CHAPTER 1
INTRODUCTION
During the past few decades home environment had been identified as being a
contributing factor in a child’s educational, cognitive and affective development. Researchers
typically separate elements of the home environment into two major categories; social and
physical (Casey, Bradley, Nelson & Whaley, 1988; Wachs, 1989).
Crow and Crow (1965) describes that home is the primary societal unit. Family
relationships play an important role in an individual’s life pattern from early childhood through
adulthood. Much of an individual’s personality patterning originates at home. Not only does the
child inherit certain family potentialities, but during his developing years, his attitudes, beliefs,
ideals and overt behavior reflects the influences on him of home experiences.
Crow and Crow (1965) state that, the fulfillment of a child’s basic psychological and
physical needs is the primary responsibility of his or her family. The degree of successful
adjustment achieved by the child in his family relationships depends on various factors of
influence. Of these, special attention is diverted towards traditional parental attitudes toward child
rearing (rigid versus permissive), emotional reactions of family members (emotionally stable
versus disturbed), and the socioeconomic status of the home (middle and upper versus lower
class).
Peck (1958) thinks that the child reared in a rigid home tends to be submissive but
resentful of restrictions on his freedom; the permissively reared child is likely to be aggressive
and outgoing. The child of emotionally stable parents can be expected to exhibit well-controlled
behavior reaction; the child of emotionally disturbed parents are of those who display inconsistent
attitudes toward him may become a confused or frustrated individual, reflecting in his own
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behavior the personality defects to which he has been exposed. As a result of an eight year
longitudinal study of adolescent character development, he concluded that the personality
characteristics of the subjects of the study were “significantly related to the emotional
relationships and the disciplinary patterns which they experienced in living with their parents.”
Kundu (1989) concludes that, a close emotional relationship between parents and the
child affects the inculcation of effective emotional relationship. Rejection and broken homes in
the form of separation divorce, desertion, and death of a parent or denial of advantages of
privileges, punishment, threats and humiliation, poor socioeconomic conditions also affect the
social adjustment and behavior of the child.
Because of its pre-eminence the family probably has the greatest influence on a child’s
future life than any other agent. All schools of thought, involved in the study of personality are in
agreement that child imitates his parents; his acquisition of pictures of social roles and his
tendency to act out in later relationship are all associated with his interaction with his parents.
This interaction lets us comprehend the resultant personality characteristics, if dealt with, in a
particular parents-behavior toward child rather than in a general theoretical way.
Family life, in other words, is a general morale pattern, including satisfaction of parents
with each other and with the home situation, but likely to involve also the inconsistency of
discipline, differing standards by parents, quarrels between parents, etc. As family is a strong
socializing agent, it becomes obvious that child takes on the roles of his family members i.e., the
parents in particular. When we say that child acquires roles from his family then, it is evident that
a low-morale home does not start him off on a favorable path.
Kagan et al. (1998) state that, parents also influence their children through their own
characteristics. Children come to conclusions about themselves, often incorrect, because they
assume that since they are biological offspring of their mother and father, they possess some of
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the qualities that belong to their parents. This emotionally tinged belief is called identification,
and it is the basis for national pride, loyalty to ethnic and religious groups. Thus, if a parent is
perceived by her child as affectionate, just and talented, the child assumes that he or she, too,
probably possesses one or more of these desirable traits and as a result, feels more confident than
she has a right to given the evidence. By contrast, the child who perceives a parent who is
rejecting, and without talent, feels shame because he assumes that he probably is in possession of
some of these undesirable characteristics. Support for this claim is the fact that all children
become upset if someone criticizes their family. The anxiety or anger that follows such criticism
is strong because children assume, unconsciously, that criticism of their parents is also a criticism
of them
Kagan et al, (1998) describes that it is rare to find a belief that all societies, ancient and
modern share. No society claims that the family’s influence on the child is without significance.
This degree of consensus implies that it might be a universal truth.
(NICHD Early Child Care Research Network, 1998) studied more than one thousand
children of United States from ten different cities who were raised at home and some attended
daycare centers for varied amounts of time. The main result was that the family had the most
important influence on the three-year-old child’s personality and character.
Rathbum, Divirglio & Waldfogel (1958) describe that the power of parental behavior is
seen in the fact that some children who were orphaned and made homeless by war were able to
regain intellectual and social skills they failed to develop during their early privation if they were
adopted by nurturing families
Crow and Crow (1965) think that family’s socioeconomic status can exert a powerful
influence on a young person’s developing personality. Not only is the adolescent of an
economically underprivileged home denied many of the privileges and enriching experiences
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enjoyed by upper- and middle-class children but his life values are affected by parental ambitions
for him.
Kohn (1959) conducted a study of the social class values of four families with children in
the fifth grade of public and parochial schools in Washington, D.C. In his conclusions Kohn
suggests that parents of all social classes have values that are related to their social class and
parents think that it is important for their children to develop traits of honesty, obedience, and
consideration for others. He found that working-class mothers indicated a deep appreciation for
such qualities as neatness and cleanliness. They rate high those qualities that make for
respectability. Middle-class parents are greatly concerned with values associated with internal
standards that govern individual relationships with people including one self. Happiness is high
on the value list for boys by middle-class mothers; working-class mother’s rate honesty and
obedience before happiness for their sons and place happiness first for their daughters.
Swatantra (1971) on the basis of the findings contained in the individual case histories,
found the following factors to be the causes of aggression in children: (a) poor relations between
parents and children, parents’ inconsistency of behavior, nagging, ridiculing, beating, attitude of
domination, laissez-fair towards children results in aggressive behavior; (b) discord among
parents affecting the peace of mind of the children. Parental non-adjustments and emotional
outburst adversely affect children’s behavior; (c) her study shows that 68% of the cases showing
aggressive behavior came from families living from hand to mouth and the economically
depressed ones; (d)of the aggressive children studied, 40% are the first born, 32% the second
born, 12% the youngest born, and 16% the others. Almost all the aggressive children had bad
relations with their siblings, particularly their younger’s; (e) 48% of the aggressive children came
of the parents who received education only up to different classes of primary school stage, or
quite illiterate.
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As the above mentioned researches indicate the importance of home environment for
individuals’ development, the researcher, found it interesting to explore the influences of different
indices of home environment on students’ personality and academic achievement. Some
researches relating to the effects of family’s income, socioeconomic status and parental
education, on students, had been conducted in Pakistan, but the researcher found very few
researches on family relations and structure of the family. Similarly the researcher could found no
research in Pakistan, finding the cause and effect relationship between the structure of the family
and students’ personality and achievement. The present research was aimed to throw light on the
effectiveness of these variables as well.
Statement of the study
Student’s cognitive and affective development is the major aim of education, thus
understanding of factors that affect student’s academic achievement and personality development
is necessary, hence, the problem to be investigated in this study was effect of home environment
on personality and academic achievement of students of grade 12 in Rawalpindi Division.
Significance of the study
Since the emergence of modern research methodologies in the field of education it has
always been a matter of interest and importance to identify the factors that affect students’
personality and achievement. During different periods of history emphasis continued to change
and shift from one aspect to the other and in this regard various factors have been identified
during the last few decades. Literature review suggests that home environment is an important
area of study in educational psychology. During the past several decades home environment has
been identified as being a contributing factor in child’s educational development. The home
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environment and family process provide a network of social, physical, and intellectual forces,
which affect the students’ learning.
Verna & Campbell (1999) state that different learning environment is created by families
from different socioeconomic classes that affect the child’s academic achievement. The family
process includes, supportive atmosphere, supervising homework, providing supplementary
reading materials, and providing tutor, and if possible facility of computer
Powell (1963) concludes that many of the values, attitudes, and interests that are part of an
individuals’ adult behavior had their beginnings and indeed were often fully crystallized through
the early influences of home and family. Family experiences have far reaching implications for
adolescents’ lives outside the family- in relationship with peers, teachers, and other adults, in
school performance; and in eventual occupational choice and degree of success. The emotional
atmosphere of the family, the way in which parents train their children and the opportunities and
demands family life presents for normal development are present from early life, continue their
influence in adolescence and shape the future course of adolescents’ lives.
Education includes the influences deliberately planned, chosen and employed by the
community for the welfare of its coming generations. The purpose is to modify the behavior of
the child and to shape his personality in a desirable way.
This study by exploring the factors which influence the students’ academic achievement and
personality development will help the teachers, parent, administrators, curriculum planners and
policy makers to coordinate in an effective way so that our students can have a sound personality
and better academic achievement after completing their formal education.
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Objectives of the study
1. To find out the effect of home environment on students’ personality
2. To find out the effect of socioeconomic status on students’ personality.
3. To find out the effect of family relations on students’ personality.
4. To find out the effect of gender on students’ personality.
5. To find out the effect of parents education on students’ personality.
6. To find out the effect of family’s income on students’ personality.
7. To find out the effect of family size on students’ personality.
8. To find out the effect of birth order on students’ personality.
9. To find out the effect of family type on students’ personality.
10 To find out the effect of home environment on students’ academic
achievement
11 To find out the effect of socioeconomic status on students’ academic achievement.
12 To find out the effect of family relations on students’ academic achievement.
13 To find out the effect of gender on students’ academic achievement.
14 To find out the effect of parents education on students’ academic achievement.
15 To find out the effect of family’s income on students’ academic achievement.
16 To find out the effect of family size on students’ academic achievement.
17 To find out the effect of birth order on students’ academic achievement.
18 To find out the effect of family type on students’ academic achievement.
Hypotheses of the study
Following Null hypotheses were formulated to achieve the objectives of the study:
H01.
There is no significant effect of home environment on students’
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achievement.
H02.
There is no significant effect of home environment on the personality of
students.
H03
There is no significant effect of home environment on the openness
factor of students’ personality.
H04.
There is no significant effect of home environment on the emotional
stability factor of students’ personality
H05.
There is no significant effect of home environment on the extroversion factor of
students’ personality.
H06.
There is no significant effect of home environment on the conscientiousness
factor of students’ personality.
H07.
There is no significant effect of home environment on the agreeableness factor of
students’ personality.
H08.
There is no significant effect of parents’ socioeconomic status on students’
achievement.
H09.
There is no significant effect of parent’s socioeconomic status on the personality
of students.
H010.
There is no significant effect of parent’s socioeconomic status on the openness
factor of students’ personality.
H011.
There is no significant effect of parent’s socioeconomic status on the emotional
stability factor of students’ personality.
H012.
There is no significant effect of parent’s socioeconomic status on the
extroversion factor of students’ personality.
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H013.
There is no significant effect of parent’s socioeconomic status on the
conscientiousness factor of students’ personality.
H014.
There is no significant effect of parent’s socioeconomic status on the
agreeableness factor of students’ personality.
H015.
There is no significant effect of family relations on students’ achievement.
H016.
There is no significant effect of family relations on students’ personality.
H017.
There is no significant effect of family relations on openness factor of students’
personality.
H018.
There is no significant effect of family relations on emotional stability factor of
students’ personality.
H019.
There is no significant effect of family relations on extroversion factor of
students’ personality.
H020.
There is no significant effect of family relations on conscientiousness factor of
students’ personality.
H021.
There is no significant effect of family relations on agreeableness factor of
students’ personality.
H022.
There is no significant effect of gender on students’ achievement.
H023.
There is no significant effect of gender on students’ personality.
H024.
There is no significant effect of gender on openness factor of students’
personality.
H025.
There is no significant effect of gender on emotional stability factor of students’
personality.
H026.
There is no significant effect of gender on extroversion factor of students’
personality.
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H027.
There is no significant effect of gender on conscientiousness factor of students’
personality.
H028.
There is no significant effect of gender on agreeableness factor of students’
personality.
H029.
There is no significant effect of father’s education on students’ achievement.
H030.
There is no significant effect of father’s education on students’ personality.
H031.
There is no significant effect of father’s education on openness factor of students’
personality.
H032.
There is no significant effect of father’s education on emotional stability factor of
students’ personality.
H033.
There is no significant effect of father’s education on extroversion factor of
students’ personality.
H034.
There is no significant effect of father’s education on conscientiousness factor of
students’ personality.
H035.
There is no significant effect of father’s education on agreeableness factor of
students’ personality.
H036.
There is no significant effect of mother’s education on students’ achievement.
H037.
There is no significant effect of mother’s education on students’ personality.
H038.
There is no significant effect of mother’s education on openness factor of
students’ personality.
H039.
There is no significant effect of mother’s education on emotional stability factor
of students’ personality.
H040.
There is no significant effect of mother’s education on extroversion factor of
students’ personality.
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H041.
There is no significant effect of mother’s education on conscientiousness factor
of students’ personality.
H042.
There is no significant effect of mother’s education on agreeableness factor of
students’ personality.
H043.
There is no significant effect of the income of the family on the achievement of
students.
H044.
There is no significant effect of the income of the family on students’ personality.
H045.
There is no significant effect of the income of the family on openness factor of
students’ personality.
H046.
There is no significant effect of the income of the family on emotional stability
factor of factor of students’ personality.
H047
There is no significant effect of the income of the family on extroversion factor
of students’ personality.
H048.
There is no significant effect of the income of the family on conscientiousness
factor of students’ personality.
H049.
There is no significant effect of the income of the family on agreeableness factor
of students’ personality.
H050.
There is no significant effect of family size on student's achievement.
H051.
There is no significant effect of family size on student's personality.
H052.
There is no significant effect of family size on openness factor of student's
personality.
H053.
There is no significant effect of family size on emotional stability factor of
student's personality.
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H054.
There is no significant effect of family size on extraversion factor of student's
personality.
H055.
There is no significant effect of family size on conscientiousness factor of
student's personality.
H056.
There is no significant effect of family size on agreeableness factor of student's
personality.
H057.
There is no significant effect of birth order on student’s achievement.
H058.
There is no significant effect of birth order on student's personality.
H059.
There is no significant effect of birth order on openness factor of student's
personality.
H060.
There is no significant effect of birth order on emotional stability factor of
student's personality.
H061.
There is no significant effect of birth order on extroversion factor of student's
personality.
H062.
There is no significant effect of birth order on conscientiousness factor of
student's personality.
H063.
There is no significant effect of birth order on agreeableness factor of student's
personality.
H064.
There is no significant effect of family type on student’s achievement
H065.
There is no significant effect of family type on student's personality.
H066.
There is no significant effect of family type on openness factor of student's
personality.
H067.
There is no significant effect of family type on emotional stability factor of
student's personality.
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H068.
There is no significant effect of family type on extroversion factor of student's
personality.
H069.
There is no significant effect of family type on conscientiousness factor of
student's personality.
H070.
There is no significant effect of family type on agreeableness factor of student's
personality.
Delimitations of the study
1. The present study was delimited to the students of grade 12 only.
2. The present study was delimited to the science students only.
3. The present study was delimited to the students of those government colleges which were
affiliated with the Board of Intermediated and Secondary Education Rawalpindi.
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Theoretical Framework of the study
Family Relations
Personality
(1) Relations Among
husband & wife
(2) Relations
among
siblings
(3) Relations
among
children & parents
Socioeconomic Status
Family
Home
Environment
(1) Parents’ education
(2) Income of the family
(3) Material possessions
Size of the family
Birth Order
Achievements
Family Type
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Methodology of the study
Population
Population of the study includes students of F.sc from Govt. colleges of Rawalpindi division,
who appeared in the intermediate examination (part 1) 2006, at the Board of Intermediate and
Secondary Education Rawalpindi.
Sample
Sample of the study comprise 724 students of F.sc part 11 from different colleges of Rawalpindi
division.
Sampling technique
Cluster sampling technique was used for the selection of the sample of the study.
Instruments used
For the measurement of personality a Five Factor Personality Inventory was used. To measure the
family relationships, the Index of Family Relations developed by Hudson(1982) was used. A
demographic variable information performa was used to collect information about other variables
of the study.
Tabulation of Data
Analysis of variance (ANOVA) and t-test were used to test the hypotheses of the study.
Definition of terms
Family
Clausen (1966) says that the family, has a definable composition and a reasonably stable
organization of joint activities, role relationships and definite values and goals”
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Types of Families
The families fall in to the following categories
1. Nuclear family
2. Extended family
Nuclear Family; The nuclear family is the family with a single married couple along with their
children
Extended Family; It is understood to be a family in which three generations (grandparents,
parents & children) live within the same house hold. An extended family therefore consists of
parents, grand parents, aunts, uncles, brothers, sisters and some times cousins living together as a
unit.
Socioeconomic Status
(Orr & Dinur,1995; Adler et al.1994; Ornstein & Levin, 1993).describe that
socioeconomic status refers to the family’s socioeconomic state; parent’s education, fathers
occupations, income and housing value, servant facility, transport and material facilities at home.
American Academy of Pediatrics states that, socio economic status is a complex concept
consisting of two aspects; one aspect includes resources, such as education, income and wealth
and the other includes status or rank, a function of relative position in a hierarchy, such as social
class.
Personality
.Hall & Lindzey (1991) state that personality may be defined in terms of attributes or
qualities, that are highly typical of an individual and is an important part of the overall impression
created on others.
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Five Factor Model of Personality
(i) Openness: this factor indicates how creative, original and imaginative a person is.
(ii) Extroversion: this factor measures the extent to which an individual is sociable, active,
optimistic and fun loving
(iii) Conscientiousness: this state reflects how methodical, well organized and dutiful a person is
(iv) Emotional stability: it indicates one’s capacity to remain calm and composed and being free
from traits which carry negative and emotional tone.
(v) Agreeableness: it indicates how helpful, trusting, kind and cooperative a person is
Achievement
Achievement refers to students’ academic achievement scores on Higher Secondary School part I
annual examination of the Board of Intermediate and Secondary Education Rawalpindi.
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