Correlation between Adjustment Ability and Intelligence among Higher Secondary Students: A Comparative Analysis of Urban and Rural Backgrounds(EN)

In the present era, education is no longer limited to acquiring knowledge; it has become a means of holistic personality development for students. Adjustment ability and intelligence are considered extremely important in the various psychological aspects of education. This research paper conducts a comparative study of the relationship between adjustment ability and intelligence among higher secondary level students in urban and rural areas of Mau district. The objective of the research was to analyze the differences in adjustment ability and intelligence levels of urban and rural students and to understand the nature of the correlation between these two variables. A sample of 200 students (100 urban and 100 rural) was selected using stratified random sampling. The Adjustment Inventory for School Students (AISS) was used to measure adjustment ability, and a standardized intelligence quotient (IQ) test was used to measure intelligence. The collected data were analyzed using t-tests and Pearson's correlation coefficient. The study found that both the adjustment ability and intelligence quotient of urban students were higher than those of rural students. A positive and statistically significant correlation was also found between adjustment ability and intelligence, particularly stronger among rural students. This clarifies that adjustment ability is not limited to social behavior but also affects a student's cognitive functions and intellectual performance. Therefore, it is essential that the education system gives adequate importance to the mental, social, and emotional adjustment of students to ensure their intellectual development. The primary objective of education is not just to impart subject matter knowledge but also to shape an individual's personality, behavior, social adjustment, and mental development. Students studying at the higher secondary level go through a highly sensitive and transitional phase where their psychological, intellectual, and social aspects develop profoundly. During this period, the student's adjustment ability and intelligence are two crucial factors that influence their overall development and academic and practical success. Adjustment ability is the skill through which an individual harmonizes with their environment, social expectations, family environment, school environment, and internal conflicts. An adjusted student works confidently in school, family, and society and becomes an active participant in the learning process. Intelligence, on the other hand, represents the cognitive ability through which a student participates in analytical, decision-making, problem-solving, and reasoning activities.