CHAPTER-V

DISCUSSION

The present study has produced a few essential results that have implications for
both research and practice. On the strength of analysis and interpretation of data and
discussion of results, now the researcher is in a position to draw some conclusions.
Therefore, this chapter deals with the main findings, discussion of results, implications
and suggestions for further research that are presented in the same sequence.

5.1 MAIN FINDINGS

1. It is found that there exist no significant relationship among Emotional intelligence,

level of aspiration, personality factors and academic performance of adolescents.
Therefore, it was concluded that there is no inter-correlation among Emotional
intelligence, level of aspiration, personality traits and academic performance of
adolescents.
2. It is found that the correlation coefficient between Emotional Intelligence and
Aspiration of adolescents is not significant. Hence, it is concluded that there is no
significant relationship exists between Emotional Intelligence and Aspiration.
3. It is found that Emotional Intelligence and Personality are not expressively associated
to each other. Hence, it is concluded that there is no correlation between Emotional
intelligence and personality factors of adolescents.
4. It is found that Emotional Intelligence and Academic performance of adolescents is
positively and significantly associated to each other. So it could be concluded that
adolescents have higher Academic performance if they have higher level of
Emotional Intelligence. It can be interpreted that higher the emotional intelligence
score, higher the Academic performance of adolescents and vice versa.
5. It is found that correlation between level of Aspiration and Personality is not
significant. So it could be concluded that there is no correlation between Level of
aspiration and personality factors of adolescents.
6. It is found that the correlation value between level of Aspiration and academic
performance is less than required value to be significant. Hence, it is concluded that
there is no any significant correlation between level of Aspiration and academic
performance of adolescents.
7. It is found that there is positive and strong significant relationship between
Personality and Academic Performance. Hence, it is concluded that adolescents who
have more score on personality scale will have higher academic performance.
Therefore, it can be inferred that higher the Personality score, higher the Academic
Performance and vice versa.
8. It is found that the coefficient of correlation between Emotional Intelligence and
Neuroticism trait is negatively and significantly associated with Emotional
Intelligence. Hence, it is interpreted that EI is the important variable in development
.e. Neuroticism. Therefore, it is concluded that
adolescents have high neuroticism level if they have high emotional intelligence
score.
9. It is found that correlation coefficient value between Emotional intelligence and
extraversion trait was less that required value to be significance. Hence it is
concluded as there exists no relationship between Emotional intelligence of
adolescents and extraversion.
10. It is found that EI and Openness to experience was positively and significantly
correlated to each other. Hence, it could be concluded that Adolescents with relatively
higher level of Emotional intelligence will have higher level of openness to
experience trait. It was interpreted that Emotional Intelligence was the best predictor
of Openness to Experience trait.
11. It is found that Level of Aspiration and Neuroticism are strongly and positively
associated to each other. Hence, it is concluded that Adolescents with relatively
higher level of aspiration will have more neuroticism trait level. It is also interpreted
that aspiration was the best predictor of neuroticism.
12. It is found that there was negative correlation between Level of aspiration and
extraversion. Therefore, it is interpreted that level of aspiration is the best predictor of
 extroversion. Hence, it is concluded that Adolescents with relatively higher level of
Aspiration will have lower level of extraversion.
13. It is also found that coefficient of correlation between Level of Aspiration and
Openness to Experience of adolescents was less than minimum required value for
significance. Consequently, it can be concluded that there is no significant
relationship found between Level of aspiration and openness to experiences of
adolescents.
14. It is found that correlation between Academic Performance and neuroticism is less
than the required value to be significant. Hence, it is concluded that there exists no
correlation between academic performance of adolescents and neuroticism trait level
15. It is found that the correlation coefficient between Academic Performance and
Extroversion found to be not significant. Therefore, concluded that there is no any
correlation between Adolescents academic performance and their level of
extraversion trait.
16. It is found that there was relatively strong and positive correlation between Academic
Performance and Openness to Experience score. Therefore, it is interpreted that there
is positive and significant correlation between Academic performance of adolescents
and openness to experience. Hence, it is concluded that Academic Performance is one

personality and emerged as a better predictor of Openness to Experience.

17. It is found that there is significant difference between the female and male
adolescents regarding emotional intelligence and also found that females are more on
the emotional intelligence than their counter part. Hence, it is concluded that sex of
adolescents has impact on their EI.
18. It is found that urban and rural adolescents does not differ significantly to each other.
Hence, it could be concluded as locality (area of residency) has no impact on
Emotional intelligence of adolescents.
19. It is found that female and male adolescents do not differ significantly on their
Aspiration level. Hence, it is concluded that sex do not has any impact on Aspiration
level of adolescents.
20. It is found that urban and rural adolescents are not significantly differs to each other
on Level of Aspiration. Hence, it can be concluded that locality do not affect
Aspiration level of adolescents.
21. It is found that there is a significant difference in academic performance between the
group of female and male adolescents. Females are superior to males in academic
performance. Hence, it can be concluded that sex of adolescents has impact on their
academic performance.
22. It is found that rural adolescents and urban adolescents does not differ significantly.
Hence, it is concluded that residency or locality of adolescents does not has effect on
their academic performance.
23. It is found that there was no statistically significant difference in Neuroticism trait
between female and male adolescents. Hence, it is concluded that sex of adolescents
do not has influence on their Neuroticism trait.
24. It is found that there exist no significant difference between female and male
adolescents regarding extroversion dimension of personality. Therefore, it is
concluded that sex of adolescents do not has influence on their extroversion level.
25. It is found that there was a significant difference in Openness to experience trait of
female and male adolescents and level of openness to experience trait of female
adolescents is higher than male adolescents. Hence, it is concluded that female are
superior to the male regarding the Openness to experience of dimension of
personality.
26. It is found that adolescents belonging to urban area reported significantly more
neuroticism factor of personality than the adolescents from rural area. Hence, it is
concluded that urban adolescents are superior to rural adolescents on neuroticism or
in other word area of residency of adolescents influence their neuroticism level.
27. It is also found that rural and urban adolescents differ on extraversion dimension of
personality and rural adolescents reported more on extraversion dimension than the
urban adolescents. Hence, it could be concluded that the area of residency affect
extraversion level of adolescents.
28. It is found that there was no significant difference between rural and urban
adolescents with respects to degree of openness to experience. Hence, it could be
 concluded that area of residency of adolescents do not has impact on their openness to
experience dimension of personality.

5.2 DISCUSSION OF THE RESULTS

The present study is directed on adolescent students in respect to emotional

intelligence, level of aspiration and academic performance in relation to their type of
personality traits. The research findings of the current study showed that there is no inter-
correlation among Emotional intelligence, level of aspiration, personality traits and
academic performance of adolescents. The results of multiple correlation analysis showed
that there was no inter-correlation between Emotional intelligence, level of aspiration,
and academic performance of adolescents with their personality traits. It is suggested that
these variable do not make changes in the level of personality traits.

When these variables tested separately by linier correlation it is found that the
correlation of Emotional Intelligence with Aspiration is not significant.

It is also observed that correlation between emotional intelligence and type of

personality of adolescents is not significant. The finding of the present study is
inconsistent with the findings of Mandal M.B. (2017), Dehghanana H., Abdollahib H.
and Rezaeic M. (2014), Atta et al (2013), Andi H.K. (2012), Nawi and Redzuan (2011),
and Nawi et al. (2015) in their study they found that emotional intelligence is positively
and meaningfully related with four traits of personality i.e., extraversion, agreeableness,
conscientiousness as well as openness but it is found that EI was negatively associated
with neuroticism. Lopes, Salovey and Straus (2002) reported emotional intelligence
strongly associated with the big five personality dimensions, mainly extraversion and
neuroticism. This is also in tandem with the findings of Bracket and Mayer (2003) in
their study they reported emotional intelligence is moderately associated with openness to
experience but highly significantly related with rest of traits i.e., neuroticism,
extraversion, agreeableness and conscientiousness. This finding is not unforeseen
because the individual who are high in agreeableness and extraversion personality traits
create better interpersonal relationships; that help to understand emotions and feelings of
others.

The present study also supports the previous studies that documented Emotional
Intelligence and Academic performance of adolescents is positively and significantly
associated to each other, Carolyn MacCann et al. (2020), Venkteshwar and Warrier
(2016), Malik and Shahid (2016) reported direct relationship between Emotional
Intelligence and Academic performance and the EI increases GPA. This is also similar
with the findings of Roy et al. (2013) they reported emotional intelligence is positively
correlated with academic achievement motivation. This finding of the study is as
expected because high emotional intellectual person are well self-regulated and their
decision making capacity is quite good.

Social and emotional learning programmes broadly based on the EI model of

Goleman known to increase academic performance, with meta-analysis by Durlak et
al.(2011) representing that such programmes lead to an 11-percentile improvement in
academic performance. Social and emotional learning emphases on developing five key
-
awareness, social awareness, self-management, relationship skills, and responsible
decision making; CASEL, 2003).However, these findings are incoherent with those of
Chen and Lai (2015)

Further, study reported that correlation between level of Aspiration and

Personality is not significant this finding is incoherent with those of Gihar and Sharma
(2015) was reported that personality characteristics were moderately correlated with
educational aspirations. This is similar too with the findings of Najafy et al. (2015) their
study showed that life goals are significant predictor of personality traits. Studies across
the world supply proof that personality traits cause significant impact on levels of
aspirations. In fact the human personality is the main dimension and structure of his/her
personality that it helps in the formation of his/her life style. One of the most suitable and
inclusive personality theories is the Costa and McCrae five factor theory reported this
perspective, personality has categorized structure with five basic dimensions includes:
Neuroticism, Extroversion, Openness, Agreeableness and Conscientiousness. Hence,
aspiration has the major role in the development of personality.

Current study revealed that there is no significant correlation between level of

Aspiration and academic performance of adolescents. This finding is incoherent with
those of Barrick, Mount, & Strauss (1993), and Steel, (2007) they found goal setting
behavior contributed in academic success. This is the similar with findings of Gupta
(1987), Ahmad et al. (2012) and Paliwal and Rathi (2016) reported level of aspiration is
correlated negatively with academic achievement, whereas Zander and Ulberg (1971)In
their study, they found that people who have a greater desire for group success set harder
aspiration levels and perform better than their counterparts. There exist a positive
correlation between aspiration and performance.

Furthermore, it is also reported from this study of positive and strong significant
relationship between Personality and Academic Performance. This finding of the study is
as expected because Emotionally low stability people are more anxious, tend to
concentrate their emotional state and self-talk, interfering in academic tasks by reducing
performance and emotional stability (De Raad&Sschouwenburg,1996), and self-efficacy
is related to academic performance. (Robbins et al., 2004). This finding is coherent with
those of Ahadi and Narimani (2010), Venkteshwar and Warrier (2016) and Kumari B.
(2014) they found educational performance is associated expressively and positively with
conscientiousness, extroversion, and openness to experience, agreeableness. Whereas,
negatively associated to neuroticism factor.

Next, relationship between emotional intelligence and dimensions belong to

personality (i.e. neuroticism, extroversion, and openness to experience) was tested. It is
found that the coefficient of correlation which exist between Emotional Intelligence and
Neuroticism trait is negatively and significantly associated with Emotional Intelligence.
This finding of study was as expected. This finding is coherent with those of Chen and
Lai (2015) and Atta et al. (2013), there negative correlation between Neuroticism and
emotional intelligence. While, Petrides, et al., (2010) revealed from their study that
Neuroticism is the strongest correlated with Emotional Intelligence followed by
Extraversion, Conscientiousness, Agreeableness and Openness. This finding is similar to
Athota, et al., (2009) they indicated that Emotional Intelligence have significantly
predicted four of the Big Five personality traits; Extraversion, Openness, Agreeableness
and Neuroticism. However, these findings are incoherent with those of Kantariya, A.S.
(2018) he reported emotional intelligence is significant associated to four dimensions of
personality i.e. extraversion, agreeableness, conscientiousness and openness to
experience except neuroticism.

Further, it is found that there exists no relationship between Emotional

intelligence of adolescents and extraversion. This finding of the study did not supported
by the previous studies. Mayleen, et al., (2009) there also exist a powerful associations
between Extraversion/Introversion dimension and Emotional intelligence with its
components, this finding is also similar to Athota, et al., (2009), Christopher, et al.,
(2011), Hudani, et al., (2012), Andi H.K. (2012) Sindhuja et al. (2013), Nawi et al.
(2015), and Venkteshwar and Warrier (2016) they revealed a direct linear relationship of
Emotional intelligence with Personality.

Furthermore, it is found that EI and Openness to experience is positively and

significantly correlated to each other. It is as expected because people with higher level
of Emotional Intelligence are more hard-hitting, more steady by emotionally, and are
outward oriented. This shows that emotional intelligence generally goes hand in hand
having effects with other positive personality traits and emotional intelligence is strongly
associated with personality trait (McCrae, 2000; Day & Carrol, 2004; Zadel, 2004;
Shulman & & Jackson, 2009). Certainly, it is
supported by other researchers too such as Athota, et al., (2009), Christopher, et al.,
(2011), Hudani, et al., (2012), Andi H.K. (2012) Sindhuja et al. (2013), Nawi et al.
(2015), and Venkteshwar and Warrier (2016). They reported there are strong
relationships between EI and Big five and most of time Emotional Intelligence
expressively predict predicts of the Big Five personality traits; Extraversion, Openness,
Agreeableness and Neuroticism.

Next in present study correlation between Aspiration and various traits of

personality was investigated. It was found that Level of Aspiration and Neuroticism are
strongly and positively associated to each other. This result is as expected because
Neurotic person are anxious, depressed, angry, embarrassed, emotional, worried, and
insecure because of that they always try to avoid situations that might trouble them.
Hence, they always focus on completing given task within time so they set their life goal
and always focused on their aim. Various studies showed a strong correlation between the
level of aspiration and different measures of personality traits (John & Srivastava, 1999;
Gihar and Sharma, 2015).Researchers believe that the development of technology
science, business and education, on the one hand, made life easier; on the other it resulted
in complex competitive conditions and rat races, leading to anxiety, loneliness and
depression. Such negative personality features minimise the level of aspiration, which is
needed in present times under certain conditions. The present study findings are
inconsistent with the findings of KhamariJubraj et al. (2015) argued that sex, aspiration
and area of residency do not have effect on personality.

There is negative correlation between Level of aspiration and extraversion. This

results shows that adolescents with high level of aspiration have lower level of
extroversion trait. The researcher explains that is due to the nature of characteristics of
that trait. Extrovert persons are talkative, active, and sociable that might effect on
aspiration. Previous researches support the result (John & Srivastava, 1999; Gihar and
Sharma, 2015)

It is also found that coefficient of correlation between Level of Aspiration and

Openness to Experience is not significant. These persons are typically imaginative,
broadminded, curious, cultured, and artistically sensitive. Hence, due to lack of
imagination and practically sensitiveness they fail to focus on their goal. Finding of
KhamariJubraj et al. (2015) support to the study results.

Further, researcher assessed Academic performance and personality factors of

adolescents to aiming to explore relationship between them. Study revealed there exist no
correlation between academic performance of adolescents and neuroticism trait. There
are so many previous studies have done to explore this relationship. There are some
contradictory studies which shows association between academic performance and some
of shows there were no such relationship. Previous research support the research
Rajaeepour S. and Mohammadi M. (2014), Rajaeepour S. and Mohammadi M. (2014),
Nikose
Morales-Vives et al. (2020) found there is no association between academic performance
and neuroticism trait. The research finding of the present study is inconsistent with the
research findings of Rajapakshe W. (2017) Nikose Devashree, Chari, S., and Gupta, M.
(2018) Sunita Nighute, S.K. Sadawarte (2014) Permuzyk and Farnham, 2003, Ahmadi
(2008) Mohammed Chowdhury (2006) they found neuroticism is significantly associated
with academic performance. Individuals with high neuroticism have effects like fear,
sadness, embarrassment, disgust and wrath. Those who are low are usually calm, uniform
and relaxed at work and in their own lives. Maybe the results would be like that because
of that.

Further, it is found that the correlation coefficient between Academic

Performance and Extroversion found to be not significant. This findings are also similar
with Permuzyk and Farnham, 2003, Ahmadi (2008) Rajaeepour S. and Mohammadi M.
(2014) Redhwan A. Al Naggar, Muhamed T. Osman et al. (2015) Fabia Morales-Vives et
Rajaeepour S. and Mohammadi M.
(2014) reported there exist no statistical significance between academic performance and
extroversion. Similarly, Sunita Nighute, S.K. Sadawarte (2014) reported there is
significant correlation between all personality dimensions except extroversion.

The inference of the present study is inconsistent with the results of Nikose
Devashree, Chari, S., and Gupta, M. (2018) they reported significant correlation between
academic performance and extroversion.

ere will be positive and significant correlation between

Academic performance of adolescents and openness to
exist a relatively strong and positive correlation between Academic Performance and
Openness to Experience score this means that a person who is more open-minded has
higher academic credentials. Researcher believe that people who score high on openness
to experience are typically imaginative, curious, broadminded, and artistically sensitive
they can feel both the good and the bad deeply and does not appear to be related to any of
the motivational strategies as it entails creativity, sophistication and curiosity. Due to this
reason the present findings could be occurred. It supports the hypothesis that personality
is significantly linked to academic performance.

Rajaeepour S. and Mohammadi M. (2014) and NikoseDevashree, Chari, S., and

Gupta, M. (2018) found all traits are significantly associated with academic performance.
Openness scales can predict more academic success (Rajaeepour S. and Mohammadi M.
(2014). Some studies shows only two personality traits (conscientiousness and openness
to experience) out of five were related to academic performance (Redhwan A. Al Naggar,
Muhamed T. Osman et al. (2015), and Fabia Morales-Vives et al., 2020). While
SunitaNighute, S.K. Sadawarte, (2014) reported all personality traits are positive and
significantly predicted overall students, except for Extraversion.

Present findings are inconsistent with Mohammed Chowdhury (2006), Eyong,

Emmanuel Ikpi et al., (2014), NikoseDevashree, Chari, S., and Gupta, M., (2018) they
reported openness and academic performance is not significantly correlated to each other.
ality trait
conscientiousness is positively related to academic performance, while Rajapakshe W.
(2017) found out of all five traits of personality are statistically insignificant with
academic performance except neuroticism.

Further, researcher also examined the gender (sex) and locality differences in
emotional intelligence. It is found that there is significant difference between female and
male adolescents regarding emotional intelligence and also found that females are more
on the emotional intelligence than their counter part. Hence, it is concluded that sex of
adolescents has impact on their EI. Researchers believe that women are better able to
manage and handle their own and other emotions. Previous researches support the result
Sharma, Anju (2015) reported significant difference in emotional intelligence between
female and male. Many study have shown that females are superior to males in relation to
emotional intelligence (Juneja and Sethi (2015), and Mandal M.B., 2017). This finding is
also similar with Mathur, Malhotra, and Dube (2005) they conducted a study in order to
measure effect of gender on emotional intelligence, on high school students. The study
results showed gender differences on the emotional intelligence dimension.
 There are also some contrast studies that indicate male are better in emotional
intelligence level than female. Petrides and Furnham (2000); Martha & George (2001);
Singh (2001); and Ahmad, Bangash and Khan (2009) males are emotionally intelligent
than females. This finding is also similar to Gupta and Kumar(2010) studied students in
college and found male students in terms of emotional intelligence are better than female
students. The mean emotional score of emotional intelligence for boys were seen by
Nandwana and Joshi (2010) to be relatively higher than those of girls. It can be due to the
dominance of boy in all cultures and is one of the advantaged members of both the family
and society.

There are some incoherent studies which indicates no difference in respect to

emotional intelligence (Pant and Prakash, 2004; Depape et al., 2006; Maniya and
Chauhan, 2014; and Kant R., 2014). Tyagi, (2004), and Siegling et al., (2015)Held
research of secondary school teachers so as to study the impact on emotional intelligence
based on the gender differences, the results show that gender differences were not
significant

It is found that urban and rural adolescents does not differ significantly to each
other. Hence, it could be concluded as locality (area of residency) has no impact on
Emotional intelligence of adolescents. The present study result supported by previous
studies Annaraja and Jose Studies(2005) found that rural and urban B.Eds do not differ in
self-awareness, Self-control, social skills and emotional intelligentness.

Indeed, it is not supported by other researchers Manhas (2004) found the

emotional intelligence of teenagers in government and private schools and urban and
rural areas has been significantly different. It is similar to the findings of Singaravelu
(2007) the level of emotional intelligence of primary school students and the differences
between localities in EI studied. There is a significant difference in emotional intelligence
between groups about the residence of the teachers. Sharma, Anju (2015); Anjali Sharma,
and Pinku, (2017). There is a significant difference between urban and rural students in
emotional intelligence.

It is found that female and male adolescents do not differ significantly on their
Aspiration level. Hence, it is concluded that sex do not has any impact on Aspiration
level of adolescents. Researcher believes that at the present time female students received
Education has the same opportunities and therefore aspires to a better and more popular
education, career or job among the male students. This finding corresponds to some
degree of the results of Andleeb and Ansari, (2016); Lalrintluangi, and Susan
Lalthanpuii, (2019). Difference in gender does not make any differences in occupational
aspiration level. This finding is also similar with Adetayo, Janet Oyebola (2014) they
reported no significant gender difference in the students level of entrepreneurship
aspiration;

Indeed, it is not supported by other researchers such as Plata Maximino (2011)

results revealed LOA differences between gender groups LOA for females than males.
This relation is also found in the level of the educational aspiration among school
students have found a significant difference among male and female students (Mau and
Bikos, 2000; Trivedi and Vaidya, 2006; and Bhattacharjee and Debbarma, 2013). In
similar way Goel (2004); George (2014); Madhuri Hooda and Rani Devi (2018) in their
study discovered that female students have high educational aspiration as compared to
male students.

Researcher believed that higher living standards, rapid pace of living and early
age competition also lead to students wishing to work respectfully and highly paid as
well. People who lived in urban area can have all these facilities. Considering these
points researcher hypothesized that Level of
aspiration of rur s found in present study that urban and rural
adolescents are not significantly differs to each other on Level of Aspiration. Hence, it
can be concluded that locality do not affect Aspiration level of adolescents.

There are also some contradictory studies, some of which show local differences
and highly educated students from rural communities and private schools than their
counterparts. (Madhuri Hooda and Rani Devi, 2018). These findings are very much
similar to Saikia, (2015); and Trivedi and Vaidya (2006) outlined the educational
aspirations of secondary school students and found that the group effect of students on
their educational aspirations is considerable.
 In the recent study, gender has been initiate to influence the academic
performance of females and the academic performance of male adolescents. Hence, it can
be concluded that sex of adolescents has impact on their academic performance. It is
found as expected. Although the issue of findings in respect to gender and performance
has been controversial, generally, with some sustaining that male are superior and others
insisting that females were superior. This study is not expelled from this debate. Indeed,
it is supported by other researchers such as Mednick and Thomas (1998); Parveen (2007);
Orabi (2007); Dayioglu & Turut (2007); Khwaileh & Zaza (2010); Iroegbu, Mamasseh
N. (2013); and Suvarna and Bhata (2015) observed female gender performed better than
the male gender. Finding is to some extent covenant with the findings of Powell (1999);
and Rajesh and Chandrasekaran, (2014) they reported girls performance are better than
boys in academic.

Some contradictory studies also shows some Wangu (2014) reported male students do
better than female. In addition, the results also appear to reject the findings of certain
scholars such as Goni et al. (2015) who argued that the gender differences of academic
performance are not so significant. In conclusion therefore, academic performance, like
any other observed behaviour in psychology cannot be a forerunner of one factor, but
largely determined by a wide variety of aspect, internal and external, operating inside and
outside the learning surroundings.

Moreover, there are no significant differences in rural adolescents and urban

adolescents. Hence, it is concluded that residency or locality of adolescents does not has
influence on their academic performance. Some other scholars' findings also seem to
reject by the results like Sharma, Anju (2015); Opoku- Asare, N. A. A. and Siaw, A.O
(2015) found academic performance of the student varied between rural and urban areas.
Rural and urban areas students perform similarly but less well in their academic
achievement than students of other areas (Borland and Howsen, 1999).

This finding corresponds to some extent to the outcomes of MalihaNasir (2012);

Solanke, S and Narayanaswamy, M (2015); and Md. Rofikul Islam and Khan, Zebun
Nisa (2017) rural areas perform poorly and score less than their urban counterparts.
While, Tuttle (2004) reported that SAT score of the suburban students were better than
the rural and urban students.

There found no statistically substantial difference in Neuroticism trait between

female and male adolescents. Hence, it is concluded that sex of adolescents do not has
influence on their Neuroticism trait. The present study result supported by Munir, A. and
Khan, M.N. (2018) designed a study to explore the sex difference on personality traits.
Result showed the variables employed in this study are found to have no gender
differences.

Some contradictory studies also show that some of them have an important gender
difference in neuroticism. Weisberg et al., (2011); Atta et al. (2013); Suvarna and Bhata
(2015); and South et al. (2018) reported neuroticism reported noteworthy difference in
personality according to gender of secondary school students. Further, Klinkosz et al.
(2009) reported Klinkosz et al. (2009) the male students are inferior to females in
neuroticism scores.

There is no significant difference in the extroversion of personality between

female and male adolescents. Therefore, it is concluded that sex of adolescents do not has
influence on their extroversion level. This result is supported by previous research that
reported there is no significant difference in extroversion trait (Klinkosz et al., 2009;
Troncone et al., 2014; Cheaib A., 2018; and South et al., 2018). It is similar to finding of
Munir, A. and Khan, M.N. (2018) they designed a study to explore the sex difference on
personality traits and found that there was no gender difference was found regarding the
variables used in this study.

There are also some contradictory studies some of which illustrates revealed there
is gender difference in extraversion (Further, Atta et al. (2013); and Suvarna and Bhata
(2015).

It is found that there was a significant difference in Openness to experience trait

of female and male adolescents and level of openness to experience trait of female
adolescents is higher than male adolescents. Hence, it is concluded that female are
superior to the male regarding the Openness to experience of dimension of personality.
Various previous researches have shown contradictory findings that gender does not have
impact on openness to experience (Atta et al., 2013). There are few self-contradictory
studies some of which shows Klinkosz et al. (2009); Weisberg et al., (2011); Troncone et
al. (2014); Cheaib A (2018); South et al.(2018); Munir, A. and Khan, M.N. (2018)

It is found that adolescents belonging to urban area reported significantly more

neuroticism factor of personality comparative to adolescents belonging to rural area.
Hence, it is concluded in sense that urban adolescents are superior to rural adolescents on
neuroticism or in other word area of residency of adolescents influence their neuroticism
level. Researcher believes that, environment and parenting of persons can affect their
personality. Neurotic people are anxious, depressed, embarrassed, emotional, worried,
and insecure and Individuals with a high score on neuroticism are inclined to experience
consequences such as fear, sadness, embarrassment, disgust and anger. People in urban
areas have a higher living standard, rapid pace of life and early age competition. Due to
these reason they have face variety of tens and anxious situation frequently in their life.
Possibly that might impact on their personality characteristics.

Further, it is also found that rural and urban adolescents differ on extraversion
dimension of personality and rural adolescents reported more on extraversion dimension
than the urban adolescents. Hence, it could be concluded that the area of residency affect
extraversion level of adolescents. Researcher believes that environment including
parenting of person can affect their personality. Extroverted persons are considered as
talkative, active, sociable, and gregarious and they are usually sociable, talkative and
communicative, and friendly. The people lived in rural area are mostly lived in joint
family with their relatives. They give so much importance to their heritage and always
strive to be worthy of it. This makes them sociable, communicative and friendly. In the
other hand, it seems that urban people mostly live in separate family need luxurious life
and rushed life. They avoid communicating other people without any reason. Always be
in own life and future thinking.

Furthermore, there exists no significant difference among rural and urban adolescents
with respects to degree of openness to experience. Hence, it could be concluded that area
of residency of adolescents do not has impact on their openness to experience dimension
of personality. Some of the previous studies appear to support the results of the study
such as Khamari Jubraj, Tiwari S.K. and Sahu S.K. (2015) reported there is no
noteworthy difference in openness to experience in respect with locality.