AMITY UNIVERSITY, NOIDA, UTTAR PRADESH

PRACTICAL NOTEBOOK

Name: Yamini Johri

Enrollment No.: A0403421065
Course: M.A. Clinical Psychology
Semester: I
Batch: 2021-2023
 CONTENT

S.NO TITLE

1. SACK’S SENTENCE COMPLETION

TEST (SSCT)

2. ADVANCE PROGRESSIVE MATRICES

(APM)

3. PRACTISING WISDOM AND

ASSESSMENT SCALE (PWAS)

4. JOB SATISFACTION SCALE (JSS)

5. PERSONAL VALUE
QUESTIONNAIRE (PVQ)
 Practical – 1
Sack’s sentence completion test
Aim: to assess the personality of an individual by using Sacks sentence completion test.

Introduction

Definition/ Types of personality:

Personality is a sum of activities that can be discovered by actual observations over a

prolonged period to give reliable information. - Watson. Personality is the integration of
those systems of habits that represent an individual Characteristics adjustment to the
environment. - Kemph. Derived from the Latin word “persona,” the mask used by the actors
in the Roman theater for changing their characters.

Although it is difficult to define personality, two fundamental features can be distinguished.

First, each person is consistent to some extent; we have coherent traits and action patterns
that arise repeatedly. Second, each person is distinctive to some degree; behavioral
differences exist between individuals.

In addition to understanding personality, psychologists also seek to measure it with the help
of numerous personality tests.

Types of personalities

Attempts to differentiate personality into diverse types have been made since ancient times.
The approach of dividing personality into types was rejected by some psychologists. They
believed that personality consists of different traits which are independent of each other. So,
to understand the personality of an individual it is essential to judge based on different traits
one by one. But the Type approach of personality believes that certain personality traits are
related to each other, and these traits always organize themselves into distinct groups as
types.

Type Approach

Meaning: In terms of psychological capacity, ‘each individual is unique,’ this is universal

paradigm. Despite being unique, people still have a few behavioral similarities. The
psychologists who advocated the “type approach” attempted it on a group of people based on
identified behavioral similarities. According to Morgan & King, “A type is simply a class of
individuals said to share a common collection of characteristics.

Various typologies

Indian typology

Two basic components: First, Tridosha (Charka Samhita) classifies people into categories of
Vata, Pitta and kaph. Based on these three humoral elements called Tridosha. Each refers to a
type of temperament called Prakriti (basic nature) of a person. Humans are made up of five
elements

namely, Fire, Water, Earth, Air and Sky. These elements work together and keep a check on
functioning of the body.

When the earth element interacts with water element it is called Kaph. When the water
element interacts with fire element; it is called Pitta. When the air element interacts with sky
element it is called Vata. Second, Triguna (Samkhya Philosophy) Guna used to categorize
personality types into Sattva, Rajas and Tamas.

Sattva: Attributes like cleanliness, truthfulness, dutifulness, detachment, discipline etc. Rajas:
Includes intensive activities, desire for sense gratification, dissatisfaction, envy for others and
a materialistic mentality. Tamas: Characterizes anger, arrogance, depression, laziness, feeling
of helplessness, etc.

All 3 Guna are present in everyone in different degrees. The dominance of one or the other
Guna leads to a particular type of personality.

Hippocrates typology

In 400 B.C, A Greek physician Hippocrates proposed a typology based on the types of body
fluid or humors I.e., yellow bile, black bile, blood, and phlegm. Every person has a
dominance of one fluid that determines his/her temperament.

According to him, people are of 4 following types:

Choleric: predominance of yellow bile (irritable, restless, hot blooded).

Melancholic: predominance of black bile (depressed, sad, devoid of hope).

Sanguinary: predominance of blood content (cheerful, active, optimistic).

Phlegmatic: predominance of phlegm (calm, quiet and inactive).

Sheldon’s typology

Based on physical constitutions, people were categorized into 3 basic types:

Endomorphs: short and fatty with round shaped body. They love to eat and drink and are
merry. They are gregarious(social) by nature and have a leisurely attitude towards life.

Mesomorphs: muscular type having well developed muscular system. They are risk takers,
assertive and aggressive.

Ectomorphs: tall but thin. This type of person likes to stay isolated.

Friedman, Rosenman and Morris Typology

Two basic personalities, Type A and Type B. Type A: possess high motivation, lack patience,
feel short of time, be in a great hurry, and feel like being always burdened with work. They
find it difficult to slow down. Prone to hypertension and coronary heart disease (CHD). Type
B: it is the opposite of Type A personality (absence of Type A traits). Morris typology:
suggested Type C

personality (prone to cancer), cooperative assertive, patient, suppresses their negative

emotions and shows compliance.

Trait Typology

A trait is any “relatively enduring way in which one individual differs from another”
(Guilford, 1959). Trait conception of personality, few prominent and influential theories out
of the dozens are discussed further. These approaches differ primarily in terms of whether
traits are split into finely discriminable variants or grouped together into a small number of
broad dimensions:

Cattel's factor analytic viewpoint identifies 16 to 20 bipolar trait dimensions.

Eysenck’s trait dimensional approach coalesces dozens of traits into two overriding
dimensions.

Goldberg and others have sought a modern synthesis of all trait approaches by proposing a
five-factor model of personality.

Psychoanalytic approach

Sigmund Freud: one of the most famous and controversial minds of the 20th century. His
psychoanalytic perspective of personality offers a unique way of looking at the body and
mind connection to personality. To understand the Freudian concept, we must understand the
terms – ID, EGO and SUPER-EGO.

ID- is the bad guy of our subconscious. It is impulsive part of our psyche that seeks pleasure
and avoids pain at any cost. ID wants instant gratification.

SUPER-EGO- lies on the opposite end of the spectrum. This part wants to control the ID. If
humans acted only based on receiving instant gratification, we would surely be in a whole lot
of trouble. The SUPER-EGO consciously and unconsciously acts to follow the rules of the
society and tries to keep ID from causing severe damage in long term.

Now, EGO- lies between the middle of these 2 entities (ID and SUPER-EGO), the ego is in
constant struggle to balance out the two and try to make pleasurable decisions without
causing damage,

How do Freud's idea influence the way that we shape our personality?

One of his theories was that: as a child grows into an adult, they encounter 5 psychosexual
stages of development. During each stage of development, the ID is focused on a specific
erogenous zone. Now, ‘EGO’ must struggle to balance out the pleasure-seeking ID and the
moral ‘SUPER-EGO’ during each stage, the internal conflicts will result in different
struggles. Now, Freud says that “personality is formed by the process and result of these
struggles. Freud believes that most of our personality has been developed by the time we
reach age 5. At the age of 5, a child has gone through the Oral, the anal, and most of the
phallic stages.

Now if a child continues to struggle with balance during these stages, they will develop
something called “fixations.”

For example: stage 1 is the oral stage- fixations includes smoking, problems with eating. If
someone fails to master ‘potty training’ or they struggle during the anal stage, then as they
grow into an adult, they may become a sloppy or a lazy person.

By the 3rd stage, Freud believed that children start to notice the differences between genders
and develop either the Oedipus complex or penis envy.

The Oedipus complex is the idea that unconsciously young boys feel possessive of their
mothers as a result they feel overly aggressive towards their fathers. Freud also believed that
young girls experience penis envy and due to lack of their penis, development of fixations
follows them until adulthood.

Psychoanalytic therapy

This approach involves a therapist questioning their patients about their childhood memories
or possible past events that might have led to struggles between the ID, the SUPER-EGO,
and the EGO.

Freud believes that humans repress a lot of their emotions. Now his goal during therapy was
to bring emotions /feelings into the conscious mind.

Projective Techniques

Frank (1939,1948) introduced the term “projective methods” to describe a category of tests
for studying personality with unstructured stimuli. In a projective test, the examinee
encounters vague, ambiguous stimuli and responds with his or her own constructions.
Disciples of projective testing are heavily invested in psychoanalytic theory and its
postulation of unconscious aspects of personality. The central assumption of projective
testing is that responses to the test represents projection from innermost unconscious mental
processes of the examinee.

The assumptions that personal interpretations of ambiguous stimuli must necessarily reflect
the unconscious needs, motives, and conflicts of the examinee is known as the “projective
hypothesis.”

Projective techniques possess several clear advantages: they do not require subjects to have
high reading ability or a particularly.
A classification of projective techniques

Lindzey (1959) has offered a classification of 5 projective:

Association to inkblots or words (The Rorschach)

Construction of stories or sequences (Thematic Apperception Test, the picture projective test,
Children’s Apperception Test, other projective tests)

Completion of sentences or stories (Sentence completion tests, Rotter incomplete sentences

blank, etc.).

Arrangement/ selection of pictures or verbal choices

Expression with drawings or play (Draw-a-Person Test, The House-Tree-Person Test).

The goal of understanding and measuring personality is to figure out the elements of
personality that are causing distress to an individual and how it can be adjusted. Adjustment,
in Psychology, is the behavioral process by which humans and other animals maintain an
equilibrium among the various needs or between their needs and the obstacles in the
environment. Projective techniques have been developed specifically for use with adults as
well as children.

Review of literature

A study by Pineda, Villanueva and Cosejo (2016) assessed the Drives and Motives of Self-
Admitted Murderers in Laguna Provincial Jail at Santa Cruz. Respondents in this study were
six (6) self-admitted male murderers, aged 34-62. The research used qualitative tools such as
interview, Interpretative Phenomenological Analysis (IPA), and Sack Sentence Completion
test. It was concluded that those self-admitted male murderers had common disturbances
during their childhood and adolescence in relation to their SSCT results.

Another study that incorporated the SSCT was conducted in Kazakhstan by Li et al. (2019)
studied the adolescents’ suicidal thoughts in Kazakhstan in the context of cognitive
behavioral approach. The aim of this paper was to study irrational attitudes that generate
cognitive distortions and maybe act as predictors for suicidal thoughts as well as adolescents’
attitude towards parents, family, teachers, the same and opposite sexes, to their doubts and
fears, feelings of guilt, the past and future, and to life goals. SSCT was one of the tools used
apart from conversation and Irrational Beliefs Test (IBT). The results revealed that most used
cognitive distortions formed as irrational settings such as “Frustrating tolerance,” “Owes to
yourself”, “Owes to others” and “Catastrophizing,” which are the reasons for low self-esteem
and irrational thinking to be generated. Other main reasons are negative attitudes towards
one’s own future or own past, and to their parents. In a risk group, adolescents represent
dominance of irrational attitudes which are later transformed into a cognitive distortion of
reality leading to suicidal thoughts. Suicide-oriented adolescents have a negative attitude to
their own future and past and to their parents as well as socially oriented fears.
In a research article (Bhattacharya, Hirisave and Suman, 2015) based on developing sentence
completion test for children and adolescents in Indian context by NIMHANS. The aim of
developing the test was to assess adjustment of children in different domains. To assess the
child's perceptions, attitudes, and interactions to arrive at a comprehensive understanding of
the child's adjustment, conflicts, relationship problems and self-concept. The test has 75
items, which are easy to follow and culturally relevant. The scoring system suggested by
Sacks and Levy (1950) was adopted for the test. Each area is rated on a three-point scale, i.e.,
0. 1 and 2. O

indicates good adjustment; 1 indicates mild problems in adjustment; 2 indicate significant

problems in adjustment. The sample consisted of 40 children in the age range of 8 to 12 years
comfortable with the English Language. 20 children were clients attending the CAMH Unit at
NIMHANS and 20 were normal children selected from a school. It was found that the
children could easily understand the sentence stems and respond appropriately. The time
taken to administer the test ranged from one hour to one and a half hour. One of the
limitations is that the test currently has 75 items, which is long. It may be useful if an
alternative shorter version is also developed. Another limitation of the test is that the test is
used for adolescents also; however, there is a need to incorporate items related to puberty and
heterosexual relationships. Thus, itself development of an additional version for adolescents
would be preferable.

Description of tool

Theoretical background

Dr. Joseph M. Sack and other psychologists of New York Veterans Administrative Mental
Health Hygiene services developed Sentence Completion Test. It was designed to explore
specific clusters of attitudes or significant areas of an individual’s life. It is used to obtain
significant clinical material in four representative areas of adjustment:

1) Family

2) Sex

3) Interpersonal relationship

4) Self-Concept

A beginning is provided to the subjects which is completed by the examinee when the test is
taken.

The main principle of SSCT is to look at problem that arise in an individual. It is assessed
using ratings of the component. There are 15 rating components that come under 4
adjustment areas, namely:

1) Family

Includes: Attitude towards mother, father, and family unit.

Examinees can become elusive but any of the responses given would give an insight into
what is going on in the mind.

2) Sex

Includes: Attitude towards women and heterosexual relationships.

These 8 areas help the therapist in understanding the concept the examinee holds for women,
marriage, and sexual relationship.

3) Interpersonal relationship

Includes: Attitude towards friends & acquaintances, colleagues at work/school, superiors at

work/school, and people supervised.

Feelings of hostility, humility, or friendliness towards people is interpreted based on these 16

items.

4) Self-Concept

Includes: Fear, guilt feelings, goals, and attitude towards own ability.

This area helps in understanding how self-aware a person is.

Reliability and Validity

The data collected from SSCT can be analyzed either quantitatively or qualitatively. Usually,
sentence completion tests can be interpreted in two separate ways:

Subjective-intuitive analysis of underlying motivations projected in the subjects' responses.

Objective analysis by means of scores assigned to each completed sentence.

Multiple themes can occur in a short test, which give the examinee multiple opportunities to
reveal underlying motivations about each topic during data analysis.

It usually involves some formal coding procedure or manual. The validity of each sentence
completion test must be determined independently. The validity of the rating is dependent on
the clinical background of the examiner as well as the material produced by the examinee.
Compared to positivist instruments, such as Likert-type scales, sentence completion tests tend
to have high face Validity. This is to be expected, because in many cases the sentence stems
name or refer to specific objects and the respondent provides responses specifically focused
on such objects. Reliability of the psychologists’ judgments of degree of disturbance is
indicated by agreement of two out of three psychologists on 92% of 1500 ratings. The
psychiatrists had no knowledge of the SSCT responses. When the ratings of the psychologists
were correlated with those of the psychiatrists, contingency coefficients of .48 and .57 were
found, with standard errors of .02 and .03. These figures indicate that the ratings of the
psychologists had a significant positive relationship with those of the psychiatrist.

Method
Subject Preliminary

Name: Ms. Nancy Arora

Age: 25

Gender: female

Education qualifications: BA-LLB, pursuing Post graduation

Occupational background: Has worked in a company as legal advisor for 6 months, worked
in the field of litigation (criminal laws) for 1.5 years.

Material required: A desk, chair, pen /pencil, and A-4 size sheets, Sacks sentence
completion test questionnaire, SSCT Manual.

Administration of the test

The SSCT is to be administered either individually or in a group setting. Usually, it requires

twenty to forty minutes to complete. The responses must be something that comes to the
mind first to each stimulus item. There must not be logical reasoning behind the responses.

The responses can be either a word or sentences. As soon as the first response is recorded, the
time must be noted down on the top of the sheet and as it ends, the finishing time should be
marked below the starting time.

Inquiry must be conducted whenever possible. The response that is cryptic can be selected by
the examiner to be explained a little more. With some anxious patients, it is fruitful to use
method that is different from standard method. The examiner can administer the test items
orally and record the oral responses provided by the patient. The oral method also provides an
opportunity to note specific items on which subject blocks, by observing his reaction time,
flushing, facial expressions, change in tone or volume of voice, and general behavior.

Rapport Formation

The subject was greeted properly and made to sit comfortably in the lab. The subject was
briefed about the test and was given the instructions on how to proceed with the test. On
receiving the subject’s consent, the test was provided to them.

Instruction

The following instructions were given to the examinee:

Below are sixty partly completed sentences. Read each one and finish it by writing that first
comes to your mind.

If you cannot find an item, circle the number, and return it later.

The examinee was told that either a word or whole sentence is acceptable.
The time will be noted at the beginning of the test and at the end of it.

Introspective report

It was an intense test that made me reminisce the most challenging times of my life. It gave
me an idea about how some people around me made my life a challenge and some on the
other hand along with myself helped me get better at coping with stress. I felt a little
distressed during the test. It would be good for me to know from a professional’s perspective
as well.

Observational report

The subject was comfortable as the test began. The instructions were clear to the subject, and
she proceeded with the test. As the test progressed, she started to feel discomfort while
answering questions. All the questions were answered within the required time that depicts
that the subject was self-aware of the struggles that she is facing emotionally. The test went
smoothly.

Scoring of the test

The scoring of the test was done according to the SSCT manual. A score of 0, 1, 2, or X was
assigned to each attitude described in the test.

Procedure

The participant was called in the room, they were made to sit on a chair. A formal rapport
was established to make them comfortable. Preliminary information was taken from them.
Participant was debriefed about the test and given instructions to do the test. The participant
was made assured about the confidentiality and privacy of the responses given by them. After
taking consent from the participant, pen, Sacks Sentence Completion Questionnaire, and
response sheet were provided to them. Beginning time and finishing time were noted. After
the test was completed, introspective report was taken from the participant. Responses were
scored and interpreted as per the guidelines of the Sacks Sentence Completion Manual.

Result

Table 1. Scores of the participant based on 15 areas of Sacks Sentence Completion Test.

Area Attitude Score

Family Attitude towards mother 2

Attitude towards father 2

Attitude towards family unit 2

Sex Attitude towards women 1

Attitude towards heterosexual 1

 relationships

Interpersonal Attitude towards friends & 1

acquaintances
Relationships
Attitude towards colleagues at
1
work/school

Attitude towards superiors at

work/ school 0

Attitude towards people 0

supervised

Self-concept Attitude towards fear 2

Attitude towards guilt feelings 1

Attitude towards goals 0

Attitude towards own ability 0

Attitude towards past 2

Attitude towards future 0

Discussion

The aim of the study was to assess personality of the participant using Sacks Sentence
Completion Test. Personality is the unique way in which each individual thinks, feels and
acts throughout life (Meyer & Ciccarelli, 2010). Since ancient times, the nature of personality
has been a concern for understanding about human behavior by various scholars. SSCT being
a projective method of testing, because of their relatively unstructured nature, measures
personality functioning in subtle and indirect ways and tap underlying psychological
characteristics at a less conscious level.
The test was administered on a female participant, Age- 25 years, pursuing masters. The test
mainly focuses on 4 aspects of one’s life i.e., family, sex, interpersonal relationship, and self-
concept. These four categories are further divided into 15 categories. The ratings are
presented as per the manual’s instructions.

The rating scale as follows: 2- “severely disturbed”, 1“mildly disturbed”, 0- “No

significant”, X- “Unknown insufficient evidence”.

Conclusion
Based on all four aspects, 15 categories, and the responses, analysis done, states that “Major
areas of conflict are: a) Family, b) Fear, and c) Past under Self-concept aspect of self. The
family as a category itself reflects strong conflict as the words “RUDE” & “AGGRESSIVE”
are used quite frequently. Also, it seems like the respondent is prone to hostility towards
people who causes her distress that is usually fragmented from the past mistreatment at the
primary level (Family).

Other than family as a category, there’s a lack of closeness and warmth in the relationship of
the participant with their father and mother both, Although, signs of warmth are witnessed in
examinee’s relationship with her mother.

There’s a possibility that the attitude towards married life may be due to the constantly
appearing conflict in the family, or fear of broken families. But the respondent seems to be
flexible enough to take a chance at life which depicts no serious issues in this context.

Another area of conflict is under the aspect of self-concept, where it is reflecting that there
might be some problem with trusting people who are not ready with a blueprint of what they
want to achieve in life. The respondent is clearly not in favor of people who are gullible and
have no say of their own when it comes to choose what’s right and what is not. The major
conflict that seems to be is the fear of hostility of people important to her, that the subject has
witnessed from a young age.

Although there are no conflicts reflected on her attitude towards future and the examinee
seems to be confident about her plans and her future. The approach to this category seen is
positive and optimistic.

Even after overcoming hardship on the basic level of family, the examinee seems to be
composed and full of hope for a better future. This indicates the presence of strong will and
determination. If looked upon other areas with minimal conflicts, the subject seems to be very
open about herself and have done thorough introspection.

But one cannot completely rely on the mere responses of the participant or the above report
as there may be different errors or the drawback of the technique itself or sue to lack of
experience of the person interpreting/analyzing the responses. So, to diagnose the participant
or for coming on some conclusion other evidence and measures should be taken in
consideration.

References

Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford University

Press.

Passer, M.W. & Smith, R.E. (2010). Psychology: The science of mind and behaviour. New
Delhi: Tata McGraw-Hill.
The social journal of psychology:
https://www.tandfonline.com/doi/abs/10.1080/00224545.1954.9714215?journalCode=vsoc20

Bhattacharya, S., Hirisave, U., & Suman, L. N. (2015). Development of the NIMHANS
Sentence Completion Test for Children and Adolescents. Indian Journal of Mental Health
(IJMH), 2(1), 74. https://doi.org/10.30877/ijmh.2.1.2015.74-79

Jain, M., Singh, A., Kar, S., Weiner, I., & Kuehnle, K. (2017). Projective Assessment of Children

Adolescents ☆. Reference Module in Neuroscience and Biobehavioral Psychology.

Published. https://doi.org/10.1016/b978-0-12-809324-5.05058-6

Li, A., Aimaganbetova, O., Kozlov, V., & Mynbaeva, A. (2019). Research into adolescents’ suicidal

thoughts in Kazakhstan in the context of cognitive-behavioural approach. Psychiatria I

Psychologia Kliniczna, 19(3), 288-292. doi: 10.15557/pipk.2019.0030

Appendix

SACKS SENTENCE COMPLETION TEST (SSCT)

Time began: 08:20pm Time finished: 09:00 pm

Name: Nancy Arora Sex: Female

Age: 25 Date: 15th September 2021

INSTRUCTIONS:

Below are sixty partly completed sentences. Read each one and finish it by writing the first
thing that comes to your mind. Work as quickly as possible. Mark the questions that you
cannot answer and return to them at the end.

1. I feel that my father seldom MAKES ME NOT WANNA TRUST HIM.

2. When the odds are against me, I GET ANXIOUS BUT I TRY TO MOVE AHEAD
ANYWAYS.
3. I always wanted to pursue, PSYCHOLOGY
4. If I were in charge, I WOULD CHANGE HOW THE WORLD WORKS
5. To me future looks LIKE HOW I WANT IT TO BE
6. The men over me ARE NEVER GOING TO BE AS BIG AS ME
7. I know it is silly, but I am AFRAID OF PEOPLE WITHOUT A PLAN.
8. I feel that a real friend WOULD BE THERE TO TELL YOU WHEN YOU ARE
WRONG.
9. When I was a child, I WAS NOT HAPPY WITH THE WAY I WAS TREATED.
10. My idea of a perfect women, IS A SELF- SUFFICIENT AND STRONGLY
OPINIONATED YET FLEXIBLE ENOUGH
11. When I see a man and a woman together, I DONT CARE.
12. Compared with most families, mine IS NOTHING DIFFERENT.
13. At work, I get along best with PEOPLE WHO CARES ABOUT MY OPINION.
14. My mother is nice BUT AGGRESSIVE AND RUDE SOMETIMES
15. I would do anything to forget THE TIMES I HAD TO CRY MYSELF TO SLEEP
16. If my father would APPRICIATE WHAT ME AND MOTHER HAD DONE FOR
HIM.
17. I believe that I have THE ABILITY TO OVERCOME ANY PAIN.
18. I could be perfectly happy IF I HAD EVERYONE AROUND ME LOYAL AND REAL
19. If people work for me, I WILL KEEP THEM HAPPY AND FAMILY LIKE.
20. I look forward to BETTER DAYS (SHIFTING ABROAD)
21. In school, my teachers LOVED ME FOR THE PERSON I WAS.
22. Most of my friends do not know that I am afraid of THEM BEING HOSTILE IN THE
MOMENTS I NEED THEM THE MOST
23. I do not like people who ARE AGAINST LOGIC AND TRY TO FAKE TRAITS TO
GET THEIR WORK DONE.
24. Before the war, I WOULD DO EVERYTHING I LIKE, EAT EVERYTHING I LOVE.
25. I think most girls ARE LIVING LIVES THAT THEY DID NOT CHOOSE FOR
THEMSELVES
26. My feeling about married life is NOT SO GOOD BUT CAN BE RECONSIDERED
27. My family treats me like A QUEEN FOR ONE MOMENT AND A STREET DOG
FOR THE NEXT 10.
28. Those I work with are GOOD AS OF NOW.
29. My mother and I ARE GREAT SOMETIMES, BUT SHE FIGHTS OVER PETTY
ISSUES
30. My greatest mistake WAS LETTING PEOPLE TELL ME WHAT TO DO.
31. I wish my father WASN’T OVERINDULGED TO MAKE EVERYONE HAPPY
OTHER THAN HIS OWN FAMILY.
32. My greatest weakness IS THAT I CAN GO OFF TRACKS IF I’M HAPPY OR SAD.
33. My secret ambition in life IS TO LIVE A SHORT, HAPPY AND FULFILLING LIFE
34. The people who work for me WILL BE RESPECTING ME FOR MY PASSION AND
PUNCTUALITY.
35. Someday I will TELL/SHOW EVERYONE WHAT I AM CAPABLE OF
36. When I see the boss, I GET ANXIOUS EVEN IF I WAS WORKING SINCERELY.
37. I wish I lost the fear OF THE WORLD/ POWER THAT COULD STOP ME FROM
BEING GREAT.
38. The people I like best ARE THE ONES WHO MOTIVATES ME TO BECOME A
BETTER VERSION OF MYSELF.
39. If I were young again, I WOULD AVOID CERTAIN TYPE OF PEOPLE
40. I believe most women are BURDENED WITH LIFE THAT IS NOT FOR THEM
41. If I had sex relations, IT WOULD BE GREAT
42. Most families I know are YET TO DEVELOP THEIR INTELLECT FOR BETTER
WORKING
43. I like working with people WHO FOUCSES ON WORK RATHER THAN
GOSSIPING
44. I think that most mothers FORGETS TO LIVE THEIR LIVES EVEN AFTER THEIR
KIDS ARE GROWNUPS
45. When I was younger, I felt guilty ABOUT THE THINGS I NEVER DID WRONG
BUT GOT SCOLDING FOR IT
46. I feel that my father SHOULD STOP BEING SAD ALL THE TIME
47. When luck turns against me, I PRAY TO THE UNIVERSE FOR STRENGHT TO
OVERCOME ANY OBSTACLES
48. In giving orders to other I keep MY TONE IN CHECK
49. What I want most out of life IS LOVE, LIGHT, PEACE, AND HAPPINESS
50. When I am older, I WOULD OPEN MY OWN BAKERY
 51. People whom I consider my supervisors HOLDS UTMOST RESPECT IN MY EYES
AND HEART
52. My fears sometimes OVERTAKE MY ABILITY TO COPE.
53. When I am not around, my friend IS NOT MY FRIEND
54. My most vivid childhood memory WAS FIGHTING MY OWN BATTLES ALONE.
55. What I like least about women IS THE AMOUNT OF JELOUSY THEYCAN HOLD
FOR EACH OTHER.
56. My sex life IS NOT ACTIVE
57. When I was a child, I WAS DECORATED LIKE A DOLL AND WAS EXPECTED
TO BEHAVE LIKE ONE.
58. People who work with me USUALLY BEOCMES CONFIDENT
59. I like my mom BUT SHE IS TOO MUCH DRAMA.
60. The worst thing I ever did was, I TRIED TO BE SOMEONE I WASN’T.
SSCT RATING SHEET

SUBJECT: Nancy Arora SEX: Female DATE: 15th October 2021 TIME: 08:20pm

INSTRUCTIONS:

Based on your clinical judgement, considering such factors as inappropriate responses,

dysphoric references, and manifestations of conflict, rate the SSCT responses of the subject
in the fifteen categories listed below, according to the following scale:

2- Severely disturbed. Appears to require therapeutic aid in handling emotional conflicts in

this area.

1-Mildly disturbed. Has emotional conflicts in this area but appears able to handle them
without therapeutic aid.

0-No significant disturbance noted in this area.

X-Unknown. Insufficient evidence.

NOTE: The SSCT stimulus is typed in lower-case letters, the subject's response in capital.
When the number of an item is circled, it means that the subject did not complete it at first
but returned to it later.

I. ATTITUDE TOWARDS MOTHER. Rating- 2

14. My mother is NICE BUT AGGRESSIVE AND RUDE SOMETIMES.
29. My mother and I ARE GREAT BUT SHE FIGHTS OVER PETTY ISSUES.
44. I think that most mothers FORGETS TO LIVE THEIR LIVES EVEN AFTER
THEIR KIDS HAVE GROWNUP.
59. I like my mother BUT TOO MUCH DRAMA.
INTERPRETATIVE SUMMARY
The subject has problems with her mother’s aggressive nature. Although no signs of complete
rejection of mother are noted, there is, however, a hint of resentment towards the overall
relationship between both.

II. ATTITUDE TOWARDS FATHER. Rating- 2

1. I feel that my father seldom MAKES ME NOT WANNA TRUST.
16. If my father would APPRICIATE WHAT ME AND MOTHER HAD DONE
FOR HIM.
31. I wish my father WASN’T OVERINDULGED TO MAKE EVERYONE
HAPPY OTHER THAN HIS OWN FAMILY.
46. I feel that my father SHOULD STOP BEING SAD ALL THE TIME.
INTERPRETATIVE SUMMARY

The subject shows signs of disappointment in father. Signs of conflict between father and
mother and father and the subject are apparent.

III. ATTITUDE TOWARDS FAMILY UNIT. Rating- 2

12. Compared with most families, mine IS NOTHING DIFFERENT.
27. My family treats me like A QUEEN FOR ONE MOMENT AND A STREET
DOG FOR THE NEXT 10.
42. Most families I know are YET TO DEVELOP THEIR INTELLECT FOR
BETTER WORKING.
57. When I was a child, I WAS DECORATED LIKE A DOLL AND WAS
EXPECTED TO BEHAVE LIKE ONE.
INTERPRETATIVE SUMMARY

The subject shows obvious signs of conflict with her family and there is a lack of a
harmonious relationship between the family and the subject. It appears that the subject is not
satisfied with the way her family tends to her.

IV. ATTITUDE TOWARDS WOMEN. Rating- 1

10. My idea of a perfect women, IS A SELF- SUFFICIENT AND STRONGLY
OPINIONATED YET FLEXIBLE ENOUGH.
25. I think most girls ARE LIVING LIVES THAT THEY DID NOT CHOOSE
FOR THEMSELVES.
40. I believe most women are BURDENED WITH LIFE THAT IS NOT FOR
THEM.
55. What I like least about women IS THE AMOUNT OF JELOUSY THEY CAN
HOLD FOR EACH OTHER.
INTERPRETATIVE SUMMARY

The subject has clear expectations of what a woman should be like and clearly expresses
what she likes or dislikes in a woman. Nothing of severe intensity can be elicited from the
subject’s responses.

V. ATTITUDE TOWARDS HOMOSEXUAL RELATIONSHIPS. Rating -1

11. When I see a man and a woman together, I DONT CARE.
 26. My feeling about married life is NOT SO GOOD BUT CAN BE
RECONSIDERED.
41. If I had sex relations, IT WOULD BE GREAT.
56. My sex life IS NOT ACTIVE.
INTERPRETATIVE SUMMARY

The subject has a few reservations regarding married life but seems willing to give it a
chance. No major conflict in this area.

VI. ATTITUDE TOWARDS FRIENDS & ACQUAINTANCES. Rating - 2

8. I feel that a real friend WOULD BE THERE TO TELL YOU WHEN YOU ARE
WRONG.
23. I do not like people who ARE AGAINST LOGIC AND TRY TO FAKE TRAITS TO
GET THEIR WORK DONE
38. The people I like best ARE THE ONES WHO MOTIVATES ME TO BECOME A
BETTER VERSION OF MYSELF.
53. When I am not around, my friend IS NOT MY FRIEND.

INTERPRETATIVE SUMMARY

The subject is dismissive of most people and has reservations with respect to their friends and
acquaintances. The subject seems to be in distress caused by the people of immediate circle
while answering this area of the test.

VII. ATTITUDE TOWARDS PEOPLE SUPERVISED. Rating-0

4. If I were in charge, I WOULD CHANGE HOW THE WORLD WORKS.
19. If people work for me, I WILL KEEP THEM HAPPY & LIKE FAMILY
34. The people who work for me WILL BE RESPECTING ME FOR MY
58. People who work with me USUALLY BEOCMES CONFIDENT.

INTERPRETATIVE SUMMARY
The subject is confident in her ability to handle a supervisory role and handling the
responsibilities of supervising people.

VIII. ATTITUDE TOWARDS SUPERVISORS AT WORK/SCHOOL. Rating- 0

06. People who work with me USUALLY BEOCMES CONFIDENT.
21. In school, my teachers LOVED ME FOR THE PERSON I WAS.
36. When I see the boss, I GET ANXIOUS EVEN IF I WAS WORKING
SINCERELY
57. When I was a child, I WAS DECORATED LIKE A DOLL & ECPECTED TO
BEHAVE LIKE ONE.

INTERPRETATIVE SUMMARY

The subject does not seem to have any unusual or resentful attitude towards supervisors, and
responses are reasonable without any conflict.
 IX. ATTITUDE TOWARDS COLLEAGUES AT WORK/SCHOOL.Rating-0
13. At work, I get along best with PEOPLE WHO CARES ABOUT MY OPINION
28. Those I work with are GOOD AS OF NOW.
43. I like working with people WHO FOUCSES ON WORK RATHER THAN
GOSSIPING.
48. In giving orders to other I keep MY TONE IN CHECK

INTERPRETATIVE SUMMARY
The subject seems to have some difficulty in accepting a few colleagues but gets along well
with like-minded people who make the subject feel acknowledged.

X. ATTITUDE TOWARDS FEAR. Rating- 2

07. I know it is silly, but I am AFRAID OF PEOPLE WITHOUT A PLAN.
22. Most of my friends do not know that I am afraid of THEM BEING HOSTILE IN
THE MOMENTS I NEED THEM THE MOST
37. I wish I lost the fear OF THE WORLD/ POWER THAT COULD STOP ME
FROM BEING GREAT.
52. My fears sometimes OVERTAKE MY ABILITY TO COPE.

INTERPRETATIVEUMMARY

The subject shows signs of hostility towards people who causes distress to the subject. In
fearful situations, subject tends to have issues in coping.

XI. ATTITUDE TOWARDS GUILT FEELINGS. Rating- 1

15. I would do anything to forget THE TIMES I HAD TO CRY MYSELF TO
SLEEP.
30. My greatest mistake WAS LETTING PEOPLE TELL ME WHAT TO DO.
45. When I was younger, I felt guilty ABOUT THE THINGS I NEVER DID
WRONG BUT GOT SCOLDING FOR IT
60. The worst thing I ever did was, I TRIED TO BE SOMEONE I WASN’T.

INTERPRETATIVE SUMMARY
The subject shares guilt feelings related to self and identity and experiences of mistreatment
in past.

XII. ATTITUDE TOWARDS OWN ABILITY. Rating- 0

2. When the odds are against me, I GET ANXIOUS BUT I TRY TO MOVE AHEAD
ANYWAYS.
17. I believe that I can OVERCOME ANY PAIN.
32. My greatest weakness IS THAT I CAN GO OFF TRACKS IF I’M HAPPY OR SAD.
47. When luck turns against me, I PRAY TO THE UNIVERSE FOR STRENGHT TO
OVERCOME ANY OBSTACLES.

INTERPRETATIVE SUMMARY
The subject seems to be confident in her ability to get through the trouble life presents her
with.

XIII. ATTITUDE TOWARDS PAST. Rating- 2

9. When I was a child, I WAS NOT HAPPY WITH THE WAY I WAS TREATED.
24. Before the war, I WOULD DO EVERYTHING I LIKE, EAT EVERYTHING I
LOVE.
39. If I were young again, I WOULD AVOID CERTAIN TYPE OF PEOPLE
54. My most vivid childhood memory WAS FIGHTING MY OWN BATTLES ALONE.
INTERPRETATIVE SUMMARY

The subject shares experiences of mistreatment in her childhood, which might be source of
unresolved conflicts and need to be addressed.

XIV. ATTITUDE TOWARDS THE FUTURE. Rating- 0

05. To me future looks LIKE HOW I WANT IT TO BE
20. I look forward to BETTER DAYS (SHIFTING ABROAD)
35. Someday I will TELL/SHOW EVERYONE WHAT I AM CAPABLE OF
50. When I am older, I WOULD OPEN MY OWN BAKERY
INTERPRETATIVE SUMMARY

The subject seems confident and hopeful of her future.

XV. ATTITUDE TOWARDS GOALS. Rating- 0

3. I always wanted to pursue, PSYCHOLOGY
18. I could be perfectly happy IF I HAD EVERYONE AROUND ME LOYAL AND
REAL.
49. What I want most out of life IS LOVE, LIGHT, PEACE, AND HAPPINESS
33. My secret ambition in life IS TO LIVE A SHORT, HAPPY AND FULFILLING
LIFE
INTERPRETATIVE SUMMARY

The subject has clearly identified goals for herself and has an overall optimistic view about
her future.
 Practical – 2

Raven’s Advanced Progressive Matrices

Aim: To assess intelligence using Raven’s Progressive Matrices.

Introduction:

Sternberg (1986) makes a distinction between operational and “real” definitions. An

operational definition defines a concept in terms of the way it is measured. Boring (1923)
carried this viewpoint to it’s extreme when he defined intelligence as “what the tests test”.
Operational definitions of intelligence suffer from two severe shortcomings. First, they are
circular. Intelligence tests were invented to measure intelligence, not to define it. The test
designers never intended for their instruments to define intelligence.

Second, operational definitions block further progress in understanding the nature of

intelligence, because they foreclose discussion on the adequacy of theories of intelligence.

The operational definitions of intelligence do not allow for the possibility that new tests and
conceptions of intelligence may be superior to the existing ones.

In contrast, a real definition is one that seeks to tell us the true nature of the things being
defined (Robinson, 1950; Sternberg, 1986).

Expert Definitions of Intelligence

A general ability that involves mainly the education of relations and correlates. (Spearman
1904,1923)

The ability to judge well, to understand well, to reason well. Binet and Simon (1905)

A generic term to indicate the superior forms of organization or equilibrium of cognitive

structuring used for adaptation to the physical and social environment. Piaget (1972)

The mental capacity to automatize information processing and to emit contextually

appropriate behaviour in response to novelty; intelligence also includes meta-components,
performance components, and knowledge-acquisition components. (Sternberg 1958a, 1986)

Error-free transmission of information through the context.

Theories of Intelligence

Spearman’s Two-Factor Theory

It was developed by Charles Spearman (1904, 1923). He proposed that intelligence consisted
of two kinds of factors: a single General Factor “g” and numerous Specific Factor S 1, S2, S3,
and so on. Spearman helped invent factor analysis to aid his investigation of the nature of
intelligence. He used this statistical technique to discern the number of separate underlying
factors that must exist to account for the observed correlations between many tests.

As specific factors “s” was different for each intellectual test or subtest and was usually less
influential than “g” in determining performance level, spearman concentrated mainly on
defining the nature of “g” which he linked to an “energy” or “power” that serves in common
the whole cortex. In contrast, he considered “s”, to have a physiological substrate localized in
the group of neurons serving the kind of mental operations demanded by test or subtest.

Spearman (1923) believed that individua; differences in “g” were most directly reflected in
the ability to use three principles of cognition: apprehension of experience, education of
relations, and education of correlations.

Thurstone and The Primary Mental Abilities

Thurstone (1931) developed factor-analysis procedures capable of searching correlation

matrices for the existence of group factors. His method permitted a researcher to discover
empirically the number of factors present in a matrix and to define each factor in terms of the
tests that loaded on it. Thurstone concluded that several broad group factor-could best explain
empirical results. He proposed approximately a dozen different factors, only seven of these
factors have been frequently corroborated and they have been designated “Primary Mental
Abilities”. They are as follows:

a) Verbal Comprehension
b) Word fluency
c) Number
d) Space
e) Associative Memory
f) Perceptual Speed
g) Inductive Reasoning

Guilford and The Structure-of -Intellect Model

Guildford continued the search for the factors of intelligence initiated by Thurstone. He soon
concluded that the numbers pf discernible mental abilities were far more than the seven
proposed. Guilford also found that if innovative types of tests were included in the large
batteries of tests he administered his subjects, then the pattern of correlations between these
tests indicated the existence of literally dozens of new factors of intellect.
He noticed that some of these new factors had recurring similarities with respect to the kinds
of mental processes involved, the kind of information featured, or the form that the items of
information took.

Guildford became convinced that these multitudinous factors could be grouped along a small
number of main dimensions. Guildford (1967) proposed an elegant Structure-of-Intellect
model. The model classifies intellectual abilities along three dimensions called operations,
content, and products.

In total, then, Guildford (1985) identified five types of operations, five types of content, and
six types of products. Each combination of an operation, a content, and a product represents a
different factor of intellect. Guilford verified over 100 of these factors.

Guildford’s atomistic view of intellect nonetheless caused test developers to re-think and
widen their understanding of intelligence. He raised intriguing possibility that “divergent
production”- the creation of numerous responses to a single stimulus situation is also
essential element of intelligent behaviour.

Planning, Attention, Simultaneous, and Successive (Pass) Theory

Russian psychologist Aleksandr Luria (1966) relied on primarily individual case studies and
clinical observations of brain-injured soldiers, to arrive at general theory of cognitive
processing. This approach focuses upon the mechanics by which information is processed, it
is often called “an information processing theory”.

Luria (1970) proposed three functional units in the brain:

1) The first unit is found in subcortical areas including the brain stem, midbrain, and
thalamus. Attentional processes including selective attention and resistance to
distraction occurs here.
2) The second unit consists of the rearward sensory portions of the cerebral cortex
(parietal, temporal, and occipital lobe). This subserves the simultaneous and
successive processes where simultaneous processes engaged with right hemisphere
and successive processes with left hemisphere.
3) The third unit is in the frontal lobes. This is primarily where planning occurs and
where motor output initiates.
Naglieri and Das (1990,2005) developed the Planning, Attention, Simultaneous, Successive
Theory as a modern extension of Luria’s work.

Gardner and the Theory of Multiple Intelligences

Howard Gardner (1983,1993) has proposed a theory of multiple intelligences based loosely
on the study of brain-behavior relationships. Gardner (1983) outlined the criteria for an
autonomous intelligence as follows:

1) Potential isolation by brain damage- faculty can be destroyed or spared in isolation by

brain injury.
 2) Existence of exceptional individuals such as savants- faculty is uniquely spared amid
general intellectual mediocrity.
3) Identifiable core operations- the faculty relies upon one or more basic information
processing operations.
4) Distinctive development history- the faculty possesses an identifiable developmental
history, perhaps including critical periods and milestones.
5) Evolutionary plausibility- admittedly speculative, a faculty should have evolutionary
antecedents shared with other organisms.
6) Support from experimental psychology- emerges in laboratory studies in cognitive
psychology.
7) Support from psychometric findings- reveals itself in measurement studies and is
susceptibility to psychometric measurement.
8) Susceptibility to symbolic encoding- can be communicated via symbols including
language, picturing, and mathematics.
Based on these criteria, Gardner proposed that the following seven natural intelligences are
linguistic, logic-mathematical, spatial, musical, bodily-kinesthetics, interpersonal, and
intrapersonal.

Three of these seven types are well known intelligences: linguistic, logical-mathematical, and
spatial intelligence. The other four variations of intelligences are somewhat novel. Bodily-
kinesthetics intelligence includes the types of skills used by athletes, dancers, mime artists,
typists, or “primitive hunters”. Indeed, a person who could skilfully avoid predators, climb
trees, hunt animals, and prepare tools were more likely to survive and pass on their genes.

The personal intelligences include the capacity to have access to one’s own feeling as well as
the ability to notice and make distinctions about the moods, temperaments, motivations, and
intentions of others. Personal intelligence encompasses both an intrapersonal and an
interpersonal version. The former is found in great novelists who can write introspectively
about their feelings, while the latter is often seen in religious and political leaders. Musical
intelligence is perhaps the least understood of Gardner’s intelligences. Person with good
musical intelligence easily learn to perform an instrument or to write their own compositions.

The savant phenomenon provides string support for the existence of separate intelligence
including musical intelligence. A savant is a mentally deficient individual who has a highly
developed talent in a single area such as art, rapid calculation, memory, or music.

Recently, Gardner (1998) has added three tentative candidates to his list of intelligences.
These are naturalistic, spiritual, and existential intelligence. Naturalistic intelligence is the
kind shown by people who can discern patterns in nature (example, Charles Darwin).
Spiritual intelligence and existential intelligence are less proved as independent intelligences.

Sternberg and The Triarchic Theory of Successful Intelligence

Sternberg’s theory is called Triarchic (ruled by three) because it deals with three aspects of
intelligence: componential, experiential, and contextual intelligence.
An Outline of Sternberg’s Triarchic Theory of Intelligence
Componential (analytical) Intelligence
Meta-components or executive processes (e.g., planning)
Performance components (e.g., syllogistic reasoning)
Knowledge acquisition components (e.g., ability to acquire vocabulary words).
Experiential (creative) Intelligence
Ability to deal with novelty
Ability to automize information processing
Contextual (practical) Intelligence
Adaptation to real world environment
Selection of a suitable environment
Shaping of the environment.

Fluid and crystallized intelligence

The theory was first proposed by psychologist Raymond B. Cattell and developed further
with John Horn. Theory of fluid and crystallized intelligence proposes that there are two
distinct kinds of intelligence. Fluid intelligence refers to the ability to reason and solve
problems in unique and novel situations, while crystallized intelligence refers to the ability to
use knowledge acquired through past learning or experience. The theory of fluid intelligence
challenges the idea of generalized intelligence factor (known as g), which contends that
intelligence is a single construct. Instead, Cattell contended that there are two independent
intelligence factors: “fluid” or gf intelligence, and "crystallized” or gc intelligence. Cattell
referred to the ability to reason as fluid intelligence because it “has the ‘fluid' quality of being
directable to almost any problem.” He referred to knowledge acquisition as crystalized
intelligence because it “is invested in the particular areas of crystallized skills which can be
upset individually without affecting the others.” Fluid intelligence refers to the ability to
reason, analyse, and solve problems. i.e., when we use fluid intelligence, we aren’t relying on
any pre-existing knowledge. Instead, we are using logic, pattern recognition, and abstract
thinking to solve new problems. Fluid intelligence is rooted in physiological functioning. As
a result, these abilities start to decline as people age, sometimes starting as early as their 20s.
We utilize crystallized intelligence when we encounter tasks that require the use of
previously acquired knowledge, including verbal tests in subjects like reading comprehension
or grammar, crystallized intelligence is typically maintained or even increased throughout
one's lifetime.
Review of literature

Chiesi, F., Ciancaleoni, M., Galli, S., & Primi, C. (2012) conducted a study to evaluate the
possibility that Set I of the Advanced Progressive Matrices (APM–Set I) can be employed to
assess fluid ability in a short time frame. The APM–Set I was administered to a sample of
1,389 primary and secondary school students. Confirmatory factor analysis attested to the
uni-dimensionality of the scale. Item response theory analyses were applied to investigate the
increasing level of item difficulty, test information function, and differential item functioning
across gender and age. Additionally, validity measures are reported. Results provide evidence
that the APM–Set I can be used as a reliable and valid short form of the Raven's Progressive
Matrices in the assessment of fluid ability. 

In a study by Singh et al., (2017) aiming to assess different forms of intelligences in students
and compared these diverse intelligences with intelligence quotient (IQ) scores. In this cross-
sectional observational study, 1065 school children between the age of 12 and 16 years (from
two government and 13 private schools in five towns, six cities, and two villages across
India) were administered multiple intelligences questionnaire by Armstrong, consisting of
thirty true/false types of questions to assess the intelligences of a child in seven domains
including linguistic skills, logical/mathematical abilities, musical skills, spatial intelligence,
bodily-kinaesthetic skills, intrapersonal intelligence, and interpersonal intelligence. IQ scores
were assessed by Ravens Standard Progressive Matrices. It was found that different students
possessed different forms of intelligences and most students had more than one forms of
intelligence. Of seven forms of intelligence, only three forms of intelligence such as
logical/mathematical, musical, and spatial were positively correlated with the IQ score.

Song, Loyal and Lond (2021) conducted a study investigate the relationship between
metacognitive awareness and intelligence via the design and use of a novel Meta-Cognitive
Awareness Scale – Domain Specific (MCAS-DS) that encourages reflection of task strategy
processes. Following discriminatory index and Exploratory Factor Analysis, a 15-item scale
was derived. Exploratory Factor Analysis showed five factors: Awareness of Engagement in
Self-Monitoring, Awareness of Own Ability, Awareness of Responding Speed/Time,
Awareness of Alternative Solutions and Awareness of Requisite Problem-Solving Resources.
The intelligence level of ninety-eight adults was then estimated using Raven’s Standard
Progressive Matrices. Participants also completed the MCAS-DS, and further items that
examined their test-taking behavior and Confidence level. Metacognitive awareness was
positively correlated to standardized IQ scores derived from the SPM whilst Over-
Confidence derived using the Confidence level measure was negatively correlated to SPM.
The stated purposes of this research endeavoured included a thorough and detail application
of psychometric analyses on the Advanced Progressive matrices (APM) with a view towards
establishing its concomitant psychometric properties in Nigeria, develop an abridged form of
it, compute the most appropriate IRT model that has a more viable goodness of fit statistics
and provide relevant and usable norms and standardization modules that can be used by
experts in the field of psychometrics as well as non-experts including those who are not
familiar at all with the language of testing. The results of this investigation will certainly
mark an eon in the chronicles of educational development and psychological testing in
Africa, particularly Nigeria. This is an explicit investigation that is total in its mission and
delivery. This study will serve as a milestone in the psychometrics and testing industry in
Nigeria and beyond. In the past in this country, perhaps the only internationally acclaimed
instrument for measuring intelligence available to the psychometric community might be the
Culture Fair Intelligence Test (CFIT) normed and standardized in Nigeria by Kpolovie in
2001 (Kpolovie, 2010). This will be an additional valid and scientifically proven measure of
mental ability that could be used in this Nigeria. The study of the abridged form of the
Advanced Progressive Matrices has been furthered through this research work. And this is
coming right from Nigeria. The need for an abridgement of the APM testing scale is obvious.
Today, people are on the go. Everyone lives online. Everyone has a psychometric location,
placement and at least an address online. The language of today has changed from the old
metaphor of slow and steady win the race. Speed and accuracy are the in things now. They
are the defining characteristics of today's world of multi-tasking. Anything that must
accomplish objective must be sharp, smart and deliver on point. Hence the creation of the
Advanced Progressive Matrices-Smart.

Description of the test

Theoretical background

In 1992, the Raven’s Advance Progressive Matrices, the Standard Progressive Matrices and
the Mill Hill Vocabulary scales were co-ordinated by Margaret Berril and Alverie Weighill.
These tests were developed for the assessment of two main components of spearman’s “g” as
accurately as possible. Vocabulary scales along with the APM and Senior forms provide
more information that most lengthy intelligence tests fail to provide us with. APM used by
itself, yields better information on people’s ability to forge largely non-verbal insights than
the relevant subscales of multi-component tests. The Mill Hill Vocabulary test highly
complements this by providing a quick and accurate assessment of familiarity with a culture’s
store of explicit information. The RPM is said to be unidimensional and measures capacity to
engage in intellectual processes which are built one upon the other in a way that people
cannot engage in the higher-order processes unless they master the basics.

The APM was initially drafted in the year 1943 and was administered by British war office
section boards and was known as the “Power Test”. There are basically 2 sets in the APM.
The first set consists of 12 practice items covering the intellectual processes sampled on 36
items test. The validity of the set two is stronger with administration of set one. In set 2, the
items increase considerably in difficulty levels.

Reliability: Retest reliability: Data on APM reliability were collected for the 48-item
version of the test used in 1947-1962.Internal Consistency: The APM Set two has good
internal consistency with half-split reliability

Method

Demographic Details:

Name: MS R.J.

Age: 25 years old

Gender: Female

Qualification: Advocate

Material Required:

Raven’s Advanced Progressive Matrices Test Booklet

APM Manual

Response sheet

Pencil

Paper

Administration of the test

Precautions:

The instructions must be made clear beforehand to avoid confusion.

There must be no noise to create unwanted stimulus.

Room must be free of unnecessary distractions and must be well lit.

Rapport formation:
The participant was greeted upon entering the room. She was made comfortable with general
conversation about the day they had so far. The basic instructions were debriefed to her. To
bring her at ease, discussion about privacy and confidentiality was done.

Instructions: Instructions were given verbatim from the manual.

Introspective Report: The test seemed interesting. It was engaging and the level of difficulty
increased with Set 2. The middle section of set 2 seemed difficult than most of the questions.
Overall, a lengthy test.

Observational Report: The subject seemed to be excited at first, she found the test interesting
and mind- boggling. There was no sign of stress or difficulty while conducting Set one. The
subject seemed to have difficulty in Set Two. She showed signs of confusion and boredom.

Scoring: The scoring is done according to the scoring key of the manual. One mark is
assigned to every correct response and zero score is given to a wrong answer. A total raw
score is obtained for each set, which is then converted into the percentile score in accordance
with the age norms. These scores are further interpreted into the range of intellectual ability.

Procedure: The participant was seated in a well-lit room with minimal distractions. It was
kept in mind to eliminate as many unnecessary stimuli as possible. Rapport formation was
smooth, and no issues were faced. Participant seemed to be interested in the procedure that
was debriefed to her as an introduction to the test. As the part of the procedure, the
participant was made sure of confidentiality and privacy. Once, the consent was taken, the
APM Booklet and the response sheet was provided to her. The test was collected as soon as
she was finished with it. The introspective report was made upon a brief review of the test.
The results were then scored and changed into percentile and were interpreted.

Result:

Table 1. Scores of the participant on set I and set II of APM.

Set Raw Score Percentile Interpretation

I 10 75th Above average

II 26 75th Above average

Discussion:
The aim of the study here was to assess abstract reasoning and fluid intelligence of the
subject. Fluid intelligence basically means the person’s ability to reason and solve problems
in a novel situation. The abstract reasoning is nothing but the cognitive ability of the person
to reach logical conclusions.

The test was administered on the female aged 25, advocate by profession. The set one was
administered consisting of 12 items. The minimum score of 5 was required to be able to
attempt set two. The subject scored 10, which according to the norm table suggest the score
to fall in 75th percentile. As Set One is a screening test, the participant is required to get a
minimum score of 5 to be able to attempt Set Two. According to the norm table, the
participant lies under 75th percentile which means that she falls under above average
intelligence in terms of fluid intelligence and abstract reasoning. It suggests that the
participant is a level above the average ability to deal with novel issues and can establish
logical conclusions when the physical objects are absent. Use of logic, recognition of pattern,
and creativity is a strong aspect of the participant. Total dependence on the response of the
participant or the report cannot be completely relied on. There may be errors on the
participant’s end pr drawbacks to the technique it was administered in. Similarly, high/low IQ
is not the only aspect to judge the success in one’s life.

Conclusion

The study assessed abstract reasoning and fluid intelligence of the participant using Raven’s
advance progressive matrices. The participant got a score of 10 on set I. It suggests that
participant has above average intellectual capacity. The participant got a score of 26 on the
Set II of APM, which equates to the 75th percentile score. It suggests that the participant has
above average intellectual capacity (abstract reasoning and fluid intelligence).
References

Chiesi, F., Ciancaleoni, M., Galli, S., & Primi, C. (2012). Using the Advanced Progressive

Matrices (Set I) to assess fluid ability in a short time frame: An item response theory–

based analysis. Psychological Assessment, 24(4), 892–

900. https://doi.org/10.1037/a0027830

Singh, Y., Makharia, A., Sharma, A., Agrawal, K., Varma, G., & Yadav, T. (2017). A study

on different forms of intelligence in Indian school-going children. Industrial

Psychiatry Journal, 26(1), 71. https://doi.org/10.4103/ipj.ipj_61_16

Song, J. H. H., Loyal, S., & Lond, B. (2021). Metacognitive Awareness Scale, Domain

Specific (MCAS-DS): Assessing Metacognitive Awareness During Raven’s

Progressive Matrices. Frontiers in Psychology, 11.

https://doi.org/10.3389/fpsyg.2020.607577

https://www.eajournals.org/wp-content/uploads/Psychometric-Advent-of-Advanced-
Progressive-Matrices-%e2%80%93-Smart-Version-Apm-Sv-For-Use-in-Nigeria.pdf.

Practical – 3

Practicing Wisdom Assessment Scale

Aim: To assess the level of wisdom of the participant with the help of Practicing Wisdom
Assessment Scale (PWAS) developed by Dr. Abha Singh and Dr. Sakshi Malhotra.

Introduction:

Wisdom

wisdom is one of the greatest and oddest words out there. It is something which a person
cannot knowingly strive at, like being kind. Though its impossible to reach a stable state of
wisdom. Wisdom and related constructs have been believed to be ideal of knowledge and
personal functioning (e.g., Staudinger and Baltes, 1994). Historically, wisdom was defined in
terms of a state of idealized being, as a process of perfect knowing and judgement.

Wisdom deserves to be rehabilitated and take its place among a host of other typical goals a
person might harbor. Wisdom seems to be woven of many strings:

Realism The wise are first and foremost, realistic about the challenges of life. They aren’t
devoid of hope, but they are conscious of the complexities of projects, for example, raising a
child or starting a business, or falling in love. Attempting something difficult doesn’t rob the
wise people of their ambitions, but it makes them calmer, and less prone to panic about the
problems that will inevitably be present in their path.

Gratitude: Probably being aware of what can go wrong, the wise are alive to moments of
calm and beauty. Even the extreme modest ones, they can take pleasure in a single uneventful
sunny day, or at the sight of some pretty flowers. It doesn’t mean that these people are naïve
but its precisely opposite as they know how hard things might get, they know how to draw
value from the peaceful moments.

Folly: The wise know that all human beings, including them, are deeply sunk in folly, each
one-off have irrational desires and want incompatible things. We are prone to mood swings
and are buffeted by the curious demands of our sexuality. The wise are unsurprised by the
ongoing coexistence of deep immaturity and sexual perversity alongside, adult qualities like
intelligence and morality. We are aware that at least half of our lives are irrational, they try to
budget for madness and slow panic when it happens.

Humor: The wise takes the business of laughing at themselves seriously. They laugh about
the constant collisions between the noble ways they’d like thing to be and the demented way
they in fact are.

Politeness: The wise are realistic about social relations. How difficult it is to change people’s
mind and have an effect in their lives. They are therefore extremely reticent about telling
people what they really think. They have the sense of how seldom being censorious is
important. They wish that the things go well between people even if it means not being
totally honest. They will be aware of how differently things looks from the eyes of the other
people and will search more for what people have in common and what separates them.

Self-Acceptance: The wise have made their peace with the gap between how they would
ideally want to be and what they are. They have come to terms with their choices, flaws,
ugliness, limitations, and drawbacks. They are not ashamed of themselves, yet they
understand their issues. They can provide an accurate map of the reasons why it is difficult to
live with them.

Forgiveness: The wise are realistic about other people too. They recognise the extreme
pressure everyone might be enduring to pursue their own passions, ambitions, defend their
interests and seek their own pleasures. It can make other people appear mean and purposely
evil. The wise knows that most hurt is not intentional, it’s a by-product of the constant
collision of blind competing egos in a world of scarce resources. The wise are therefore slow
to anger and judge. They don’t lead to the worst conclusions.

Envy: The wise person doesn’t envy idly. They realise that there are reasons why they don’t
have many things that they want. They look at a celebrity and have a decent grasp of why
they did not ever make it to their level. The wise appreciate the role of luck and do not curse
themselves overly at the junctures where they don’t have as much as they would’ve liked.

Regret: In an ambitious era, it is common to being with dreams of being able to pull off an
embellished life, the wise realises that it is impossible to fashion a spotless life. One can
make some extreme errors in number of areas. Perfectionism is a wicked illusion and regret is
unavoidable. But regret lessens the more we see the errors in endemic across the species.
There is literally no person with a life story so flawless and without mistakes. These incidents
are not incidental but structural. They arise because we lack information, we need to make
choices in time-sensitive situations.
Calm: The wise knows that a tremor is just around the corner they fear and can sense its
approach, that is why the idea of calm is nurtured strongly. A quite evening feels like an
achievement, a day without anxiety is celebrated. The wise aren’t afraid of having boring
time.

Psychological Definitions of Wisdom

Major German historical dictionary edited by Grin Brothers defined wisdom as “insight &
knowledge about oneself and the world… and sound judgement in the case of difficult life
problems.”

Oxford Dictionary includes: - “good judgement and advice in difficult and uncertain matters
of life.”

Many psychologists have come to regard wisdom as a foundation for a life well-lived and one
of humans’ most important strengths (e.g., Baltes & Freund, 2003a, 2003b; Baltes, Gluck, &
Kunzman, 2002; Csikszentmihalyi & Rathunde, 1990; Sternberg, 1990, 1998a).

There are now several tools to assess wisdom on certain levels discussed below:

General Wisdom

Central to neo-Piagetian theories of adult thought is the transcendence of the universal truth
criterion that characterizes formal logic. This transcendence is common to conceptions such
as dialectical, complementary, and relativistic thinking. The tolerance of multiple truths, that
is, of ambiguity, has also been mentioned as a crucial feature of wisdom. Empirical studies in
this tradition have found that at least up to middle adulthood, performances on such measures
of adult thought evince increases.

The conceptual approach taken by the Berlin Max Planck Institute group is based on lifespan
theory, the developmental study of the aging mind and aging personality, research on expert
systems, and cultural–historical definitions of wisdom (Baltes et al., 1992). By integrating
these perspectives, general wisdom is defined as an expert system in the fundamental
pragmatics of life permitting exceptional insight, judgment and advice involving complex and
uncertain matters of the human condition.

Grossmann’s wise reasoning approach (e.g., Grossmann et al., 2010; Grossmann et al., 2013)
uses a performance measure like the Berlin paradigm in terms of its use of a prompt to elicit
verbal responses from participants that are then coded by trained raters. It differs in that the
prompts are scenarios involving intergroup conflict, and in terms of some of the criteria
against which responses are rated: (1) perspective shifting from one's own point of view to
the point of view of people involved in the conflict; (2) recognition of the likelihood of
change; (3) prediction flexibility, as indicated by multiple possible predictions of how the
conflict might unfold; (4) recognition of uncertainty and the limits of knowledge; (5) search
for conflict resolution; and (6) search for a compromise.
Personal Wisdom

Personality theorists usually conceptualized (personal) wisdom as an advanced, if not the

final, stage of personality development. Wisdom in this context is comparable to “optimal
maturity.” A personally wise person is characterized, for instance, as integrating rather than
ignoring or repressing self-related information, by having coordinated opposites, and by
having transcended personal agendas and turned to collective or universal issues.

Whitbourne and colleagues (e.g., Walaskay et al., 1983) and Ryff (1989), for example,
developed self-report questionnaires, to assess the traits of integrity and wisdom. Other self-
report inventories assessing personal wisdom include the Self-Assessed Wisdom Scale
(SAWS; Webster, 2003), The SAWS measures five dimensions: critical life experience,
emotional regulation, reminiscence and reflectiveness, openness, and humour.

The Adult Self-Transcendence Inventory (ASTI, Levenson et al., 2005), The ASTI focuses
on the self-transcendence aspect of wisdom.

The Three-Dimensional Wisdom Scale (3DWS; Ardelt, 2003), The 3DWS was created to
measure wisdom in terms of the three dimensions identified by Clayton in lay conceptions of
wisdom: cognitive, reflective, and affective.

Components of Wisdom

Five wisdoms related criteria proposed by Baltes and Smith (1990) are:

a) Rich factual knowledge

General and specific knowledge about the conditions of life and its variations.
b) Rich Procedural Knowledge
General and specific knowledge about strategies of judgement and advice concerning
matters of life.
c) Life span contextualism
Knowledge about contexts of life and their temporal developmental relationships.
d) Relativism
Knowledge about differences in values, goals, and priorities.
e) Uncertainty
Knowledge about the relative indeterminacy and unpredictability of life and ways to
manage it.
Laws of Wisdom

The ancient philosopher that emerged during classical antiquity were some of the finest the
world has ever come across. From Aristotle to Zeno, the intellect that was exuded during this
period was ahead of time. Their ideas and principles hold immense value to this date.
Following are the seven laws of wisdom one must practise to lead a life that is free of
unnecessary evil:

1) Expand your horizon

 As Seneca said, “look at the stars lighting up the sky: no one of them stays in the
same place.”
Universe is a vague and larger than the office/home spaces. The one who is not scared
of moving out of their comfort zone for a little adventure will know what lies beyond
the horizon. By changing their surroundings, one can change their way of perception
of the world. If one really seeks enhanced wisdom and personal growth, one must step
beyond the threshold by relocating or travelling more.

2) Fool’s Gold
The most foolish, place their worth in their wealth and not on their value. Money
cannot buy wisdom, and greed will destroy the person in time. Epicurus, summed this
up as; “if a little is not enough for you, then nothing is.” To attain wisdom, one must
focus on growing your virtue and intellect and realise that money we run behind is
just a tool and not a score in life. Only focusing on money allows other faculties to
crumble. Any foundation that is built on sand will submerge in sea.

3) Know what you control

Marcus Aurelius was a most powerful man on the earth at one point. Despite his
status, he noted that “we have power over our mind and not outside events. Realize
this and you will find strength.” In the modern world anxiety and stress have become
silent killers. If you allow yourself to be overwhelmed by things that you cannot
control, your life will be over long before your actual death. Accept what you can’t
control and focus your power on what can be changed if you want to make progress.

4) Kindness counts
Only the strongest and most intelligent people have the capacity for kindness.
Cato the younger summarized that “I begin to speak only when I’m certain, what I’ll
say isn’t better left unsaid.” It takes a deep level of understanding to be kind to others
and it takes even more to be kind to those who doesn’t deserve it. Getting angry is
easy but holding onto anger is like holding the barbed wire tightly with bare hands
and expecting another person to get hurt. It will only harm you in the long run.
Theories of Wisdom

Balance Theory of Wisdom

Sternberg’s balance theory describes the practical intelligence necessary to take wise action
when confronting difficult and complex life situations (Sternberg, 1990, 1998a). Wisdom is
based on tacit knowledge that is built up over time as people learn how to pursue and achieve
valued goals successfully. According to Sternberg’s balance theory, wise people are skilful in
balancing three interests and three possible courses of action in arriving at solutions to life
problems.

The three interests are:

 a) one’s own interests and needs (intrapersonal).

b) the interests and needs of important others like a spouse, friend, or employer

(interpersonal); and

c) those related to community, country, environment, or religion (extrapersonal).

Balancing these multiple interests to achieve a common good requires consideration of three
courses of action concerning whether and how much individuals need to (a) change
themselves (adaptation); (b) change their environment, including others; or (c) select a new
environment altogether.

Kramer’s model of Wisdom

Kramer (1990) proposed a theoretical model of wisdom, suggesting that the interaction of
cognitive and affective development produced five wisdom-related skills that facilitated the
five functions of wisdom and, in turn, fostered cognitive and affective development.
According to Kramer (1990), there are five highly interrelated functions of wisdom that could
aid in fulfilling the tasks of adult life. One of these is the role wisdom plays in enabling the
individual to resolve dilemmas and make decisions in his or her life. A second function of
wisdom is that of advising others. Wisdom's third function is to manage and guide society,
while the fourth is that of life review. The fifth function of wisdom is the questioning of life's
meaning. There are cognitive and affective processes that facilitate the development of
wisdom in all of its functions. From the cognitive perspective, the attainment of the
relativistic and, especially, the dialectical level of thinking constitutes a pre-requisite for
subjects' resolving such situations with wisdom. Relativistic thinking-unlike absolutistic
thinking, which postulates the existence of invariable, fixed, and unchangeable truths-
involves the awareness of the subjective, arbitrary nature of knowledge (Kramer, 1983) and
the awareness of the ill-structured, unpredictable nature of events (Kramer, 1990). Dialectical
thinking makes possible more integrated forms of thought. Subjects who think dialectically
are aware of the interactive nature of all events and take into consideration the
interdependence, rather than the independence, of the different variables in problem
situations. Research shows that dialectical thinking is found in only a minority of people, and
then, only in some middle-aged and older adults (cf. Kramer, 1990; Kramer, Kahlbaugh&
Goldston, 1992).

Ardelt's Model of Wisdom

Monika Ardelt’s worked on wisdom and gave a three-dimensional Wisdom scale in 1990s.
According to Ardelt’s new model, the three dimensions of wisdom are as follows:

(a) Reflective dimension – looking at phenomena from different perspectives, including

yourself, which tends to reduce ego-centeredness and allows people to overcome subjectivity
and projections
(b) Cognitive dimension – the ability to see reality as it is, to understand deeper truths, how it
relates to the intrapersonal and interpersonal aspects of life

(c) Affective dimension – sympathy and compassion for others.

Wisdom as expert knowledge in the conduct of life

Baltes and his colleagues at the Max Planck Institute in Berlin, Germany, have developed a
set of specific criteria for defining and measuring wisdom that provides the basis for an
ongoing program of empirical studies. In their Berlin wisdom model, wisdom is defined as
expert knowledge concerning the “fundamental pragmatics of life” (Baltes, 1997; Baltes&
Smith, 1990, Baltes & Staudinger, 2000). Wisdom is assessed according to the following five
criteria.

1. Factual knowledge: Extensive knowledge of the pragmatics of life. Knowing the

“what’s” of the human condition and human nature (e.g., differences among people,
social relationships, society, social norms, etc.).
2. Procedural knowledge: Knowing “how.” Strategies and approaches for solving life’s
problems, achieving goals, dealing with conflict, etc.
3. Lifespan contextualism: Knowledge of different life settings and social environments
(e.g., work, education, family, leisure, and friends), and how these roles and settings
change over time, both for individuals and for society.
4. Relativism of values: Awareness of individual and cultural differences in values and
life priorities. Wise people are committed to the common good, so this does not mean
“anything goes.” Relativism means consideration and sensitivity to value differences
among people from different backgrounds.
5. Awareness and management of uncertainty: Recognizing the limits of knowledge. The
future cannot be fully known ahead of time. An understanding of how to cope
effectively with the uncertainty of knowledge about the world.
Because wisdom is defined by superior knowledge in the conduct of life, few people are
expected to meet all five of the wisdom criteria. Measures of wisdom indicate people’s
degree of wisdom-related knowledge.

The following general criterion of this model are based on cultural-historical and
philosophical accounts of wisdom:

• Wisdom addresses important and difficult questions and strategies about the conduct

and meaning of life.

• Wisdom includes knowledge about the limits of knowledge and the uncertainties of

the world.

• Wisdom represents a truly superior level of knowledge, judgement, and advice.

 • Wisdom constitutes knowledge with extraordinary scope, depth, measure, and

balance.

• Wisdom involves a perfect synergy of mind and character, that is, orchestration of

knowledge and virtues.

• Wisdom represents knowledge used for good or well-being of oneself and that of

others.

Wisdom, though difficult to achieve and to specify, is easily recognized when manifested.

Review of Literature

Thomas and Kunzmann (2013) investigated a potential moderator of age differences in

wisdom-related knowledge: The age relevance of a given wisdom task. 192 participants
covering the adult life span were asked to think aloud about a traditional vignette-based
wisdom task with no age relevance and about newly developed tasks of problems that
arguably are particularly salient in young adulthood, namely, marital conflicts. There were no
linear age differences in wisdom-related knowledge as elicited by the traditional age-neutral
wisdom task. However, both vignette-based and video-based tasks about marital conflict
elicited greater wisdom-related knowledge in younger than in older adults. Young adults’
greater actual experience and openness to marital conflict contributed to these age
differences. The findings suggest that any phase of life offers opportunities for the attainment
of wisdom-related strengths if an individual is willing and able to actively engage in life’s
ongoing challenges.

Ms. Sharma, Dr. Singh, & Dr. Mehrotra (2016) conducted a study, a paper titled, “Sattva
Guna as a Predictor of Wisdom and Psychological Well-Being”. For this study a sample of
100 university students (50 males and 50 females) between the ages of 18-24 years were
selected. Three scales namely- (i) PWAS (Practicing Wisdom Assessment Scale) (ii)
Trigunatmak Personality Inventory, and (iii) Ryff’s Psychological Well Being were used.
Regression analyses was done. The results indicated that Sattva Guna significantly predicts
PWB and Wisdom. It is inferred from the results that sattva gun significantly predicts
wisdom. This means, that the quality of sattva guna predominantly dictates the presence of
wisdom as a virtue in an individual. By reviewing the literature present on these two
concepts, it becomes apparent that there are several parallels between the qualities of sattvic
and the qualities of wisdom. According to Rangacharaya (1989) “it is only the quality of
Sattva which is Sattva Guna as a Predictor of Wisdom and PWB.

V. Jeste et.al. (2021) conducted research, a paper titled as, “Is spirituality a component of
wisdom? Study of 1,786 adults using expanded San Diego Wisdom Scale (Jeste-Thomas
Wisdom Index)”. There is controversy about whether spirituality is a marker of wisdom. The
study had sought to address that question by developing a new SD-WISE subscale of
spirituality and examining its associations with various relevant measures. Data were
collected from a national-level sample of 1,786 community-dwelling adults aged 20–82
years, as part of an Amazon M-Turk cohort. Participants completed the 24-item SD-WISE
along with several subscales of a commonly used Brief Multidimensional Measure of
Religiousness/Spirituality, along with validated scales for well-being, resilience, happiness,
depression, anxiety, loneliness, and social network. Using latent variable models, they
developed a Spirituality subscale, which demonstrated acceptable psychometric properties
including a unidimensional factor structure and good reliability. Spirituality correlated
positively with age and was higher in women than in men. The expanded 28-item, 7-subscale
SD-WISE total score (called the Jeste-Thomas Wisdom Index or JTWI) demonstrated
acceptable psychometric properties. The Spirituality subscale was positively correlated with
good mental health and well-being, and negatively correlated with poor mental health.
However, compared to other components of wisdom, the Spirituality factor showed weaker
(i.e., small-to-medium vs. medium-to-large) association with the SD-WISE higher-order
Wisdom factor (JTWI). Like other components as well as overall wisdom, spirituality is
significantly associated with better mental health and well-being and may add to the
predictive utility of the total wisdom score. Spirituality is, however, a weaker contributor to
overall wisdom than components like pro-social behaviours and emotional regulation.

V. Jeste, et. Al., (2021) conducted a study, a paper titled as, “Study of loneliness and wisdom
in 482 middle aged and oldest-old adults: a comparison between people in Cilento, Italy and
San Diego, USA”. They examined loneliness and wisdom, using the UCLA Loneliness Scale
Version 3 (UCLA3) and San Diego Wisdom Scale (SD-WISE), respectively, in four subject
groups: adults aged 50-65 and those 90 years from Cilento, Italy (N ¼ 212 and 47,
respectively) and San Diego, California, USA (N ¼ 138 and 85, respectively). After
controlling for education, there were no significant group differences in levels of loneliness,
while on SD-WISE the Cilento 90 group had lower scores compared to the other three
groups. There was a strong inverse correlation between loneliness and wisdom in each of the
four subject groups. Loneliness was negatively associated while wisdom was positively
associated with general health, sleep quality, and happiness in most groups, with varying
levels of significance. These results largely support cross-cultural validity of the constructs of
loneliness and wisdom and extend previous findings of strong inverse correlations between
these two entities. Loneliness has become a growing public health problem, and the results of
our study suggest that wisdom could be a protective factor against loneliness, although
alternative explanations are also possible. Research on interventions to reduce loneliness by
enhancing wisdom in older adults is needed.

Description of the tool

The Practicing Wisdom Assessment Scale (PWAS) was developed by Dr. Abha Singh and
Dr. Sakshi Malhotra 2013. Wisdom is a concept derived from positive psychology. This scale
is a 30-item questionnaire that measures different aspects such as knowledge, judgement,
emotional maturity, spiritual insight, and forgiveness on a 5-point scale ranging from
‘strongly agree’ to ‘strongly disagree’.
Application of the test

The self-assessment measure of wisdom at the individual scale has been widely used by
researchers and clinical practitioners. It also encourages researchers and clinicians to conduct
interventions using wisdom and evaluate their effectiveness. PWAS-SWAS can be used in
clinical settings as it is negatively correlated to depression, death avoidance and fear of death.
This can help in identifying some depression characteristics. It can also be used in the field of
positive psychology as wisdom is taken as a viable virtue in positive psychology.

Validity: Content validity of the scale was ascertained by getting it thoroughly tested by 10
prominent Psychologists, Educationist, and language experts.

Reliability: The Cronbach's co-efficient alpha value was calculated to ascertain the internal
consistency for the items the value which came out to be 0.85.

Method
Demographic Details

Name: SS

Age: 27

Qualification: Navy officer

Gender: male

Material Required

Practicing Wisdom Assessment Scale

Response sheet

Practicing Wisdom Assessment Scale Manual

Paper

Pen

Administration of the test

Precautions-

1. The room was well illustrated during the test.

2. The instructions were properly explained to the subject.
3. No noise was present during the test.
4. All sorts of distractions were minimized.

Rapport formation-
The participant was made comfortable by initiating a general conversation about their day at
a comfortable place. To bring the participant at ease and was debriefed and given instructions
to do the test. The participant was made assured about the confidentiality and privacy of the
responses provided by them. After the test was completed, the participant was again
debriefed.

Instructions-

“The next 30 statements have been given about your general behaviour. Read each statement
carefully and decide your answer on what comes to your mind first after reading the five
alternatives, viz., Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
whichever is nearer to your answer and put a tick mark in the appropriate box. Your answer
will be kept confidential. There is no time bound, but you can conveniently complete this
scale in 20 minutes.”

Introspective Report: The test was shorter than I expected it to be. I felt that being self-aware
is the key to be able to answer questions of such type. I didn’t feel pressure or any sort of
anxiety while going through it. It was a smooth test until the end.

Observational report: The subject was calm and composed before and during the test. No
difficulty at any step were faced. He was quick with the test and didn’t take longer than it
should to finish marking most of the questions. The negative questions (2,4,18) were a little
time consuming, otherwise the test went smoothly and without any interruptions.

Scoring of the Test: The Practicing Wisdom Assessment Scale is a 30 items questionnaire to
be measured on a 5-point scale ranging from strongly agree to strongly disagree. The scale
has 27 positively worded statements and 03 negatively worded statements. These responses
have certain value associated to them, that is, strongly agree- 5, agree- 4, undecided – 3,
disagree- 2, and strongly disagree- 1. The scoring is same way for all the items, except for
negatively worded items i.e., 2, 4, and 18 items, which have been reverse scored. Z-score
Norms in Table 3 of the PWAS manual were referred for conversion of Raw Scores into
standard scores. For interpretation of the level of wisdom, norms presented in Table 4 of the
PWAS manual were referred.

Procedure: The participant was called in the room; they were made to sit on a chair. A formal
rapport was established to make them comfortable. Preliminary information was taken from
them. Participant was debriefed about the test and given instructions to do the test. The
participant was made assured about the confidentiality and privacy of the responses given by
them. After taking consent from the participant, pen, PWAS questionnaire were provided to
them. After clarifying the doubts, sufficient time was given to the subject to complete the
procedure. Upon completion the questionnaire was collected, and the introspective report and
observational report were taken. Responses were scored and the results were converted into
z-scores and interpreted according to the norms table from the manual.

Result
 Raw Score Z-Score Grade Level of Wisdom
Scale

109 -0.26 D Average or

Moderate wisdom

Discussion

The aim of the present study is to measure the level of wisdom the participant possess. Dr.
Abha Singh and Dr. Sakshi Malhotra developed a 30 items questionnaire on a 5-point scale,
the range of which lies from “strongly agree” to “strongly disagree”. It is expected from the
participant to mark the first prompt answer that comes to his/her mind. Wisdom is used to
describe the character of that which is reasonable, or to exercise moderation in desires. In the
classical tradition, from antiquity to the Cartesians, it relates, however, knowledge, science,
philosophy, perfect knowledge, generally encompassing the idea of virtue. It is a prelude to a
third sense derivative of it because it also means the character of one who is wise, who makes
a moral ideal type, which manages to virtue. From a research point of view, the study of
wisdom, and to be more precise, the study that calculates the wisdom of an individual holds it
value in epistemology. Although this tool is better suited for an older population, conducting
this test on the younger population will help us to know whether our youth is on a path of
wisdom.

The Progressive Wisdom Assessment Scale is administered on a 27-year-old male who works
as a Naval Officer. The score obtained by S was 109, hence falling under the ‘D’ category.
“D” here, denotes that the participant possesses “Moderate/Average Wisdom”. The study by
Dr. Singh, Ms. Sharma, and Dr. Mehrotra (2016) stated that the wisdom is predicted by
Sattva Guna as a virtue in a person. As per Rangacharya (1989), Sattva Guna is a predictor of
wisdom. As per the score of S, he possess “moderate/average wisdom”. This states that the
person with a little help can maintain balance in his sattvic guna.

Spirituality is significantly associated with good mental health. Hence, better understanding
of spirituality leads to better mental health. The participant here, would score an average
score on spiritual scale if measured. Average score also means that he would have a
moderate/average pro-social behaviour as well as average emotional regulation.

“S”, as per his introspective report seemed to have peaceful state of mind and wasn’t under
any pressure, which positively affected his scores on the test. He was quick and sure about
the answers he provided, this confirmed how he is aware about his own thoughts and feels.

Conclusion

The current study assessed the level of wisdom of a 27-year-old male participant using the
Practicing Wisdom Assessment Scale developed by Dr. Abha Singh and Dr. Sakshi
Mehrotra. The results of the study indicated that the subject holds moderate/average level of
wisdom, which is acceptable given the age of the subject. The subject scored a total of 109,
making the z- score of the subject to be -0.26, and falling under the ‘D’ category according to
the scale. The results of this study points towards contained level of wisdom as he grows
older. The higher the wisdom, the quality-of-life increases. To reach a more conclusive
understanding of what is going on with his levels of wisdom, further test must be
administered.

References

Jeste, D. V., Thomas, M. L., Liu, J., Daly, R. E., Tu, X. M., Treichler, E. B., Palmer, B. W.,
& Lee, E. E. (2021). Is spirituality a component of wisdom? Study of 1,786 adults
using expanded San Diego Wisdom Scale (Jeste-Thomas Wisdom Index). Journal of
Psychiatric Research, 132, 174–181. https://doi.org/10.1016/j.jpsychires.2020.09.033
Thomas, S., &Kunzmann, U. (2013). Age Differences in Wisdom-Related Knowledge: Does
the Age Relevance of the Task Matter? The Journals of Gerontology Series B:
Psychological Sciences and Social Sciences, 69(6), 897–905.
https://doi.org/10.1093/geronb/gbt076
Sharma, S., Singh, A., & Mehrotra, S. (2016). Sattva Guna as a Predictor of Wisdom and
Psychological Well-Being. The International Journal of Indian Psychology, 2016,
4(1).
https://www.academia.edu/33789834/
Sattva_Guna_as_a_Predictor_of_Wisdom_and_Psychological_Well_Being?
auto=citations&from=cover_page

Practical – 4

JOB STATISFACTION SCALE (JSS)

Aim: To Study the Job Satisfaction of an Employee using Job Satisfaction Scale given by Dr.
Amar Singh and Dr. T.R. Sharma.

Introduction: Job satisfaction or employee satisfaction is a measure of workers'

contentedness with their job, whether they like the job or individual aspects or facets of jobs,
such as nature of work or supervision. Job satisfaction can be measured in cognitive
(evaluative), affective (or emotional), and behavioural components. Researchers have also
noted that job satisfaction measures vary in the extent to which they measure feelings about
the job (affective job satisfaction) or cognitions about the job (cognitive job satisfaction).

One of the most widely used definitions in organizational research is that of Edwin A.
Locke (1976), who defines job satisfaction as "a pleasurable or positive emotional state
resulting from the appraisal of one's job or job experiences” Others have defined it as simply
how content an individual is with his or her job, whether he or she likes the job.
It is assessed at both the global level (whether the individual is satisfied with the job overall),
or at the facet level (whether the individual is satisfied with different aspects of the job).
Spector (1997) lists 14 common facets: appreciation, communication, co-workers, fringe
benefits, Job conditions, nature of the work, organization, personal growth, policies and
procedures, promotion opportunities, recognition, security, and supervision.

Job satisfaction can be indicative of work behaviours such as organizational citizenship, and
withdrawal behaviours such as absenteeism, and turnover. Further, job satisfaction can
partially mediate the relationship of personality variables and deviant work behaviours.

The factors affecting employees’ job satisfaction are intrinsic and extrinsic factors, personal
attributes, and work environment. Job Satisfaction has two broad categories of factors:
Intrinsic factors and Extrinsic factors:

Intrinsic factors: include such components as sense of success at work, relations with
colleagues, job stability, customer relations and efforts to unearth one’s skills. Intrinsic
motivation tools are directly related to the job and results from the same. Factors such as the
job itself, independence granted by the job, importance of the job for the individual,
involvement in management, taking responsibility, opening space for creativity and enabling
the individual to utilize her/his skills and capabilities constitute intrinsic factors. Intrinsic
factors are accepted to be more influential on the personnel than the extrinsic factors
(Erics,2010). Individuals with intrinsic satisfaction can easily undertake responsibility in the
organization. And the individuals who take responsibilities tend to make sacrifices for the
organization (Xie et. al.,2017).

Extrinsic factors: When the job satisfaction element is produced by external sources, this is
called extrinsic satisfaction. Extrinsic factors leading to specific behaviours are related to the
environment outside the individual. Determination, willingness, and skill of the individual to
be successful are not sufficient alone for job satisfaction. Environmental factors to support
these factors should also be highly qualified and quantified as some elements the individuals
need can only be met by the external environment. These are basically a physically
appropriate working environment, to be a part of a coherent team, to be appreciated by
colleagues and superiors and being under a project-oriented control rather than an oppressive
control. These factors are related to the goals such as receiving a reward, avoiding a
punishment, and improving professional career. When an individual has an interesting job,
she/he thinks that she/he can obtain tangible or intangible gains from the concerned activity
(Galie, 2008). Basically, monetary reward system, job security, relations with superiors and
relations with the colleagues constitute external reward system (Panagiotis&Petridou,2008).
Theories of Job Satisfaction

1. Maslow's Hierarchy of Needs (1943): Maslow’s hierarchy of needs is a motivational

theory in psychology comprising a five-tier model of human needs, often depicted as
hierarchical levels within a pyramid. From the bottom of the hierarchy upwards the
needs are physiological (food and clothing), safety (job security), love and belonging
needs (friendship), esteem, and self-actualization. Needs lower down in the hierarchy
must be satisfied before individuals can attend to needs higher up. Maslow's (1943,
1954) five-stage model has been expanded to include cognitive and aesthetic needs
(Maslow, 1970) and later transcendence needs (Maslow,1970). Changes to the
original five-stage model are highlighted and include a seven-stage model and an
eight-stage model; both developed during the 1960s and1970s.

 Biological and Physiological needs - Air, food, drink, shelter, warmth, sleep,
etc.

 Safety needs - Protection from elements, security, order, law, stability,

freedom from fear.

 Love and belongingness needs-Friendship, intimacy, trust, and acceptance,

receiving and giving affection and love. Affiliating, being part of a group
(family, friends, work).

 Esteem needs - Maslow classified these into two categories: (i) esteem for
oneself (dignity, achievement, mastery, independence) and (ii) the need to be
accepted and valued by others (e.g., status, prestige).

 Self-actualization needs - Realizing personal potential, self-fulfilment,

seeking personal growth and peak experiences. A desire “to become
everything one is capable of becoming”.

2. Frederick Herzberg Dual Factor Theory: More than four decades back, Herzberg
et al., (1959) were intrigued by the question of what people want from their jobs.
They applied critical incident technique and surveyed 200 accountants and engineers
from Pittsburgh. They were asked to describe the events which made them feel good
or bad about their jobs. The responses were tabulate das follows. Their approach is
 popularly known as Two Factor Theory. According to Herzberg, there are two factors:
‘Motivators’ and ‘Hygiene factors. It is only the motivating factors which generate
job satisfaction. The very task/job and the outcomes of the job like recognition
reward, responsibility, promotion, and growth have potential to generate job
satisfaction. He categorically explained that these set of factors called ‘hygiene
factors’ should be present in the organization so as to avoid dissatisfaction from job.
For example, power cut, poor relations with superiors and colleagues, poor pay,
restrictive policies, absence of job security and so on have the power to disturb the
employees. But they cannot empower the employees.
3. Sirota’s Three-Factor Theory: This theory holds that three factors which can come
together to build enthusiasm within your team. Those factors are: (1) Equity/Fairness,
(2) Achievement and (3) Camaraderie.
 Equity: the quality of being fair and impartial.

 Fairness: treating people equal without favouritism or discrimination.

Achievement: Providing opportunity to achieve and an environment that produces such

opportunity. The work should be challenging, yet also achievable, and the employees should
have access to they need to get the job done. Also, there should be plenty of recognition and
reward.

 Camaraderie: An employee spends most of his time at work. So, should be

able to enjoy their time on the job. This would also include the organizational
culture.

4. The dispositional model of job satisfaction: Some people always seem to like their
jobs, no matter what they are doing, but some others are always grumbling about the
work they do. Dispositional model of job satisfaction approach claims that job
satisfaction is a relatively stable characteristic that stays with people through various
situations (Judge, 1992). According to this conceptualization, people who like the jobs
they are doing at one time also tend to like the jobs they may be doing at another time,
even if the jobs are different.
5. Social Information Processing Model: The idea that people’s attitudes toward their
jobs are based on information they get from other people is inherent in the social
information processing model. The way people feel about their jobs is based on the
 attitudes expressed by others with whom they come into contact.  By virtue of sharing
their feelings about their jobs with one another, these workers are likely to be shaping
one another's attitudes. Attitudes changes not because of any objective changes in the
job or your boss, but because you changed your outlook based on the messages you
received from your coworkers. Job satisfaction can be affected by such subtle things
as the offhand comments others make.

6. Ginsberg Career development and Job satisfaction theory (1951): Ginsberg,

Axelrad, and Herma (1951) were the first to view career development as a lifelong
process, with an emphasis on very early development. Ginsberg and associates outline
three distinct stages or periods in the career-choice process, each of which is divided
into substages. During the fantasy stage (childhood before age it), play gradually
becomes work oriented and reflects initial preferences for certain types of activities.
The second period, called tentative, is divided into four substages (interest, capacity,
values, and transition) and lasts from ages II to 17. During the tentative period, the
individual becomes more aware of work requirements and of his or her own abilities
and values and makes decisions regarding vocational likes and dislikes. At the
realistic stage (ages 17 to young adult), there is further integration of perceived
abilities and occupational interests. as the person first narrows his or her choices to a
few possibilities and then makes a commitment by selecting a job or entering
specialized training. Ginsberg (1984) reemphasized that career development is
lifelong process for those who seek to attain major job satisfaction. As changing work
goals occur, a person will reassess how to improve it with the work environment.
7. Equity Theory: It would be overly simplistic and misleading to suggest that people
only want to earn as much money as possible. Even the highest-paid executives,
sports figures, and celebrities sometimes complain about their pay despite receiving
multimillion-dollar salaries (Langley, 2003). Are they being greedy? Not necessarily.
Often, the issue is not the actual amount of pay received, but rather, pay equity—that
is, how one’s pay compares to that of others doing similar work or to themselves at
earlier times. organizational scientists are keenly interested in understanding fairness
on the job and how people respond when they believe they have been treated unfairly.
8. Expectancy Theory: One of the most widely accepted explanations of motivation is
Victor Vroom’s expectancy theory (Purvis, Zagenczyck, and McCray, 2015).
Expectancy theory takes a broader approach, it looks at the role of motivation in the
 overall work environment. The basic idea behind expectancy theory is that people are
motivated to work when they expect that they will be able to achieve the things they
want from their jobs. Expectancy theory is a cognitively oriented approach because it
characterizes people as rational beings who think about what they have to do to be
rewarded and how much the reward means to them. The theory doesn’t focus only on
what people think. It also recognizes that these thoughts combine with other aspects
of the organizational environment to influence job performance. Expectancy theory
argues that the strength of our tendency to act a certain way depends on the strength
of our expectation of a given outcome and its attractiveness. In practical terms,
employees are motivated to exert a high level of effort when they believe that it will
lead to a good performance appraisal, that a good appraisal will lead to organizational
rewards such as salary increases and/or intrinsic rewards, and that the rewards will
satisfy their personal goals.
9. Two-factor theory: Believing an individual’s relationship to work is basic, and that
the attitude toward work can determine success or failure, psychologist Frederick
Herzberg wondered, “What do people want from their jobs?” The opposite of
satisfaction is not dissatisfaction, as was traditionally believed. Removing
dissatisfying characteristics from a job does not necessarily make the job satisfying.
Herzberg proposed a dual continuum: 

 The opposite of “satisfaction” is “no satisfaction,” 

 The opposite of “dissatisfaction” is “no dissatisfaction.”

Conditions such as quality of supervision, pay and company policies, physical work
conditions, relationships with others, and job security are hygiene factors. When they’re
adequate, people will not be dissatisfied; neither will they be satisfied. If we want to motivate
people on their jobs, we should emphasize factors associated with the work itself or with
outcomes directly derived from it such as promotional opportunities, personal growth
opportunities, recognition, responsibility, and achievement. These are the characteristics
people find intrinsically rewarding.

Literature Review

Dr. Fadlalh (2016) aimed to measure the effect degree of organizational justice, job
satisfaction, and organizational commitment on organizational citizenship behaviour of the
principles of public high school in Jakarta. The data were collected from the principles that
selected as a respondent, through the questionnaires. This research consisted of 90 principles
as a sample of 116 of the total population around Jakarta province. The amount of 90 samples
was decided based on the proportional random sampling. The data was calculated using path
analysis. The results demonstrated that all the components had a positive relationship with
each other.

Kaur and Malhotra (2018) investigated the general mental health issues in relation with job
satisfaction among nurses. The sample comprised of 100 nurses within the age range of 20-30
years selected randomly from Government Rajindra Hospital, Patiala. The participants were
administered the General Health Questionnaire (GHQ-28) by David Goldberg (1981) and Job
Satisfaction Scale by Dr. Amar Singh (1999). The data was analysed using SPSS software
with the computation of correlation coefficient for the variables under study. The results
revealed that basic issues of general mental health viz, somatic symptoms, anxiety, insomnia,
social dysfunction, and severe depression were found to be negatively correlated with job
satisfaction in a significant manner.

Prasoon and Chaturvedi (2016) have demonstrated job satisfaction. As per the research, it is
defined as the acknowledgment of doing the job with full dedication and hard work. It has
been found that the level of job satisfaction leads to determine the overall performance of an
organization. In addition to this, it has been found that the level of job satisfaction depends
upon the various set of components in an organization. The major components which are
identified as an important asset for job satisfaction are supervision, promotion, operating
conditions, nature of work, contingent rewards, and other factors.

Md. Rahman, Mst. Rinu Fatema et. Al. (2019) investigated the factors that increase
performance of workers in the working environment. A sample of selected bank employees is
considered, and information collected from different individuals were used. The data was
analysed using simple percentages and mean scores while the hypothesis developed was
tested accordingly. The results revealed that both intrinsic and extrinsic factors of motivation
and job satisfaction have an impact on performance of the workers in Bank.

Hashim (2015) examines the organizational commitment among engineers at Tenaga

Nasional Berhad (TNB). Data were collected from 336 engineers from four regions in
Peninsula Malaysia, namely North, South, East, and West, using stratified random sampling
procedure. The results show that job satisfaction was considered as among the factors that
contributed to organizational commitment. It was also found that although the levels of job
satisfaction among the engineers were much lower, they still remained in the organization

Description of the tool

Theoretical Background

The present scale draws motivation from the works of Hoppock (1935), Morse (1953), Kahan
(1951), Herzberg (1959), Kleinberg (1977), Rajbir (1976), Sokhey (1975), Pestongee (1973)
and Muthaya (1984). While framing the scale almost all known factors and Kelliberg’s work
values and job rewards were kept in view. The level of job satisfaction was measured in two
areas – job intrinsic (factors lying in the job itself) and job extrinsic (factors lying outside the
job). Job intrinsic

area was further conceptualized as job concrete (excursions, working conditions etc) and job
abstract (cooperating, democratic functioning etc), and job extrinsic area consisting of three
components, viz, psycho-social aspects, financial aspects and community / national growth
aspect. The most common reason to survey employees is to determine their satisfaction.
Satisfaction surveys gather information on a variety of work-related issues, such as job
satisfaction, compensation/benefits, company policies, retention, work hours, etc. These
surveys benefit companies as they obtain specific employee perceptions and opinions, which
can then be addressed by management for planning purposes.

Engagement Surveys: Businesses use this type of survey to assess how engaged and
dedicated employees are to their job and the company as a whole. Engagement surveys are
beneficial because once you uncover the engagement level you can take steps to increase it.
These surveys focus on a variety of elements including role clarity, accountability,
communication, recognition and working relationships. Engagement surveys allow a
company to identify strengths and areas for improvement in regard to the job role,
department, or company.

Examine workplace climate: This type of questionnaire is used to assess the strengths and
weaknesses of a company from an organization-wide perspective. Climate surveys solicit
employee feelings, opinions and perceptions regarding the organization’s climate or
environment. Businesses that are facing restructuring or mergers often use climate surveys to
gain insight on how employees are receiving the changes. Climate surveys are also useful as
they can measure employee understanding and commitment to the company’s mission and
vision.

Understand the reasons for an employee’s departure: A common type of employee

questionnaire used by Human Resource Departments is an exit survey. Exit surveys are a
useful way to understand why an employee has resigned and to gain insight into the working
environment. The data gathered will allow you to identify ways to prevent turnover and make
any necessary changes to policies and procedures. These surveys also give your insight into
employee satisfaction and can reveal areas for training and development opportunities.

Holistic perspective of employees: Companies can use 360 surveys to gain feedback on an
employee from a variety of sources including colleagues, supervisors, managers, and
subordinates. This provides a general yet comprehensive view and allows an employee to
understand how he or she is perceived by others in the organization. 360 feedback surveys are
vital for company growth as they can identify areas for improvement and development
opportunities.

Reliability: The test-retest reliability of the test is 0.978 with N=52.

Validity: The scale compares favorably with Muthhaya’s job satisfaction questionnaire giving
a validity coefficient of .743. Moreover, the satisfaction measures obtained from this scale
have a close resemblance to the ratings given to the employee on 3-point scale. The
coefficient of scale was.812(n=52).

Method

Subject Preliminary:

Name: SK

Age: 24

Educational Qualification: Advocate

Gender: Female

Occupation: Legal Advisor at an MNC

Material required:
JSS Questionnaire

JSS Scoring Sheet

JSS Manual

Pen/Pencil

Administration of the test

Precautions:

The instructions must be made clear beforehand to avoid confusion.

There must be no noise to create unwanted stimulus.

Room must be free of unnecessary distractions and must be well lit.

Rapport formation

The participant was greeted upon entering the room. She was made comfortable with general
conversation about the day they had so far. The basic instructions were debriefed to her. To
bring her at ease, discussion about privacy and confidentiality was done. After listening to
which, she consented for the test to be administered.

Instructions:

The questionnaire provided here, is a 30- items test dealing with your job, vis-vis yourself.
Each statement has five alternatives. For each statement fill in the response candidly and best
represents your opinion. Encircle your response. Usually, spontaneous choice is the most
correct response therefore you need not unnecessarily give longer thought over any
statement. Kindly make sure that you have death with all the statements spontaneously. Rest
assured your response reflects your job or your personality.

Introspective report

“As interesting as it sounds. It was easy to answer the questions provided”.

Observational report

The subject seemed to be interested in the test and the results. The excitement made her
answer efficiently and was eager to know the personality she holds at workplace, and if she
needs to work on betterment of it. She is an ambitious woman and always keen on learning
on how to make herself better as she kept her queries relating to the test forward before it
started. She did not miss any question and was not under any pressure for the entire duration.

Scoring
The scale has both positive and negative statement. Items at Sr. No. 4, 13, 20, 21, 27and 28
are negative, others are all positive. The positive statements carry a weightage of 4, 3, 2, 1
and 0 and the negative ones a weightage of 0, 1, 2, 3 and 4. The total score gives a quick
measure of satisfaction/dissatisfaction of a worker towards his job. As indicated earlier by
adding the score on statements, satisfaction/dissatisfaction can also be found areas financial
or job inherent and so on.

Procedure

The participant was called in the room, they were made to sit on a chair. A formal rapport
was established to make them comfortable. Preliminary information was taken from them.
Participant was debriefed about the test and given instructions to do the test. The participant
was made assured about the confidentiality and privacy of the responses given by them. After
taking consent from the participant, pen, Job Satisfaction Scale questionnaire and response
sheet were provided to them. After clarifying the doubts, sufficient time was given to the
subject to complete the procedure.

Upon completion the booklet and the response sheet were collected, and the introspective
report and observational report were taken. Responses were scored and the results were
interpreted as per the guidelines of the job satisfaction Manual.

Results:

Table 1. Raw scores and a Total score obtained by the participant.

Factors Sub- factors Sub- Scores Total

Job Intrinsic Job Concrete 11 24

Job Abstract 13

Job Extrinsic Psychosocial 13 36

Economic 11

Community Growth 12

Total Score 59

Discussion
The JSS is developed to measure the Job Satisfaction of an individual on the basis of 2
factors, Intrinsic Factors (Job Concrete and Job Abstract) and Extrinsic Factors (Psycho-
social, Economic and Community/National Growth).

The test was conducted on a 24-year-old female who scored 60 which is interpreted as
‘Moderately Satisfied’ as the manual suggested.

On the Job Satisfaction Scale, the raw score obtained on the sub factor Job Concrete is 11,
which suggests that the participant is satisfied with the perks and facilities provided by the
company she works for. The score also denotes that the participant gets to maintain a balance
between her work life and personal life. It can also be said that there is still a hope for better
job and facilities that can be obtained by the participant. The current yet remains satisfactory.

In the sub factor “Job Abstract”, the participant obtained a raw score of 13, stating that the
subject has a satisfactory relationship with her current job, and the atmosphere remains calm
and positive. As the score suggests, there is absence of excess work pressure and harmony is
maintained.

Raw score obtained on the sub factor “Psychosocial” is 13, which denotes that the subject is
moderately satisfied with her co-worker’s capacity and their dedication for work and team.
She shares a cordial relationship with all her colleagues. Thus, rendering her to be satisfied
with her workplace and co-workers.

The raw score of 11 on sub factor “Economic” denotes that the subject being satisfied with
the salary she gets, still wishes for a better opportunity to get a hike in salary amount.

The raw score of 12 on sub factor “Community Growth” depicts that the subject is
moderately satisfied with her contribution to the welfare of the community. This score
helps us to understand how the job she currently holds has an important and positive
impact on people at larger scale.

Across literature it is well established that both intrinsic and extrinsic motivation play an
important role in perceived job satisfaction of an individual. Therefore, given the results, it
could be safely assumed that the subject had a good or moderate level of both. Overall, the
subject seems to take her job as a quality one and wants to experience high level of job
satisfaction. She seems to strive for more satisfaction.

Conclusion

The aim of the test was to study the Job Satisfaction of an Employee using Job Satisfaction
Scale given by Dr. Amar Singh and Dr. T.R. Sharma. The subject scored a total of 60 which
is interpreted as the subject being moderately satisfied with her job.

References
Kaur, H., & Malhotra, N. (2018). General mental health issues in relation with job

satisfaction among nurses. Indian Journal of Community Psychology, 14(1), 54-60.

Dr. Fadlallh, A. W. A. (2015). Impact of job satisfaction on employee’s performance an

application on faculty of science and humanity studies university of Salman Bin

Abdul-Aziz-Al Aflaj. International Journal of Innovation and Research in Educational

Sciences, 2(1), 26-32.

Hashim, R. (2015). Levels of Job Satisfaction among Engineers in a Malaysian Local

Organization. Procedia - Social and Behavioral Sciences, 195, 175–181.

https://doi.org/10.1016/j.sbspro.2015.06.430

Rahman, M. H., Fatema, M. R., & Ali, M. H. (2019). Impact of motivation and job satisfaction

on employee’s performance: an empirical study. Asian Journal of Economics,

Business and Accounting, 1-10.

Prasoon, R., & Chaturvedi, K. R. (2016). Life satisfaction: a literature review. The Researcher:

International Journal of Management, Humanities and Social Sciences, 1(02), 24-31.

Practical – 5

Personal Value Questionnaire

Aim: To assess personal values of an individual using Personal Values Questionnaire (PVQ)
given by Dr. G.P Sherry and Dr. R.V Verma.

What we understand by Values?

Values are basic and fundamental beliefs that guide or motivate attitudes or actions. They
help us to determine what is important to us. Values describe the personal qualities we choose
to embody to guide our actions; the sort of person we want to be the manner in which we
treat ourselves and others, and our interaction with the world around us. They provide the
general guidelines for conduct.

Values are essential to ethics. Ethics is concerned with human actions, and the choice of
those actions. Ethics evaluates those actions, and the values that underlie them. It determines
which values should be pursued, and which shouldn't.

Value specifies a relationship between a person and a goal. It is relational in the sense that
what one person values may not be what another person values even in the same situation.
For example, a person who values honesty might blow the whistle on financial wrongdoing
by a superior whereas another person who values loyalty may remain silent. This is an
example of values conflict. The honest person may believe there are limits to loyalty and
keeping quiet about a wrongful act out of loyalty might harm others. The loyal person may
believe in the importance of keeping one’s confidence even if it might harm others because of
the trusting relationship.  

There is a broad spectrum of values as also considered by Dr. G. P. Sherry and Prof. R. P.
Verma, which are discussed as follows:

 Religious Value is understood as faith in God; attempt to understand God, fear of the
divine wrath and behaving according to the ethical codes as written in the religious
scriptures. The overt expression of this value is going on pilgrimages, leading a
simplistic life, having faith in religious leaders, worshipping God, speaking the truth.
 Social Value is characterized by acts of charity, kindness, love, sympathy for others,
efforts to serve God through the service of Mankind, sacrificing one’s own comforts
and gains for the sake of relieving the needful and the ones afflicted of misery.
 Democratic Value is defined in terms of respect for individuality, absence of
discrimination among people based on grounds of gender, language, caste, religion,
colour, race or family status, ensuring equal social, political and religious rights to all,
impartiality, social justice and respect for democratic institutions.
 Aesthetic Value is understood as the individual’s appreciation for beauty, form
proportion and harmony, love for fine arts, drawing-painting, music, dance, sculpture,
poetry and architecture, love for literature, inclination towards decoration of home
and surroundings, neatness, and system in the arrangement of the things.
 Economic Value is marked by desire for money and material gains. An individual
with high economic value is characterized by considerations of money and material
gain in his workplace. His attitude towards the rich persons and the industrialists is
favorable and he considers them helpful for the progress of the nation.
 Knowledge Value is understood as love of knowledge of theoretical principles of any
activity, and a satisfaction in the discovery of truth. A man with knowledge value
considers knowledge of the theoretical principles underlying a work as essential for
success in it. He values hard work in studies, only if it helps develop the ability to find
out new facts and relationships and aspires to be known as the seeker of knowledge.
For him knowledge is virtue.
  Hedonistic Value is the conception of the desirability of loving pleasure and avoiding
pain. For a hedonist, the present is more important than the future. A man with
hedonist value indulges in pleasures of senses and avoids pain.
 Power Value refers to the conception of desirability of ruling over others and also of
leading others. The person with a high on power value is characterized by preference
for a job where he gets opportunity to exercise authority over others, rule in a small
place rather than serve in a big place. Fear of the law of the country rather than the
fear of God deters him from having recourse to unapproved means for making money.
He is deeply status-conscious and can even tell a lie for maintaining the prestige of his
position.
 Family Prestige Value is the conception of the desirability of such items of behavior,
roles, functions, and relationships as would become one's family status. It includes
respect for roles which are traditionally characteristic of different castes of the Indian
society. It also implies the maintenance of the purity of family blood by avoiding
inter-caste marriages. It is respect for the conservative outlook as enshrined in the
traditional institution of family.
 Health Value is the consideration for keeping the body in a fit state for carrying out
one's normal duties and functions. It also implies the consideration for self-
preservation. An individual with high health value really feels if through some act of
negligence, he impairs his health, he considers good physical health essential for the
development and use of his abilities.
Theories of Personal/ Human Values

Münsterberg’ Model of Values: Münsterberg (1908) provided the first formal

psychological model of values. His model maps values onto a four-by-two framework. This
framework contrasts life values with cultural values on one dimension and logical, aesthetic,
ethical, and metaphysical values, on the other dimension. In each of the eight cells, there is
one ‘value type’ and three values, which are further differentiated according to whether they
relate to the external, social, and internal world. The value types are existence, unity,
developmental, and God values (life value types), and coherence, beauty, achievement, and
basic values (cultural value types).

Allport-Vernon-Lindzey Study of Values: It is a psychological tool formulated to

determine personal preferences of an individual that are based the beliefs, values, or
convictions that he/she holds. He put forward six types of values orientations. They are as
follows:

 Theoretical: Exploration of the truth; empiricism

 Economic: beneficial, resourceful
 Aesthetic: Solidarity and beauty
 Social: Goodwill for others
 Political: Power and authority
 Religious: Righteousness and justice
Schwartz theory of Basic Values: This theory identifies ten broad personal values, which
are differentiated by the underlying goal or motivation. These values are likely to be
universal because they help humans cope with one or more of the following three universal
requirements of existence: (a) needs of individuals as biological organisms, (b) requisites of
coordinated social interaction, and (c) survival and welfare needs of groups. The ten broad
personal values are:

 1. Self-Direction – independent thought and action–choosing, creating, exploring.”

 2. Stimulation – excitement, novelty, and challenge in life.”
 3. Hedonism – pleasure or sensuous gratification for oneself.
 4. Achievement – personal success through demonstrating competence according to
social standards
 5. Power – social status and prestige, control or dominance over people and resources
 6. Security – safety, harmony, and stability of society, of relationships, and of self.
 7. Conformity – restraint of actions, inclinations, and impulses likely to upset or harm
others and violate social expectations or norms.
 8. Tradition – respect, commitment, and acceptance of the customs and ideas that
one’s culture or religion provides.
 9. Benevolence – preserving and enhancing the welfare of those with whom one is in
frequent personal contact (the ‘in-group’).
 10. Universalism – understanding, appreciation, tolerance, and protection for the
welfare of all people and for nature.

Hofstede’s Cultural Dimensions Theory, developed by Geert Hofstede, is a framework

used to understand the differences in culture across countries and to discern the ways that
business is done across different cultures. In other words, the framework is used to
distinguish between different national cultures, the dimensions of culture, and assess their
impact on a business setting.

Hofstede identified six categories that define culture:

 Power Distance Index: The power distance index considers the extent to which
inequality and power are tolerated. In this dimension, inequality and power are
viewed from the viewpoint of the followers – the lower level.
 Collectivism vs. Individualism: The individualism vs. collectivism dimension
considers the degree to which societies are integrated into groups and their perceived
obligations and dependence on groups.
 Uncertainty Avoidance Index: The uncertainty avoidance index considers the extent to
which uncertainty and ambiguity are tolerated. This dimension considers how
unknown situations and unexpected events are dealt with.
  Femininity vs. Masculinity: The masculinity vs. femininity dimension is also referred
to as “tough vs. tender,” and considers the preference of society for achievement,
attitude towards sexuality equality, Behavior, etc.
 Short-Term vs. Long-Term Orientation: The long-term orientation vs. short-term
orientation dimension considers the extent to which society views its time horizon.
 Restraint vs. Indulgence: The indulgence vs. restraint dimension considers the extent
and tendency for a society to fulfil its desires. In other words, this dimension revolves
around how societies can control their impulses and desire.

Review of Literature

Singh in 2018 conducted a study on 250 secondary school female students of Varanasi region
using Personal Values Questionnaire (PVQ) developed by G. P. Sherry and R. P. Verma and
Deprivation scale by Kalplata Pandey to reveal that there is a significant difference in
Economic, Hedonistic and Family prestige values of deprived and non-deprived female
students. On religious value, Democratic value, Aesthetic value, Economic value, hedonistic
value, Power value, Family prestige and Health value the mean scores of the deprived female
students were lower than that of the non-deprived female students. On the Social value,
Knowledge value, the mean scores of the non-deprived female students were lower than that
of the deprived female students.

Nisha, C. (2019) in paper titled “Values of Adolescents as Impacted by Gender” A clear

understanding of adolescents' various values is a critical component of the stable
occupational, relational, and ideological commitments that comprise the adolescents'
decision-making abilities. The current study was an attempt to determine the impact of
gender on the value system for adolescents, for which a total of 300 samples were selected
using stratified random sampling technique from various Schools and Colleges in Allahabad
District, comprising 150 adolescent boys and the same number of girls in the age group of
12-18 years. The data was collected using standardised tests such as the revised Socio-
Economic Status Scale and the Personal Value Questionnaire developed by. There was a
significant difference between boys and girls in terms of religious values, aesthetic values,
and family prestige value. Adolescents' social values, democratic values, economic values,
knowledge values, hedonistic values, health values, and total personal values differed.

Myrthong & Lamare in 2018 did a study on a sample size of 93 student teachers using the
Personal Values Questionnaire developed and standardized by G. P. Sherry and R. P. Verma
(2006) and Computer Attitude Scale by Tahira Khatoon and Manika Sharma (2011) to reveal
that the majority of student teachers have low levels of computer attitude. It was further
revealed that there is no significant relationship between computer attitude and personal
values of student teachers. This indicates that the computer attitude of the student teachers
which is low is not influenced by their personal values.
Anand, et. Al. (2012) in paper titled “Effect of Religious Values on Life Satisfaction.” Values
and religious values are more likely to influence both the family and individual domains.
Several variables have been identified in studies that influence one's level of life satisfaction.
Life satisfaction is influenced by factors such as health, age, and gender. The purpose of this
research is to look into the impact of religious values on life satisfaction. The sample
included 60 adolescents (30 boys and 30 girls) ranging in age from 18 to 22 years. To assess
religious values and life satisfaction, the Personal Value Questionnaire (PVQ) developed by
G. P. Sherry and R. P. Verma, and the Life Satisfaction Scale (LSS) developed by Q.G. Alam
and Ramji Srivastava were administered. The Chi-square test was used to to determine the
impact of religious values on life satisfaction. The study's findings indicate that religious
values promote positive thoughts, behaviours, and actions, allowing a man to successfully
develop in all aspects of life.

Naaz, I. et. Al, (2020) “Perception of Professional Ethics and Personal Values of Student
Teachers in Government and Private Institutions” explains how teacher is a pillar of the
educational system, as well as the creator of humanity and the architect of society. The
current study sought to investigate student-teachers' perceptions of professional ethics and
personal values in government and private Teacher Education Institutions in Delhi and the
National Capital Region. A descriptive survey method was used to collect data from 400
student-teachers from four government and four private TEIs in Delhi and NCR using a
random sampling technique. The researcher created and standardised the Professional Ethics
Perception Scale for Student-Teachers (PEPSST), while the Personal Value Questionnaire
(PVQ) by Sherry and Verma (2006) was used for personal values. Certain inferences can be
drawn from the raw data analysis and interpretation. Both governments had a strong positive
perception of professional ethics. Student-teachers' personal values have a direct impact on
their professional ethics. As a result, proper care must be taken.

Description of Tool

Personal Values Questionnaire by Dr. (Mrs.) G. P. Sherry and Prof. R. P. Verma is a 40-item
tool to assess the ten personal values of the individuals, namely religious value, social value,
democratic value, aesthetic value, economic value, knowledge value, hedonistic value, power
value, family prestige value and health value.

The PVQ measures the fundamental building blocks of personality and combines this with a
measurement of values and motives. This combination provides a comprehensive insight into
how people typically think, feel, and interact in ways that may be productive or
counterproductive. Alongside the personality assessment, the PVQ provides and assessment
of values and motives, broken down by interpersonal values such as a ‘need for altruism’,
professional values such as a ‘need for achievement’ and personal values such as ‘traditional
values. They are a shorthand way of describing your motivations. Together with your beliefs,
they are the causal factors that drive your decision-making. The Personal Values Assessment
is a simple survey that takes just a few minutes of your time and provides a wealth of
information about why you do what you do.
Reliability: Reliability of PVQ was determined by test-retest method and Hoyt’s analysis of
variance method. Religious and family prestige values have test-retest reliability coefficients
of .82 and .85 respectively. Power value has the lowest reliability, other scales have reliability
coefficient nearing .60, suggesting that the reliability of PVQ is fairly good. Analysis of
variance method yielded coefficients ranging from .47 (social value) to .70 (economic values)
which are also satisfactory.
Validity: The criterion validity results show that all the value scales are high on validity; i. e.
PVQ measures all these values in a true manner. Validity via correlation was found out as
well. Rank order correlation came out to be 0.64, which was significant at a 95 percent level,
indicating strong validity of the PVQ.

Method

Demographic information

Name: KA

Age: 32

Qualification: Advocate

Gender: Female

Materials required-

Personal Value Questionnaire (PVQ)

Response sheet

Personal Value Questionnaire Manual

Paper

Pen

Administration of the Test

Precautions-

 Room must be well lit during the test.

 Instructions are to be explained properly before the commencement of the test.
 All visual and auditory distractions must be eliminated.

Rapport formation

The participant was made comfortable by initiating a general conversation about their day at
a comfortable place. To bring the participant at ease and was debriefed and given instructions
to do the test. The participant was made assured about the confidentiality and privacy of the
responses provided by them. After the test was completed, the participant was again
debriefed.

Instructions-

The following instructions were given:

1. There are 40 questions in this questionnaire and three answers have been given of every
question. Please arrange these answers in an order according to your liking in the manner
given below:

a. If you like any response the most, please mark a tick in the cell against that response.

b. If you like any response the least, please mark a cross (X) in the cell against that response.

c. No mark is to be put against the third response.

2. You are to mark only one tick against any one response, and one cross against any one
(other) response.

3. Under every circumstance, there may be many answers other than those given, which may
be liked by you tile most or the least; but you are to opine only on the given answers.

4. It is not a test of your knowledge, so all the answers will be treated as correct.

5. Your responses will be kept strictly confidential, therefore respond to all the questions.

6. Express your opinion based on your personal preferences and not based on the norms of
the society, or the responses expected by the society.

7. All questions are to be answered. No question is to be left.

8. There is no time limit, but the response which you may deem fit in the first instance, the
same may be marked.

9. Fill your preliminary information on the first page and read the instructions thoroughly
before starting the questionnaire.

10. Kindly do not fill anything in the scoring table since it is strictly for administrators use.

Introspective Report

It was really interesting, and I wish to know more about the final assessment.

Observation

The participant was calm, and she didn’t question much about the test. She was cooperative
and finished the test before the suggested time. She marked almost all questions immediately
but was stuck on 3 questions for more than a minute. It was an overall calm experience.
 Scoring

The scale has 27 positively worded statements and 3 negatively worded statements (Items-
2,4,18). Positive statements were scored on a scale of 5 to 1, 5 being strongly agreed and 1
being strongly disagreed. Whereas negative statements were scored on a scale of 1 to 5, 1
being strongly agreed and 5 being strongly disagreed. Procedure: The subject was interacted
with to establish a formal rapport and make them feel comfortable to attend the test.
Afterwards, her preliminary information was taken, and she was asked for her consent to
attend the test. She was also assured that his responses would be kept confidential. After
subject’s permission, the instructions of Practicing Wisdom Assessment Scale were imparted
and basic stationary to attempt the test were provided. The subject was notified to clarify any
doubts related to the test if they arise. After the completion of. After the subject finished the
test, her introspective report was taken, and her responses were scored according to the test
manual.

Procedure

The participant was called in the room, they were made to sit on a chair. A formal rapport
was established to make them comfortable. Preliminary information was taken from them.
Participant was debriefed about the test and given instructions to do the test. The participant
was made assured about the confidentiality and privacy of the responses given by them. After
taking consent from the participant, pen, PVQ questionnaire were provided to them. After
clarifying the doubts, sufficient time was given to the subject to complete the procedure.
Upon completion the questionnaire was collected, and the introspective report and
observational report were taken. Responses were scored and the result was interpreted
according to the interpretation tables given in the PVQ manual.

Result

Table 1. Participant’s scores on each value along with corrected score

Symbol Values Raw Scores Correction Correcte

Figures for Raw d Scores
Scores

A (क) Religious Value 8 0 8

B (ख) Social Value 11 -4 7

C (ग) Democratic Value 17 -3 1

5

D (घ) Aesthetic Value 15 0 1

5

E (च) Economic Value 9 +3 1

 2

F (छ) Knowledge Value 18 -2 1

6

G (ज) Hedonistic Value 8 +3 1

1

H (झ) Power Value 9 +4 1

3

I (ट) Family Prestige 8 0 8

Value

J (ठ) Health Value 11 +4 1

5

Table 2. Participant’s t-scores, percentile score and interpretation on each value.

Symbol Values t-Score Sten Score Percentil Interpretatio

e Rank n

A (क) Religious Value 38 3 8-29 Low

B (ख) Social Value 24 1 7 and Very Low

below

C (ग) Democratic 48 5 30-70 Average

Value

D (घ) Aesthetic Value 63 8 93 and Very high

above

E (च) Economic Value 60 8 71-92 High

F (छ) Knowledge 53 6 30-70 Average

Value

G (ज) Hedonistic 57 7 71-92 High

Value

H (झ) Power Value 66 9 93 and Very High

above
I (ट) Family Prestige 40 4 8-29 Low
Value

J (ठ) Health Value 57 7 71-92 High

Discussion

The aim of the test was to understand the human values in an individual using the Personal
Values Questionnaire (PVQ) by Dr. (Mrs.) G. P. Sherry and Prof. R. P. Verma. Personal
Values are broad desirable goals that motivate people’s actions and serve as guiding
principles in their lives. Personal Value Questionnaire has following dimensions- Religious
Values, Social Values, Democratic Values, Aesthetic Value, Economic Value, Knowledge
Value, Hedonistic Value, Power Value, Family Prestige Value and Health Value.

The test was administered on a female participant of age 32, an Advocate. the raw scores
were derived by adding the total of the scores obtained on each value by the participant. After
that, using the correction score table, corrected scores were obtained. The corrected scores
were used to obtain t-scores, sten scores using the norm table (Table 14) given in the manual.
Then, the percentile rank was derived, and interpretations were concluded with the help of the
manual.

In the religious value domain, the participant obtained the raw score of 8, t-score of 38, and
percentile of 8-29. The stated score suggests that the participant is low on religious value. It
can be seen as low faith in God. This also depicts that there is less understanding about the
concept of God and hardly any attempt is made to understand what God is. It can be seen that
the subject doesn’t like to follow the rules stated in religious scriptures. This could be seen as
the person living a life free of bounds, rules that are old and outdated. This also state
subject’s lack of believe in religious leaders.

In the Social Value domain, the participant obtained 11 as a raw score, for t-score, she
received a 7, and the percentile was 7 and below. This depicts that the participant falls very
low on social values. In other words, the participant here, doesn’t indulge in social services
like charity, sympathy, and kindness for people. She is hardly to sacrifice her own comfort
for the gains of the needful person.

In the Democratic Value domain, the raw score remained at 17, whereas t-score suggested 48,
and the percentile she fell in was 30-70 which is average. The scores suggests that the person
who obtained such percentile is found to be average on democratic value, meaning that she
might have or not have partial views towards ensuring social, political, and religious rights to
all, social justice, and respect for democratic institutions.

In Aesthetic Value domain, the participant received a raw score of 15, t-score of 63, and the
percentile she fell in was 93 and above. The obtained scores suggests that the participant falls
in very high category. An individual high on this value is to enjoy art, music, sculptures,
poetry, architecture, and value the importance of these things to maintain sanity and
happiness in life.

In Economic Value domain, the participant receives the raw score of 9, t-score of 60, and
falls under the percentile of 71-92 which is high. The score suggests that the participant has a
desire for money and material gains. She favours the industrialism and the rich people who as
per her helps the national economic and overall progress.

In Knowledge Value domain, the participant received a raw score of 18, t-score of 53, and the
percentile of 30-70 which falls average. This suggests that the participant has less interest in
theoretical principles of things and more inclination towards the practicality of the subject.

In Hedonistic Value domain, the raw score remained at 18, t-score at 57, and the percentile
was 71-92, which is considered high. The participant here values present over future and
believes in pleasure seeking in order to avoid pain and sufferings.

In Power Value domain, the participant obtained the raw scores of 9, t-score of 66, and the
percentile of 93 and above which falls on very high. The scores suggest that the participant
likes to exercise her authoritative power over others. She holds status close to her. She values
high status. She can even live a life full of lies to maintain the decorum of her high standards.

In Family Prestige Value domain, the raw score is 8. T-score settles at 40, and the percentile
falls under 8-29, which remains low. The scores suggest that the participant hardly is inclined
towards the family traditions and values. It might also be true that the participant here, does
not hold family as close as many others would. This also shows the signs of conflicts and
unresolved issues within familial life.

In Health Value domain, the raw score settles at 11, t-score at 57, and the percentile falls
under 71-92 and which is high in nature. The scores suggests that the participant holds health
value close and is keen on leading a healthy and fruitful life. It also depicts that the
participant does not like to engage in activities and works which can harm her health in any
manner. It can also be said that the participant puts her health over anything else which is a
good and positive sign for self-care.

The obtained results can be supported by existing literature. Such as in a study by Devi
(2014), she studied personal values profile and trend of modernization in rural and urban
adolescents. It also studied the impact of modernization on personal values of rural and urban
adolescents. The total sample consisted of 160 adolescents (i.e., 80 rural and 80 urban) in the
age range of 18-20 years belonging to middle and high socio-economic strata. The results
revealed that significantly a greater number of urban adolescents as compared to rural
adolescents were found at the medium level of ‘Religious’, ‘Democratic’ and ‘Hedonistic’
values. Urban girls were found more health conscious whereas urban boys were found more
democratic in nature. Rural girls as compared to boys were found more social, democratic
and had high aesthetic values. The total modernization profile of rural and urban adolescents
showed that rural and urban adolescents were found at medium level of modernization and
girls were found significantly more modern in their views as compared to boys.
Conclusion

The aim of the test was to assess the values of the subject using Personal Values
Questionnaire developed by Dr. G.P Sherry and Prof. R.P. Verma. The questionnaire contains
40 items that assess ten personal values of individuals. The score of each value was
calculated and interpreted differently. Results indicated that the subject was very high on
aesthetic and power value, high on hedonistic, economic and health value and low on social
and family prestige value. She also scored average on democratic and knowledge values.

References

Singh, N. K. (2018). A Comparative Study of the Deprived and Non-Deprived Female

Students in Relation to their Values. International Journal of Research in Social
Sciences, 8(11), 242-252.

Nisha, C. (2019) “Values of Adolescents as Impacted by Gender” The Allahabad Farmer,

Vol. LXXV, No. 1, January - March, 2019

Myrthong, E.R. & Lamare, T. (2018). Computer Attitude in relation to the Personal Values of
Student- Teachers in Shillong. International Journal of Creative Research Thoughts
(IJCRT), 6(2), 561-565.

Anand, et. Al (2012) Journal of Psychosocial Research. Jul-Dec2012, Vol. 7 Issue 2, p285-
290. 6p.

Naaz, I. “Perception of Professional Ethics and Personal Values of Student Teachers in

Government and Private Institutions” (UGC Care Journal) ISSN 2394-3114 Vol. 40 Issue 10,
February 2020.