Universal Journal of Educational Research Vol. 1(4), pp. 303 - 308
DOI: 10.13189/ujer.2013.010405
Reprint (PDF) (172Kb)

Adversity Quotient and Defense Mechanism of Secondary School Students

Vibhawari B. Nikam ¹, Dr. Megha M. Uplane ^2,*
1 Chembur Sarvankash Shikshanshtra Mahavidyalaya, Mumbai University, Maharashtra
² Department of Education and Extension, Pune University, Maharashtra, India

ABSTRACT

The present study was conducted to explore the relationship between Adversity Quotient (AQ) and Defense Mechanism (DM) of secondary school students. The aim of the study was to ascertain relationship between Adversity Quotient and Defense mechanism i. e. Turning against object (TAO), Projection (PRO), Turning against self (TAS), Principalisation (PRN) and Reversal (REV). Another aim of the study was to find out whether there exist any difference between the level of AQ and DM of boys and girls. The sample included 156 girls and 152 boys (aged from 13 years to 15 years) selected randomly from Uran region of Raigad District, Maharashtra State, India. Inventory by Dr. N. R. Mrinal and Dr. Uma Mrinal was used for data collection of Defense Mechanism. Online Adversity Quotient profile® tool by Dr. Paul Stoltz was used for data collection of Adversity Quotient. Data analysis revealed that there is no correlation between Adversity Quotient and Defense Mechanism of secondary school students. Data analysis also revealed that there are no significant differences in the level of AQ and Defense mechanism of boys and girls.

KEYWORDS
Adversity Quotient (AQ), Defense Mechanism (DM)

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Vibhawari B. Nikam , Dr. Megha M. Uplane , "Adversity Quotient and Defense Mechanism of Secondary School Students," Universal Journal of Educational Research, Vol. 1, No. 4, pp. 303 - 308, 2013. DOI: 10.13189/ujer.2013.010405.

(b). APA Format:
Vibhawari B. Nikam , Dr. Megha M. Uplane (2013). Adversity Quotient and Defense Mechanism of Secondary School Students. Universal Journal of Educational Research, 1(4), 303 - 308. DOI: 10.13189/ujer.2013.010405.