CHAPTER II

REVIEW OF RELATED STUDIES

2.1 INTRODUCTION
The literature in any field forms the foundation upon which all the future work will
be built. If one fails to build the foundation of knowledge provided by the review of
related literature, his work is likely to be shallow and native and will often become a
duplicated one.
In the field of education, as it is in other fields too, the research worker needs up to
date information, about what has been thought and done in the particular areas from which
he intends to take up a problem of research. It helps the researcher to decide whether the
evidence already available solves the problem adequately without further investigation
and there by avoid the risk of duplication.
According to Lokesh Koul (1984) The Knowledge of related literature brings the
researcher up to date on the work which others have done and thus to stage the objectives
early and concisely.
2.2 IMPORTANCE OF RELATED LITERATURE
The following are the importance of related literature.
i.

The review of related literature enables the researcher to define the limits of his fields.

ii.

The review of related literature helps to avoid duplication on one hand and it also
suggests means of further study on the other hand.

iii.

By reviewing the related literature the researcher can avoid unfruitful and useless
problem areas.

iv.

The review of related literature gives the researcher an understand of the research
methodology which refers to the study to be conducted.

v.

It provides a comprehensive view of the topics and also of the relevance significance
and practicability.

vi.

It contributes to the general scholarship of the investigator.

24

vii.

The important specific reason for reviewing the related literature is to know about the
recommendation to previous researcher listed in their studies for further research.
2.3 SIGNIFICANCE OF RELATED LITERATURE
i.

It helps the research worker to find what is already known, what others have
attempted to find out, what are the methods have been promising or disappointing
and what problems remain to be solved.

ii.

It is basis for most of the research project in science and humanities. It forms the
foundation upon which all future work will be built.

iii.

It enables the researcher to know the means of getting to the frontiers in the field of
research. Unless the researcher learnt what others have done and what still remains
to be done, its difficult to develop a research project that will contribute something
to the knowledge existing in the field.

iv.

It furnishes the researcher with indispensable suggestions about comparative data,

good procedure likely methods and dried techniques.

v.

The insight into the methods, measures employed by other will lead to significant
improvement of the research design.

vi.

It provides ideas, theories, explanations, hypotheses, or methods of research in

formulating and studying the problem.

vii.

It helps in locating comparative data useful in the interpretation of results.

2.4 PURPOSE OF REVIEW

According to John. W. Best and James (1999), The researcher is a specialist rather
than a generalist.
The purpose of review are as follows:
i.

The review of related literature enables the researcher to delimit and define the
research problem.

ii.

By reviewing the related literature the researcher can avoid unfruitful and useless
problem area.

25

iii.

Through the review of related literature, the researcher can avoid unintentional
duplication of well-established findings.

iv.

Review of related literature gives the researcher understanding of the way the study
is to be conducted.

v.

Reviewing the related literature is also to know about the recommendations of

previous researchers listed in their studies for further research.

2.5 CLASSIFICATION OF THE RELATED LITERATURE

The studies directly or indirectly related to the present study are summarized in
this chapter. The investigator classified the Related Review of studies into two types:
The studies reviewed are given below:
a. Related Indian Studies
b. Related Foreign Studies
STUDIES RELATED TO INTRAPERSONAL INTELLIGENCE
INDIAN STUDIES
Study No: 1
Ambedkar (2012) conducted a study on Multiple Intelligences in relation to
Achievement Motivation among XI standard students of Pondicherry.
The objective of this study was to study the differences between Multiple
Intelligences and Achievement Motivation among 11th standard students in Puducherry
with respect to the gender and locality. In the present study, the researcher adopted
normative survey type of Research design. A sample of 1250 11th standard students
was taken using cluster sampling technique for the present investigation. For the
purpose of collection of data related to the present study, Multiple Intelligences tool
(constructed and validated by the investigator) and Achievement Motivation tool a
standardized tool by Pratiba Deo & Mohan (1985) were used.

Study No: 2

26

Lalitha (2011) conducted a study on Intrapersonal Intelligence and Affect Intensity

of high school students.
The objective of this study was to study the difference between Intrapersonal
Intelligence and Affect Intensity of high school students. In the present study the
researcher adopted survey method. A sample of 400 students in Tirunelveli district was
selected. Intrapersonal intelligence scale developed by investigator and Arockiasamy
(2011) and affective intensity scale developed by Larsen and Deiner (1987) for used
data collection. The findings were there was a significant difference male and female
high school students in their Intrapersonal Intelligence. There was no significant
difference between high school students in their affect intensity and Intrapersonal
Intelligence.
Study No: 3
Antony Gracious (2011) conducted a study on Multiple intelligence and Computer
Efficacy of prospective teachers.
Multiple Intelligence and Computer Efficacy of prospective teachers was
conducted to find out the relationship between multiple Intelligence and computer
efficacy of prospective teachers. Data for the study were collected using self-made
multiple intelligence inventory and computer efficiency scale. Were used collected data.
The

investigator used stratified random sampling technique for selecting the sample.

The sample consisted of 242 Prospective Teachers. For analyzing data; t test and
Pearsons product moment co-efficient were the statistical techniques used. Finding
shows that there was no significant relationship between Multiple Intelligence and
Computer Efficacy of prospective teachers.
Study No: 4
Alwin (2010) conducted a study on Relationship between Locus of Control and
Intrapersonal Intelligence of IX standard students.
The main objective of this study were (I) to find out the level of Locus of
Control Intrapersonal Intelligence of IX standard students.

(II) To find out the

relationship between Locus of Control and Intrapersonal Intelligence of IX standard

students. 200 students comprising equal number of boys, girls and co-education drawn
27

from government, private, aided and co-education secondary school students situated in
rural and urban areas of Tirunelveli district selected through stratified random sampling
technique severed as a sample for the study. Locus of control

scale inventory by

Nowicki and Strickland (1973) and Intrapersonal Intelligence scale is a part of multiple
intelligence developed by Terry Armstrong (2000) were used to collect data. The
finding there was significant difference between boys and girls students in their
Intrapersonal Intelligence of IX standard students. There was no significant difference
between relationship between boys and girls high school students in their Locus of
Control and Intrapersonal Intelligence of IX standard students.
Study No: 5
Anthony Muthu (2009) conducted a study on Multiple Intelligence of primary school
teachers.
Objective of the study was to find out difference between multiple
intelligence of primary school teachers by their (i) gender (ii) locality (iii) marital
status and (iv) type of school. Population for the study was primary school
teachers from Virudhunagar educational district. Sample for the study was 200
primary school teachers from Virudhunagar educational district.t, chi-square test and
ANOVA were the statistics used to analyse the data. Findings of the study were
(i) there was a significant difference between multiple intelligence of primary
school teachers by their gender, locality (ii) There was no significant difference
between multiple intelligence of primary school teachers by their marital status and
type of schools.
Study No: 6
Shanthi (2009) conducted a study on Relationship between Multiple Intelligence and
Achievement in Physics of College Students.
Objective of the study was to find the relationship between multiple intelligence
and Achievement in Physics. In total male and female. Population of the study was
college students in Tirunelveli and Tuticorin districts. Sample for the study were
250 college students. Tool for the study were multiple intelligence by Gardner
(1983) and Achievement test was prepared by investigator. Statistics for the study
were Mean Standard Deviation, t test, chi-square test and correlation used to
28

analyse the data Findings of the study were (i) there was no significant difference
between gender and multiple intelligence (ii) there was a significant difference
between gender, medium of instruction, locality and achievement in Physics.
Study No: 7
Micheal Leo and Venkatesh (2009) conducted a study on Relationship between
multiple intelligence and academic achievement in Biology of XI standard students.
Objective of the study was to find the relationship between multiple intelligence
and Academic Achievement. Tool for the study were multiple

intelligence by

Gardner (1983) and Achievement test was self-made. t, chi square test,
correlation and ANOVA were the statistics used to analyse the data. Findings of
the study were (i) no significant difference by their gender, medium of instruction,
Locality, Type

of school and

Religion

and

community in

their

Multiple

intelligence. (ii) There was a significant difference in Academic Achievement with

respect to gender, medium, locality, Type of school and Community. (iii) There
was no relationship between in total and Multiple Intelligence and achievement
with respect to but there was a relationship between Multiple Intelligence and
achievement in total.
Study No: 8
Jemila (2009) conducted a study on Multiple Intelligence and achievement of higher
secondary students in commerce.
Objective of

the study was to find the relationship

between multiple

intelligence and achievement in Commerce. Population of the study was Higher

Secondary Commerce students of

Tirunelveli district. 250 samples were selected by

stratified random sampling. Tools for the study were multiple intelligence Inventory by
H.Gardner (1983) and Achievement test prepared by the investigator and its reliability
(0.79). Mean, correlation and ANOVA were the statistics used to analyze the data.
Findings of the study were there was a significant relationship between multiple
intelligence and achievement test.
Study No: 9

29

Velmurgan and Annaraja (2008) conducted a study on Multiple Intelligence and

Achievement in Social Science of IX Standard Students.
Objective of the study was to find the relation between multiple intelligence and
achievement in social science. Tools for the study were multiple intelligence
inventories by H.Gardner (1983). Achievement test prepared by the investigator. Mean
correlation and ANOVA were the statistics used to analysist he data. The sample, of the
study was 285 IX Standard Students from Tirunelveli district. Findings of the study
were no significant relationship between multiple intelligence and achievement in
social science.
Study No: 10
Sudheesh Kumar (2007) conducted a study on Developing reflective thinking
among pre-service teachers through Multiple Intelligence Teaching Approach
(MITA).
The major objective of the study was to examine the effectiveness of
multiple intelligence teaching approach in the development of reflective

thinking

among pre service teachers. Two intact groups of pre-service first year teachers were
selected from two District Institute

of Education and Training (DIET) as

experimental and control groups. The Integrated Reflective Thinking Indicator

(IRTI), lesson transcript for existing method of teaching, Learning Style Inventory
(LSI), Approach to Studying Inventory (ASI), Verbal Group Test of Intelligence
(VGTI),

Standard

Progressive Matrices Tests (SPM), Classroom Environment

Inventory (CEI) and General data sheet for Socio-economic Status on both the
experimental and control group were used for the data collection. Analysis of
covariance and Scheffe were used as statistical technique for finding result. The
major findings were: i) the experimental group had higher scores in relation to the
development of reflective thinking. ii) Scheffe Test of post-hoe comparison also
revealed the effectiveness of MITA on the development of reflective thinking in
case of experimental group, and iii) pre-service teachers taught through MITA
differ significantly from pre-service teachers taught through the existing method of
teaching.

30

FOREIGN STUDIES
Study No: 1
Roya Afrassiabi (2014) conducted a study on A Study of the Relationship Between
High School Principals and Teachers Intrapersonal intelligences and strategy.
The objective of the study was to find out the relationship between the three
types of Maneh & Semelqan high school principals and teachers intelligences, namely,
intrapersonal intelligence, interpersonal intelligence, and verbal/linguistic intelligence
and the strategic thinking skills was investigated. The research method was descriptivecorrelational and the population consisted of 200 subjects of whom 127 were randomly
selected. After assigning the subjects to the investigation, 127 questionnaires were
distributed among them. Two standard questionnaires of multiple intelligences and
strategic thinking skills were administered where Cronbachs Alpha for the multiple
intelligences was 0.893 and that of the strategic thinking skills was 0.944. To analyze
the data, the researchers used the SPSS19 package and the EXCELL2013. The
frequency distribution tabulation was organized by using descriptive statistics and the
Pearson correlation test was based on the inferential statistics employed in the present
study. At the end, the findings of study indicated that there was a significant
relationship between high school principals and teachers multiple intelligences and
their strategic thinking skills.
Study No: 2
Ahmad (2012) conducted a study on Brain Based Learning and its relation with
Multiple Intelligences
This study aimed at exploring the learning that is attributed to the brain and its
relationship with multiple intelligences. In order to achieve the goals of the study, two
examinations are used. The first one is the examination of the thinking and learning
method that is based on both hemispheres of the brain. The second one is the
examination of the multiple intelligences. The sample consisted of 300 students who
study the course of psychology. The sample is chosen randomly. The results indicated
that more repeated method of learning and thinking is based on the left hemisphere of
the brain; as it comes out with the highest total of 136 and within a percentage of
(45.3%). In addition, the results that are related to the dominance of the multiple
intelligences indicate that personal intelligence, and physical intelligence are the
31

highest respectively; a mean value of (49. 80%). Whereas, Intrapersonal Intelligence

comes third with a mean value of (48, 40%). Finally, musical intelligence scores the
lowest mean value. Regarding connection relation; it is as a statistical function on the
level of natural intelligence and the left hemisphere of the brain on one hand; and the
intrapersonal and the integrated intelligence on the other on the other hand. The study
also showed that there is an equal relation with a function at the statistical function of
the musical intelligence with the right hemisphere and the logical intelligence with the
left hemisphere. It is also clear that there is an equal relation between both of (the
bodily and the linguistic intelligences) with the left hemisphere and the spatial
intelligence with the right hemisphere.
Study No: 3
Mowat (2009) conducted a study on The Development of Intrapersonal Intelligence
in Pupils Experiencing Social, Emotional and Behavioural Difficulties.
The study, which is principally qualitative, draws from the accounts of 69 pupils
who participated within the intervention during its first four years of inception and from
a range of stakeholder accounts--parents, support group leaders, class teachers and
senior managers. The intervention focused upon collaborative, discussion-based
activities designed to foster reflection, understanding and thinking skills. The study
utilizes data drawn from attendance, attainment and discipline statistics, comparing the
support group population to wider comparator groups, in addition to questionnaires
(open and closed), scheduled interviews and focus group discussion. This article
focuses specifically upon the extent to which pupils developed intrapersonal
intelligence. The findings indicated that the majority of pupils had, to at least an extent,
developed greater understanding of their behaviour.
Study No: 4
Shearer (2009) conducted a study on Exploring the Relationship between
Intrapersonal

Intelligence

and

University

Students'

Career

Confusion:

Implications for Counseling, Academic Success, and School-to-Career Transition.

The author analysed the relationship between self-knowledge and career
confusion among university students and discussed the strategies to enhance career and
academic planning. The multiple intelligences profiles of typical university students are
32

compared with those of 82 students enrolled in 3 sequential semesters of a course titled

career exploration at a large Midwestern U.S. University. Low intrapersonal
intelligence scores were found to be a significant characteristic of undergraduates with
moderate and high levels of career confusion. Implications for counseling to promote
successful school-to-career transitions are discussed.
Study No: 5
Saricaoglu (2009) conducted a study on A Study of Multiple Intelligences, Foreign
Language Success and Some Selected Variables
The aim of this study was to investigate the relationship between students'
gender and intelligence types, the relationship between particular intelligence types and
students' success in grammar, listening and writing in English as a foreign language and
the relationship between parental education and students' types of intelligences.
Preparatory class students (n=144) attending Erciyes University's School of Foreign
Languages participated in the study and the data was collected through the Multiple
Intelligences Inventory for Adults. Descriptive statistics, independent samples, t-test
analysis, correlation analysis and one-way analysis of variance (ANOVA) were used to
analyze the data. Analysis of the data revealed no significant gender differences in the
intelligence types held by the participants except for that between gender and linguistic
intelligence which was positive. Negative but significant relationships were found
between success in students' test scores in grammar and bodily-kinesthetic, spatial, and
intrapersonal intelligences whereas the relationship between musical intelligence and
writing was found to be significant and positive. Finally, no significant relationship was
found between parental education and students' intelligence types.
Study No: 6
Yee Mei Heong (2009) conducted a study on Relationship between learning styles
and Multiple Intelligences among Bachelor of Technology and Education in
Universiti Teknologi Malaysia
This research was focused on the relationship between learning styles and
multiple intelligences among the second year Bachelor of Technology and Education
STP (A/E/J) direct intake students in Universiti Teknologi Malaysia. The whole
population of 97 students was selected as sample. The Kolb Learning Styles Model
33

(1976) and Gardner Multiple Intelligences theory (1983) were used in this research.
This is a quantitative approach research. Data were collected using questionnaire that
were translated from Kolb Learning Styles Inventory and Gardner Multiple
Intelligences Inventory. The gathered data were analyzed using Statistical Package for
Social Science (SPPS) software and presented as frequencies, percentages, correlation
and diagram. The results showed that majority of the students tend to possess divergent
learning styles with emphasis on Intrapersonal Intelligence for the excellent level and
Verbal-Linguistic for the low level. The Chi-Square test for the .1 level of significance
indicated that a significant correlation exists between Kolb learning style and Musical
Intelligence.
Study No: 7
Hindes (2008) conducted a study on Promoting Intrapersonal Qualities in
Adolescents.
This study evaluated the TLB program's efficacy in developing intrapersonal
skills in 10th- and 11th-grade students. Participants were randomly assigned to a
control or treatment group. Assessment of emotional intelligence and self-concept
occurred prior to, immediately after, 6 weeks and 6 months following the intervention.
Results indicated that the TLB program created sustainable changes in emotional
intelligence and self-concept.
Study No: 8
Jallad (2008) conducted a study on The Effect of Multiple Intelligence Strategies on
EFL Ninth Graders' Achievement in Reading Comprehension.
This study aimed at investigating the effect of multiple intelligences strategies
comprising

logical-mathematical

intelligence,

verbal-linguistic

intelligence,

intrapersonal intelligence and interpersonal intelligence on ninth grade students' reading

comprehension achievement in an EFL setting. The population of the study consisted of
all ninth grade students in public schools in Irbid/Jordan in the second semester of the
academic year (2005-2006). The sample of the study consisted of four ninth grade
sections, which were selected purposefully (two male sections and two female
sections). To answer the questions of the study, the researchers used the following
procedures and instruments: (1) A reading comprehension test was constructed. It was
34

judged by a jury of three professors, two English supervisors and three experienced
teachers; and it was modified according to their comments; and (2) The instrument was
applied on the sample of the study at the beginning of the second semester of the
academic year (2005-2006). To analyze the collected data, means, standard deviations
and two-way ANOVA analysis were used with multiple intelligences strategies and
gender as variables. The findings of the study were as follows: (1) There was a
significant difference in the students' reading comprehension due to the teaching
strategies in favor of the experimental group; and (2) There was no significant
difference in the students' reading comprehension due to the students' gender.
Study No: 9
Mehmet Gullu (2009) conducted a study on Comparison of Multiple Intelligence
Areas of Students at Sports High Schools and Public High Schools.
The purpose of this research was to compare multiple intelligence areas of
students at sports high schools and at public high schools. Research group was
composed of totally 658 students who were chosen randomly 321 students at sports
high schools and 346 students at public high schools in Malasya, Eskiehir, Trabzon
and Erzurum Cities. As data collection tool in this research. The Multiple Intelligence
Areas Scale For Educationist developed by Saban (2003) was used to collect data
.Independentsamples t Test for comparing pair and One-way Anova Test and LSD
Test for comparing multiple were used in analyzing the data and significant level was
chosen as =0,05. As a result of the research, it was found that according to their
sexuality, there was the meaningful difference (p< 0,05) among verbal, visual, musical,
interpersonal and intrapersonal intelligences in girls favour; that according to their
class, there was the meaningful difference (p< 0,05) among verbal, logical,
interpersonal and intrapersonal intelligences of all students; that only the bodily
intelligence of students at high schools was better than students at public high schools;
that verbal, logical, visual and intrapersonal intelligences of students at public high
schools were better than students at sports high schools (p< 0,05). Besides it was
determined that development levels of musical, interpersonal and naturalistic
intelligences of both students at public high schools and sports high schools were same.
STUDIES RELATED TO SELF CONFIDENCE
INDIAN STUDIES
35

Study No: 1
Devi (2015) conducted A Study of Academic Achievement of 10+1 Students in
Relation to Their Metacognition, Self-Confidence and Family Environment.
The present study was aimed to study the relationship of Academic
Achievement of 10+1 students of Haryana with their Metacognition, Self-Confidence
and Family Environment and interactional effect of Gender, Locale and Type of School
on these variables. Metacognition inventory by Govil (2003), Self-confidence inventory
by Agnihotri (1987) and Family Environment scale by Bhatia and Chadha (1993) were
used for undertaking the study. Academic Achievement was determined on the basis of
percentage obtained by the students in X class annual examination conducted by
HBSE. The sample was selected from four districts of Haryana using multi-stage and
stratified random sampling technique and comprised of 800 students studying in senior
secondary schools of Board of School Education Haryana. For analysis and
interpretation of data descriptive and inferential statistical techniques were used.
The results of the present study shows that 10+1 students of Haryana are high in
their academic achievement but average in their metacognition, self-confidence and
family environment. The study revealed that metacognition, self-confidence and family
environment are significantly related with the academic achievement of the students.
Study No: 2
Murugan (2014) conducted a study on A study on Self-confidence among B.Ed.
Students.
The present study aims to find out the Self-confidence among students in
relation to gender, locality and fathers education. The present study has been conducted
with 610 B.Ed. ., college students studying Puducherry region. The sample was
selected by using random sampling technique. The findings of the study reveal that the
Self-confidence among the B.Ed. students is high. It is noted that Self-confidence of
B.Ed. students is not influenced by gender and locality. Fathers education has
significant difference on the Self-confidence.
Study No: 3

36

Singh (2014) conducted a study on Effect of Meditation on Self Confidence of

Student- Teachers in Relation to Gender and Religion.
The aim of present study was to find out effect of Shaktipat meditation on selfconfidence of student teachers. An experiment was conducted on 152 student-teachers
of B. Ed. Course on the basis of non-randomized control group pre-test post-test
design. Self Confidence Inventory (1987) developed by Rekha Agnihotry, Ravens
Standard Progressive matrices (2000 ed.) were used for data collection. Analysis by
ANCOVA showed that Shaktipat Meditation was an effective practice to improve selfconfidence. Further, gender was found to be significantly affect Self Confidence
whereas religion not. Both male and female (gender); and both Hindu and Sikhs
(religion) student- teachers have equally benefited from meditation when pre- Self
Confidence and general intelligence were statistically controlled.
Study No: 4
Babita (2014) conducted a study on Teacher Effectiveness and Self-Confidence as
Predictors of Burnout among Male Secondary School Teachers.
The study was intended to predict burnout of male secondary school teachers on
the basis teacher effectiveness and self-confidence. Sample of the study consists of 300
male teachers of Government secondary schools of Punjab, India. Maslach burnout
inventory (Form Ed) by Maslach and Jackson (1986) was used to collect data of
burnout, Kulsum teacher effectiveness Scale (KTES) by Kulsum (2000) and Selfconfidence inventory (ASCI) by Agnihotri (1987) were used to collect data of teacher
effectiveness. The results of the study showed significant negative relationship between
teacher effectiveness and the two dimensions of burnout i.e. emotional exhaustion and
depersonalization of teachers where as significant positive relation exists between
teacher effectiveness and personal accomplishment (third dimension of Burnout).

Study No: 5
Aggarwal Preeti, (2012) conducted a study on A Comparative Study of Selfconfidence of Single Child and Child with Sibling.

37

There is no significant difference between Self Confidence of single child and

child with sibling. For the purpose of study 80 children were being selected on random
sampling basis out of cluster of students of class IX and X. in the area of NCR. Out of
which 40 students were single child and 40 students were children with sibling. For the
purpose of study Agnihotri Self-confidence Inventory (ASCI) by Dr.(Miss) Rekha
Agnihotri was administered to the sample. The analysis of data revealed that the
children with sibling have more self-confident than single children. There is significant
negative relationship between sense of alienation and lack of self-confidence. If the
sense of alienation is high, the level of Self-confidence is low.
Study No: 6
Gaurav Dureja (2011) conducted a study on Self-confidence and Decision Making
between Psychology and Physical Education Students: A comparative study.
The present study aimed to compare the Self-confidence and decision making
abilities between psychology and physical education students. A total of eighty (N =
80) male subjects participated; forty (N = 40) psychology students and forty (N = 40)
physical education students from various affiliated colleges of Panjab University,
Chandigarh were randomly selected for the collection of data. The age of the subjects
ranged between 19 to 25 years. Self-confidence was measured by applying Selfconfidence questionnaire and decision making was measured by applying decision
making questionnaire. The ttest was applied to find out the difference between mean
scores of psychology and physical education students. The level of significance was set
at 0.05. The results revealed significant difference with regard to variable selfconfidence between psychology and physical education students. However, the results
with regard to the variable decision making were found statistically significant between
psychology and physical education students. Physical education students have better
Self-confidence and decision making level as compared to their counterpart psychology
students.

Study No: 7

38

Parvathamma and Sharnamma (2010) conducted a study on anxiety level and

level of Self-confidence and their relation with academic achievement.
To find out the difference between level of Self-confidence of the boys and girls
students of IX standard. For the present study six high schools of Chamrajnaga taluk in
Karnataka were selected randomly. Totally 300 students were selected by randomly
selecting 50 students from each school including boys and girls. For the present study,
following tool were used, Self-confidence checklist (SCC) by Basvanna and Anxiety
scale by Srivastasva & Govind Tiwari and school records for academic achievement t
test was used for determining the significance of difference between the means.
Pearsons product movement correlation technique was used to find out the relationship
between anxiety, Self-confidence and academic achievement. There was significant
difference between Self-confidence level of boys and girls.
Study No: 8
Mohd Hafir (2009) conducted a study on The Relationship between Academic
Self-confidence and Cognitive Performance among Engineering Students.
The objectives were to determine if there is any difference in the academic selfconfidence of students givenpositive stimulus and negative stimulus to determine if
there is any difference in the cognitive performance of students given positive stimulus
and negative stimulus.There is no statistically significant difference between the
academic self-confidence of students given positive and negative stimulus. There is no
statistically significant difference between the cognitive performance of students given
positive and negative stimulus. The samples for the study were selected using the
stratified random sampling method where one polytechnic was chosen randomly from
20 polytechnics and 122 subjects were selected from this polytechnic. The data
gathering tools were a GSC questionnaire, an ACS instrument and a cognitive test
instrument. The results indicated that cognitive performance among engineering
students is improved when giving positive verbal input and the opposite is observed
when given a negative verbal input.

Study No: 9
39

Raweewat Rattanakoses (2009) conducted a study on Evaluating the Relationship

of Imagery and Self-Confidence in Female and Male Athletes.
The aim of the study to find out the relationship between imagery and Selfconfidence in athletes by use of a self-report of sports experiences. It was expected that
females would have imagery and self-confidence differences compared to males. It was
also expected that the use of imagery can improve an athletes physical fitness level and
performance so that a high level of imagery may be linked to Self Confidence. In
addition, it is predicted that for both genders, imagery ability and Self-confidence will
positively correlate with the range of low to high scores on the questionnaires. The
selected population consisted of athletes who were students of the Khan Kaen Sport
School in punjab, and who are studying and training in sports training programs 5 days
a week. All subjects were randomly selected by purposive sampling of all the selected
athletes (n=120), 71 (59.2%) were male and 49 (40.8%) were female. These athletes
had different competitive sports backgrounds (e.g. football, weightlifting, handball,
boxing, and tennis) and also took a break in training during the off-season of their
programs.This study showed that there is a correlation between males and females, as
determined based on an ANOVA test which compared imagery and self-confidence.
Subscale physical fitness levels consisted of medium, high, and highest levels, and all
levels were significantly different (F=15.760, P<0.001, df (degrees of freedom) 2, 117)
for imagery and significantly different (F=6.088, P<0.05, df2, 117) for Selfconfidence.
Study No: 10
Geeta (2006) conducted a study on Impact of Emotional Maturity on Stress and
Self-confidence of Adolesce.
As emotions do play central role in the life of an individual, one is expected to
have higher emotional maturity in order to lead a effective life. It is also true that our
behavior is constantly influenced by the emotional maturity level that we possess.
Especially, the adolescents who are observed to be highly emotional in their dealings
need to be studied. In view of this, an attempt is made in present study to find out the
impact of emotional maturity of adolescents on their stress and Self-confidence.
Sample of the study consists of 105 adolescents studying in XI and XII class at
Dharwad city Karnataka State, India. The scales such as emotional maturity (Singh and
40

Bhargav, 1994), Self-confidence Inventory (Rekha Agnihotri, 1987) and Students

Stress Scale (Deo, 1997) were administered on the selected sample. Along with
responses to the above scales, some personal data information were also collected from
the sample. The obtained responses were scored and converted to standard (T) scores,
further subjected tot and F tests. The findings revealed that the adolescents with high
emotional maturity have significantly high stress (t=10.44; p< 0.001) and selfconfidence (t=-2.92; p< 0.01) when compared to those with low emotional maturity.
Adolescents with more number of siblings have shown significantly higher level of Self
-confidence (t = 2.96; p< 0.01) than their counter parts. It is also found that educational
level of father has significantly influenced stress of their adolescent children (F= 5.303;
p< 0.01). Adolescent boys tend to have significantly higher stress than girls (t=1.72)
and girls tend to have significantly high Self-confidence (t=1.83).
FOREIGN STUDIES
Study No: 1
Aya Goto (2014) conducted a study on Maternal Confidence of Fukushima Mothers
before and after the Nuclear Power Plant Disaster in Northeast Japan: Analyses of
Municipal Health Records.
The present study focused on levels and associated factors of maternal
confidence (one of the indicators used to evaluate Japan's national Maternal and Child
Health Plan) before and after the accident. Comparing three samples of mothers with
18-month-old children in Fukushima City (218 in 2010; 300 in 2011, the year of the
accident; and 188 in 2012) indicated that maternal confidence was lower in 2011
compared to 2010 and 2012. Interpersonal problems at home were significantly
associated with lower maternal confidence in 2011, as well as increased depression in
2012. Other factors associated with lower maternal confidence across these 3 years
were poorer perceived health and first-time motherhood. Suggested strategies include
giving special attention to maternal confidence after nuclear disasters, as well as
continuous monitoring of maternal confidence and a focus on mothers' interpersonal
issues. Improving access to health information is one key to supporting maternal
confidence after a disaster occurs.

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Study No: 2
Aidin (2014) conducted a study on Foreign Students Self-Confidence in Learning
Chinese.
This survey study was aimed to inspect different amount of self-confidence
experienced by foreign students in learning Chinese. Forty two students from the CICE
(College of International Cultural Exchange) of CCNU (Central China Normal
University), in Wuhan, in spring 2013, has been randomly given a questionnaire about
their motivation, effort, Self-confidence, and the subjective evaluation of the effect of
their own native languages on their overall performance in Chinese. It was assumed
that phonological similarity between learners native language and Chinese can enhance
their Self-confidence, and consequently, increase their performance. However, since
processing an actual CLS (cross-language similarity) is beyond the scope of this study,
and the perceptual similarity evaluation of individuals has shown to be inaccurate, the
study has failed to find such relationship, and even found some negative links. Never
the less, result shows a significant effect of the number of languages participant speak
on their perceived performance. Also their perceived performance has a significantly
positive correlation with some Self-confidence components.
Study No: 3
Sadler (2013) conducted a study on The Role of Self-confidence in Learning to
Teach in Higher Education.
The paper Analysed teacher Self-confidence, which emerged as a theme within
a wider study into the influences upon new academics' development as teachers over
time. Three interviews took place, over a two-year period, with 11 new teachers from a
range of higher education institutions and discipline areas. The first phase of analysis
was the creation of detailed cases studies for three of the participants, of which one is
reported in the current paper to illustrate the role of Self-confidence in teacher
development. The second phase used a thematic analysis of all interview transcripts.
The new teachers' Self-confidence appeared as a key influence in the use of teaching
strategies that actively involved the students. Content knowledge and teaching skills
were related to feelings of self-confidence, with "experience" being a key factor in the
teachers' perceptions of their knowledge and skills. The findings hold implications for
managers to ensure new staff have as familiar and stable teaching schedule as possible,
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and teacher developers to encourage dialogue and reflection in relation to the Selfconfidence and content knowledge of new teachers.
Study No: 4
Park (2012) conducted a study on Relationship between Technology, Parent
Education, Self-Confidence, and Academic Aspiration of Hispanic Immigrant
Students.
This study utilized data from the TIMSS 2007. To compare the effect size of
technology use, multi-group analyses of the path model were performed with Analysis
of moment Structures. The result showed that later immigrated students' technology use
is positively related to their mathematics performance. They may gain more benefits
from technology use than moderately or early immigrated student groups. It is reasoned
that later immigrated Hispanic students may reduce their learning hindrance associated
with cultural barriers or limited English proficiency by using educational technology.
Enhancement in the investment of educational technology into this subgroup may
narrow the achievement gap between later immigrated, moderately immigrated, and
early immigrated students.
Study No: 5
Kleitman (2011) conducted study on Meta cognitive Beliefs, Self-Confidence and
Primary Learning Environment of Sixth Grade Students.
The present study examined the relationship between academic self-efficacy
and perception of one's own competence in memory and reasoning abilities, and their
role in predicting the Self-confidence trait. The study also aimed to determine the role
of key classroom factors (goal orientation and self-efficacy with the teacher) in
predicting self-beliefs, the Self-confidence trait and academic achievement in Year 6
students (N = 177). EFA and Path analysis were used to determine these relationships.
The hypothesized path model was tested in a simultaneous fashion of the entire system
of variables to determine whether or not hypothesized relationships were consistent
with data. The results suggest that academic self-efficacy and metacognitive
competency beliefs define a broad factor--Metacognitive Beliefs--which serves as a key
predictor of Self-confidence. Mastery goal-orientation and self-efficacy with teacher
predicted metacognitive beliefs and, indirectly, Self-confidence. Students with stronger
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Metacognitive beliefs were less engaged in self-handicapping behaviours. Known

common factors--intelligence, gender and a proxy for SES, school fees were controlled
for. The present study has important implications for both metacognitive theory and
educational practice.
Study No: 6
Ravindra (2012) conducted a study on A Comparative study of Psycho-social
Climate and Self-confidence among Students of Professional and Non-Professional
Courses.
The present study aims to compare the status of perceived home environment
and Self-confidence among professional and non-professional courses with gender
difference. The sample consist 100 subjects 50 from professional course and 50 from
non-professional course. For the data collection Home environment scale and selfconfidence inventory was used. Two way ANOVA was used for determine the
difference of dependent variable and also calculated mean score for actual differences.
The result shows that students from professional course have better perceived the home
environment than the non-professional course. But there is no gender difference of
perception of home environment. The second dependent variable self-confidence was
found in professional group but not high level. and also not gender difference of selfconfidence.
Study No: 7
Mohammad Ali (2011) conducted a study on Moderating Effects of Self-Confidence
and Sport Self-Efficacy on the Relationship between Competitive Anxiety and
Sport Performance.
The aim of this study was to examine moderating effects of self-confidence and
sport self-efficacy on the relationship between competitive anxiety and sport
performance in a sample of Iranian athletes. A total of 246 volunteer athletes (149
males, 97 females) were included in this study. All participants were asked to complete
Multidimensional Competitive Anxiety Questionnaire and Sport Self-Efficacy Scale. To
measure the athletes sport performance, their coaches were asked to complete the
Sport Achievement Scale. The results revealed that self-confidence and sport selfefficacy moderated the relationship between competitive anxiety and sport
44

performance. Analysis of the data revealed that moderating effects of self-confidence

for the association of cognitive and somatic dimensions of competitive anxiety with
sport performance were partial. On the other hand, the moderating effects of sport selfefficacy for the association of cognitive and somatic dimensions of competitive anxiety
with sport performance were full.
Study No: 8
Rodrigues (2009) conducted a study on Characterization of the Negativism,
Activation, Self-confidence and Cognitive Orientations levels of Alpinists.
The present study aims to characterize the levels of negativism, activation, selfconfidence and cognitive orientation of different mountain sports participants, taking
into account various variables (i.e. gender; age; years of experience; nationality;
training and, specific sport). The sample was composed of 45 participants (40 male and
5 female) with an age range between 20 and 61 years of age (M=33, 91; SD= 8,97),
who completed the Portuguese or English version of the CSAI-2 and TEOSQ
questionnaires, according to their linguistic proficiency. The main results revealed that
the variable years of experience (and not age) correlated positively with the levels of
self-confidence and task orientation. On the other hand, but in accordance with
postulated theories, it was verified a positive association between the levels of
negativism and ego orientation. Due to the relatively few studies done until today on
this thematic and this type of samples, the results were discussed in relation to the
respective theoretical models and specificities of this sport.
Study No: 9
Beckmann (2009) conducted a study on Self-confidence and Performance Goal
Orientation Interactively Predict Performance in a Reasoning Test with Accuracy
Feedback.
This study analysed individual differences' perspective on performance
feedback effects in psychometric testing. A total of 105 students in a mainstream
secondary school in North East England undertook a cognitive ability test on two
occasions. In one condition, students received item-specific accuracy feedback while in
the other (standard condition) no feedback was provided. While accuracy feedback had,
on average, no effect on test performance, differential effects were observed.
Performance goal orientation and self-confidence moderated feedback effects on
45

performance. The provision of accuracy feedback seemed to have performance

optimizing effects upon test takers with high performance goal orientation in
combination with low self-confidence.
Study No: 10
Chang (2008) conducted a study on Science Achievement and Students' Selfconfidence and Interest in Science.
The interrelationship between senior high school students' science achievement
(SA) and their self-confidence and interest in science (SCIS) was explored with a
representative sample of approximately 1,044 11th-grade students from 30 classes
attending four high schools throughout Taiwan. Statistical analyses indicated that a
statistically significant correlation existed between students' SA and their SCIS with a
moderate effect size; the correlation is even higher with almost large effect sizes for a
subsample of higher-SCIS and lower-SCIS students. Results of t-test analysis also
revealed that there were significant mean differences in students' SA and their
knowledge (including physics, chemistry, biology, and earth sciences subscales) and
reasoning skill subtests scores between higher-SCIS and lower-SCIS students, with
generally large effect sizes. Stepwise regression analyses on higher-SCIS and lowerSCIS students also suggested that both students' SCIS subscales significantly explain
the variance of their SA, knowledge, and reasoning ability with large effect sizes.
2.6 CRITICAL REVIEW
The investigator reviewed 39 studies. There are 20 Indian studies and 19
Foreign studies. Among them 19 studies deal with Intrapersonal Intelligence and 20
deal with Self-confidence. Most of the studies were used survey method and
questionnaire to collect data. Studies used mean, standard deviation, t-test, ANOVA,
chi-square and correlation methods to analyze the data. According to the studies it is
confirm that some variables and individual differences affect Intrapersonal intelligence
and Self-confidence of pupils. All the studies revealed that importance of Intrapersonal
Intelligence and Self-confidence.
After reviewing the above studies the investigator has come to know that none
of the studies related Intrapersonal Intelligence and Self-confidence. The present study
deviates from other studies in terms of area, population and sample. In present study
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the investigator decided to use survey method and to develop a questionnaire for
collecting data. The investigator feels that comparing Intrapersonal Intelligence and
Self-Confidence may develop favorable attitude towards IX standard students. The
present generation is the target of this study. Hence, the investigator selected the topic
entitled, Intrapersonal Intelligence and Self-confidence of IX standard students.

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