PREFACTORY NOTE venly

Around 1948while studying psychoneurotic tendencies

among students, the investigator (1) had to use invêntories
in English since inistruments were not available in vernacular.
The limitations in the use of a .personality schedule in a
foreign language with the then available norms were soon
apparent. Consequently an. attempt wäs made, in the first.
,.
instance, to adapt a simple personality inventory which
could be easily osed. Thë choice fell upon the Personality
Schedule" of L. L. Thurstone(5). To simplify and cut the
size down, the findings of Mosier wêre útilized in selecting
the highly diagnostic itëms,
The assembled schedule was prepared in Hindi and
Urdu. To make the questions intelligible to the respondents,
Sanskritized Hindi and Persianized Urdu words, though more
appropriate, were avoided and simpler vjords of everyday use
which are of easy comprehension employed. Routine test
construction and adaptation procedures werë ised and the
findings were reported two years later in 1950 (2). More
testing followed in1955, the findings were printed in the
form of a manual with scoring key, norms and statistics (2).
These were privately circulated chiefly because it was still
regarded bythe investigators as an experimental tool and
also to prevent any possible misuse. But the use-of inven
tory was freely allowed to qualified investigators and service
agencies. The inventory found circulation in many States,
perhaps not so muçh owing to its intrinsic worth as for
reasons of non-availability of asimilar device.
Afew years later more testing was done, a few items of
low diagnostic value eliminated and á simplified sçoring
system worked out. With fresh norms and other statistics
the inventory (4) was made available again privately to
 sa

THE INVENTORY
PURPOSE
The Adjustment Inventory has been devised to serve as a
quick screening device for use with Hindi knowing school
and college students. It has been used successfully
btween ages 14 and above. The inventory in no way
pretends to diagnöse the type of psychoneurotic disorder,
or to indicate the degree of adjustment in various areas of
living: it merely attempts to segregate the poorly-adjusted
from those who are better adjusted and who may stand in
need of psychodiagnostic study and counselling.
Administration:
ensure
(1} The inventory is self-administering. To
careful reading of instructions the examiner should read the
instructions at the top on the first page of the inventory
loudly while the testees are reading it silently alongwith him.
It may
(2) The inventory has no fixed time-limit, clsss hour
take about 30 minutes to answer. The usual
should, in most cases, suffice for administering it.
questions for
(3) The examinees are to interpret the mean
themselves; However, in case of younger subjects nece
if
ingsof words may be explained by the examiner,
ssary.
of the examinees is
(4) Securing the cooperationemphasising the confi
ossential which may be facilitated by indicating the value of
dential nature of the scorçs and by
the results to the respondant.
questions concerning the use of the test arise the
If answer without raising
examiner should frankly and honestly
unwarranted expectations ofapprehensions. s%
Insti
FIRST FORM : SCORING
the test recor
There are two ways of scoring
original method uses scoring on all thetmined by
older and g the Spear
 the column of encircled
To score, lay the scoring key beside
answers for Yes' ( ) and No ) separately and copy
number beside each check.
out on the answer-sheet the Total the
weighted scóre.
The number represents. the
score
numbers on the 42 items and that is the
'NORMS
in percentiles for diffe
Table 1 below gives the norms percentile
rent sCores. Interpolate for intermediate. The The
the conventional manner.
rank should be interpreted in maladjustment. Percen
higher the percenile, the more the need for counselling.
in: tiles above 80th generally indicate
ari
TABLE 1
th
Collége Students
Norms for High School and
)
(N= 200; age 14 to 18 years
Percentile
Scores
99.5
214
99
207
95
191
90
182
80
171
m. 75
166
ob 70
162
Edu 60
155
149
Sag. 142 40.
30
136
25
132
127 20
10
"I16
5
107
Mean= 149.0
S. D. 22.9
led TABLE 2
"py
sk. Showing the Percentile Norms
he (For classes XI and XIl;age 14-21 years )
SCores
Boys Girls
Percentile
(N205) (N=206)
34 99.5 |
90
30. 28
28 25
75
27 20
70
26 23
60
25 22 50
23 2
40
19
21 30
17
20 25
18 16
20
15
17
18 13
11 11

Mean= 22.58 20.32

6,30 5.50
S. D. -
STATISTICS
2775 in ucknow
Sample : Of the total population of
experimental testing.
about 50% was used for employed.
Stratified random sampling was selected
randomly
Then from these institutions
subjects took.the test.
done at 10%
For drawing norms selection was each insti
level with a minimum of ten from
tution.
reliability was determined by
Reliability : Co-efficient of the Spear
the split-half method and applying
 |6.]
man-Brown correction formula. This yielded a
Reliability Goefficient of 0-80.
Validity : Initially only the highly valid items were
selected from Mosier'a study of Thurstone's
Schedule. Still however, because of cultural
difference item-analysis was done and validity
coefficients weredetermined for each item by
the biserial correlation method, the upper and
lower quarters were determined from Q, and
a, which served as criterion groups.
Weighting: In view of the item-analysis findings it was
considered desirable to weight the items. A
weighting technique recommended by J. P.
Guilford which is based upon weighting on a
Pu-PI -+4) was em
nine point scale (W Pq
ployed to estimate the weights. The scores
for items were the weights expressed as
integers.
Testiny : Normality of distribution was tested for random
population by the Chi-square test. The value
of the Chi-squate at 9 d. f. approximated to
4439 (p - .01)
4SECOND FORM : scORING
There are 40 itemns in the second form of the inventory.
(ltems 2t and 24 of the first form are omitted.)
-Since weighted scoring is cumbersome and time con
suming the subsequent study of the test sought to simplify
the scorìng system. To score a test -record award one mark
for No' and zero for Yes response, exept for items 19
and 40 where it should be scored in the reyarse.
The sumof scores-the number of answers con
stitutes the total score. It yields the adjustnent score, as
opposed to the maladjustment measure ábt¡ined in the
earlierversion.
elded a
The
higher the
wer eThose scoring aroundpercentilelessbetter the
ssalidity
tonessEling.
suLiral
em by
13 or is
wOuld profit adjustment. from coun-

9r and Samp!ing : The STATISTICS

and sample
boys ånd 200 Comprised of 405 students
(205
giris).
in selecting 20% The first stratum consisted
t was
girls and subsequentlycolleges of both boys and
IS. A classes XI and XIl for thedrawing subjectsoffron
J.P. administration the
inventory. The sample constituted of 6% of
on a the:total population in Lucknow.
em
Raliability : The split-half reliability method using Spear
mar-Brown cotection yielded reliability coeffi
Cores clent of 097,
1 as
Vatidity : item-dnatysis by bl.-seDal corrilation technique
using total test 3core as criterion measure
dom revealed comparatively low validity of items
alue 21 and 34. Consequently. these items were
of
expunged when preparing the revised form
the inventory.
tor the
Testing : Normality of distribution of test scores
by äpplying
two sexes was separately tested
ory. Chi-square values
the Chi-square test. Thet. and for. girls 1.70
on
for boys were 9-08 at 5 d.
at 5 d. f.
lify
ark
19

n
as