Intelligence and Social Adjustment among Secondary School Students of Arunachal Pradesh: Evidence from Papum Pare District

Abstract

Intelligence and social adjustment are two aspects of adolescent development that can affect the way that students understand, react and adapt in their educational and social settings. The present study was aimed to investigate the relationship between Intelligence and Social adjustment of secondary school students of Papum Pare district in Arunachal Pradesh. Descriptive survey design and correlational approach was used. The population of the study consisted of 850 students in class X from 30 secondary and higher secondary schools. The Group Test of Intelligence (GGTI) developed by Ahuja was used for assessment of intelligence and social adjustment was assessed by using social adjustment dimension of the Adjustment Inventory for School Students (AISS) developed by Sinha and Singh. Data was analysed using descriptive statistics and Pearson's product–moment correlation. The students' mean intelligence score was 107.93 (SD = 9.66) and their mean score on the social-adjustment scale was 19.02 (SD = 8.46). The results showed moderate negative correlation between intelligence with social-adjustment score (r = −0.54). Negative correlations mean that higher scores (better) on the social-adjustment measure were correlated with higher intelligence among the students, since lower scores (better) on the social-adjustment measure were correlated with higher intelligence among the students. The results reveal the importance of cognitive functioning for adolescents' social functioning and emphasize the importance of providing educational settings where cognitive development and healthy social adjustment go hand in hand.