-efficacy beliefs influence the socio-cultural adaptation
of an individual. Researchers have found that individual’s beliefs and feelings about
themselves are likely to positively correlate with their overall adjustment (Lynch and
Thomas.2005 and Zulkosky, K.2009). Positive correlation was found between socio-
cultural adaptation and self-efficacy of higher education students. Milstein (2005)
found positive correlation between perceived communication self-efficacy and self-
reported success of sojourn. Zhao (2010) found positive relationship between
students self-efficacy and their socio-cultural adjustment. Emotional Maturity is a
state of balanced feelings and self-control. As one grows mature his emotional
stability and depth of social adjustment, vocational and professional aptitude, life's
ambitious etc. go on developing. Positive correlation was found between socio-
cultural adaptation and emotional maturity. Mahmoudi (2012) conducted a study to
examine the adjustment level of the post graduate Students. Results revealed high
positive correlation between emotional maturity and overall adjustment. Also
significant positive multiple correlation was found among the variables. Thus, it can

34
be concluded that the higher education students having high self-efficacy and
emotional maturity are higher in socio-cultural adaptation.

1.4 Significance of the study

Today’s higher education constitutes a student population with various
cultural backgrounds. Literature reflects that many higher education students struggle
with adjusting to a new culture which may result in attrition, diminished
performance, and difficulties in interpersonal relationship. The problems immigrants
experience during the process of their socio-cultural adaptation to the host culture
include cultural gap, manifested in their homesickness, food problems and language
complexity. These problems have far-reaching effects in terms of mental health,
employment and lost benefits for the whole society (Akhtaruzzaman M. and Hoque,
M. 2011). Self-efficacy beliefs influence how people think, feel, motivate
themselves, and act. In order to gain a sense of self-efficacy, a person can complete a
skill successfully, observe someone else doing a task successfully, acquire positive
feedback about completing a task, or rely on physiological cues. Researchers have
found that individual’s beliefs and feelings about themselves are likely to positively
correlate with their overall adjustment (Lynch and Thomas.2005 and Zulkosky,
K.2009). Emotional Maturity is a state of balanced feelings and self-control. An
emotionally mature person has full control over the expression of his feelings.
However, he behaves according to the accepted social values and ideals. As one
grows mature his emotional stability and depth of social adjustment, vocational and
professional aptitude, life's ambitious etc. go on developing.

Many studies have already been done in different parts of world on socio-
cultural adaptation. Findings from empirical studies conducted by Ward and
colleagues (1999) have shown that socio-cultural adaptation is predicted by different
sets of variables. For instance, length of residence in the new culture is seen to be
one of the most important factors of successful socio-cultural adjustment; others
include resources such as amount of contact with host nationals, and general cultural
knowledge. Black and Mendenhall’s (1991) conceptualisation of the cross-cultural
adaptation process based on social learning theory describes self-efficacy as an
important variable influencing the person’s motivation to retain and to reproduce a

35
learned behaviour. Studies have found that those who tend to seek both formal and
informal relationships with the host culture in social situations have not only greater
potential for, but also actually achieve a higher level for adaptation (Khan, 1992).
Ward and Kennedy (1999) as well as Berry (2005) examined that socio-cultural
adaptation may be the result of many intermingled factors on the level of personality
characteristics of extraversion, agreeableness, conscientiousness, optimism, and
hope. Mahmoudi, A. (2012) found high positive correlation between emotional
maturity and overall adjustment of higher education students. However, there is gap
in research regarding the relation between socio-cultural adaptations among higher
education students with emotional maturity and self-efficacy. Keeping in view the
importance of the research need for exploring the relationship of socio-cultural
adaptation of higher education students with their self-efficacy and emotional, it is
planned to conduct the present study.
The purpose of the present study is to investigate, from a socio-cultural
perspective, the problems in adaptation and the factors that influence this process.
The study aims to make some positive addition to the increase of knowledge
connected with the socio-cultural adaptation of higher education students. Precisely,
it will try to gather clinching evidence through the sample of the study to know about
the socio-cultural adaptation of higher education students and will attempt to find out
if it has any relation with student’s self-efficacy and emotional maturity.
The present study would have implications for social policies approaches in
the areas of counselling, educational intervention programmes and mental health.
The present study will provide effective measures for psychological counselling of
students for their better adjustment in new culture and it is essential in order to save
the students from becoming emotionally and socially weak and maladjusted
personalities. The study will surely contribute toward improving the socio-cultural
adaptation of higher education students which in turn lead to their improved
academic achievement. The Counsellors and psychologists will be benefited from the
findings of the study, if and when some students are referred to them to enhance their
social and emotional maturity, to raise their confidence, to remove their problems of
anxiety and depression. It would also help the students to bring desired changes in
their socio-psychological behaviour. Even sociologists and social workers will be
benefitted by the findings of the study. They can plan ways to replenish the personal,

36
interpersonal and social adequacies of the students, if they are found wanting in these
traits.
1.5 Statement of the problem

In the present study an attempt has been made by the investigator to study the
socio-cultural adaptation, self-efficacy and emotional maturity of higher education
students which is titled as

SOCIO-CULTURAL ADAPTATION OF HIGHER EDUCATION

STUDENTS IN RELATION TO THEIR SELF-EFFICACY AND
EMOTIONAL MATURITY

1.6 Operational definition of the terms

The operational definitions of the terms used in the present study are:

Socio-cultural adaptation

Socio-cultural adaptation in the present study has been operationally

explained in terms of behavioural competence of higher education students in new
cultural milieu. It refers to student’s ability to manage or negotiate effective
interactions in new culture and is closely linked with culture-learning skills and
social skills. It can be measured in terms of student’s ability to perform daily-tasks
such as making friends, participation in social activities, performance in social
activities, performance in academic activities, language skills and ability to manage
everyday life-issues.

Self-efficacy

Self-efficacy is defined in terms of beliefs of higher education students about

their ability to organize and execute courses of action necessary to adapt a new
culture. It affects the level of motivation, quality of functioning, resilience to
adversity and vulnerability to stress and depression. Self-efficacy has a significant
impact on goals and accomplishments of students by influencing personal choices,
motivation and emotional reactions. In terms of thinking, a strong sense of self-
efficacy facilitates cognitive processes and performance in a new cultural milieu,
including the quality of decision – making and academic achievement.

37
Emotional maturity

The term emotional maturity indicates an individual’s capabilities and skills

that they need to function and survive in a new situation. It means the ability to
govern disturbing emotions, show steadiness and endure under pressure and to be
tolerant and free from neurotic tendencies. Emotionally mature person behaves
according to the accepted social values and ideals. As one grows mature his
emotional stability and depth of social adjustment, vocational and professional
aptitude, life's ambitions etc. go on developing.

Higher education students

In the present study, the students studying in both undergraduate and post-
graduate classes of three different streams namely Science and Technology,
Management and Social-sciences streams have been considered as higher education
students.

1.7 Objectives of the study

1. To explore socio-cultural adaptation, self-efficacy and emotional maturity of the

higher education students.

2. To find out the difference among higher education students in socio-cultural

adaptation, self-efficacy and emotional maturity on the bases of gender and stream.

3. To explore relationship between socio-cultural adaptation of higher education

students with self-efficacy and emotional maturity.

1.8 Hypotheses

1. There exists no significant difference among male and female higher education
students in socio-cultural adaptation.

2. There exists no significant difference among higher education students of different

streams in socio-cultural adaptation.

3. There exists no significant difference among male and female higher education
students in self-efficacy.

4. There exists no significant difference among higher education students of different

streams in self-efficacy.

5. There exists no significant difference among male and female higher education
students in emotional maturity.

38
6. There exists no significant difference among higher education students of different
streams in emotional maturity.

7. There exists no relationship between socio-cultural adaptation of higher education

students with self-efficacy and emotional maturity.

1.9 Delimitation of the problem

The study has been delimited to 300 higher education students studying in different
streams namely Science and Technology, Management and Social sciences of Lovely
Professional University, Phagwara (Punjab) only.

39
 CHAPTER II

METHOD AND PROCEDURE

Research methodology is one of the most important aspects of any study. It
describes the various steps to be adopted by the researcher in solving a research
problem in a systematic and logical way. A well defined procedure provides the
researcher a plan of action for selecting, collecting and analyzing the data
economically and effectively. It helps the researcher to proceed systematically while
conducting the research and ultimately saves the researcher‘s time, efforts and
money. It is necessary to adopt a systematic procedure to collect the relevant data.
The relevant data should be adequate in quantity and quality. It should be sufficient,
reliable and valid. The selection of techniques and devices for an investigation is
determined by the nature of the problem. The selection of proper method, tool and
technique is a very difficult task and must be handled with every caution, care and
consideration with respect to time, cost and procedure. The present chapter attempts
to describe all the key points as stated above. Presentation of this chapter follows the
below given sequence:

 Research method

 Sampling

 Tools

 Procedure of Data Collection

 Statistical techniques

2.1 Research Method

Keeping in view the research evidences, objectives and hypotheses; the
researcher followed descriptive survey method. According to Dr. Y.P. Aggarwal
(2008) descriptive research is devoted to the gathering of information about
prevailing conditions or situations for the purpose of description and interpretation.
This type of research method is not simply amassing and tabulating facts but includes
proper analyses, interpretation, comparisons, identification of trends and
relationships. Descriptive survey method is concerned with the description of data

40
and characteristics about a population. The goal is the acquisition of factual, accurate
and systematic data that can be used in averages, frequencies and similar statistical
calculations. A descriptive survey is selected because it provides an accurate
portrayal or account of the characteristics, for example behaviour, opinions, abilities,
beliefs, and knowledge of a particular individual, situation or group. Descriptive
research involves gathering data that describe events and then organizes, tabulates,
depicts, and describes the data collection. It can yeild rich data that lead to important
recommendations. Descriptive Survey Method is concerned not only with the
characteristics of individuals but with the characteristics of the whole sample thereof.
It provides information useful to the solutions of local issues or problems. Survey
may be qualitative or quantitative in verbal or mathematical form of expression; such
studies are factual and hence supply practical information. The survey research
employs applications of scientific method by critically analyzing and examining the
source materials, by analyzing and interpreting data, and by arriving at generalization
and prediction. Since, the present study was undertaken to study the socio-cultural
adaptation of higher education students. Hence, the descriptive survey research
method was adopted because the study aims at exploring the socio-cultural
adaptation of the higher education students and attempts to find out its relationship
with self-efficacy and emotional maturity.

2.2 Sampling
Sampling is the process of selecting units from a population of interest so that
by studying the sample we may fairly generalize our results back to the population
from which they were chosen. In order to achieve the objectives of the present study,
stratified sampling was utilized. In stratified sampling, the units are proportional to
their presence in the population. The population of higher education students was
divided into two different stratas on the basis of their gender and stream. In stratified
sampling, the units within each stratum are more or less homogeneous than are the
units within the entire population and from each of smaller homogenous groups
falling in each strata, predetermined number of units were drawn randomly. Thus, in
addition to randomness, stratification introduces a second element of control as a
means of increasing precision and representativeness.
All higher education students of Lovely Professional University constituted
the population for the present study. The sample of the study comprises of 300 higher

41
education students from three streams namely Science and Technology, Social
sciences and Management of Lovely Professional University. Sampling was done by
approaching male and female participants studying in different streams. It was
ensured that the sample is representative of the study population which was drawn
from the entire population. A sample of 300 higher education students from three
different streams was selected who belonged to either second, third and final year
students of their corresponding programs. One hunded student from each stream (50
males and 50 females) were selected randomly. The distribution of sample is shown
in the below given diagram:
Fig. 2.1

Sampling Design

300 higher
education students

100 Science and 100 Management 100 Social-science

Technology students students students

50 males 50 females 50 males 50 females 50 males 50 females

2.3 Tools
Tools are used for collection of certain type of information or evidence. The
tools are nothing but instruments that help the researcher to collect the data. These
tools help to analyze the responses of sample on related variables.

42
In order to collect data the following tools were used:
1. Socio-cultural adaptation scale constructed by the investigator.

2. Self efficacy scale by Singh, A. and Narain, S. (2014)

3. Emotional maturity scale by Singh, Y. and Bhargava, M. (1999)

2.3.1 Socio-cultural adaptation Scale

Socio-cultural adaptation scale is developed by the investigator to measure
the socio-cultural adaptation ability of the higher education students. The scale
carries 80 items in all, out of which 64 items reflect positive tendencies while 16
items are of opposite characters. The scale can be used on any higher education
students. The purpose of this scale is to assess the socio-cultural adaptation ability of
students of higher education. There are 80 items belonging to five dimensions which
assess the socio-cultural adaptation of higher education students. The scale is meant
for all higher education students. There is no time limit for completion of the scale.
There is no right or wrong answer. The items of Socio-cultural adaptation scale
(SCAS) represent five broad domains namely:
a. Cultural Empathy
b. Intercultural Transformation
c. Cultural Predisposition
d. Intercultural Communicative Competence
e. Intercultural Resilience.
Brief description of each domain is done below:
a. Cultural Empathy

Cultural empathy refers to an individual’s awareness and understanding of a

culture's characteristics and beliefs. It assesses the capacity to identify with the
feelings, thoughts and behaviour of individuals from different cultural backgrounds.
b. Intercultural Transformation

Intercultural transformation refers to changes occurring in an individual as a

result of cross-cultural transitions. For example, it can occur in the form of changes
in perceptions, attitudes, and behavioural patterns; changes in linguistic proficiency
and communicative competence; and changes in social, ethnic, or cultural identities.

43
c. Cultural Predisposition

Cultural Predisposition refers to explicit and tacit assumptions and

understandings, as well as other cognitive processes, including ways of thinking
commonly held by a group of people, or a particular configuration of assumptions
and understandings that are distinctive to a group.

d. Intercultural Communication Competence

Intercultural Communication Competence is the complex of abilities needed

to perform effectively and appropriately when interacting with others who are
linguistically and culturally different from oneself.
e. Intercultural Resilience

Intercultural Resilience means confronting the hard times, experiencing both

suffering and courage and effectively working through the difficulties both internally
and interpersonally while living in a new culture. It means dealing effectively with
mistakes, considering them as experiences for learning and growth.
TABLE 2.1 Areas of Socio-cultural adaptation scale (SCAS)

S. No. Areas Total no. of items

a. Cultural empathy 16
b. Intercultural Transformation 16
c. Cultural Predisposition 16
d. Intercultural communication competence 16
e. Intercultural Resilience 16
Total 80

Reliability of Socio-cultural adaptation Scale

The reliability of the Socio-cultural adaptation scale was determined by split
half method of reliability. It was found to be 0.71.
Validity of Socio-cultural adaptation scale
The validity of Socio-cultural adaptation scale was determined by face
validity based on the expert opinions which fulfills the criteria of face validity. At
first hundred statements were prepared. Socio-cultural adaptation scale was sent to
renowned subject experts. On the basis of their valuable suggestions some items
were deleted and modified. The scale was modified in the light of views obtained
from language and subject experts as well as research scholars. Finally the scale was
44
developed by reducing the number of statements from hundred to eighty. After that
the Socio-cultural adaptation scale was again sent to these experts and finally the
scale was declared valid for the study.
Scoring of Socio-cultural adaptation scale
There are eighty statements in this scale. Each of these statements have five
modes of rating; Always (AL), Most of the times (MT), Sometimes (ST), Rarely (R),
Never (N). The respondent has to select any one option of each statement as per
his/her degree of agreement toward a particular statement. The positive statements
are scored as Always (AL)=5, Most of the times (MT)=4, Sometimes (ST)=3, Rarely
(R)=2, Never (N)=1 and reverse is the case for the negative statements. To find out
the score of the respondent the weightages assigned to him/her on all items are
added. This sum forms the total score of the respondent. The maximum score one
can obtain on this test is 400. To know at which level of socio-cultural adaptation the
respondent stands, Table 2.2 needs to be consulted.
Table 2.2 SCAS-Interpretation table
S. NO Levels of Socio-cultural Range of Scores
adaptation
1 High Above 294
2 Moderate 248 to 294
3 Low Below 248

2.3.2 Self-efficacy Scale by Dr. Arun Kumar Singh & Dr. Shruti Narain(2014) :
For measuring self-efficacy of higher education students, self-efficacy scale
constructed by (Dr. Arun Kumar Singh & Dr. Shruti Narain) was used. The self-
efficacy scale has the following four dimensions:

a. Self-confidence- The faith in oneself and in one’s own abilities to perform a

certain task or to arrive at a certain goal.

b. Efficacy expectation- The conviction that the person himself or herself can
successfully produce the behaviors required to generate the particular outcome. It
determines how hard people will try and how long they will persist at a particular
behavior.

c. Positive attitude- Positive attitude means to keep a set of ideas, values and
thoughts that tend to look for the good, to advance and overcome problems, to find

45
the opportunities in every situation, and to look on the bright side of life. It also
means to have courage and exceed oneself, getting up whenever one falls.

d. Outcome expectation- It refers to a person’s belief that a given behaviour will lead
to a particular outcome.

TABLE 2.3 Areas of self-efficacy scale

S. No. Areas Total no. of items

a. Self-confidence 5
b. Efficacy expectation 5
c. Positive attitude 5
d. Outcome expectation 5
Total 20

TABLE 2.4
Division of the items
Sr. No. Division of Items Serial wise Item No. Total
1. Self-confidence 1, 2, 3, 4, 5 5
2. Efficacy expectation 6, 7, 8, 9, 10 5
3. Positive attitude 11, 12, 13, 14, 15 5
4. Outcome expectation 16, 17, 18, 19, 20 5
Total 20
TABLE 2.5
Positive Items 1, 2, 3, 5, 6, 7, 8, 9, 11, 13, 14, 15, 16, 17, 19, and 20
Negative 4, 10, 12 and 18
Items

Scoring:

The scoring of positive items of SE Scale was done by giving a score 5,4,3,2 or 1 for
Strongly agree, Agree, Agree, Neutral, Disagree and Strongly disagree respectively
and negative items were scored as 1,2,3,4 and 5 respectively.

46
 TABLE 2.6

Scoring System

Strongly Agree Neutral Disagree Strongly

agree disagree

Positive items 5 4 3 2 1
Negative 1 2 3 4 5
items

Reliability

The test-retest reliability was calculated and was found to be 0.82 and the split half
reliability was found to be 0.74. All reliability coefficients were significant at 0.1
level.

Validity

SE Scale was validated against the General Perceived Self-Efficacy Scale developed
originally in Gorman by Jerusalem and Schwarzer and adapted by Sud (1981) in
Hindi. The concurrent validity was found to be 0.92 which was significant.

Qualitative Interpretation:

The obtained scores on Self-efficacy can also be qualitatively interpreted as under:

TABLE 2.7

Qualitative Interpretation of scores of Self-efficacy scale

Scores Interpretation
85 and above High Self-efficacy
74-84 Average Self-efficacy
73 or less Poor Self-efficacy

2.3.3 Emotional Maturity Scale: For measuring emotional maturity of higher

education students, emotional maturity scale constructed by Dr. Dr. Yashvir Singh
and Dr. Mahesh Bhargava(1999) was used. The scale has the following five
dimensions:

a. Emotional stability
b. Emotional Progression

47
c. Social adjustment
d. Personality integration
e. Independence
Brief description of each domain is done below:
a. Emotional stability refers to the characteristics of a person that does not allow him
to react excessively or given to swings in mood or marked changes in any emotive
situation.
b. Emotional progression is the characteristics of a person that refers to a feeling of
adequate advancement and growing vitality of emotions in relation to the
environment to ensure a positive thinking imbued with righteousness and
contentment.
c. Social adjustment refers to a process of interaction between the needs of a person
and demands of the social environment in any given situation, so that they can
maintain and adapt a desired relationship with environment.
d. Personality integration is the process of firmly unifying the diverse elements of an
individual’s motives and dynamic tendencies, resulting in harmonious coactions and
de-escalation of the inner conflict in the undaunted expression of behaviour, whereas
disintegrated personality includes all those symptoms, like reaction, phobias
formation, rationalization, pessimism, immorality etc.
e. Independence is the capacity of a person’s attitudinal tendency to be self reliant or
of resistance to control by others, where he can take his decisions by his own
judgement based on facts by utilizing his intellectual and creative potentialities.
TABLE 2.8

Emotional maturity scale has a total of 48 items under the five categories given
below:

S.No. Areas Total No. of

items
a. Emotional Stability 10
b. Emotional Progression 10
c. Social Adjustment 10
d. Personality integration 10
e. Independence 8
Total 48
EMS is a self–reliant five point scale. Items of the scale are in question form
demanding information for each in either of the five options mentioned below:

48
V. much Much Undecided Probably Never

(5) (4) (3) (2) (1)

The items are so stated that if the answer is very much a score of 5 is given; for much
4; for undecided 3; and for probably 2 and for negative answer of never, a score of 1
is to be awarded. Therefore, the higher the score on the scale, greater the degree of
the emotional immaturity and vice-versa.

Reliability

The reliability of the scale was determined by: (i) Test-retest method, and (ii)
Internal Consistency.

(i) Test-retest reliability- The scale was measured for its test-retest reliability by
administering upon a group of collegiate students (N=150) including male and
female students aged 20-24 years. The time interval between the two testings was
that of six months. The product moment r between the two testings was .75.

(ii) Internal Consistency- The internal consistency of the scale was checked by
calculating the coefficient of correlations between total scores and scores on each of
the five areas. Table 1 given below shows the values of internal consistency.

TABLE 2.9

Internal Consistency of EMS (=98)

S. No. Areas r value

a. Emotional Stability .75
b. Emotional Progression .63
c. Social adjustment .58
d. Personality Integration .86
e. Independence .42

Validity

The scale was validated against external criteria, i.e. the Gha area of the adjustment
inventory for college students by Sinha and Singh. The inventory has ‘Gha’ area

49
measuring emotional adjustment of college students. The number of items of this
area is twenty one. Product moment correlation obtained between total scores on all
twenty one ‘Gha’ items and total scores on EMS was .64 (N=46).

TABLE 2.10

Interpretation of scores

Scores Interpretation
50-80 Extremely stable
81-88 Moderately stable
89-106 Unstable
107-240 Extremely unstable

4. Procedure of Data Collection

Data collection is a process of gathering of information on variables of
interest, in an established systematic fashion that enables one to test hypotheses and
evaluate outcomes. The data collection component of research is common to all
fields of study including physical and social sciences, humanities, business, etc.
While methods vary by discipline, the emphasis on ensuring accurate and honest
collection remains the same. The goal for all data collection is to capture quality
evidence that then translates to rich data analysis and allows the building of a
convincing and credible answer to questions that have been posed. For the present
study, data was collected through three different scales as per the objectives of the
present study.

The investigator selected the sample for collection of data as stated in this
chapter. Higher education students of three different streams of Lovely Professional
University namely Science and Technology, Management and Social sciences were
selected as the sample of the present study. Stream wise students were selected on
the basis of their residential background. Students of Punjab were not included in the
sample. Students with foreign origin and those belonged to different states of our
country excluding Punjab were considered to be included into the final sample. On
selection of the final sample the investigator prepared the schedule of data collection.
Investigator visited to various departments for getting permission from the
department heads. Rapport was established with section incharges and list of students

50
was collected. Investigator visited various departments for getting familiarized with
the identified students and comprehending them about the purpose of data collection.
The data collection schedule was framed, to the extent possible at the convenience of
the data providers and with adequate time to respond. In each visit only one research
tool could be administered. Thus, no. of visits were made to different departments for
the purpose of the collection of data. After collection of data, it was tabulated
according to different categories as per the objectives of the present study.

5. Statistical Techniques used

Statistical technique refers to an analytical technique that employs statistical

method. It is an assortment of methodologies for measurement and modeling of data.
Statistical techniques bring objectivity in interpretation and lead to reliability in
results.

Parametric statistical techniques were used in the present study. For exploring
group’s trend mean, percentage and quartile deviation were used and for determining
group difference two way ANOVA were used. Graphical representation of data is
done. The two-way analysis of variance (ANOVA) examines the influence of
categorical independent variables on one dependent variable. The two-way ANOVA
is used in the present study because there are two independent variables, self-efficacy
and emotional maturity and investigator has to examine their effects on dependent
variable i.e., socio-cultural adaptation. The two-way ANOVA can not only determine
the main effect of contributions of self-efficacy and emotional maturity but also
identifies if there is a significant interaction effect between these independent
variables.

For establishing relationship, linear and multiple correlation were put into
use. Coefficient of correlation was used to determine the relationship between socio-
cultural adaptation and self-efficacy and the relationship between socio-cultural
adaptation and emotional maturity. Co-efficient of multiple correlations was used for
determining relationship among socio-cultural adaptation, self-efficacy and
emotional maturity.

51
 CHAPTER III

ANALYSIS AND INTERPRETATION

Data analysis is considered to be an important step and heart of any research
work. After collection of data with the help of relevant tools and techniques, the next
logical step, is to analyze and interpret data with a view to arriving at empirical
solution to the problem. The data analysis for the present research was done
quantitatively with the help of both descriptive and inferential statistics. The
descriptive statistical techniques like percentage, mean, quartile deviation and for the
inferential statistics ANOVA (two way), coefficient of correlation and multiple
correlation were used during data analysis. The analysis and interpretation represents
the application of inductive and deductive logic to the research process. Analysis
means categorizing, manipulating of data to reach at solution of the research
problem. Interpretation calls for a critical examination of analysis. The tabulated data
has no meaning, unless it is analyzed and interpreted by applying appropriate
statistical techniques. Interpretation is essential for the simple reason that the
usefulness and utility of research findings lie in proper interpretation. It is only
through interpretation that the investigator can expose relations and processes that
underlie the findings.
Analysis of data means studying the tabulated information in order to
determine the inherent factors or meanings. It involves in breaking up the complex
factors into simpler ones and put the new arrangements for the purpose of
interpretation. The findings prove the tentative hypotheses and finally lead to
conclusion. The data analyses, results and interpretation of findings have been
presented through the statement of hypotheses and their testing. The present chapter
deals with the results and their corresponding interpretation in accordance with the
objectives and hypotheses. Presentation of this chapter follows the below given
sequence:
3.1 Socio-cultural adaptation, self-efficacy and emotional maturity of higher
education students
3.2 Group differences among higher education students on socio-cultural adaptation,
self-efficacy and emotional maturity on the basis of stream and gender
3.3 Relationship of socio-cultural adaptation with self-efficacy and emotional
maturity of higher education students

52
3.1.1 Result relating to socio-cultural adaptation of higher education students

First objective of the present study was to explore the socio-cultural

adaptation of the higher education students, to achieve this objective investigator has
collected data by using self-constructed Socio-cultural adaptation Scale. Socio-
cultural adaptation of higher education students is being explored in the form of
levels. To explore the level of socio-cultural adaptation, the data was collected using
self-constructed socio-cultural adaptation scale. The groups of students were formed
on the basis of Q1 and Q3, which were found to be 251 and 294 respectively. It
means the students having less than 251 will belong to low socio-cultural adaptation,
while those having scores between 251 and 294 fall in the average category. The
students having scores above 294 belong to high socio-cultural adaptation group.

This section deals with the socio-cultural adaptation of the higher education
male and female students. In order to explore the level of socio-cultural adaptation of
higher education male and female students; the data pertaining to socio-cultural
adaptation is presented as follows:

3.1.1.1 Mean score of Socio-cultural adaptation of the higher education male and
female students in different streams

3.1.1.2 Percentage wise level of Socio-cultural adaptation of the higher education

male and female students in different streams

Table 3.1.1.1

Data relating to Socio-cultural adaptation in different streams

Stream Stream-wise Mean Score

Composite
Gender Science and Management Social Mean Score
Technology sciences
Male 275.64 273.26 276.38 275.09
Female 279.58 265.84 265.04 270.15
Total 277.61 269.55 270.71 272.62
Table no 3.1.1.1 depicts the data relating to socio-cultural adaptation of the
higher education students of different streams. Referring to the Science and
Technology stream, the mean score of socio-cultural adaptation of male and female
are 275.64 and 279.58 respectively. Females are more socio-culturally adapted than
males and thus, it can be interpreted that females possess better socio-cultural
adaptation capabilities than males.

53
In Management stream, the mean score of socio-cultural adaptation of male and
female are 273.26 and 265.84 respectively. Here, males possess better socio-cultural
adaptation abilities than females.

In Social sciences stream, the mean score of socio-cultural adaptation of male and
female are 276.38 and 265.04 respectively. Here, male higher education students
possess better socio-cultural adaptation abilities than females.

A look at the table shows that mean score of male and female students of all the
streams are 275.09 and 270.15 respectively. The mean score of all the higher
education students (males and females) is 272.62. By referring test norm the scores
fall on moderate category. This indicates that both male and female higher education
students fall on average category with regard to their socio-cultural adaptation.
However, though each of the group belong to the average category but the females
appear to be little superior to males which is evident from the observed scores. On
the basis of above stated data, this can be stated that both male and female higher
education students irrespective of streams do possess moderate level of socio-cultural
adaptation. This can be further explained that both male and female higher education
students employ more or less same techniques such as assimilation, integration etc.
for their socio-cultural adaptation.

The data given in table 3.1.1.1 can also be represented as below:

280

275

270
Male
Female
265 Total students

260

255
Science and Management Social All streams
Technology sciences

3.1.1.1 Graphical representation of mean score of higher education students in

socio-cultural adaptation of different streams

54
 The data presented in table 3.1.1.1 shows the stream wise mean score of socio-
cultural adaptation. A look at the graph shows clearly that the female students of
Science and Technology students possess better socio-cultural adaptation in
comparison to other stream students. This may be due to their greater exposure to
new cultural situations and better level of awareness about new culture’s
characteristics and beliefs.

TABLE 3.1.1.2

Gender and stream wise percentage of students in different levels of socio-

cultural adaptation

Percentage of male and female students in different levels of socio-cultural adaptation in

different streams

Stream
Science& Management Social sciences All streams
Technology (Composite)
Gender
High Av. Low High Av. Low High Av. Low High Av. Low
30 52 18 28 50 22 28 50 22 28.6 50.6 20.6
Male

28 60 12 28 36 36 16 54 30 24 50 26
Female

Total 29 56 15 28 43 29 22 52 26 24.7 52 23.3

(male+

female)

Table no. 3.1.1.2 depicts the data relating to the percentagewise representation of
students in different streams at different levels of socio-cultural adaptation. Table is
preceded by four graphs showing the levels of socio-cultural adaptation in different
streams. A look at the table shows that in Science and Technology stream, 30%
males belong to the high level of socio-cultural adaptation whereas 28% females
belong to the same group. In totality, 56% students (both male and females) of this
stream belong to the average level of socio-cultural adaptation, 29% to the high level
and 15% to the low level. Thus, maximum students belong to the average socio-
cultural adaptation level.

55
In Management stream, 28% males as well as 28% females belong to the high level
of socio-cultural adaptation. Thus, both males and females possess equal level of
abilities for socio-cultural adaptation. In totality, 28% students belong to the high
level, 43% to average level and 22% to the lower socio-cultural adaptation level.

In Social sciences stream, 28% males and 16% females belong to the high level of
socio-cultural adaptation whereas 50% males and 54% females belong to the average
level of socio-cultural adaptation. In totality, 22% students belong to the high level,
52% to the average level and 26% to the lower level.

The table 3.1.1.2 also depicts the percentagewise socio-cultural adaptation of all the
higher education students (both male & female) of different streams. Here, 24.7%
students belong to the high socio-cultural adaptation group, 52% to the average
socio-cultural adaptation group and 23.3 to the low level of socio-cultural adaptation
group.

Thus, by exploring the trend, it can be said that maximum students belong to the
average level of socio-cultural adaptation. They possess the average level of
awareness and understanding of new culture’s characteristics and beliefs. They
accept the changes in attitude, and behavioural patterns, changes in language
proficiency and changes in cultural identities. The students possess the average level
of intercultural communication competence to eradicate the borders of differences
and challenges. They possess the ability to consider the challenges in new cultural
situation as a source of further development.

The data represented in the table 3.1.1.2 is preceded by the following four graphs:

56
 60

50

40

High
30
Average
Low
20

10

0
Male Female Total students

3.1.1.2 (i) Graphical representation of percentagewise level of higher education

students in socio-cultural adaptation in Science and Technology stream

50

45

40

35

30
High
25 Average
20 Low

15

10

0
Male Female Total students

3.1.1.2 (ii) Graphical representation of percentagewise level of higher education

students in socio-cultural adaptation in Management stream

57
 60

50

40
High
30 Average
Low
20

10

0
Male Female Total students

3.1.1.2 (iii) Graphical representation of percentagewise level of higher education

students in socio-cultural adaptation in Social sciences stream

60

50

40
High
30 Average
Low
20

10

0
Male Female Total students

3.1.1.2 (iv) Graphical representation of percentagewise level of higher education

students in socio-cultural adaptation in all streams

58
3.1.2 Results relating to self-efficacy of higher education students

The first part of the second objective of the present study was to explore the
self-efficacy of the higher education students, to achieve this objective researcher has
collected data by using Self-efficacy scale by Dr.Arun Kumar Singh and Dr. Shruti
Narain (2014). Self-efficacy of higher education students is being explored in the
form of levels.

This section deals with the self-efficacy of the higher education male and
female students. In order to analyze the level of self-efficacy of higher education
male and female students; the data pertaining to self-efficacy is presented in the
tables according to the following sequence:

3.1.2.1 Mean score of Self-efficacy of the higher education male and female students
in different streams

3.1.2.2 Percentage wise level of Self-efficacy of the higher education male and
female students in different streams

TABLE 3.1.2.1

Data relating to Self-efficacy in different streams

Stream Stream-wise Mean Score

Composite
Gender
Science Management Social Mean Score
andTechnology sciences
Male 78.58 76.22 80.36 78.39
Female 76.08 78.08 75.32 74.49
Total 77.33 77.15 77.84 77.44

Table no 3.1.2.1 depicts the data relating to self-efficacy of the higher education
students of different streams. In Science and Technology stream, the mean score of
self-efficacy of male and female are 78.58 and 76.08 respectively. Thus, males
possess better self-efficacy beliefs than females. The male higher education students
of the Science and Technology students have high level of self-confidence in their
abilities to perform a certain task or to arrive at a certain goal.

59
In Management stream, the mean score of self-efficacy of male and female are 76.22
and 78.08 respectively. Here, females possess better self-efficacy than males.

In Social sciences stream, the mean score of self-efficacy of male and female are
80.36 and 75.32 respectively. Here, male higher education students possess better
self-efficacy than females.

The mean score of all the higher education students (males and females) is 77.44. A
look at the table shows that mean score of male and female students of all the
streams are 78.39 and 74.49 respectively. By referring test norm the scores fall on
average self-efficacy category. This reflects that both male and female do possess the
average level of self-efficacy. Both male and female students possess the positive
attitude and keep a set of ideas, values and thoughts that tend to look for the good, to
advance and overcome problems and look on the bright side of life. They have the
moderate level of self-confidence in his/ her own abilities to perform a certain task or
to arrive at a certain goal. They sustain their efforts in the face of failures.

81
80
79
78
Science & Technology
77
Management
76
Social sciences
75
74 All streams

73
72
71
Male Female Total

3.1.2.1 Graphical representation of mean score of higher education students

in self-efficacy of different streams

The graphical representation of table 3.3 shows the stream wise mean score of self-
efficacy. A look at the graph shows clearly that the male students of Science and
Technology students possess better self-efficacy beliefs in comparison to other
stream students. This may be due to their greater exposure to challenging situations.

60
 TABLE 3.1.2.2

Gender and stream wise percentage of students in different levels of self-efficacy

Percentage of male and female students in different levels of self-efficacy in different streams

Stream

Science and Technology Management Social sciences All

streams(compostite)
gender
High Av. Low High Av. Low High Av. Low High Av. Low

26 42 32 14 48 38 40 34 26 26.7 41.3 32
Male
20 38 42 28 32 40 16 36 48 21.3 35.3 43.3
Female

Total 23 40 37 21 40 39 28 35 37 24 38.3 37.7

(male+

female)

Table no. 3.1.2.2 depicts the data relating to the percentagewise representation of
students in different streams at different levels of self-efficacy. Table is preceded by
four graphs showing the levels of socio-cultural adaptation in different streams. A
look at the table shows that in Science and Technology stream, 26% males belong to
the high level of self-efficacy whereas 20% females belong to the same group. In
totality, 40% students (both male and females) of this stream belong to the average
self-efficacy level, 23% to the high level and 37% to the low level. Thus, maximum
students belong to the average self-efficacy level.

In Management stream, 14% males and 28% females belong to the high level of self-
efficacy. In totality, 21% students belong to the high level, 40% to average level and
39% to the lower self-efficacy level.

In Social sciences stream, 40 % males and 16% females belong to the high self-
efficacy level whereas 34% males and 36% females belong to the average self-
efficacy level. In totality, 28% students belong to the high level, 35% to the average
level and 37% to the lower level.

61
The table 3.4 also depicts the percentagewise self-efficacy of all the higher education
students (both male & female) of different streams. Here, 24% students belong to the
high self-efficacy group, 38.3% to the average self-efficacy group and 37.7 to the
low self-efficacy group.

Thus, by exploring the trend, it can be said that maximum students belong to the
average self-efficacy level. They possess the average level of self-confidence that
their efforts lead to a particular outcome. Both male and female students possess the
positive attitude and keep a set of ideas, values and thoughts that tend to look for the
good, to advance and overcome problems difficult situations. They sustain their
efforts in the face of failures.

The data represented in table 3.1.2.2 is preceded by the following four graphs:

45
40
35
30
Science and Technology
25
Management
20
Social science
15
10
5
0
Male Female Total

3.1.2.2 (i) Graphical representation of percentagewise level of higher education

students in self-efficacy in Science and Technology stream

62
 50
45
40
35 Science and
Technology
30
25 Management

20
Social sciences
15
10
5
0
High Average Low

3.1.2.2 (ii) Graphical representation of percentagewise level of higher education

students in self-efficacy in Management stream

50
45
40
35
30 Science and Technology
25 Management
20
Social sciences
15
10
5
0
High Average Low

3.1.2.2 (iii) Graphical representation of percentagewise level of higher education

students in self-efficacy in Social sciences stream

63
 45

40

35

30
Science and Technology
25
Management
20
Social sciences
15

10

0
High Average Low

3.1.2.2 (iv) Graphical representation of percentagewise level of higher education

students in self-efficacy in all streams

3.1.3 Results relating to emotional maturity of higher education students

The second part of the second objective of the present study was to explore the
emotional maturity of the higher education students, to achieve this objective
researcher has collected data by using Self-efficacy scale by Singh and Bhargava
(1999). Emotional maturity of higher education students is being explored in the
form of levels.

This section deals with the emotional maturity of the higher education male
and female students. In order to analyze the level of emotional maturity of higher
education male and female students; the data pertained to emotional maturity is
presented in the tables according to the following sequence:

3.1.3.1 Mean score of Emotional maturity of the higher education male and female
students in different streams

3.1.3.2 Percentage wise level of Emotional maturity of the higher education male and
female students in different streams

64
 TABLE 3.1.3.1

Data relating to Emotional maturity in different streams

Stream Stream-wise Mean Score

Composite
Gender
Science and Management Social Mean Score
Technology sciences
Male 90.2 87 88.6 88.6
Female 88.4 85.2 86.2 86.6
Total 89.2 86.1 87.4 87.6

Table no 3.1.3.1 depicts the data relating to emotional maturity of the higher
education students of different streams. Referring to the Science and Technology
stream, the mean score of emotional maturity of male and female are 90.2 and 88.4
respectively. Thus, males are emotionally mature in comparison of females of this
stream.

In Management stream, the mean score of emotional maturity of male and female are
87 and 85.2 respectively. By referring the test norms, the scores fall on the
moderately stable category. Here, females are emotionally mature in comparison to
males. Both male and female higher education students possess the moderate level of
social adaptability.

In Social sciences stream, the mean score of emotional maturity of male and female
are 88.6 and 86.2 respectively. Here, male higher education students possess better
emotional maturity than females.

The mean score of all the higher education students (males and females) is 87.6. A
look at the table shows that mean score of male and female students of all the
streams are 88.6 and 86.6 respectively. By referring test norm the scores fall on
moderately stable emotional maturity category. This reflects that both male and
female do possess the moderate level of emotional maturity. Thus, both male and
female students possess the average capacity to dispose off problems for one’s daily
life. They usually show the average level of social adaptability.

65
 91

90

89

88
Science & Technology
87 Management
86 Social sciences

85 All streams

84

83

82
Male Female Total

3.1.3.1 Graphical representation of mean score of higher education students in

emotional maturity of different streams

The graphical representation of table 3.3 shows the stream wise mean score of
emotional maturity. A look at the graph shows clearly that the female students of
Management stream possess better emotional maturity in comparison to other stream
students. This may be due to their greater exposure to challenging situations.

TABLE 3.1.3.2

Percentagewise representation of students of different levels of Emotional

maturity in different streams

Stream

Science& Technology Management Social sciences All streams

E.S. M.S. U.S. EU E.S M.S. U.S. E.U. E.S. M.S. U.S. E.U. E.S. M.S. U.S. E.U.
Gender
% % % % % % % % % % % % % % % %

12 32 26 26 8 36 18 38 12 34 26 26 7.3 38.7 28 24.7

Male

8 46 36 14 2 42 26 30 8 44 36 14 5.3 43.3 30.7 22

Female

Total 10 39 31 20 5 39 22 34 10 39 31 20 6.3 41 29.3 23.3

66
Table no. 3.1.3.2 depicts the data relating to the percentagewise representation of
students in different streams at different levels of self-efficacy. Table is preceded by
four graphs showing the levels of emotional maturity in different streams. A look at
the table shows that in Science and Technology stream, 12% males belong to the
extremely stable level of emotional maturity whereas 8% females belong to the same
group. In totality, 39% students (both male and females) of this stream belong to the
moderate emotional stability level, 10% to the extremely stable level, 31% to the
unstable level and 20% to the extremely unstable level of emotional maturity. Thus,
maximum students belong to the moderately stable emotional maturity level.

In Management stream, 8% males and 2% females belong to the extremely stable

emotional maturity level. In totality, 5% students belong to the extremely stable
level, 39% to moderate level, 22% to the unstable level and 34% to the extremely
unstable emotional maturity level. The higher education students belonging to
unstable and extremely unstable emotional maturity level show quick changing and
unreliable responses showing irritability, stubbornness.

In Social sciences stream, 12% males and 8% females belong to the extremely stable
emotional maturity level. In totality, 10% students belong to the extremely stable
level, 39% to moderate level, 31% to the unstable level and 20% to the extremely
unstable emotional maturity level.

The table 3.1.3.2 also depicts the percentagewise emotional maturity level of all the
higher education students (both male & female) of different streams. Here, 6.3%
students belong to the extremely stable emotional maturity level, 41% to the
moderate level, 29.3% to the unstable level and 23.3% to the extremely unstable
emotional maturity level.

Thus, by exploring the trend, it can be said that maximum students belong to the
moderate emotional maturity level. They possess the average level of social
adjustment and able to maintain a harmonious relationship with their social world.
Both male and female students possess the attitudinal tendency to be self-reliant or of
resistance to control by others. Probably, they take decisions based on their own
judgement based on facts by utilizing their intellectual and creative potentials.

67
 50

45

40

35
Extremely stable
30
Moderately stable
25
Unstable
20
Extremely unstable
15

10

0
Male Female Total students

3.1.3.2 (i) Graphical representation of percentagewise level of emotional

maturity of higher education students in Science and Technology stream

45

40

35

30
Extremely stable
25 Moderately stable
20 Unstable
Extremely unstable
15

10

0
Male Female Total students

3.1.3.2 (ii) Graphical representation of percentagewise level of emotional

maturity of higher education students in Management stream

68
 45

40

35

30
Extremely stable
25 Moderately stable
20 Unstable
Extremely unstable
15

10

0
Male Female Total students

3.1.3.2. (iii) Graphical representation of percentagewise level of emotional

maturity of higher education students in Social sciences stream

45

40

35

30
Extremely stable
25 Moderately stable
20 Unstable
Extremely unstable
15

10

0
Male Female Total students

3.1.3.2 (iv) Graphical representation of percentagewise level of emotional

maturity of higher education students in all three streams

69
3.2 Differences among higher education students on socio-cultural adaptation,
self-efficacy and emotional maturity on the basis of stream and gender
One of the objectives of the present study was to find out the differences
among higher education students on socio-cultural adaptation, self-efficacy and
emotional maturity on the basis of stream and gender. To fulfil this objective,
investigator has performed Two way ANOVA. Presentation of this section follows
the below given sequence:
3.2.1 Results relating to difference among higher education students in socio-cultural
adaptation.

3.2.2 Results relating to difference among higher education students in Self-efficacy.

3.2.3 Results relating to difference among higher education students in Emotional

maturity.

3.2.1 Results relating to difference among higher education students in socio-

cultural adaptation

This section deals with the difference among higher education students in
socio-cultural adaptation on the bases of gender and stream. In order to find out the
difference of socio-cultural adaptation of higher education male and female students;
the data pertaining to socio-cultural adaptation is presented as follows:

Table 3.2.1

ANOVA showing differences among higher education students in Socio-cultural

adaptation

SOURCE OF Df Sum of Mean Sum F Table value

VARIATION Squares (SS) of Squares F
(MSS)
Gender 1 1830.27 1830.27 2.09 3.87
Streams 2 3797.31 1898.65 2.17 3.03
Interaction 2 3149.12 1574.56 1.8 3.03
(Gender ×
Stream)
Error 294 256893.74 873.79
Total 299 265670.4367

Table 3.2.1 shows that the calculated value of ‘F’ for gender is lower than its
tabulated value at 0.05 level of significance. It indicates that there is no significant

70
difference between male and female higher education students in socio-cultural
adaptation. Thus, the hypothesis “There exists no significant difference among male
and female higher education students in socio-cultural adaptation” is accepted.

The calculated value of F for stream is lower than its tabulated value at 0.05
level of significance. It indicates that there is no significant difference among
Science and Technology, Management and Social sciences higher education students
in socio-cultural adaptation. Thus, the hypothesis, “There exists no significant
difference among higher education students of different streams in socio-cultural
adaptation” is accepted.

Since the F ratios of gender and stream (interaction) are insignificant, post hoc test
will not be performed to further analyze the gender and stream effect.

3.2.2 Results relating to difference among higher education students in self-

efficacy

This section deals with the difference among higher education students in
self-efficacy on the bases of gender and stream. In order to find out the difference of
self-efficacy of higher education male and female students; the data pertaining to
self-efficacy is presented as follows:

Table 3.2.2
ANOVA showing differences among higher education students in Self-efficacy

SOURCE OF Df Sum of Mean Sum F Table value F

VARIATION Squares of Squares
(SS) (MSS)
Gender 1 268.85 268.85 3.07 3.87
Streams 2 25.62 12.81 0.15 3.03
Interaction 2 608.93 304.46 3.57* 3.03
(Gender ×
Stream)
Error 294 25784.52 87.70
Total 299 26687.92
*Significant at 0.05% level
Table 3.2.2 shows that the calculated values of ‘F’ for gender and stream are
lower than their tabulated value of F. Since these ratios are insignificant both for
gender and stream at 0.05, post hoc test will not be used to further analyze the gender
and stream effect. The calculated ‘F’ value between gender and stream (interaction)
is found to be 3.57, which is significant at 0.05 level of significance. Based on the
above table value, the detailed gender difference in different streams is done below:

71
Post hoc analysis for interaction (gender x stream)

Table 3.2.2.1

Comparison of mean self-efficacy scores among different streams in each

gender group

Gender Science & Management Social Critical difference at

Technology science 5% level
Male 78.58 76.22 80.36 2.13

Female 77.22 78.08 75.32 2.13

Table 3.2.2.1 shows the comparison of male and female students self-efficacy
among different streams. It is clear that in each of the male and female sections, the
self-efficacy is not the same in any of the two streams. In the male section, the self-
efficacy of Social-Sciences stream is the best, followed by Science and Technology
and then Management. But, on the other hand, same trend is not observed in the
female section. The self-efficacy female is found best in Management, followed by
Science and Technology and then Social science. Thus, the hypothesis “There exists
no significant difference among higher education students of different streams in
self-efficacy” is rejected.

Table 3.2.2.2

Comparison of mean self-efficacy scores between male and female in each

stream

Male Female Mean Critical

Gender difference difference at 5%
Streams level
Science and 78.58 77.22 1.36 2.13
Technology
Management 76.22 78.08 1.86 2.13
Social Science 80.36 75.32 5.04 2.13

Table 3.2.2.2 shows the comparison of male and female students self-efficacy
scores in each stream. On comparing the mean differences of male and female
students self efficacy scores of Science and Technology and Management streams
with critical difference at 0.05 level, it is found insignificant. In Social science
stream, the mean difference of male and female self-efficacy score is found
significant at 0.05 level. It indicates that male have better self-efficacy in comparison
to female higher education students. Thus, the hypothesis “There exists no
significant difference among male and female higher education students in self-
efficacy” is rejected.

72
3.2.3 Results relating to difference among higher education students in
emotional maturity

This section deals with the difference among higher education students in
emotional maturity on the bases of gender and stream. In order to find out the
difference of emotional maturity of higher education male and female students; the
data pertaining to emotional maturity is presented as follows:

Table 3.2.3

ANOVA showing differences among higher education students in Emotional

maturity

SOURCE OF df Sum of Mean Sum F Table value F

VARIATION Squares of Squares
(SS) (MSS)
Gender 1 30.72 30.72 0.04 3.87
Streams 2 126.75 63.37 0.08 3.03
Interaction 2 3424.88 1712.44 2.05 3.03
(Gender ×
Stream)
Error 294 245535.64 835.15
Total 299 249117.99

Table 3.2.3 shows that the calculated value of ‘F’ for gender is lower than its
tabulated value at 0.05 level of significance. It indicates that there is no significant
difference between male and female higher education students in emotional maturity.
Thus, the hypothesis “There exists no significant difference among male and female
higher education students in emotional maturity” is accepted. The calculated value of
F for stream is lower than its tabulated value at 0.05 level of significance. It indicates
that there is no significant difference among Science and Technology, Management
and Social sciences higher education students in emotional maturity. Thus, the
hypothesis, “There exists no significant difference among higher education students
of different streams in emotional maturity” is accepted.

Since the F ratios of gender and stream (interaction) are insignificant, post hoc test
will not be performed to further analyze the gender and stream effect.

73
3.3 Relationship of socio-cultural adaptation with self-efficacy and emotional
maturity of higher education students.
One of the objectives of the present study was to examine the relationship of
socio-cultural adaptation of the higher education students with self-efficacy and
emotional maturity. To fulfill this objective, investigator has calculated both linear
and multiple coefficient of correlation. Presentation of this section follows the below
given sequence. 3.3.1 Stream wise representation of coefficient of correlation
3.3.2 Coefficient of correlation of all higher education students (composite)
TABLE 3.3.1
Data representing Coefficient of correlation(r) and coefficient of multiple
correlation (R) for different streams
*significant at0.01 level
Stream
Science and Technology Management Social sciences
Gender
Variables Variables Variables

Dep. Independent Dep. Independent Dep. Independent

Var. Variable Var. Variable Var. Variable

Dep Ind Ind Dep. Ind. Ind. Dep. Ind. Ind.

Socio- Self- Emotional Socio- Self- Emotional Socio- Self-efficacy Emotional
cultural efficacy maturity cultural efficacy maturity cultural maturity.
adaptation adaptatio adaptati
n on

r12 r13 r23 r12 r13 r23 r12 r13 r23

0.49* 0.36* 0.21 0.31* 0.27** 0.29** 0.42* 0.29** 0.65*

Male N N N
R1.23 R1.23 R1.23
0.55* 0.36* 0.42*
50 50 50

r12 r13 r23 r12 r13 r23 r12 r13 r23

0.43* 0.25 0.39* 0.26 0.39* 0.09 0.45* 0.38* 0.23

Female
R1.23 50 R1.23 50 R1.23 50
0.42* 0.43 0.52*

Male + r12 r13 r23 r12 r13 r23 r12 r13 r23
female
(Total) 0.46* 0.47* 0.30* 0.17 0.30* 0.19** 0.46* 0.33* 0.47*
100 100 100
R1.23 R1.23 R1.23
0.57* 0.32* 0.45*
**significant at 0.05 level

Table no. 3.3.1 shows the relationship between Socio-cultural adaptation

(dependent variable) with both the independent variables namely Self-efficacy and
Emotional maturity. To find out the relationship, both single and multiple coefficient
of correlation were calculated.

74
 A look at the above table reflects that, referring to the table values of male,
female and the total (male+female) higher education students of Science and
Technology stream the coefficient of correlation (r12) between Socio-cultural
adaptation and Self-efficacy are found to be 0.49, 0.43 & 0.46 respectively, which
are significant at 0.01 level. This indicates that there exists a positive relationship
between Socio-cultural adaptation of the male and female higher education students
of Science and Technology stream with their Self-efficacy. This further can be
explained that self-efficacy has positive influence on socio-cultural adaptation of
higher education students of Science and Technology students. It revealed that
increase in self-efficacy is accompanied by increase in the socio-cultural adaptation.

Referring to the table values of male and the total (male+female) higher
education students of Science and Technology stream, the coefficient of correlation
(r13) between Socio-cultural adaptation and Emotional maturity are found to be
0.36,& 0.47 respectively, which are significant at 0.01 level. For female students, the
value of coefficient of correlation (r13) is found 0.25, which is insignificant at 0.05
level. This indicates there exists a positive relationship between Socio-cultural
adaptation of higher education students of Science and Technology stream with their
Emotional maturity. This further can be explained that emotional maturity have
positive influence on socio-cultural adaptation of higher education students of
Science and Technology stream. This indicates that higher the emotional maturity,
higher the socio-cultural adaptation of the students.

Referring to the table values of female and the total (male+female) higher
education students of Management stream the coefficient of correlation (r12) between
Socio-cultural adaptation and Self-efficacy are found to be 0.26 & 0.17 respectively,
which are found insignificant at 0.05 level. This indicates that there exists a no
relationship between Socio-cultural adaptation of the female and total higher
education students of Management stream with their Self-efficacy. This further can
be explained that self-efficacy has no influence on socio-cultural adaptation of higher
education students of Management stream. Only for males, the value of coefficient of
correlation (r12) is found significant at 0.01 level.

Referring to the table values of male, female and the total (male+female)
higher education students of Management stream the coefficient of correlation (r13)

75
between Socio-cultural adaptation and Emotional maturity are found to be 0.27, 0.39
& 0.30 respectively. The value of coefficient of correlation (r13) for male students is
found significant at 0.05 level whereas for females and for total (male+ female), it
was found significant at 0.01 level. This indicates there exists a positive relationship
between Socio-cultural adaptation of higher education students of Management
stream with their Emotional maturity. This further can be explained that emotional
maturity has positive influence on socio-cultural adaptation of higher education
students Management stream. This indicates that higher the emotional maturity,
higher will be the socio-cultural adaptation of the students.

Referring to the table values of male, female and the total (male+female)
higher education students of Social sciences stream the coefficient of correlation (r12)
between Socio-cultural adaptation and Self-efficacy are found to be 0.42, 0.45 &
0.46 respectively, which are significant at 0.01 level. This indicates that there exists a
positive relationship between Socio-cultural adaptation of the male female higher
education students of Social sciences stream with their Self-efficacy. This further can
be explained that socio-cultural adaptation has positive influence on self-efficacy of
higher education students of Social sciences students. Positive influence establish
positive relation higher the self-efficacy, higher the socio-cultural adaptation.

Referring to the table values of male, female and the total (male+female)
higher education students of Social sciences stream the coefficient of correlation (r13)
between Socio-cultural adaptation and Emotional maturity are found to be 0.29, 0.38
& 0.33 respectively. The value of coefficient of correlation (r13) for male students is
found significant at 0.05 level whereas for females and for total (male+ female), it
was found significant at 0.01 level. This indicates there exists a positive relationship
between Socio-cultural adaptation of higher education students of Social sciences
stream with their Emotional maturity. This further can be explained that emotional
maturity have positive influence on socio-cultural adaptation of higher education
students of Social sciences stream. This indicates that higher the emotional maturity,
higher the socio-cultural adaptation of the students.

Table no 3.2.1 also shows the calculated value of multiple coefficient of

correlation between socio-cultural adaptation with self-efficacy and emotional
maturity of male and female higher education students in different streams.

76
 A detailed study of the table reflects that, referring to the table values of
male, female and the total (male+female) higher education students of Science and
Technology stream the multiple coefficient of correlation (R1.23) of socio-cultural
adaptation with self-efficacy and emotional maturity are found to be 0.55, 0.42 and
0.57, respectively. These values are significant at 0.01 level of significance. Hence, it
may be interpreted that the self-efficacy and emotional maturity have significantly
influence on socio-cultural adaptation of higher education students of Science and
Technology stream.
Referring the table values of male, female and the total (male+female) higher
education students of Management stream the coefficient of multiple correlation
(R1.23) of socio-cultural adaptation with self-efficacy and emotional maturity are
found to be 0.36, 0.39 and 0.32 respectively. These values are significant at 0.01
level of significance. Hence, it may be interpreted that the self-efficacy and
emotional maturity have significantly influence on socio-cultural adaptation of
higher education students of Management stream.
Referring the table values of male, female and the total (male+female) higher
education students of Social sciences stream, the coefficient of multiple correlation
(R1.23) of socio-cultural adaptation with self-efficacy and emotional maturity are
found to be 0.42, 0.52 and 0.45 respectively. These values are significant at 0.01
level of significance. Hence, it may be interpreted that the self-efficacy and
emotional maturity have significantly influence on socio-cultural adaptation of
higher education students of Social sciences stream.
On the basis of the above results, this can be stated that self-efficacy and
emotional maturity have positive correlation with the socio-cultural adaptation of
higher education students. Both the variables affect the socio-cultural adaptation of
higher education students. If students have high level of both self-efficacy and
emotional maturity, then students will have higher socio-cultural adaptation.

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 TABLE 3.3.2
Data representing Coefficient of correlation(r) and coefficient of multiple
correlation (R) of all higher education students (composite)

Stream
All three streams combined
Gender
Variables

Dependent Independent

Dep. Ind. Ind. N

Socio-cultural Self-efficacy Emotional
adaptation maturity
r12 r13 r23

0.21 150
Male 0.36* 0.36*
R1.23
* 0.47

r12 r13 r23

Female 150
0.29* 0.36* 0.27
R1.23

*0.39

Male + r12 r13 r23

female
0.36* 0.31* 0.33 300
R1.23
*0.50

*significant at 0.01 level of significance

Table 3.3.2 shows the relationship of socio-cultural adaptation with self-

efficacy and emotional maturity. A look at the table reflects that, referring to the
table values of male, female and the total (male and female) higher education
students of Science and Technology, Management and Social sciences streams
combined, the coefficient of correlation (r12) between Socio-cultural adaptation and
Self-efficacy are found to be 0.36, 0.20 and 0.36 respectively, which are significant

78
at 0.01 level. This indicates there exists a positive relationship between Socio-
cultural adaptation of the male, female and the total (male and female) higher
education students of Science and Technology, Management and Social sciences
streams with their Self-efficacy. This further can be explained that both self-efficacy
and emotional maturity have positive influence on socio-cultural adaptation of the
higher education students. This indicates that higher the self-efficacy, higher will be
the socio-cultural adaptation. Also, higher the emotional maturity, higher will be the
socio-cultural adaptation of students.

A look at the table reflects that, referring to the table values of male, female
and the total (male and female) higher education students of Science and
Technology, Management and Social sciences streams combined, the coefficient of
correlation (r13) between Socio-cultural adaptation and Emotional maturity are found
to be 0.36, 0.36 and 0.31 respectively, which are significant at 0.01 level. This
indicates there exists a positive relationship between Socio-cultural adaptation of the
male, female and the total (male and female) higher education students of Science
and Technology, Management and Social sciences streams with their Self-efficacy.
This further can be explained that both self-efficacy and emotional maturity have
positive influence on socio-cultural adaptation of the higher education students. This
indicates that higher the self-efficacy, higher will be the socio-cultural adaptation.
Also, higher the emotional maturity, higher will be the socio-cultural adaptation of
higher education students.

Referring to the table values of male, female and both (male and female)
higher education students of Science and Technology, Management and Social
sciences streams, the coefficient of multiple correlation (R1.23) of socio-cultural
adaptation with self-efficacy and emotional maturity are found to be 0.47, 0.39 and
0.50 respectively, which are significant at 0.01 level of significance. Hence, it may
be interpreted that both the self-efficacy and emotional maturity have significant
positive correlation with socio-cultural adaptation of higher education students.
The above results indicate that the calculated values of co-efficient of
correlation of socio-cultural adaptation with self-efficacy and emotional maturity of
higher education students are positive. On the basis of these results, it can be stated
that self-efficacy and emotional maturity positively correlated with the socio-cultural
adaptation of higher education students. If students have high level of self-efficacy

79
and emotional maturity, then students will achieve higher level of socio-cultural
adaptation. This is evident from the group trend.
In the light of above analysis and interpretation, the hypothesis “ There exists
no relationship between socio-cultural adaptation of higher education students with
self-efficacy and emotional maturity” is rejected because significant positive
correlation was found between socio-cultural adaptation and self-efficacy and socio-
cultural adaptation and emotional maturity.

80
 CHAPTER IV

CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS

4.1 Conclusions

Conclusion is essential part of an investigation as it is the chance to have last

word on the subject. On the basis of analysis and interpretation of data, the
investigator enlists the following conclusions:

1. The higher education students both males and females irrespective of the
disciplines possess moderate level of socio-cultural adaptation. Also, the students of
all streams namely Science and Technology, Management and Social sciences are
found to be in moderate self-efficacy category. By exploring the trend, it can be said
that maximum students belong to the moderate emotional maturity level. They
possess the average level of social adjustment and able to maintain a harmonious
relationship with their social world. Both male and female students possess the
attitudinal tendency to be self-reliant or of resistance to control by others. Probably,
they take decisions based on their own judgment based on facts by utilizing their
intellectual and creative potentials.

2. Results indicated that no difference found among Science and Technology,

Management and Social sciences higher education students in socio-cultural
adaptation.

Results indicated that significant difference was found in male and female
higher education students in their self-efficacy. In Science and Technology and
Management streams negligible difference is found in the self-efficacy of male and
female higher education streams whereas in Social sciences stream, significant
difference was found. The male higher education students are found better in
comparison to females in self-efficacy.

Results indicated that there is no significant difference among Science and

Technology, Management and Social sciences higher education students in
emotional maturity. Subbarayan and Visvanathan (2011) found that the sex,
community and the family type did not play any role in the emotional maturity of the
college students. Singh et al.(2012) examined the emotional maturity among

81
university students. The results with regard to male non-sportspersons and female
non-sportspersons revealed significant differences on emotional instability,
emotional regression, social maladjustment, personality disintegration, lack of
independence and emotional maturity (total).

3. A look at the data analysis indicates that positive correlation was found
between self-efficacy and socio-cultural adaptation of higher education students of
Science and Technology, Management and Social sciences streams. Milstein (2005)
found positive correlation between perceived communication self-efficacy and self-
reported success of sojourn. Zhao (2010) found positive relationship between
students self-efficacy and their socio-cultural adjustment.

Positive correlation was found between socio-cultural adaptation and

emotional maturity of higher education students in Science and Technology,
Management and Social sciences streams. This further can be explained that
emotional maturity have positive influence on socio-cultural adaptation of higher
education students of Science and Technology stream. This indicates that higher the
emotional maturity, higher is the socio-cultural adaptation of the students. Mahmoudi
(2012) conducted a study to examine the adjustment level of the post graduate
Students. Results revealed high positive correlation between emotional maturity and
overall adjustment.

On the basis of these results, it can be stated that self-efficacy and emotional
maturity positively correlated with the socio-cultural adaptation of higher education
students. If students have high level of self-efficacy and emotional maturity, then
students will achieve higher level of socio-cultural adaptation. This is evident from
the group trend.

4.2 Recommendations

The major findings of the study and the conclusions drawn help the
researcher to suggest and recommend the measures for improving the level of socio-
cultural adaptation of higher education students in designing educational programs
and activities which may strengthen the socio-cultural adaptation of the higher
education students. The present study has its implications for educational

82
administrators, counselors, teachers, students and curriculum framers. The study
enlists the following recommendations:
1. In the present study, it is found that students of higher education with different
cultural background other than the host culture are not advanced in their socio-
cultural adaptation. Efforts need to be made by the administrators, teachers and
university authorities for making students getting familiarized with the host culture.
2. Adjustment of students could be in terms of cultural aspect, the socialization
process, interaction, communication, and responding to conflict. The University
should organize an Orientation program for all new students before the start of their
stay in the University. During the orientation session, students should be informed
about school regulations, academic resources available to them oncampus, and the
various student activities they may take part in.
3. Administration should supervise properly the needs of the higher education
students and provide them with the necessary support system to overcome
shortcomings. It is strongly recommended that the university should have guidance
and counseling centre for the students to solve the problems of socio-cultural
adaptation. There should be feedback session for higher education students by which
their level of socio-cultural adaptation can be explored.
4. To improve socio-cultural adaptation of higher education students, it is also
recommended that cultural programs be organized by the University authorities. The
program should include a regular flow of local culture-related film showings,
seminars, cultural shows and food festival.
5. Self-efficacy of students can be enhanced by verbal persuasion. Teachers can
boost self-efficacy with credible communication and feedback to guide the student
through the task or motivate them to make their best efforts.
6. It is recommended that teachers should model the behavior of students of other
than host culture. Modeling is effective in increasing self-efficacy because it can
provide explicit information about how to acquire a skill and can raise the student’s
expectation that he/she can master the skill.
7. The students should be motivated towards their work because motivation increases
self-confidence which enhances the self-efficacy of an individual.
7. In the present study the emotional maturity of higher education students is found
to be of moderately stable category. It is recommended that the students should take
the responsibility of their decisions, constructively criticize himself/herself, and be

83
sensitive to the feelings of others and they should try to find solutions in difficult
situations.

4.4 Suggestions

Every investigator after completing the research becomes aware of the area
in which further research is needed and which may be taken up for research by other
investigator. The following suggestions for further research that could be undertaken
by prospective researcher are given as follow:

1. The study can be applied to a wider sample for broad generalization of findings.

2. A more comprehensive study including students from other higher education

institutions should be conducted.

3. Study may be conducted for exploring various strategies adopted by higher

education students for socio-cultural adaptation.

4. Study may be conducted by using other methodologies such as longitudinal and

experimental study. Studies may be conducted to enhance the socio-cultural
adaptation of higher education students.

5. Another similar study taking into account other variables such as demographic
characteristics, life satisfaction and personality variables would contribute to better
understanding of the socio-cultural adaptation.

6. Study can be conducted on socio-cultural adaptation of international students.

7. Study can be extended by taking into consideration the exploration of various

strategies such as assimilation, separation and integration etc. used by higher
education students for socio-cultural adaptation.

84
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