PERCEIVED INITIATING COMPETENCY AND PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY 
SCHOOL STUDENTS IN KERALA

SHAJIDA M.

Dissertation 
submitted to the University of Calicut
in partial fulfilment of the requirements for the degree of
MASTER OF EDUCATION

FAROOK TRAINING COLLEGE
UNIVERSITY OF CALICUT
2011

DECLARATION

	I, SHAJIDA M., do hereby declare that this dissertation, “PERCEIVED INITIATING COMPETENCY AND PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS IN KERALA” has not been submitted by me for the award of any Degree, Diploma, Title or Recognition before.

Farook Training College
26.12.2011                                                                          SHAJIDA M.

CERTIFICATE

I, ABDUL HAMEED MUKTAR MAHAL, do hereby certify that this dissertation, “PERCEIVED INITIATING COMPETENCY AND PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS IN KERALA” is a record of bonafide study and research carried out by SHAJIDA M., under my supervision and guidance.  The report has not been submitted by her for the award of any Degree, Diploma, Title or Recognition before.

Farook Training College		    ABDUL HAMEED MUKTAR MAHAL
 26.12.2011                                		            (Supervising Teacher)
							  Associate Professor
							Farook Training College

ACKNOWLEDGEMENT

	At the very outset the investigator thanks the most merciful God, who enabled her to successfully complete the task.
	The investigator is deeply indebted to her supervising teacher,  Mr.Abdul Hameed Muktar Mahal, Associate Professor,, Farook Training College, for his encouragement, generous help, valuable suggestions, expert criticism and guidance throughout the  period of study.
            The investigator express her extreme thanks to Prof. A. Faziluddhin, Principal, Farook Training College, for providing all necessary facilities and encouragement to conduct the study.
 	The investigator put forth special thanks to P.P. Nousad, Assistant Professor, Farook Training College for the computer processing and analysis  of data.
	The investigator also express her thanks to the faculties, librarian, and supporting staff of Farook Training College for their co-operation extended to complete the prevent study.
	The investigator would also be thankful to the lecturers and classmates of Farook Training College for their support and encouragement during study.
	The investigator wishes to express her gratitude to the Heads and Teachers of  Higher Secondary Schools for their co-operation and help in collection of data for conducting the study.
	Profoundly thanking Mr. Balu, Bina Photostat, Chenakkal for DTP and binding works.
	The investigator acknowledge the immense moral support and encouragement received from her family, and friends who have been a constant source of inspiration for the study.

Farook Training College						
Date: 26.12.2011						SHAJIDA. M

CONTENTS

LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
Chapter	Title	Page No.	
I	INTRODUCTION	1 – 13 	
II	REVIEW OF RELATED LITERATURE	14 – 34 	
III	METHODOLOGY	35 – 65 	
IV	ANALYSIS	66 – 124 	
V	SUMMARY, CONCLUSION AND SUGGESTIONS	125 – 152 	
	BIBLIOGRAPHY	153 – 160 	
	APPENDICES	

LIST OF TABLES

Table No.	Title	Page No.	
3.1	Critical Ration ('t' value) with Means and Standard Deviations of the Scores of the Two Groups of Perceived Initiating Competency Assessment Scale	45	
3.2	Critical Ration ('t' value) with Means and Standard Deviations of the scores of the Two Groups of Perceived Personal Success Assessment Scale	52	
3.3	Break Up of the Basal Sample Selected for the study	57	
3.4	Details of the Final sample selected for the study	58	
4.1	Preliminary Analysis of Test Scores	71	
4.2	Mean Scores of Relevant sub samples	75	
4.3	Interpretation of correlation co-efficient	78	
4.4	Co-efficient of correlation between Perceived Initiating Competency and Perceived Personal Success for the Total sample (N=800), and sub samples of Male (N=400), Female (N=400), Science (N=258), Humanities (N=284), Commerce (N=258), Government (N=334), Aided (N=288), Unaided (N=178)	79	
4.5	Data and Result of comparison of r's between Perceived Initiating Competency  and Perceived Personal Success of Male and Female Higher Secondary School Students	83	
4.6	Data and Result of comparison of r's between Perceived Initiating Competency and Perceived Personal Success of Science and Humanities Students	84	
4.7	Data and Result of comparison of r's between Perceived Initiating Competency and Perceived Personal Success of Science and Commerce Students	85	
4.8	Data and Result of comparison of r's between Perceived Initiating Competency and Perceived Personal Success of Government and Aided Higher Secondary School Students	86	
4.9	Data and Result of comparison of r's between Perceived Initiating Competency and Perceived Personal Success of Government and Aided Higher Secondary School Students	87	
4.10	Data and Results of comparison of r's between Perceived Initiating Competency and Perceived Personal Success of Government and Unaided Higher Secondary School Students	88	
4.11	Data and Result of the test of significance of Difference in Perceived Initiating Competency Between Male and Female   between Higher Secondary School Students	90	
4.12	Data and Result of the Test of significance of Difference in Perceived Initiating Competency Between Science and   Humanities Higher Secondary School Students	91	
4.13	Data and Result of the Test of significance of Difference in Perceived Initiating Competency Between Humanities and commerce Higher Secondary School Students	92	
4.14	Data and Result of the Test of significance of Difference in Perceived Initiating Competency Between Science and Commerce Higher Secondary School Students	93	
4.15	Data and Result of the Test of significance of Difference in Perceived Initiating Competency Between Government and Aided Higher Secondary School Students	95	
4.16	Data and Result of the Test of significance of Difference in Perceived Initiating Competency Between Government and Unaided Higher Secondary School Students	96	
4.17	Data and Result of the Test of significance of Difference of Difference in Perceived Initiating Competency between Aided and Unaided Higher Secondary School Students	97	
4.18	Data and Result of the Test of significance of Difference in Perceived Personal Success between Male and Female  Higher Secondary School Students.	99	
4.19	Data and Result of the Test of significance of Difference in Perceived Personal Success between Science and Humanities Higher Secondary School Students	100	
4.20	Data and Result of the Test of significance of Difference in Perceived Personal Success between Humanities and Commerce  Higher Secondary School Students	101	

4.21	
Data and Result of the Test of significance of Difference in Perceived Personal Success between Science and Commerce  Higher Secondary School Students.	
102	
4.22	Data and Result of the Test of significance of Difference in Perceived Personal Success between Government and Aided   Higher Secondary School Students	104	
4.23	Data and Results of the Test of significance of Difference in Perceived Personal Success between Government and Unaided   Higher Secondary School Students.	105	
4.24	Data and Results of the Test of Significance in Personal success between Aided and Unaided Higher Secondary School Students	106	
4.25	Data and Result of the Test of Significance in Perceived Personal Success between Higher Secondary School Students with Low and Average Perceived initiating competency	108	
4.26	Data and Result of the Test of Significance in Perceived Personal Success between Higher Secondary School Students with Low and High Perceived Initiating Competency	110	
4.27	Data and Result of the Test of Significance in Perceived Personal Success between Higher Secondary School Students with Average and High Perceived Initiating Competency	111	
4.28	Main and Interaction Effect of Gender, Faculty and Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students	114	
4.29	Main and Interaction Effect of Gender, Faculty and Perceived Initiating Competency on Personal Success of  Higher Secondary School Students	120	

LIST OF FIGURES

Figure No.	Title	Page No.	
4.1	Smoothed Frequency Curve of Perceived Initiating Competency	73	
4.2	Smoothed Frequency Curve of Perceived Personal Success	74	

LIST OF APPENDICES

Appendix No.	Title	
IA	Perceived Initiating Competency Assessment Scale – 
Malayalam (Draft )	
IB	Perceived Initiating Competency Assessment Scale 
– Malayalam (Final)	
IC	Perceived Initiating Competency Assessment Scale – 
English (Final)	
IIA	Perceived Personal Success Assessment Scale – 
Malayalam (Draft)	
IIB	Perceived Personal Success Assessment Scale – 
Malayalam (Final)	
IIC	Perceived Personal Success Assessment Scale – 
English (Final)	
III	List of Schools	

CHAPTER I

INTRODUCTION

•	Need and Significance of the Study
•	Statement of the Problem
•	Definition of Key Terms
•	Variables Selected for the Study
•	Objectives
•	Hypotheses
•	Methodology
•	Scope and Limitations of the Study
•	Organisation of the Report

INTRODUCTION

	Education is that process of development which consists in the passage of human being from infancy to maturity; the process where by he adapts himself gradually in various ways to his physical, social and spiritual development. Education aims at shaping the behavior of the students in a desirable way and bringing about all round development in their personality.  
	According to Socrates, “Education means the bringing out of the ideas of Universal validity which are latent in the minds of every man”. Education is a training which leads you to hate what you ought to hate, and love what you ought to love”. – Plato. Interpreting education Gandhiji said, “By education, I mean all round drawing out of the best in the child and man- body, mind and spirit". Education, as considered by John Dewey, is the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities. Encyclopedia Britanica defines, “Education as the process of getting experiences that has a formative effect on one or more aspects of personality of the individual”. 
	Technically education means the process of acquiring experiences to develop one’s innate abilities and talents needed for a productive and successful personal and social life.  The purpose of education can be to develop every individual to their full potentialities. 
	Education is important for the preservation and transmission of culture, and it is a vital instrument for accelerating development in all spheres- political, economic and social-of life.  The National system of education envisages a common educational structure.  The 10+2+3 structure has now been accepted in all parts of the country.  These stages comprise Primary education, Secondary education, Higher secondary education and University education.
	Secondary education marks the first turning point in the academic life of an individual.  At this stage the children are equipped with necessary skills and information required to manipulate in the next higher stage of education.  Higher secondary education is the stage of education where students opt the subjects like science, humanities or commerce in accordance with their interest and aptitude. This stage is the second turning point of individuals who pursue education after secondary education.
	Adolescence is a period of physical change and biological change which may lead to confusions, tensions, frustrations and feelings of insecurity.  Stanely Hulls calls it as the period of stress and strain, storm and strife.  Adolescence is the important period regarding the personality development of an individual.  It comprises the Secondary and Higher Secondary school stages. 
	Adolescence is a stage when individuals exhibit certain danger signals (Hrulock, E.B. 1981).  Some of the most common danger signals are irresponsibility, feeling of insecurity and regression to earlier level of behavior.  These can be minimize by making them master the developmental tasks of adolescent period.  Some of the important developmental tasks of adolescence are preparing for an economic career, preparing for marriage and family life and desiring, accepting and achieving socially responsible behavior.  To master the developmental tasks of a period – especially that of adolescence – one has to be trained comprehensively and intensively with respect to every task.  Those who belong to a developmental period and can master all the developmental tasks of that period can be considered as successful with respect to that period.
	One will admit that he is personally successful only when he perceives that he is successful.  Although others consider he is successful, he will not take it so if he can not perceive it; i.e. Perceived Personal Success alone can make one feels successfully.
NEED AND SIGNIFICANCE
	The investigator was familiar with some individuals, who are not successful in their attempts for employment.  Further her knowledge of their adolescent days is that they were careless in their studies and in performing their roles.  Some of them had not got proper guidance either in studies or in performing other roles.
	Studies are to be conducted to indentify the variables which can influence the success of adults.  The investigator assumes that the success of individuals depends on the guidance they receive during their adolescence period.  The investigator further assumes that those individuals who were successful have got proper guidance in their adolescence period for initiating whatever activities they had to perform.  A study has to be conducted whether Perceived Personal Success of individual can be enhanced by manipulating the initiating competency of them.  Review of studies show that no studies have been reported in this direction.  Hence the investigator felt the need for conducting this study.
	By conducting this study the investigator hopes that researches in this area can make a lot of significant contribution to guard the present educational process, which is very competitive.  If it is found out any significant relation between Perceived Initiating Competency and Perceived Personal Success.  It can be concluded that by manipulating one’s initiating competency his Perceived Personal Success can be enhanced and suggestions can be given to make provision in the curriculum to enhance the initiating competency of students and there by make them feel successful and become successful.  This signifies the study.
STATEMENT OF THE PROBLEM
	The problem for the present study is stated as “PERCEIVED INITIATING COMPETENCY AND PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS IN KERALA”
DEFINITION OF KEY TERMS
	The definition of key terms in the statement of problem is given in the following part.
i)    Perceived Initiating Competency
	Perceived Initiating Competency is operationally defined as the level of one’s competency, perceived by himself, one has to begin an activity one wants to do.
ii)  Perceived Personal Success
	Perceived Personal Success is operationally defined as the level of one’s attained satisfaction perceived by oneself in getting something he wants to get or doing something he wants to do.
iii) Higher Secondary School Students
	The term ‘Higher Secondary School Students’ in the present study means the students studying in Plus one and Plus two classes.

VARIABLES OF THE STUDY
	The independent and dependant variables selected for the present study are the following:
Independent Variables
	Gender, Faculty and Type of Management of Schools were considered as independent variables.
	Perceived Initiating Competency was considered as dependant variable when the effect of other independent variables on Perceived Initiating Competency was studied.
	Perceived Initiating Competency was considered as in dependant variable when its effect on Perceived Personal Success was studied.
 Dependent Variable
	Perceived Personal Success was considered on dependant variable.
OBJECTIVES OF THE STUDY
	The following are the objectives set for the present study.
1. 	To find out the level of Perceived Initiating Competency of Higher Secondary School Students in relevant sub samples based on 
a.	Gender 
b. 	Faculty 
c. 	Type of Management of School
2. 	To find out if there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
3. 	To find out whether there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in relevant sub samples based on
           a. 	Gender 
	b. 	Faculty 
	c. 	Type of Management of School
4. 	To find out whether there exists any significant difference in the mean scores of Perceived Initiating Competency of Higher Secondary School Students between the relevant sub samples based on
	a.	Gender
	b. 	Faculty
	c. 	Type of Management of School
5. 	To find out whether there exists any significant difference in the mean scores of Perceived Personal Success of Higher Secondary School Students between the relevant sub samples based on
	a. 	Gender
	b. 	Faculty
	c. 	Type of Management of School
	d. `	Different levels of Perceived Initiating Competency
6. 	To find out whether gender, faculty and type of management of school have any significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
7. 	To find out whether gender, faculty, and Perceived Initiating Competency have any significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students.
 HYPOTHESES
	The present study is designed to test the following hypothesis.
1.	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
2.	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on 
	a.	Gender
	b.	Faculty
	c.	Type of management of school
3.	There exists significant difference in Perceived Initiating Competency of Higher Secondary School Students between relevant sub samples based on 
	a.	Gender
	b.	Faculty
	c.	Type of management of school
4.	There exists significant difference in Perceived  Personal Success of Higher Secondary School Students between relevant sub samples based on 
	a.	 Gender
	b.	 Faculty
	c.	 Type of management of school
	d.	 Different levels of Perceived Initiating Competency
5.	Gender, Faculty and Type of Management of School have significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
6.	Gender, Faculty and Perceived Initiating Competency have significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students.

METHODOLOGY
	It deals with brief description of the methodology of the present study with the precise description of the samples used for the study, tools and statistical techniques used.
a)  Sample
	The present study was conducted on a representative sample of 800 Higher Secondary School Students of Palakkad, Malappuram, Kozhikode, Wayanad and Kannur Districts.  The sampling techniques used was stratified sampling method giving due representation to factors like gender, faculty and Type of Management of schools.
b) Tools used for the study
	The investigator used the following tools for the present study
(i)	Perceived Initiating Competency Assessment Scale
(ii)	Perceived Personal Success Assessment Scale
c)   Statistical techniques used for the analysis of data
	The following statistical techniques were used for the analysis of data in the study
1.	Preliminary statistics: Mean, Median, Mode, Standard Deviation, Skewness and Kurtosis
2.	Pearson’s Product Moment Coefficient of correlation (r)
3.	Test of significance difference between two r’s
4.	Test of significance of difference between mean for different categories ‘t’ test for large independent sample
5.	Analysis of variance: ANOVA
 SCOPE AND LIMITATIONS OF THE STUDY
	The present study is mainly intended to explore the relation between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students of Kerala.  For the purpose the investigator prepared the Perceived Initiating Competency Assessment Scale and Perceived Personal Success Assessment Scale with the help of supervising teacher to asses the Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.  These scales can be made use of by researchers if they have to assess Perceived Initiating Competency and Perceived Personal Success of students in their investigations.  Further the scales can be used for assessing the Perceived Initiating Competency and Perceived Personal Success of students at different levels.  Appropriate statistical techniques are used to analyze the data.  The findings of the study can be considered as an authentic message to the educationalists to be aware of the importance of Perceived Initiating Competency to enhance personal success of students and thereby take steps for it.
	Even though the present study was conducted with maximum care and specificity certain limitations, which could hardly be avoided, have crept in to the study.  They are
1.	The investigator collected data from Palakkad, Malappuram, Kozhikode, Wayanad and Kannur Districts in Kerala.  She could not include other districts due to lack of time.
2.	The study was conducted on Higher Secondary School Students of Kerala Syllabus.  She could not include students from CBSE School and VHSE schools due to lack of time.
3.	The investigator could not include students in Boarding and Residential Higher Secondary Schools.
 ORGANIZATION OF THE REPORT
	The report of the present study is organized in the following way;
Chapter I contains a brief introduction of the problem, need and significance of the study, statement of the problem, definition of key terms, variables of the study, objectives, hypotheses, methodology, scope and limitations of the study.
Chapter II includes a brief theoretical overview of the variables, studies related to the variables and a summary of review of related literature.
Chapter III presents methodology of the study in detail with description of tools used for measurement, sample for the study, data collection procedure, scoring and consolidation of data and the statistical techniques used for analysis.
Chapter IV describes the preliminary analysis, details of the major statistical analysis of the data, interpretation and discussion of data.
Chapter V presents major findings, tenability of hypothesis, conclusions, educational implications of the study and suggestion for further research.

CHAPTER II

REVIEW OF RELATED 
LITERATURE

•	Theoretical Overview
•	Related Studies
•	Conclusion

REVIEW OF RELATED LITERATURE

	The role of review of related literature in a new research is very essential.  “A summary of the writings of recognized authorities and of previous research provides evidence that the researcher is familiar with what is already known and what is still unknown and untested” (Best & Khan, 1993).  It is a valuable guide to defining the problem, recognizing its significance, suggesting promising data gathering devices, appropriate study design and sources of data.
	In the words of Good (1959) “The keys to the vast store house of published literature may open doors to sources of significant problems and explanatory hypothesis and provide helpful orientation for definition of the problem, back ground for selection procedure and comparative data for interpretation of results.  In order to be truly creative and original, one must read extensively and critically as a stimulus to thinking”.
	According to Mouly (1995) an essential of research project is the review of related literature.  This represents the third step of scientific method out lines by Dewey and other philosophers.  Research students will find and exhaustive survey of those that have already been based on their problem, which are an unavoidable step in their solution.
	The intention of the present study is to asses the Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students; to find out if there exists any relation between the Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students and to find out if there exists any significant difference in the mean scores of Perceived Initiating Competency and Perceived Personal Success between relevant sub samples based on (a) Gender, (b) Faculty and (c) Type of management of schools.  This chapter includes a theoretical outline of the variables Perceived Initiating Competency and Perceived Personal Success and review of previous studies related to it.  They are presented under two headings.
•	THEORETICAL OVERVIEW 
•	RELATED STUDIES
THEORETICAL OVERVIEW
Theory of Perceived Initiating Competency
	Daniel Goleman in his book, ‘Working with Emotional Intelligence’ (1998) categorized Emotional Competence in to Personal Competence and Social Competence.  He classified Personal Competence in to Self-awareness, Self regulation and Motivation.  Motivation is further classified in to Achievement drive, Commitment, Initiative and Optimism.
	Goleman considers initiative, one of the components of motivation as being unusually enterprising.  He described in the book that people with the competence for initiative are
1.	Ready to seize opportunities
2.	Pursue goals beyond what’s required or expected of them
3.	Cut through red tape and bend the rules when necessary to get the job done
4.	Mobilize others through unusual, enterprising efforts.
	Punch Ramalingam, Academic’s Dictionary of Psychology (1995) defined initiation as the process of beginning an activity or movement; in a special sense, of the preparation, usually ending with ritual or ceremony, for entrance into some society, or on the enjoyment of certain privilege.  He defined initiative as the action of an individual in starting a series of events, e.g. a social movement; the capacity for taking independent action of such a kind. 
	Basavanna, Dictionary of Psychology (2000) defined initiative as the individual’s capacity for independent action in starting a series of activities. According to Illustrated Dictionary of Psychology (2004), Louis Smith, initiative refers to the individual’s ability to begin a series of behaviors directed toward a goal.  Oxford Advanced Learners Dictionary defines “Initiate” as “to make something begin”. Dictionary of Psychology (1998), Atkinson et al., defined initiative as the ability to act in dependently and the action involved in beginning a series of events.
	Every individual has to perform a number of duties from morning when he gets up till he goes to bed as part of daily life.  He performs some of them successfully, postpones some other duties for the next day and fails in performing certain others.  It is unquestionable that for a duty to perform successfully one has to start doing the activity related to that particular duty.  Two individuals of same intelligence, physique and emotional intelligence need not perform a duty successfully within the same time limit.
	It is assumed that for every activity, related to one’s own duty or, to help others one has to enter into the activity or start doing the activity.  Any activity from movement of finger to thinking or reasoning come under any of the three domains cognitive, affective and psychomotor.  It was Benjamin S Bloom and his associates Krawthol and Simpson classified the objectives under three domains.  They are
Cognitive Domain
•	Knowledge
•	Understanding 
•	Application
•	Analysis
•	Synthesis
•	Evaluation
Affective Domain
•	Receiving
•	Responding
•	Valuing
•	Organizing
•	Habit formation
•	Characterisation
Psychomotor Domain
•	Perceiving
•	Imitating
•	Précising
•	Articulation
•	Naturalization
	One’s ability to control his sluggishness and enter into an activity does not come under the specification of any of the three domains.  Even though the specific objectives that come under the three domains are put to analysis with respect to an activity, it will be evident that a competence, other than those discussed under three domains, is involved in materializing that activity.
	A paper “Enriching Teacher Education Curriculum to Impart Education for empowerment” presented in the international conference on Emerging Trends in Fittness for Longevity & Education for Empowerment (Alagappa University, Karaikudi 2009) highlighted that for any cognitive activity  to be performed successfully one has to start performing it.  Even though the effect of the competency to start or to initiate the activity is not apparent, its effect is evident. Considering that two individuals start an activity differently, maintain the activity differently and terminate or complete doing the activity differently. It can be concluded that their initiating competency, maintain competency and completing or terminating competency are differ.  It is the same in the case of affective activities and psychomotor activities.
	The activities one has to perform come under any of the three domains viz; cognitive, affective and psychomotor and every activity is part of one’s duty.  One’s duty may be either personal or social.  Hence in discharging both the personal responsibilities and social responsibilities the influence of the three domains is evident.  It can be represented as 

Responsibility	Activity	
Personal	Cognitive	
	Affective	
	Psychomotor	
Social	Cognitive	
	Affective	
	Psychomotor	
	The influence of competency required to get any of these activities started or initiated, maintained and completed has not been discussed anywhere in the taxonomy of the educational objectives under the three domains.  The competencies for “initiating” (starting), “maintaining” (continuing) and “terminating” (completing) can be incorporated in to the specific objectives that come under the three domains; for every specific objective is associated with an activity and all those activities have to be initiated (started), maintained (continued) and terminated (completed perfectly).
	In order to avoid the technical complexities that may be emerged while incorporating these competencies into the specific objectives discussed above and considering the importance of developing the three competencies in learners, these competencies have to be dealt separately.
	It is here the importance of emerging a new domain has become evident.
	The paper in the international conference described these three competencies as competencies under spiritual domain.  The spiritual domain is considered as the domain responsible for fulfilling the specific objectives described under the other three domains in learners.  Hence these competencies can be considered as the specific objectives under spiritual domain as follows
Spiritual domain
	Initiating 
	Maintaining
	Terminating
THEORY OF PERCEIVED PERSONAL SUCCESS
	Oxford Advanced Learners Dictionary defines success as the fact that one has achieved something that one wants and has been trying to do or get.  “Personal” refers to one’s own or not belonging to or connected with any other else.  So personal success can be defined as one’s own success that is one’s own achievement of what one wants or has been trying to do or get.
	If one achieves something he wants or has been trying to do or get.  He will have a feeling that he has achieved that.  Oxford Advanced Learners Dictionary calls this feeling “satisfaction’.  Hence how far one is successful in getting something or doing something can be assessed by means of the level of satisfaction attained by him, since satisfaction is the reflection of success.
	In the present study the investigator intended to study the influence of initiating competency on personal success of Higher Secondary School Students.
	From the review of studies the investigator could understand that no study has been reported on initiating competency and personal success together or on initiating competency and personal success separately and with other variables inside and outside the country so far.  Hence the investigator presented the reports of some studies conducted on High School Students and College students about the variables that give them positive felling and other variables that reflects some of their competencies.
RELATED STUDIES
Studies on competences such as Emotional Intelligence, Intelligence
	Thomas and Sanandaraj (1982) aimed at determining the extent of relation between scores on self-esteem and academic achievement.  The study was conducted on 370 students.  Pearson’s r’ and t’ was used for statistical analysis.  The results indicated that there is significant positive correlation between the variables under study.  The study further revealed that high achievers differ significantly from low achievers in self-esteem at 0.01 level.
	Holly (1987) reported that self-esteem was more likely the result than the cause of academic achievement.  However he acknowledged that a certain level of self-esteem is required in order for a student to achieve academic success and that self esteem and achievement go hand in hand.
	Karunanidhi, et al., (1996) aimed to find the effect of perceived problems and Gender differences in relation to self-esteem among adolescents.  Results revealed that girls perceived less number of problems and high self-esteem than boys.  Both boys and girls have scored high on global self-esteem and low on physical esteem.  Over all self-esteem was found to be high for girls than for boys.  There was a significant relationship between perceived problems and self-esteem.  Adjustment to school work and teaching procedures were found to be predictors of self-esteem among girls.
	Priscilla & Karunanidhi (1998) conducted a study on influence of self-esteem, Locus of causality and adjustment on behavioural problems of adolescent girls.  The sample consisted of 100 adolescent girls.  The investigator used the self-esteem questionnaire (Pope, et.al., 1998) to measure the self-esteem of the adolescent girls.  The findings of the study revealed that low self-esteem and adjustment problem tend to increase the behavioural problems of adolescent girls.
	Verma & Dashora (1998) attempted to study the relationship between self-esteem and academic achievement of male and female adolescents.  The study was conducted on a sample of 50 male and female adolescents of 10th class.  The sample was selected by a random sampling technique.  The findings revealed non significant positive relation between self-esteem and academic achievement of male and female adolescents.  There is no significant difference between high and low self esteem groups of male and female adolescents on academic achievement.
	De Mello and Imms (1999) conducted a study to understand the relationship between self-esteem, Locus of control and coping styles.  Result revealed significant correlation between self-esteem, Locus of control and coping styles.  There was no gender difference in scores for test of self-esteem, Locus of control and coping styles.
	Sehgal (1999) conducted a study of emotional quotient, intelligence, personality and psychological well being of adolescents.  The study revealed that EQ and IQ dimension show a moderate significant positive relationship and EQ was related positively with psychological well being of adolescents.
	Devi & Ravneet (2002) investigated the problem of adolescents studying in Government and Public schools in relation to their intelligence and academic achievement.  The sample consists of 200 students.  There was significant relationship between the problems of adolescents and their intelligence and academic achievement.
	Devi & Ranveet (2002) investigated the problems of adolescents studying in Government and Public schools in relation to their intelligence and academic achievement.  The sample comprised 200 students.  It was found that there was significant relationship between the problems of adolescents and their intelligence and academic achievement.
	Usman (2003) conducted a study to find out if self-esteem has any significant relation to social maturity of Higher Secondary School Students of Kerala.  It was found that self-esteem and social maturity are dependent of each other i.e. high self-esteem lead to high social maturity and vice versa.
	Nayagam & Arokiasamy (2004) studied the relationship between self-esteem and educational aspiration of high and Higher Secondary School Students.  The sample comprised 120 students.  A self-esteem inventory and an educational aspiration scale were prepared by the investigator.  The study assert that self-esteem and educational aspiration of high and Higher Secondary School Students don’t differ significantly in terms of sex, class of study and type of school but only in terms of matriculation (Matric) and non-matriculation (Non-Matric) students.  The study revealed that male students and XIIth standard students enjoy higher self-esteem than female Xth standard students.
	Gakhar & Manhas (2005) conducted a study on cognitive correlates of Emotional intelligence of Adolescents.  The sample consists of 400 students of class XI.  It was found that there was significant and positive correlation between emotional intelligence and cognitive variables namely, intelligence, creativity and academic achievement.
	Sridevi & Praveen (2005) examined the relationship of emotional intelligence, adjustment, self-concept and scholastic achievement of Higher Secondary students.  The sample consisted of 200 students.  The results showed that was a positive relationship among emotional intelligence, adjustment, self-concept and achievement of higher secondary students.
	Manhas & Gakhar (2006) examined Non-cognitive correlates of emotional intelligence of adolescents.  The sample was 400 IXth class students.  It was found that there was positive significant correlation between emotional intelligence and self-concept.
	Darsana (2007) aimed at finding the relationship between emotional intelligence and achievement facilitating variables and comparing emotional intelligence of groups in pairs classified on the basis of sex, locate of the school, nature of school management and SES.  The study has been conducted on  a representative sample of 387 Higher Secondary School Students.  The findings revealed that there is significant relationship between emotional intelligence and achievement motivation.
	Prerna Sharma & Preeti Sharma (2008) conducted a study of career preference of Senior Secondary students in relation to their intelligence.  The population of the study was science and commerce students of Class XII.  The findings revealed that there was a significant relationship between the level of intelligence, of science and commerce students at Secondary level, and their respective career preference.
	Koneri & Patted (2010) analyzed the relationship between parental involvement and emotional intelligence of secondary school students.  The sample comprised 400 girls and boys studying in 10th standard.  The findings of the study revealed that parental involvement is determinant factor in emotional intelligence.
	Gir, et al., (2011) explored the association between self-esteem and stress in adolescents.  The sample of the study consisted of 480 boys and girls between the age of 12-18 years having high or low self-esteem.  Self-esteem and stress assessment inventory was used to asses the level of self-esteem and level of stress experienced by adolescents.  The findings of the study revealed that majority of adolescents with high self-esteem were found to have low level of stress while adolescents with low self-esteem reported to experience high level of stress.  Girls (12-15 years) reflected the experience of high level of stress and boys belonging to (16-18 years) experienced high level of stress.
	Nangia, et al., (2011) conducted a study of emotional intelligence cognitive styles and personality types of academically talented and average students.  64 senior secondary school students out of which 29 were academically talented students and 35 were academically average students were selected as sample.  The result showed that academically talented and academically average students do not differ on the various components of emotional intelligence.  They posses almost equal emotional intelligence.
	Devi & Rani (2011) conducted a study on emotional competence and social reticence of adolescent students.  The sample consists of 100 adolescent students.  The study revealed that there is a relationship between the emotional competence and social reticence of adolescents based on their gender and locality.  Individual with superior emotional competence have a greater degree of self-awareness and self-esteem and are able to express themselves freely, where as those individuals who are reticent have a problem in expressive communication.
 Studies conducted on variables that provide positive feelings such as Academic Success, Academic Achievement
	Gayathridevi (1985) investigated Parent’s interest and its influence on children’s academic achievement at middle school.  The result reveals that there is significant relation between parental influence and academic achievement.
	Larose & Roy (1991) evaluated the role of prior academic performance and non-academic attributes in the prediction of success of high-risk college students (n=173).  The results showed that Personal characteristics such as fearing failure, associating success with facility, and experiencing examination anxiety were more reliable predictors of success than academic potential.
	Dochy, et al., (1991) conducted a study of the impact of personal and contextual variables on success in an Economics course as indicators of expertise.  A total of 100 Law and 100 Economics students enrolled in “Economics and Money” were tested on the subject mastery at the end of the course.  The study found little difference in the performance of the law and economics students on the test, contradicting the hypothesis that economic students should perform better than law students in such as course.  Age, previous educational level, and employment experience also had little influence on performance.
	Kvet & Watkins (1993) conducted a study on success attributes in teaching music as perceived by elementary education majors.  The sample consisted of 306 elementary majors.  The findings revealed that meeting individual needs of students, having positive attitudes towards children, and acquiring personal music skills through sustained effort were the most frequently selected attributes.
	Chowdhary, et al., (1995) explores the role of parental support in satisfying children’s needs and academic achievements in a sample of 50 children.  Results revealed that girls required more support from their parents and their needs were more as compare to boys.  Also parental support has a positive effect on children’s academic achievement.
	Raj & Sreethi (2000) conducted a study on academic achievement as related to procrastination behavior and study habits.  The sample consisted of 166 male and 134 female Higher Secondary School Students.  The result showed that there existed significant difference between male and female students, and between students studying in private schools and Government schools for the variables procrastination behavior, study habits and academic achievement.
	Jayaswal, et al., (2003) examined the role of parental support on academic achievement of tribal school students using 300 children and parents of 30 high achievers and 30 low achievers.  The parents of high achievers exerted significantly more support in their studies than the parents of low achievers.  The parents of high achievers have higher aspiration for their children’s educational success.
	Suresh (2005) investigated science study approaches and academic achievement in Higher Secondary School Students.  The samples were 388 students of eleventh standard.  The result reveled that the achievement in Physics of those who followed deep approach was significantly higher than the other samples.
	Arora & Aishwarya (2006) made an attempt to investigate the perceived parental behavior and its relationship with academic school success and academic competence.  Results of the study revealed that parental acceptance and encouragement scores were positively related with academic success and academic competence scores.  Parental control showed negative relationship with academic success and competence.  Parents who were perceived as being more acceptant and using less strict and hostile psychological control tended to have adolescents with higher academic success and competence.
	Chen (2006) studied students’ self perceived academic support from parents, teachers and peers to their academic achievement. The participants were 270 adolescents.  The results suggested that perceived parental support were directly related to their academic achievement mediated by their own perceived academic engagement.
	George, et al., (2008) conducted a study associated with academic and personal success among university under graduates.  A sample of 231 students attending a Private liberal arts university completed a 5-day time diary and a 71-item questionnaire assessing the influence of personal, cognitive, and attitudinal factors on success.  The results showed that the greatest predictors of cumulative grade point average (GPA) were time management skills, intelligence, time spent on studying, computer ownership, less time spent in passive leisure, and a healthy diet.  Predictors of personal success scores were clearly defined goals, over all health, personal spirituality and time management skills.  Predictors of total success scores were clearly defined goals, time management skills, less time spent in passive leisure, healthy diet, waking up early, computer ownership, and less time spent on sleeping.
	Hemalatha (2008) undertaken to find out the relationship between self confidence, human relationship with academic performance of Higher Secondary boys (N=200).  Personality development index was used for assessing self confidence and human relationship and exam marks for academic performance.  The results showed positive significant relationship between personality dimensions and academic performance.
	Bini & Sdananthan (2009) conducted a study to find out the family relationship and academic achievement among Higher Secondary School Students.  The study sample consisted of 30 Higher Secondary level students.  The results revealed that there was no significant correlation between family relationship and academic achievement among the Higher Secondary School Students.
	Alex (2009) investigated the personality patterns through study habits and academic achievement of children from broken families.  The sample comprised of 186 students studying in class XI and XII of which 106 students were belonging to broken families.  It was found that the study habits and academic achievement are comparatively lower for children from broken families than children from normal families.
	Morales (2010) explored the most significant personal strategies and institutional support used by Latino Males in the Los Angeles Community college District and determined what factors most contribute to Latino academic success.  The samples were 120 students who are academically successful.  The findings revealed that the services which were most associated with academic success were counseling center services, financial scholarship programs, transfer center, library services, and academic advising.  Self efficiency was the strategy most associated with academic success.  The institutional factor most attributed to academic success was student services.
	Kumar & Arockiasamy (2010) examined the perception of co-curricular activities by Higher Secondary School Students and its influence on their academic achievement.  The sample consisted of 1000 students of higher secondary school.  The results showed that the academic achievement of higher secondary students was not related to their perception of co-curricular activities.
	Ubuz (2011) examined relationships between student’s personal variables (Gender, prior achievements, age and academic major) and their success in the first year undergraduate calculus course.  The study sample consisted of 59 first year undergraduate students.  The result indicated that there is relationship between student’s personal variables (gender and prior achievements) and their success.  Gender differences favouring males typically occurred on Riemann sum Riemann integral.
	Zepke, et al., (2011) investigated how non-institutional influence affected student success.  Findings showed that non institutional influences exert a moderate effect on student success, and that they are influences which need to be considered by institutions interested in fostering student success.
CONCLUSION
            The review of related literature helped the investigator to get an idea of about whether any study has been done in the area under investigation.  Form the review it is clear that no study was conducted on these variables.  Hence the investigator included the studies on the variables Intelligence, Emotional Intelligence and Self esteem which are related to Academic achievement and success in the review of related studies.  The studies presented in this section revealed that Intelligence and Emotional Intelligence are related to Academic achievement.  It was also found that personality dimensions and personal variables are related to academic performance and success respectively.
	The investigator believes that the present study will throw light to the future attempts in this area and will lead to more fruitful discussion in this field.

CHAPTER III

METHODOLOGY

•	Variables
•	Objectives
•	Hypotheses
•	Tools used for Data collection
•	Samples used for the study
•	Data collection Procedure
•	Scoring and consolidation of data
•	Statistical Techniques was used

METHODOLOGY

	Methodology discusses the procedure or technique adopted for the conduct of the study.  For every piece of work methodology is of vital importance.  The decision about the methods depends upon the nature of research problem and the kind the data necessary for its solution.  For the present study, Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students, considering the nature of the problem under investigation and the nature of data required for the study, It was decided to adopt survey as the method of collecting data.  The survey constitutes the way of obtaining exact facts. 
	The present investigation is an attempt to find out if there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students and any significant difference in them between relevant sub samples.  This warrants the description of the variables, tools, selection of sample for the collection data and statistical techniques employed for analyzing data. In this chapter the design of the study has been presented under the following heads.  
A. 	VARIABLES 
B.	OBJECTIVES 
C.	HYPOTHESES 
D.	TOOLS USED FOR DATA COLLECTION 
E.	SAMPLE USED FOR THE STUDY 
F.	DATA COLLECTION PROCEDURE, SCORINING AND CONSOLIDATION OF DATA
G.	STATISTICAL TECHNIQUES USED FOR ANALYSIS OF DATA. 
	The details of each of the above are given below.
A.	 VARIABLES
	The present study is designed with two types of variables, 
Independent Variables 
	Gender, faculty and type of management of schools were considered as independent variables. 
	Perceived Initiating Competency was considered as dependent variable when the effect of other independent variables on Perceived Initiating Competency was studied. 
	Perceived Initiating Competency was considered as in dependent variable when its effect on Perceived Personal Success was studied.
Dependent Variables
	Perceived Personal Success was considered on dependent variable. 

B.  OBJECTIVES
	The following are the objectives set for the present study.
1. 	To find out the level of Perceived Initiating Competency of Higher Secondary School Students in relevant sub samples based on 
	a.  	Gender 
	b. 	Faculty 
	c. 	Type of Management of School
2. 	To find out if there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
3. 	To find out whether there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in relevant sub samples based on
	a. 	Gender 
	b. 	Faculty 
	c. 	Type of Management of School
4. 	To find out whether there exists any significant difference in the mean scores of Perceived Initiating Competency of Higher Secondary School Students between the relevant sub samples based on
	a.	Gender
	b. 	Faculty
	c. 	Type of Management of School
5. 	To find out whether there exists any significant difference in the mean scores of Perceived Personal Success of Higher Secondary School Students between the relevant sub samples based on
	a. 	Gender
	b. 	Faculty
	c. 	Type of Management of School
	d. 	Different levels of Perceived Initiating Competency
6. 	To find out whether Gender, Faculty and Type of Management of School have any significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
7. 	To find out whether Gender, Faculty, and Perceived Initiating Competency have any significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students.
C. HYPOTHESES
	The present study is designed to test the following hypothesis.
1.	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
2.	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on 
	a.	Gender
	b.	Faculty
	c.	Type of management of school
3.	There exists significant difference in Perceived Initiating Competency of Higher Secondary School Students between relevant sub samples based on 
	a.	Gender
	b.	Faculty
	c.	Type of management of school
4.	There exists significant difference in Perceived Personal Success of Higher Secondary School Students between relevant sub samples based on 
	a.	 Gender
	b.	 Faculty
	c 	Type of management of school.	
	d.	 Different levels of Perceived Initiating Competency
5.	Gender, Faculty and Type of management of school have significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
6.	Gender, Faculty and Perceived Initiating Competency have significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students.
D.  TOOLS USED FOR DATA COLLECTION 
	To carry out a research, the researchers must gather data to test the hypotheses or answer the research questions.  The success of a research depends on the availability of relevant data. Selection of a valid and reliable tool for data collection is an important aspect of any research. 
	“Each tool is appropriate for the collection of certain type of evidence or information.  The researcher has to select from the available tools which will provide data he requires for testing the hypothesis.  In some situations he finds that existing research tools do not suit his purpose and so he may modify them or construct him own”.  (Koul) 
	In order to collect necessary data to asses the Perceived Initiating Competency and Perceived Personal Success or Higher Secondary School Students, the investigator used the tool, Perceived Initiating Competency Assessment Scale and Perceived Personal Success Assessment Scale constructed and standardized by herself with the help and guidance of her supervising teacher. 
	The tools used on this study are
1.	Perceived Initiating Competency Assessment Scale  
2.	Perceived Personal Success Assessment Scale 
1. Perceived Initiating Competency Assessment Scale 
	Punch Ramalingam, Academic’s Dictionary of Psychology (1995) defined initiation as the process of beginning an activity or movement; in a special sense, of the preparation, usually ending with ritual or ceremony, for entrance into some society, or on the enjoyment of certain privilege.  He defined initiative as the action of an individual in starting a series of events, e.g. a social movement; the capacity for taking independent action of such a kind.
	Basavanna, Dictionary of Psychology (2000) defined initiative as the individual’s capacity for independent action in starting a series of activities.
	Oxford Advanced Learners Dictionary defines “Initiate” as “to make something begin”.
	According to Illustrated Dictionary of Psychology (2004), Louis Smith, initiative refers to the individual’s ability to begin a series of behaviors directed toward a goal.
	Dictionary of Psychology (1998), Atkinson et al., defined initiative as the ability to act independently and the action involved in beginning a series of events.
	Initiating Competency is defined as the competency to begin an activity one wants to do. Perceived Initiating Competency is operationally defined as the level of one’s competency, perceived by himself, one has to begin an activity one wants to do.
	Based on the paper presented in the international seminar the components of Initiating Competency are the Competency to begin
Responsibility	Activity	Activities	
Personal	Cognitive		
	Affective		
	Psychomotor		
Social	Cognitive		
	Affective		
	Psychomotor		

	The draft of Perceived Initiating Competency Assessment Scale consists of 53 statements.  Investigator developed the scale incorporating terms based above components. It consists of 28 positive items and 25 negative items. 

Scoring Procedure 
	The Perceived Initiating Competency Assessment Scale consists as 53 items in total.  There are 5 alternative responses for each statement and are designed on Likert Model of 5 point scale.  They are always, often, sometimes, rarely and never.  The subjects have to mark their responses to each item in the appropriate columns corresponding to any of the 5 alternatives.  For positive items, respective scores to the 5 responses are 5, 4, 3, 2 and 1 and for negative items scoring was done in the reverse order.  
Item Analysis
	The statements were selected for the total scale on the basis of discriminating power of each item.  The discriminating power of statement was calculated on the basis of ‘t’ value of the item.  The method suggested by Edward (1969) was followed for item analysis. 
	For item analysis the tool was administered to a sample of 370 Higher Secondary School Students by using stratified sampling technique giving due representation to Gender, Faculty and Type of management of school. The response sheet of 370 subjects was scored and the total score for each subject was calculated. The total scores were written in the descending order and the response sheets of upper and lower 100 were separated. 
	The mean and standard deviation of the score obtained for each item for upper and lower group were calculated separately.  The critical ratio were calculated using the formula 
Critical Ratio =
Where 
		= Mean of the upper group (for an item)
		= Mean of the lower group 
		= Standard deviation of the upper group 
		= Standard deviation of the lower group 
	N1	= Sample size of the first group 
	N2	= Sample size of the second group
	The critical ratio ‘t’ obtained for each item together with mean and standard deviation of the scores for two group are given in table  3.1. 

TABLE 3.1
Critical Ratio ('t' value) with 
Means and Standard Deviations of the Scores of the
 Two Groups of Perceived Initiating Competency Assessment Scale
Sl.No			1	2	't' value	
1	3.65	3.26	0.95	1.12	4.09	
2	4.40	3.66	0.95	1.27	4.67	
3	4.66	3.82	0.68	1.00	6.94	
4	4.63	3.75	0.82	1.29	5.75	
5	3.02	2.55	1.26	1.36	2.54*	
6	4.01	3.23	1.20	1.24	4.52	
7	3.82	3.51	1.15	1.18	1.89*	
8	4.70	3.01	0.63	1.30	11.72	
9	4.47	3.02	0.92	1.47	8.37	
10	4.31	3.22	1.05	1.24	6.69	
11	4.63	3.24	0.73	1.48	8.39	
12	4.12	3.19	1.24	1.72	4.39	
13	4.50	3.43	0.88	1.44	6.35	
14	4.91	3.91	1.24	1.72	4.39	
15	4.41	3.33	0.94	1.54	5.97	
16	4.78	3.85	0.68	1.40	5.67	
17	4.64	3.09	0.73	1.41	9.77	
18	4.63	3.73	0.88	1.44	5.32	
19	4.35	3.54	0.82	1.34	5.14	
20	4.54	3.57	1.12	1.55	5.08	
21	3.71	2.71	1.25	1.40	5.32	
22	4.64	3.80	0.89	1.41	5.04	
23	4.28	3.79	0.94	1.27	3.09	
24	4.28	2.70	1.10	1.34	9.12	
25	4.89	4.22	0.53	1.18	5.19	
26	4.60	3.63	0.80	1.32	6.27	
27	3.86	3.24	1.21	1.39	3.37	
28	4.65	3.29	0.86	1.37	8.44	
29	4.09	2.75	1.19	1.39	7.33	
30	4.11	3.28	1.14	1.35	4.71	
31	4.77	3.83	0.78	1.30	6.20	
32	4.52	3.71	0.82	1.350	4.74	
33	4.07	3.63	1.19	1.47	2.33*	
34	4.39	3.47	0.98	1.27	5.74	
35	4.29	2.99	1.16	1.31	7.45	
36	4.02	3.36	1.15	1.43	3.60	
37	4.25	3.00	1.23	1.27	7.08	
38	4.39	3.63	1.13	1.40	4.23	
39	4.71	2.98	0.90	1.57	9.55	
40	4.91	4.03	0.47	1.28	6.44	
41	4.56	3.39	1.03	1.61	6.13	
42	3.41	2.63	1.26	1.45	4.05	
43	4.89	3.77	0.84	1.44	5.39	
44	4.89	3.94	0.49	1.32	6.76	
45	3.68	2.65	1.32	1.31	5.55	
46	4.87	3.90	0.42	1.13	8.03	
47	4.27	2.62	1.18	1.25	9.62	
48	4.22	3.69	1.08	1.43	2.95	
49	4.61	3.67	0.79	1.36	5.99	
50	4.39	3.40	1.34	1.72	4.54	
51	4.91	4.37	0.45	1.07	4.65	
52	4.03	2.53	1.11	1.19	9.22	
53	4.78	3.51	0.54	1.18	9.74	
* Indicates rejected items

	Item with critical ratio greater than 2.58, the table value of ‘t’ at 0.01 level of significance was selected for final scale.  3 items with critical ratio less than 2.58 were rejected from the first draft of Perceived Initiating Competency Assessment Scale.  The standardized Perceived Initiating Competency Assessment Scale contains 50 items. 
          The copy of final Perceived Initiating Competency Assessment Scale (Malayalam and English version) is given as Appendix.
RELIABILITY 
	“Reliability is the degree of consistency that the instrument or procedure the demonstrates: whatever it is measuring it does so consistently.” (Best and Khan 2001).  The terms reliability has two closely related but somewhat different connotation in psychological testing.  First, it refers to the extent to which a test is internally consistent that is, consistency of results obtained throughout the test when administered once. Second, reliability refers to the extent to which a measuring device yields consistent results up on testing and retesting, that is, how dependable it is for predictive purpose.  For establishing the reliability of the present scale the investigator used test retest method. 
	This method requires administration and re-administration of the tool for the same group of students.  Hence a group of 30 Higher Secondary School Students were tested twice, the interval of time separating the two administration being two weeks.
	The obtained scores were put to analysis to find out correlation coefficient using Pearson’s product moment correlation.  The coefficient of correlation for Perceived Initiating Competency Assessment Scale was found to be 0.86.  This shows that this scale is a reliable instrument to measure Initiating competency of Higher Secondary School Students.
Norms
        To determine the level of Perceived Initiating Competency, the following norms are established
Measures 209 and above 209	 	–	High Perceived Initiating 								Competency.
Measures 208 to 187 			– 	Average Perceived Initiating 							Competency.
Measures 186 and below 186		 – 	Low Perceived Initiating 								Competency
 2.	Perceived Personal Success Assessment Scale
                 Oxford Advanced Learners Dictionary defines success as the fact that one has achieved something that one wants and has been trying to do or get.  “Personal” refers to one’s own or not belonging to or connected with any other else.  So personal success can be defined as one’s own success that is one’s own achievement of what one wants or has been trying to do or get.
	  If one achieves something he wants or has been trying to do or get.  He will have a feeling that he has achieved that.  Oxford Advanced Learners Dictionary calls this feeling “satisfaction’.  Hence how far one is successful in getting something or doing something can be assessed by means of the level of satisfaction attained by him, since satisfaction is the reflection of success.
              Perceived Personal Success is operationally defined as the level of one’s attained satisfaction perceived by oneself in getting something wants to get or doing something he wants to do. Hence the components of Perceived Personal Success are the success or satisfaction attained in doing 
Responsibility	Activity	Activities	
Personal	Cognitive		
	Affective		
	Psychomotor		
 Social	Cognitive		
	Affective		
	Psychomotor 		

                    
to get what one wants and do what one has to do.
	 The draft scale of Perceived Personal Success Assessment Scale consists of 51 statements.  Investigator developed the scale on the basis of above components.  It consists of 30 positive items and 21 negative items.
Scoring Procedure
	The Perceived Personal Success Assessment Scale consists of 51 items in total.  There are 5 alternative responses for each statement and are designed on Likert model of 5 point scale.  They are always, often, sometime, rarely and never.  The subjects have to mark their responses to each item in the appropriate columns corresponding to any of the 5 alternatives.  For the positive items, respective scores to the 5 responses are 5,4,3,2 and 1 for negative items scoring were done in the reverse order.
Item Analysis
	For item analysis the tool was administered to a sample of 370 Higher Secondary School Students by using stratified  sampling technique giving due representation to Gender, Faculty and Type of Management of school.  The response sheets of 370 subjects were scored and the total score for each subject was calculated.  The total scores were written in the descending order and the response sheets of upper and lower 100 were separated.
	The mean and standard deviation of the score obtained for the each item for upper and lower group were calculated separately.  The critical ratio was calculated using the formula.
Critical Ratio =
Where,
		= Mean of the upper group (for an item)
		= Mean of the lower group
		= Standard deviation of the upper group 
		= Standard deviation of the lower group 
	N1	= Sample size of the first group 
	N2	= Sample size of the second group
	The critical ratio ‘t’ obtained for each item together with mean and standard deviation of the scores for two group are given in the table  3.2.
TABLE 3.2
Critical Ratio ('t' value) with 
Means and Standard Deviations of the Scores of the 
Two Groups of Perceived Personal Success Assessment Scale
Sl.No			1	2	't' value	
1	4.41	3.99	0.84	1.04	3.14	
2	4.78	3.90	0.63	1.19	6.52	
3	4.49	3.35	0.93	1.24	7.36	
4	4.94	4.28	0.45	1.20	5.16	
5	4.18	3.26	1.02	1.20	5.84	
6	3.48	2.67	1.09	1.18	5.05	
7	4.98	4.02	0.28	1.20	7.80	
8	4.98	4.49	0.45	1.03	4.36	
9	3.98	3.01	1.12	1.44	5.32	
10	4.52	3.46	0.88	1.31	6.73	
11	3.98	2.75	1.00	1.12	8.16	
12	4.94	4.47	0.37	1.05	4.22	
13	4.81	3.47	0.69	1.35	7.07	
14	4.90	3.79	0.33	1.09	9.78	
15	4.17	3.36	0.93	1.09	5.65	
16	4.22	3.23	0.87	1.14	6.92	
17	4.47	3.53	0.70	1.11	7.14	
18	4.52	3.77	0.83	1.06	5.55	
19	4.44	2.62	0.99	1.15	11.99	
20	4.89	4.29	0.35	1.01	5.63	
21	4.82	4.31	0.52	1.07	4.29	
22	4.87	4.05	0.51	1.43	5.40	
23	4.09	3.21	1.04	1.24	5.44	
24	4.63	3.71	0.80	1.03	7.06	
25	4.21	3.00	1.06	1.11	7.89	
26	4.07	3.24	0.73	1.07	6.40	
27	4.39	3.88	1.03	1.30	3.07	
28	4.84	4.26	0.61	1.05	4.76	
29	4.72	3.48	0.85	1.28	8.05	
30	4.74	3.75	0.56	1.16	7.69	
31	3.89	2.78	1.21	1.35	6.13	
32	4.80	3.90	0.51	1.13	7.06	
33	3.39	2.64	1.35	1.45	3.78	
34	4.74	3.70	0.76	1.16	7.50	
35	4.83	3.99	0.49	1.08	7.09	
36	3.81	2.63	1.13	1.21	7.11	
37	4.44	3.32	0.70	1.03	8.97	
38	4.20	2.96	0.90	0.99	9.25	
39	4.38	3.38	0.91	1.19	6.69	
40	4.82	4.04	0.61	1.29	5.48	
41	4.59	3.20	0.99	1.41	9.06	
42	4.96	4.25	0.20	1.13	6.18	
43	4.65	3.82	0.35	1.06	9.62	
44	3.82	2.53	1.34	1.19	7.20	
45	4.89	3.82	0.35	1.06	9.62	
46	4.12	3.15	1.46	1.33	4.92	
47	4.97	4.32	0.17	0.86	7.39	
48	4.84	3.52	0.56	1.15	10.31	
49	3.85	3.46	1.25	1.37	2.10*	
50	4.28	3.47	1.11	1.29	4.76	
51	4.79	3.99	0.52	1.04	6.89	
* Indicates rejected items
	Item with critical ratio greater than 2.58, the table value of ‘t’ at 0.01 level of significance was selected for final scale.  1 item with critical ratio less than 2.58 was rejected from the first draft of Perceived Personal Success Assessment Scale.  The standardized perceived personal Assessment Scale contains 50 items.
        The copy of Perceived Personal Assessment Scale (Malayalam and English version) is given as Appendix. 
RELIABILITY
	‘Reliability is the degree of consistency that the instrument or procedure demonstrates: whatever it is measuring it does so consistently”.  (Best and Khan 2001).  The term reliability has two closely related but somewhat different connotation in psychological testing.  First it refers to the extent to which a test is internally consistent that is consistency of results obtained throughout the test when administered once.  Second, reliability refers to the extent to which a measuring device yields consistent results upon testing and retesting that is, how dependable it is for predictive purpose, for establishing the reliability of the present scale the investigator used test retest method.
	This method requires administration and re-administration of the tool for the same group of students.  Hence a group of 30 Higher Secondary School Students were tested twice, the interval of time separating the two administrations being two weeks.
	The obtained score of this scale were put to analyze to find out correlation coefficient using Pearson’s product moment correlation.  The co-efficient of correlation for Perceived Personal Success Assessment Scale was to be 0.74. This shows that this scale is reliable instrument to measure Perceived Personal Success of Higher Secondary School Students.
VALIDITY
	“Validity is that quality of data gathering instrument or procedure of that enables it to measure what it is supposed to measure”.  (Best and Khan 2001).  The validity for the present scale was ensured using face validity.  “A test is said to have face validity when it appears to measure whatever the author had in mind namely what he thought he was measuring”. (Garrett 1973).  The items in the present scale were phrased in the least ambiguous way and the meaning of all the terms was clearly defined.  The tool was presented before experts in the field of education and they have admitted the items have the validity to measure Perceived Initiating Competency and Perceived Personal Success.  The scales were then administered to a try out sample of 30 Higher Secondary School Students.  It was found that the subjects comprehended the scale clearly and respond to the items without misunderstanding the items.  Thus the scale possesses face validity.

 E.     SAMPLE   USED FOR THE STUDY
	Sampling is one of the most important aspects of getting representation of entire population under investigation. It is the process by which a relatively small number of individuals are selected and analyzed in order to find out something about the entire population from which it was selected. Sample is a small proportion of the population selected for observation and analysis. A good sample is one which will reproduce the characteristics of the population with greatest accuracy.
           In the present study the investigator used survey method to collect data. In this, the population is the Higher Secondary School Students in Kerala. The investigator considered the following for the selection of sample for the study.
a)	Gender
b)	Faculty
c)	Type of management of school
                   The researcher used stratified random sampling method for selection of sample. The sample size was 800 Higher Secondary School Students and was selected almost equally and randomly from 5 districts in Kerala, Palakkad, Malappuram, Kozhikkode, Wayanad  and  Kannur. The different strata considered for selection of sample are Male, Female, Science, Humanities, Commerce, Government, Aided and Unaided. Thus the present study was conducted on a representative sample of 800 students from Higher Secondary School Students in Kerala. The details of the sample considered for the study is given in the table 3.3.  
TABLE 3.3
Break Up of the Basel Sample Selected for the Study
Faculty	Gender	Government	Aided	Unaided	Total	
		Science	Humanities	Science	Humanities	Commerce	Science	Humanities	Commerce		
	M	70	94	44	25	96	18	24	59	430	
	F	72	113	41	31	76	18	22	47	420	
Science	142		85			36			263	
Humanities		207		56			46		309	
Commerce					172			106	278	
Total	142	207	85	56	172	36	46	106	850	
TOTAL	349	313	188	850	

	Out of 850 response sheets received, those which were incomplete were discarded. Thus finally samples of 800 students were obtained. The completed answer sheets of the final sample were consolidated for further analysis and all entries were coded using numbers for facilitating computer feeding.
TABLE 3.4
Details of the Final Sample Selected for the Study
Faculty	Gender	Government	Aided	Unaided	Total	
		Science	Humanities	Science	Humanities	Commerce	Science	Humanities	Commerce		
	M	65	84	44	10	96	18	24	59	400	
	F	72	113	41	31	66	18	22	37	400	
Science	137		85			36			258	
Humanities		197		41			46		284	
Commerce					162			96	258	
Total	137	197	85	41	162	36	46	96	800	
TOTAL	334	228	178	800	

           The response sheets which were complete all respect were selected for analysis. Incomplete response sheets were omitted and their number was reduced to 800. The responses were scored using the scoring scheme mentioned earlier. The score obtained for each item and the total score obtained for each individual were marked. Out of the 850 response sheets, 50 response sheets were rejected.

F. 	DATA COLLECTION PROCEDURE, SCORING AND CONSOLIDATION OF DATA
DATA COLLECTION PROCEDURE 
            The programme for administering the test was arranged after visiting the selected schools. The investigators met the heads of the school and the class teachers and had discussion with them and a schedule was fixed for collection of data. The investigator himself administered the tools to students of selected classes of selected school.
              The investigator addressed the students in their respective classes and explained them the nature and confidentiality of the responses and encouraged them to express their opinions freely and frankly. After giving necessary instruction the investigator administered the Perceived Initiating Competency Assessment Scale and Perceived Personal Success Assessment Scale on Higher Secondary School Students. They were given enough time to finish the tools. Uniform procedure was observed in administering the tools in different schools. After administration the investigator collected the response sheets from the students.    
SCORING AND CONSOLIDATION OF DATA
	All the response sheets were scored as per the scoring scheme of the scale prepared earlier. The incomplete data sheets were removed and the scoring was done as follows. A score of 5,4,3,2 and 1 respectively was given for responses always often, sometimes, rarely and never for positive items and the negative items were scored in the reverse order. The total score was calculated for each item and further analysis was done after consolidation.
	Perceived Initiating Competency Assessment Scale contains 50 items. Each one has five responses. The students were instructed to put ‘’ mark in columns representing the response they selected against each item in the response sheet. Then the investigator scored each response sheet using the scoring key. 
	Perceived Personal Success Assessment Scale contains 50 items, each one has five responses. The students were instructed to put ‘’ mark in columns representing the response they selected against the number of each item in the response sheet. Then the investigator scored each response sheet using the scoring key
G.   STATISTICAL TECHNIQUES EMPLOYED FOR ANALYSIS OF DATA
	The data obtained from 800 Higher Secondary School Students were subjected to statistical treatment. The statistical techniques employed for analyzing data to arrive at meaningful conclusions are the following
1.	
Preliminary analysis
2.	Correlation analysis
3.	Test of significance of difference between two r ’s
4.	Test of significance of difference between mean for different categories.
5.	ANOVA
1.   Preliminary Analysis
	The important statistical properties of the scores of the variable under study were calculated and analyzed as preliminary step, ie, mean, median, mode, skewness and kurtosis were calculated for the total sample.
2.     Correlation Analysis
	The most often used and the most precise coefficient of correlation is the Person Product Moment correlation coefficient (r) .The degree of relationship is measured and represented by the coefficient of   correlation  

Where
	X	=	Sum of the x scores
	Y	=	Sum of the Y scores
	X2	=	Sum of the squared x scores
	Y2	=	Sum of the squared y scores
	XY	=	Sum of the product of paired XY scores
	N	= 	Number of paired scores.
	In the study correlation coefficient (r) is used to find out the extent of relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students
3. Test of Significance and Difference between Two r’s (Garret, 1979)

Where,
	Zr1 = Fisher’s co-efficient of correlation corresponding to correlation r1 of the first group
	Zr2 = Fisher’s co-efficient of correlation corresponding to correlation r2 of the second group
	N1 = The sample size of the first group
	N2 = The sample size of the second group

4.   Test of Significance of Difference between Means for Different Categories
	The test of significance of difference between two means is known as ‘t’ test. In this study ‘t’ test is used to find out if there exists any significant difference in Perceived Initiating Competency and Perceived Personal Success between relevant sub samples ,using the formula 
	Critical Ratio =
Where 
		= Mean of the upper group (for an item)
		= Mean of the lower group
		= Standard deviation of the upper group 
		= Standard deviation of the lower group 
	N1	= Sample size of the first group 
	N2	= Sample size of the second group
	If the obtained critical ratio is greater than 1.96, the required value is significant at 0.05 level of significance if it is greater than 2.58 it is significant at 0.01level.

5. Analysis of Variance or ANOVA
	Analysis of variance (ANOVA) has been defined as “the separation of variance ascribable to other groups” fisher (1950). According to Ferguson, (1976), the analysis of variance is a method of dividing the variation obtained in the experimental data in to different parts, each part assignable to a know source, cause or factor. In its simplest form the ANOVA is used to test the significance of the difference between the means of a number of different populations. This is an effective way to determine whether the means of more than two samples are too different to attribute to sampling error. ANOVA can include one or more independent variable. If the three independent variable are included simultaneously in an ANOVA; the analysis is called three way ANOVA. In ANOVA, the F ratio is computed by 

	The within groups variance represents the sampling error in the distributions.  The between groups variance represents the influence of the variable of interest or the experimental variable.
            In this study ANOVA is used to find out whether Gender, faculty and type of management of schools have any main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students (2x3x3 Factorial design).
               ANOVA is used further find out whether gender, faculty and Perceived Initiating Competency have any main and interaction effect on Perceived Personal Success of Higher Secondary School Students (2x3x3 Factorial design).

CHAPTER IV

ANALYSIS
	
•	Objectives
•	Hypotheses
•	Preliminary Analysis
•	Correlation of Perceived Initiating Competency and Perceived Personal Success for the total sample and Relevant sub samples
•	Comparison of r's between Perceived Initiating Competency and Perceived Personal Success Students obtained for the Relevant sub samples
•	Comparison of Mean scores of Perceived Initiating Competency and Perceived Personal Success based on Gender, Faculty and Type of Management of School
•	Main and Interaction effort of Gender, Faculty and  Type of Management of School on Perceived Initiating Competency
•	Main and Interaction effect of Gender, Faculty and Perceived Initiating Competency on Personal Success of Higher Secondary School Students

ANALYSIS

	The present chapter deals with the statistical analysis of data obtained and discussion of results based on it. In the process of analysis, relationships or differences supporting or conflicting with original or new hypotheses should be subjected to statistical test of significance, to determine with what validity data can be said to indicate any conclusions. (G.B. Giles) “Analysis of data involves a number of closely related operations which are performed with the purpose of summarizing the collected data and organizing these in such a manner that they answer the research questions (s)( Selltiz, Jahoda and others)
	Analysis is a systematic process of selecting categorizing , comparing, synthesizing and interpreting to provide explanations of the single phenomenon of interest. (Me Millan and Schumaker,1998)
	According to Best, analysis of data is the heart of research report. Aggarwal (1999) remarks however valid and adequate the data may be, it does not serve any worthwhile purpose unless it is carefully edited, systematically classified, tabulated and rationally induced.
	The data collected was analyzed statistically and the results were presented and discussed in the chapter with reference to the objectives of the study. The present study, Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students involves the following objectives.
OBJECTIVES
	The following are the objectives set for the present study.
1. 	To find out the level of Perceived Initiating Competency of Higher Secondary School Students in relevant sub samples based on 
	a.	Gender 
	b. 	Faculty 
	c. 	Type of Management of School
2. 	To find out if there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
3.  	To find out whether there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in relevant sub samples based on
	a. 	Gender 
	b. 	Faculty 
	c. 	Type of Management of School
 4. 	To find out whether there exists any significant difference in the mean scores of Perceived Initiating Competency of Higher Secondary School Students between the relevant sub samples based on
	a.	Gender
	b. 	Faculty
	c. 	Type of Management of School
5. 	To find out whether there exists any significant difference in the mean scores of Perceived Personal Success of Higher Secondary School Students between the relevant sub samples based on
	a. 	Gender
	b. 	Faculty
	c. 	Type of Management of School
	d. 	Different levels of Perceived Initiating Competency
6. 	To find out whether Gender, Faculty and Type of Management of School have any significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
7. 	To find out whether Gender, Faculty, and Perceived Initiating Competency have any significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students.
HYPOTHESES
	The present study is designed to test the following hypothesis.
1. 	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
2. 	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on 
	a. 	Gender
	b. 	Faculty
	c. 	Type of management of school
3. 	There exists significant difference in Perceived Initiating Competency of Higher Secondary School Students between relevant sub samples based on 
	a. 	Gender
	b. 	Faculty
	c. 	Type of management of school
4. 	There exists significant difference in Perceived Personal Success of Higher Secondary School Students between relevant sub samples based on 
	a) 	Gender
	b) 	Faculty
	c) 	Type of management of school
	d) 	Different levels of Perceived Initiating Competency
5. 	Gender, Faculty and Type of management of school have significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
6. 	Gender, Faculty and Perceived Initiating Competency have significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students.
            Discussions of results obtained through statistical analysis of the data collected are discussed under the following major headings.
1. 	Preliminary analysis
2. 	Correlation between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the total sample and relevant sub samples.
3. 	Comparison of r ’s between Perceived Initiating Competency and  Perceived Personal Success of Higher Secondary School Students, obtained for the relevant sub samples.
4. 	Comparison of means scores of Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students between relevant sub samples.
5. 	Three way ANOVA.
1. PRELIMINARY ANALYSIS OF TEST SCORES
	As the first step of analysis important statistical constants of the variable under study such as mean, median, mode, standard deviation, skewness and kurtosis were presented in Table 4.1.
TABLE  4.1
                                     Preliminary Analysis of Test Scores
Variable	N	Mean	Median	Mode	SD	Skew-ness	Kurtosis	
Perceived Initiating Competency	800	197.24	199.00	206	20.74	-0.392	-0.085	
Perceived Personal Success	800	202.41	204.00	200	20.19	-0.668	0.995	

Discussion of Results
 	To know the nature of distribution, the important statistical constants of the selected variables for the total samples were analyzed. It is found that the measures of central tendency viz mean, median, mode are almost equal for Perceived Initiating Competency. The value of skewness IS -0.392 which shows that the distribution is negatively skewed. The value of kurtosis is -0.085, which suggest that the distribution is slightly leptokurtic. This indicates that the distribution of scores approximate closely what is expected for a normal curve and the variable can be considered to be normally distributed.
            In the case of Perceived Personal Success, the value of mean, median and mode are almost equal. The obtained value of skewness for Perceived Personal Success is -0.668, which show that the distribution is slightly leptokurtic. This indicates that the distribution of scores approximate closely what is expected for a normal curve and the variable can be considered to be normally distributed.
	Smoothed frequency curve for the Perceived Initiating Competency is represented in Fig.4.1 and Fig.4.2 represents the smoothed frequency curve of Perceived Personal Success for the total sample. The graphical representation of the independent and dependent variable reveals that all the distribution approximate to normally. 

SCALE
X axis = 1cm = 10 Divisions
Y axis = 1cm = 20 Divisions

FIGURE 4. 1 : Smoothed Frequency curve of Perceived Initiating Competency

SCALE
X axis = 1cm = 15 Divisions
Y axis = 1cm = 50 Divisions

FIGURE 4.2  Smoothed Frequency Curve of Perceived Personal Success

LEVEL OF PERCEIVED INITTIATING COMPENTENCY OF HIGHER SECONDARY SCHOOL STUDENTS    
	The level of Perceived Initiating Competency was found out using the norms established for the purpose. The norms for the classification of Perceived Initiating Competency in to low, average and high levels are established as follows.
Mean scores 209 and above 209  -     High Perceived Initiating Competency. Mean scores 208  to 187        	-     Average Perceived Initiating 							     Competency
Mean scores 186 and below 186 -     Low Perceived Initiating Competency.
            The statistical distribution of mean of relevant sub samples is given in the table 4.2
                                                TABLE 4.2 
                              Mean Score of Relevant Sub Samples
Sl.No	Sub Samples	N	Mean	
1	Male	400	195.20	
2	Female	400	199.28	
3	Science	258	200.79	
4	Humanities	284	196.77	
5	Commerce	258	194.19	
6	Government	334	200.97	
7	Aided	288	196.35	
8	Unaided	178	191.67	
Discussion of Results
	From the table it is seen that the mean score of Perceived Initiating Competency of Male students is 195.20, which is between 208 and 187. This indicates that the level of Perceived Initiating Competency of Male students is Average. The mean scores of the Perceived Initiating Competency of Female students are 199.28, which is in between the value 208 and 187. So this shows that the level of Perceived Initiating Competency of female students is also Average.
	For the Science students, the mean score of Perceived Initiating Competency is 200.79, which is in between the values 208 and 187. This indicates that the Perceived Initiating Competency of Science students are average. In the case of Humanities students, the mean score of Perceived Initiating Competency is 196.77, which is less than 208, the highest value and greater than the lowest value 187. This clearly shows that the Perceived Initiating Competency of Humanities students are at average level. For the Commerce students, the obtained mean score is 194.19, which is in between the values 206 and 187. This shows that the level of Perceived Initiating Competency by the Commerce students is average.
            For the different Type of Management of Schools, the mean scores were calculated. For the students in the Government school, the mean score of Perceived Initiating Competency is 200.97, which is between the values 208 and 187. This shows that the level of Perceived Initiating Competency of the Government Higher Secondary School Students is Average. In the case of Aided schools, the mean score obtained was 196.35, which is less than 208 the highest value and greater than the lowest value 187. This indicates that the level of Perceived Initiating Competency by students in Aided school is Average. The mean score obtained for the Unaided school students is 191.67 which are in between the two values 208 and 187. This clearly shows that the level of Perceived Initiating Competency by the Unaided School Students is at Average level.
	From the Analysis, it was revealed that the levels of Perceived Initiating Competency of Higher Secondary School Students for all the sub samples are Average.
2. 	CORRELATION BETWEEN PERCEIVED INITIATING COMPETENCY AND PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDRY SCHOOL STUDENTS IN THE TOTAL SAMPLE AND RELEVANT SUB SAMPLES
            The collected data has been analyzed to find out the extent of relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students. It is estimated using Pearson’s Product Moment Co-efficient of Correlation(r). The investigator could use Pearson’s product moment co-efficient of correlation as all the variables involved in the study are continuous and of the interval type measurement. As all the assumptions were satisfied, the investigator proceeded with the computation of Pearson’s ‘r’ . The value of ‘r’ obtained are described in terms of
•	Statistical significance of the co-efficients
•	Size of ‘r’
•	Direction of ‘r’
Interpretation of the Computed Correlation Co-efficient.
            When we have computed a correlation co-efficient between two variables, the next thing is to consider what it tells us. First it tells us whether there is any correlation between two variables and if any such relationship exists, then to indicate the degree of closeness or significance of the relationship. The interpretation of the correlation co-efficient is presented in Table 4.3
TABLE 4.3
Interpretation of Correlation Coefficient
Correlation	Relationship	
.00 to .20	Negligible	
.20 to .40	Low	
.40 to .60	Moderate	
.60 to .80	Substantial	
.80 to 1.00	High to very High	
                    The coefficient of correlation between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the total sample and relevant sub samples were presented in the Table 4.4
TABLE 4.4
Coefficient of Correlation
 between Perceived Initiating Competency 
and Perceived Personal Success for the Total 
Sample (N=800) and Sub Samples of Male (N=400), 
Female (N=400), Science (N=258), Humanities (N=284), 
Commerce (N=258), Government (N=334), Aided (N=288), Unaided (N=178)
Sl.No	Sample	correlation. ‘r’	
1.	Total	0.709*	
2	Male	0.696*	
3	Female	0.738*	
4	Science	0.730*	
5	Humanities	0.701*	
6	Commerce	0.701*	
7	Government	0.696*	
8	Aided	0.674*	
9	Unaided	0.746*	
 *significant at 0.01 level.

Interpretation of Results
             From the Table 4.4, it can be seen that, the coefficient of correlation between the variables Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the case of total sample is 0.709. The value obtained suggests that, the relation between the variables is significant at 0.01 level as the value of ‘r’ is greater than the tabled value (0.81) required for significance at 0.01 level. The magnitude and direction of ‘r’ indicates the existence of a substantial and positive relationship between the variables. So, the relationship between the variables Perceived Initiating Competency and Perceived Personal Success for the total sample is significant, substantial and positive.
          The co-efficient of correlation between Perceived Initiating Competency and Perceived Personal Success in the case of Male students is 0.696, which is greater than the required table value (0.115) for the significance of ‘r’ at 0.01 level. The co-efficient of correlation obtained suggests a substantial relationship between the variables. The positive sign of ‘r’ indicates that, the variables are positively related. Thus, for the sub sample, Male students, the variables Perceived Initiating Competency and Perceived Personal Success are significantly related and the relationship is substantial and positive.
             The correlation co-efficient obtained for Female students for the variables Perceived Initiating Competency and Perceived Personal Success is 0.738, which indicates that the relationship is significant at 0.01 level, as the obtained value is greater than 0.115, the tabled value  required for the significance at that level. The magnitude and sign of ‘r’ suggests that the relationship is substantial and positive.
	The co-efficient of correlation for Science Students is 0.730 as shown in Table 4.4. The obtained value is significant at 0.01 level as it exceeds the tabled value (0.182) for significance at 0.01 level. This suggests that the relationship between the variables is significant, positive and substantial.
	The co-efficient of correlation obtained for Humanities students is 0.701. The value obtained is greater than 0.182, the tabled value required for significance at 0.01 level. The magnitude of ‘r’ indicates that, the relationship is substantial and sign of ‘r’ suggests that the two variables are positively correlated.
	From the Table 4.4, it can be revealed that, the co-efficient of correlation between the variables Perceived Initiating Competency and Perceived Personal Success of Commerce students is 0.701 which is greater  than 0.182, the tabled value of ‘r’ for significance at 0.01 level. The magnitude of ‘r’ suggests that the relationship is substantial. The positive sign of ‘r’ indicates that the relationship is positive.
	In the case of students of Government schools, the co-efficient of correlation obtained between the variables Perceived Initiating Competency and Perceived Personal Success is 0.696 as indicated in the Table 4.4. The obtained value is greater than 0.115 the tabled value required for significance at 0.01 level. The positive sign of ‘r’ indicates that, the relationship is positive and the magnitude of ‘r’ suggests a substantial relationship between the variables. This indicates that the two variables are significantly related, the relationship is positive and substantial.
           The co-efficient of correlation obtained for Aided school students is 0.674. The value obtained is greater than, 0.182 the tabled value required for the significance at 0.01 level. This indicates that the two variables are significantly related. The magnitude of ‘r’ indicates that the relationship is substantial. The positive sign or ‘r’ suggests that the two variables are positively related.
          The co-efficient of correlation between Perceived Initiating Competency and Perceived Personal Success for the students of Unaided school students is 0.746 which is greater than 0.182, the required value for significance at 0.01 level. The co-efficient of correlation obtained suggests a substantial relationship between the variables. The positive sign of ‘r’ indicates that, the variables are positively related. Thus for the sub sample, unaided school students, the variables Perceived Initiating Competency and Perceived Personal Success are significantly related and the relationship is substantial and positive.
	The magnitude and direction of ‘r’ indicates that the relationship between the two variables is significant, substantial and positive. The significant ‘r’ is indicative of true relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.  
3. COMPARISON OF r’S BETWEEN PERCEIVED INITIATING COMPETENCY AND PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS, OBTAINED FOR THE RELEVENT SUB SAMPLES
1. 	Comparison of r ’s obtained for Male and Female Higher Secondary School Students 
TABLE 4.5
Data and Result of the Comparison of r ’s 
between Perceived Initiating Competency and Perceived 
Personal Success of Male and Female Higher Secondary School Students
Sl. No.	Group Compared	N	r	Critical Ratio	Level of significance	
1	Male	400	0.70	1.13	NS	
2	Female	400	0.74			
NS- Not significant	
	The   correlation co-efficient  between  the  variable  Perceived  Initiating  Competency  and Perceived Personal Success  of  Higher Secondary   School  Students   for Male and Female  Higher Secondary   School  students   are  compared  using  the test of significance  of  difference  between  r’s. Table  reveals that the  obtained  critical ratio  1.13  is  less  than  1.96,the value required  for  significance  at  0.05  level.  That is  significant difference  does  not  exists in  the  relationship  between  Perceived  Initiating  Competency  and Perceived   Personal Success  of  Higher Secondary   School  students   for the  groups  based  on  Gender.
 2. 	Comparison of r ’s obtained  for Science  and Humanities  Higher Secondary   School  Students 
TABLE 4.6
Data and Result of the Comparison of r’s between 
Perceived Initiating Competency and Perceived Personal 
Success of Science and Humanities Higher Secondary School Students
Sl. No.	Group Compared	N	R	Critical Ratio	Level of significance	
1	Science	258	0.73	0.69	NS	
2	Humanities	284	0.70			
NS- Not significant	
                  
	The  correlation co-efficient  between  the variable perceived  initiating Competency and Perceived  Personal Success  of  Higher Secondary School  students for Science  and  Humanities Higher Secondary School  students   are  compared  using  the test of significance of  difference  between  r's. Table  reveals that the  obtained  critical ratio  0.69  is  less  than  1.96,the value required  for  significance  at  0.05  level.  That is  significant difference  does  not  exists in  the  relationship  between  Perceived  Initiating  Competency  and Perceived  Personal Success  of  Higher Secondary  School  students   for  Science  and  Humanities   Higher Secondary   School  students.
3.  	Comparison of r’s obtained for Science and Commerce Higher Secondary   School Students
TABLE 4.7
Data and Result of the Comparison of r’s between 
Perceived Initiating Competency and Perceived Personal 
Success of Science and Commerce Higher Secondary School Students
Sl. No.	Group Compared	N	r	Critical Ratio	Level of significance	
1	Science	258	0.73	0.68	NS	
2	Commerce	258	0.70			
NS- Not significant	
         
	 The correlation co-efficient  between  the  variable  Perceived  Initiating  Competency  and Perceived  Personal Success of  Higher Secondary   School  Students   for Science  and  Commerce   Higher Secondary   School  Students   are  compared  using  the test of significance  of  difference  between  r’s. Table  reveals that the  obtained  critical ratio  0.68  is  less  than  1.96,the value required  for  significance  at  0.05  level.  That is  significant difference  does  not  exists in  the  relationship  between  Perceived  Initiating  Competency  and Perceived  Personal Success  of  Higher Secondary   School  students   for  Science  and  Commerce   Higher Secondary   School  Students.
4.  	Comparison of r’s obtained for Government and Aided   Higher Secondary   School students 
TABLE 4.8
Data and Result of the Comparison of r’s between 
Perceived Initiating Competency and Perceived Personal
 Success of Government and Aided Higher Secondary School Students
Sl. No.	Group Compared	N	r	Critical Ratio	Level of significance	
1	Government	334	0.70	0.74	NS	
2	Aided	288	0.67			
NS- Not significant	
      
	The   correlation co-efficient  between  the  variable Perceived  Initiating  Competency  and  Perceived   Personal Success  of  Higher Secondary   School  Students   for Government  and  Aided    Higher Secondary   School  students   are  compared  using  the test of significance  of  difference  between  r’s. Table  reveals that the  obtained  critical ratio  0.74  is  less  than  1.96,the value required  for  significance  at  0.05  level.  That is  significant difference  does  not  exists in  the  relationship  between  Perceived  Initiating  Competency  and Perceived Personal Success  of  Higher Secondary School  Students   for Government  and  Aided   Higher Secondary   School  students.
5.  	Comparison  of r’s obtained  for   Aided  and  Unaided  Higher Secondary   School  Students  
TABLE 4.9
Data and Result of the  Comparison of r’s between 
Perceived  Initiating Competency and Perceived Personal 
 Success of Aided and Unaided Higher Secondary School Students
Sl. No.	Group Compared	N	r	Critical Ratio	Level of significance	
1	Aided	288	0.67	1.67	NS	
2	Unaided	178	0.75			
NS- Not significant	
 
             The   correlation co-efficient  between  the  variable  Perceived  Initiating  Competency  and  Perceived Personal Success  of  Higher Secondary   School  Students   for  Aided  and  Unaided  Higher Secondary   School  students   are  compared  using  the test of significance  of  difference  between  r’s. Table  reveals that the  obtained  critical ratio 1.67  is  less  than  1.96,the value required  for  significance  at  0.05  level.  That is  significant difference  does  not  exists in  the  relationship  between  Perceived  Initiating  Competency  and  Perceived Personal Success  of  Higher Secondary   School  students for Aided  and  Unaided   Higher Secondary   School  Students.
6.  	Comparison of r’s obtained for Government and Unaided   Higher Secondary   School  Students  
TABLE 4.10
Data and Result of the Comparison of r’s between 
Perceived Initiating Competency and Perceived Personal 
Success of Government and Unaided Higher Secondary School Students
Sl. No.	Group Compared	N	r	Critical Ratio	Level of significance	
1	Government	334	0.70	1.07	NS	
2	Unaided	178	0.75			
NS- Not significant	
 
  	The  correlation co-efficient  between  the  variable  Perceived  Initiating Competency  and  Perceived Personal Success  of  Higher Secondary   School  Students   for  Government  and  Unaided  Higher Secondary   School  Students  are  compared  using  the test of significance  of  difference  between  r’s. Table  reveals that the  obtained  critical ratio  1.07  is  less  than  1.96,the value required  for  significance  at  0.05  level.  That is  significant difference  does  not  exists in  the  relationship  between  Perceived  Initiating  Competency  and  Perceived Personal Success  of  Higher Secondary   School  Students for Government  and  Unaided   Higher Secondary   School  Students.
Discussion
              The   correlation co-efficient  between  the  variable Perceived  Initiating  Competency and  Perceived Personal Success  of  Higher Secondary   School  Students   for  relevant  subsamples  are  compared  using  the test of significance of  difference between  r’s. The  obtained  critical ratios of all subsamples  is less than 1.96, the value required  for  significance  at  0.05  level.  So it can be concluded  that  significant difference  does  not  exist  in  the  relationship  between  Perceived  Initiating  Competency  and  Perceived Personal Success  of  Higher Secondary   School  students between  relevant subsamples.
4. 	COMPARISON OF THE MEAN SCORES OF PERCEIVED INITIATING COMPETENCY BETWEEN RELEVEANT SUB SAMPLES BASED ON GENDER, FACULTY AND TYPE OF MANAGEMENT OF SCHOOLS.
           The mean scores of Perceived Initiating Competency and between relevant sub samples based on Gender, Faculty and Type of Management of Schools using the statistical technique, ’t’ test, test of significance of  mean difference of independent variables.
1. 	Comparison of Mean Scores of Perceived Initiating Competency between Male and Female Higher Secondary School Students.
TABLE 4.11
Data and Result of the Test  of Significance
 of  Difference in Perceived Initiating Competency 
between Male and Female Higher Secondary School Students
Sl.No	category	N	M	S.D	‘t’value	Level of significance	
1	Male	400	195.20	22.15	2.794	S*	
2	Female	400	199.28	19.04			
  * Significant at 0.01 level.
      	Table indicates that the mean scores of Perceived Initiating Competency for Male and Female Higher Secondary School Students are 195.20 and 199.28 respectively. The values of standard deviation obtained are 22.153 and 19.04 respectively. The ‘t’ value obtained is -2.794. The table value of ‘t’ at 0.01 significant level is 2.50. Since the obtained ‘t’ value is greater than the table value, the mean difference in Perceived Initiating Competency between male and Female Higher Secondary School Students is statistically significant at0.0 level.
Discussion.
             The mean scores of Perceived Initiating Competency for Male and Female Higher Secondary School Students were analyzed. It is found that there is significant difference in Perceived Initiating Competency between Male and Female Higher Secondary School Students. So it can be inferred that that the Perceived Initiating Competency of Female Higher Secondary School Students is significantly higher than male students.
2. 	Comparison of Mean Scores of Perceived Initiating Competency between Science and Humanities Higher Secondary School Students.
TABLE 4.12
Data and Results of the Test of 
Significance of Difference in Perceived Initiating Competency 
between Science and Humanities Higher Secondary School Students
Sl.No	Category	N	M	S.D	‘t’ value	Level of significance	
1	Science	258	200.79	18.85	2.342	S**	
2	Humanities	284	196.77	20.83			
**Significance at 0.05 level.
              Table indicates that the mean scores of Perceived Initiating Competency of Higher Secondary School Students belong to Science and Humanities Faculty are 200.79 and 196.77 respectively. The standard deviations obtained are 18.85 and 20.83 respectively. The ‘t’ value obtained is 2.342. The table value of ‘t’ at 0.05 significant level is 1.96. Since the obtained value for ‘t’ is greater than the table value, the mean difference in Perceived Initiating Competency between science and Humanities Higher Secondary School Students is statistically significant at 0.05 level.
Discussion
 	The mean scores of Perceived Initiating Competency for Science and Humanities Higher Secondary School Students were analyzed. It is found that there is significant difference in Perceived Initiating Competency between Science and Humanities Higher Secondary School Students. So it can be inferred that Perceived Initiating Competency of science Higher Secondary School Students is significantly higher 	than that of Humanities Higher Secondary School Students.
3. 	Comparison of Mean Scores of Perceived Initiating Competency between Humanities and commerce Higher Secondary School Students
                                        TABLE 4.13
Data and Result of the Test of 
Significance of Difference in Perceived Initiating Competency 
Between Humanities and Commerce Higher Secondary School Students
Sl.No	Category	N	M	S.D	‘t’value	Level of significance	
1	Humanities	284	196.78	20.83	1.406	NS	
2	Commerce	258	194.19	21.96			
NS – Not significant.
                From the table it is found that the mean scores of Perceived Initiating Competency of Higher Secondary School Students belong to Humanities and Commerce faculty are 196.78 and 194.19 respectively. The standard deviation obtained are 20.83 and 21.96 respectively. The ‘t’ value obtained is 1.406 which is less than 1.96, the required table value for significance at 0.05 level. So the mean difference in Perceived Initiating Competency between Humanities and Commerce Higher Secondary School Students is not statistically significant.
Discussion
          The mean score of Perceived Initiating Competency of Humanities and Commerce Higher Secondary School Students were analyzed. It is found that there is no significant difference in Perceived Initiating Competency between Humanities and Commerce Higher Secondary School Students. So it can be inferred that the Perceived Initiating Competency of Humanities and Commerce Higher Secondary School Students is almost equal.
4. 	Comparison of Mean Scores of Perceived Initiating Competency between Science and commerce Higher Secondary School Students                         
TABLE 4.14
Data and Result of the Test of Significance
 of Difference in Perceived Initiating Competency 
Between Science and Commerce Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Science	258	200.79	18.85	3.661	S*	
2	Commerce	258	194.19	21.96			
* Significant at 0.01 level	
       
	Table shows that the mean scores of Perceived Initiating Competency for Science and Commerce Higher Secondary School Students are 200.79 and 194.19 respectively. The values of standard deviation obtained are 18.85 and 21.96 respectively. The ‘t’ value obtained is 3.661.The table value of ’t’ at 0.01significant level is 2.58. Since the obtained value for ‘t’ is greater than the tabled value, the mean difference in Perceived Initiating Competency between science and Commerce Higher Secondary School Students is statistically significant at 0.01 level.
Discussion
            The mean scores of Perceived Initiating Competency for Science and Commerce Higher Secondary School Students were analyzed. It is found that there is significant difference in Perceived Initiating Competency between Science and Commerce Higher Secondary School Students. So it can be inferred that the Perceived Initiating Competency of science Higher Secondary School Students is significantly higher than that of Commerce Higher Secondary School Students.

5. 	Comparison of Mean Scores of Perceived Initiating Competency between Government and Aided Higher Secondary School Students 
TABLE 4.15
Data and Result of the Test of 
Significance of Difference in Perceived Initiating Competency 
Between Government and Aided Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Government	334	200.97	19.61	2.924	S*	
2	Aided	288	196.36	19.60			
* significant at 0.01 level	
	
	Table indicates that the mean scores of Perceived Initiating Competency for Government and Aided Higher Secondary School Students are 200.97 and 196.36 respectively. The values of standard deviation obtained are 19.61 and 19.60 respectively. The ‘t’ value obtained is 2.924.The table value of ’t’ at 0.01significant level is 2.58. Since the obtained value for ‘t’ is greater than the tabled value, the mean difference in Perceived Initiating Competency between Government and Aided Higher Secondary School Students is statistically significant at 0.01 level.
Discussion
           The mean scores of Perceived Initiating Competency of Government and Aided Higher Secondary School Students were analyzed.  It is found that there is significant difference in Perceived Initiating Competency between Government and Aided Higher Secondary School Students. So it can be inferred that the Perceived Initiating Competency of Government Higher Secondary School Students is significantly greater than that of Aided Higher Secondary School Students.  
6. 	Comparison of Mean Scores of Perceived Initiating Competency between Government and Unaided Higher Secondary School Students                                 				     
TABLE 4.16
Data and Result of the Test of 
Significance of Difference in Perceived Initiating Competency 
between Government and Unaided Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Government	334	200.97	19.61	4.791	S*	
2	Unaided	178	191.67	23.17			
   *Significant at 0.01 level
         	From the table it is found that the mean scores of Perceived Initiating Competency for Government and Unaided Higher Secondary School Students are 200.97 and 191.67 respectively. The values of standard deviation obtained are 19.61 and 23.17 respectively. The ‘t’ value obtained is 4.791.The table value of ’t’ at 0.01significant level is 2.58. Since the obtained value for ‘t’ is greater than the tabled value, the mean difference in Perceived Initiating Competency between Government and Unaided Higher Secondary School Students is statistically significant at 0.01 level.
Discussion
            The mean scores of Perceived Initiating Competency of Government and Unaided Higher Secondary School Students were analyzed.  It is found that there is significant difference in Perceived Initiating Competency between Government and Unaided   Higher Secondary School Students. so it can be inferred that  the  Perceived Initiating Competency  of Government  Higher Secondary School Student is significantly greater than that of Aided Higher Secondary School Students . 	
7. 	Comparison of Mean Scores of Perceived Initiating Competency between Aided and Unaided Higher Secondary School Students
TABLE 4.17
Data and Result of the Test 
of Significance of Difference in Perceived Initiating Competency 
between Aided and Unaided Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Aided	228	196.36	19.60	2.340	S**	
2	Unaided	178	191.67	23.17			
** Significant at 0.05 level	
       
	Table indicates that the mean scores of Perceived Initiating Competency for Aided and Unaided Higher Secondary School Students are 196.36 and 191.67 respectively. The values of standard deviation obtained are 19.60 and 23.17 respectively. The ‘t’ value obtained is 2.340.The table value of ’t’ at 0.05significant level is 1.96. Since the obtained value for ‘t’ is greater than the tabled value, the mean difference in Perceived Initiating Competency between Aided and Unaided Higher Secondary School Students is statistically significant at 0.05 level.
Discussion
            The mean scores of Perceived Initiating Competency of Aided and Unaided Higher Secondary School Students were analyzed.  It is found that there is significant difference in Perceived Initiating Competency between Aided and Unaided  Higher Secondary School Students. So it can be  inferred that the Perceived Initiating Competency of Aided  Higher Secondary School Students is significantly higher than that of Unaided Higher Secondary School Students.

COMPARISON OF THE MEAN SCORES OF PERCEIVED PERSONAL SUCCESS BETWEEN RELEVENT SUB SAMPLES BASED ON GENDER, FACULTY, AND TYPE OF MANAGEMENT OF SCHOOLS
1. 	Comparison of Mean Scores of Perceived Personal Success between Male and Female Higher Secondary School Students   
TABLE 4.18
Data and Result of the Test
 of Significance of Difference in Perceived Personal Success 
between Male and Female Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Male	400	202.68	20.67	0.375	NS	
2	Female	400	202.15	19.71			
NS- Not significant	
      
	Table shows that the mean scores of Perceived Personal Success for Male and Female Higher Secondary School Students are 202.68 and 202.15 respectively. The  values of standard deviation obtained are  20.67 and 19.71 respectively. The ‘t’ value obtained is 0.375 which is less than 1.96,the required table value for significance  at 0.05 level. So   the mean difference in Perceived Personal Success between Male and Female  Higher Secondary School Students is not statistically significant.

Discussion
            The mean scores of Perceived Personal Success for  Male and Female Higher Secondary School Students were analyzed.  It is found that there is no significant difference in Perceived Personal Success  between Male and Female   Higher Secondary School Students. So it can be inferred that the  Perceived Personal Success of  Male and Female  Higher Secondary School Students is almost equal. 
 2. 	Comparison of Mean Scores of Perceived Personal Success between Science and Humanities Higher Secondary School Students
                                                     TABLE   4.19
Data and Result of the Test
 of Significance of Difference in Perceived Personal Success 
between Science and  Humanities Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Science	258	203.79	18.79	0.415	NS	
2	Humanities	284	203.08	20.60			
      NS-Not significant
        Table indicates that the mean scores of Perceived Personal Success for  Science and  Humanities  Higher Secondary School Students are 203.79 and 203.08 respectively. The values of standard deviation obtained are 18.79 and 20.60 respectively. The ‘t’ value obtained is 0.415.The table value of ‘t’ at 0.05 significant level  is  1.96. Since the obtained value for ‘t’ is less than the table value,  the mean difference in Perceived Personal Success between  Science and  Humanities Higher Secondary School Students is not statistically significant.
Discussion
            The mean scores of Perceived Personal Success for Science and  Humanities   Higher Secondary School Students were analyzed.  It is found that there is no significant difference in Perceived Personal Success between Science and Humanities Higher Secondary School Students. So it can be inferred that the Perceived Personal Success of   Science and Humanities Higher Secondary School Students is almost equal. 
3. 	Comparison of Mean Scores of Perceived Personal Success between Humanities and Commerce Higher Secondary School Students                                
TABLE 4.20
Data and Result of the Test of 
Significance of Difference in  Perceived Personal Success
 between Humanities and Commerce Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Humanities	284	203.08	20.59	1.555	NS	
2	Commerce	258	200.30	20.98			
NS- Not significant	
               
	From the table it is seen that the mean scores of Perceived Personal Success of Higher Secondary School Students belong to Humanities and Commerce faculty are 203.08 and 200.30 respectively. The values of standard deviation obtained are 20.59 and 20.98 respectively. The ‘t’ value obtained is 1.555 which is less than 1.96,the required table value for significance  at 0.05 level.  So the mean difference in Perceived Personal Success between Higher Secondary School Students is not statistically significant.
Discussion
            The mean scores of Perceived Personal Success of Humanities and Commerce Higher Secondary School Students were analyzed.  It is found that there is no significant difference in Perceived Personal Success between  Humanities and Commerce  Higher Secondary School Students. so it can be inferred that  the Perceived Personal Success of  Humanities and Commerce     Higher Secondary School Students is almost equal. 
4. 	Comparison of Mean Scores of Perceived Personal Success between science and Commerce Higher Secondary School Students                                
TABLE 4.21
Data and Result of the Test of 
Significance of Difference in Perceived Personal Success 
between Science and Commerce Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Science	258	203.79	18.79	1.988	S**	
2	Commerce	258	200.30	20.98			
**  significance at 0.05 level	
        
	It can be seen from the table  that the mean scores of Perceived Personal Success of Higher Secondary School Students belong to science   and Commerce faculty  are 203.79 and 200.30 respectively. The values of standard deviation obtained are 18.79 and 20.98 respectively. The ‘t’ value obtained is 1.988.The table value of ‘t’ at 0.05 significant  level is 1.96.Since the obtained value for ‘t’ is greater  than the tabled value,  the mean difference in Perceived Personal Success between science and Commerce Higher Secondary School Students is  statistically significant at 0.05level.
   Discussion
            The mean scores of Perceived Personal Success of Science and Commerce Higher Secondary School Students were analyzed.  It is found that there is  significant difference in Perceived Personal Success  between science     and Commerce  Higher Secondary School Students. Hence  it can be inferred that  the  Perceived Personal Success of  science higher secondary school  Students is significantly higher than that of Commerce Higher Secondary School Students. 

5. 	Comparison of Mean Scores of Perceived Personal Success between Government and Aided Higher Secondary School Students                                
TABLE 4.22
Data and Result of the Test of 
Significance of Difference in Perceived Personal Success
 between Government and Aided Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Government	334	205.37	19.03	2.607	S*	
2	Aided	288	201.37	19.12			
* significant at 0.01 level	
       
	Table indicates that the mean scores of Perceived Personal Success of Government and Aided Higher Secondary School Students are 205.37 and 201.37 respectively. The values of standard deviation obtained are 19.03 and 19.12 respectively. The ‘t’ value obtained is 2.607.The table value of ’t’ at 0.01significant level is 2.58. Since the obtained value for ‘t’ is greater than the tabled value, the mean difference in Perceived Personal Success   between Government and Aided Higher Secondary School Students is statistically significant at 0.01 level.
Discussion
            The mean scores of Perceived Personal Success of Government and Aided Higher Secondary School Students were analyzed.  It is found that there is significant difference in Perceived Personal Success between Government and Aided Higher Secondary School Students. So it can be inferred that the Perceived Personal Success of Government Higher Secondary School Students is significantly higher than that of Aided Higher Secondary School Students.
6. 	Comparison of Mean Scores of Perceived Personal Success between Government and Unaided Higher Secondary School Students
TABLE 4.23
Data and Result of the Test 
of Significance of Difference in Perceived Personal Success
 between Government and Unaided Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Government	334	205.37	19.03	3.585	S*	
2	Unaided	178	198.54	23.04			
*significant at 0.01 level	
      
	Table indicates that the mean scores of Perceived Personal Success of Government and Unaided  Higher Secondary School Students are 205.37 and 198.54 respectively. The values of standard deviation obtained are 19.03 and 23.04 respectively. The ‘t’ value obtained is 3.585.The table value of ’t’ at 0.01significant  level is 2.58. since the obtained value for ‘t’ is greater than the tabled value, the mean difference in Perceived Personal Success  between Government and Unaided  Higher Secondary School Students is statistically significant at 0.01 level.
Discussion
            The mean scores of Perceived Personal Success of Government and Unaided Higher Secondary School Students were analyzed.  It is found that there is significant difference in Perceived Personal Success between Government and Unaided  Higher Secondary School Students. So it can be inferred that the Perceived Personal Success of Government Higher Secondary School Students significantly higher than that of Unaided Higher Secondary School Students.
7. 	Comparison of Mean Scores of Perceived Personal Success between Aided and Unaided Higher Secondary School Students                                                                 
TABLE 4.24
Data and Result of the Test 
of Significance of Difference in Perceived Personal Success 
between Aided and Unaided Higher Secondary School Students
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Aided	288	201.37	19.12	1.432	NS	
2	Unaided	178	198.54	23.04			
NS-Not significant	

	Table indicates that the mean scores of Perceived Personal Success of Aided and Unaided Higher Secondary School Students are 201.37 and 198.54 respectively. The values of standard deviation obtained are 19.12 and 23.04 respectively. The ‘t’ value obtained is 1.432 which is less than 1.96,the required table value for significant at 0.05 level. So the mean difference in Perceived Personal Success   between Aided and Unaided  Higher Secondary School Students is not statistically significant.
Discussion
            The mean scores of Perceived Personal Success of Aided and Unaided  Higher Secondary School Students were analyzed.  It is found that there is no significant difference in Perceived Personal Success between Aided and Unaided   Higher Secondary School Students. So it can be inferred that Aided  and Unaided   Higher Secondary School Students  are  almost equal in their Perceived Personal Success.

COMPARISON OF THE MEAN SCORES OF PERCEIVED PERSONAL SUCCESS BETWEEN DIFFERENT LEVELS OF PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
1.	Comparison of Mean Score of Perceived Personal Success between Higher Secondary School Students belongs to Low and Average Perceived Initiating Competency
TABLE 4.25
Data and Result of the test of 
Significance of Difference in Perceived 
Personal Success between Higher Secondary school 
students with Low  and Average Perceived Initiating Competency
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Low Perceived Initiating Competency	229	184.52	18.78	12.885	S*	
2	Average Perceived Initiating Competency	316	202.77	14.26			
* significant at 0.01 level	

	Table shows that the mean scores of Perceived Personal Success of Higher Secondary School Students with low Perceived Initiating Competency and average Perceived Initiating Competency are 184.52 and 202.77 respectively. The standard deviations obtained are 18.78 and 14.26 respectively. The ‘t’ value obtained is 12.885.The table value of ’t’ at 0.01significant level is 2.58. Since the obtained value for ‘t’ is greater than the tabled value, it is revealed that   there exists a significant  difference in mean scores of Perceived Personal Success   between   Higher Secondary School Students  with low  Perceived Initiating Competency and those with average Perceived Initiating Competency at 0.01 level of  significance.
Discussion
            The mean scores of Perceived Personal Success of Higher Secondary School Students with   low Perceived Initiating Competency and of those with average Perceived Initiating Competency were analyzed. It shown that there exists a significant difference in mean scores of Perceived Personal Success between   Higher Secondary School Students with low Perceived Initiating Competency and those with average Perceived Initiating Competency. So it can be inferred that Higher Secondary School Students with Average Perceived Initiating Competency have significantly higher Perceived Personal Success than those with low Perceived Initiating Competency.

2. 	Comparison of Mean Score of Perceived Personal Success between Higher Secondary School Students with  Low and High Perceived Initiating Competency
TABLE 4.26
Data and Result of the test of 
Significance of Difference in Perceived 
Personal Success between Higher Secondary school 
students with Low and High Perceived Initiating Competency
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Low Perceived Initiating  Competency	229	184.52	18.78	22.779	S*	
2	High Perceived Initiating Competency	255	218.04	13.38			
* Significant at 0.01 level	

                Table denotes that the mean scores of Perceived Personal Success of Higher Secondary School Students with Low Perceived Initiating Competency and High Perceived Initiating Competency are 184.52 and 218.04 respectively. The standard deviations obtained are 18.78 and 13.38 respectively. The ‘t’ value obtained is 22.779.The table value of ’t’ at 0.01significant level is 2.58. Since the obtained value for ‘t’ is greater than the tabled value, it is revealed that there exist a significant  difference in mean scores of Perceived Personal Success between Higher Secondary School Students with  Low Perceived Initiating Competency and those with  High  Perceived Initiating Competency at 0.01 level of  significance.
Discussion
            The mean scores of Perceived Personal Success of   Higher Secondary School Students with   low Perceived Initiating Competency and of those with  High Perceived Initiating Competency were analyzed. It shows that there exists  significant difference in the mean scores of Perceived Personal Success between Higher Secondary School Students with  low Perceived Initiating Competency and  those with High Perceived Initiating Competency.  So it can be inferred that  Higher Secondary School Students with high Perceived Initiating Competency have  significantly higher  Perceived Personal Success than those with Low  Perceived Initiating Competency.
3. 	Comparison of Mean Score of Perceived Personal Success between Higher Secondary School Students with Average and High Perceived Initiating Competency
TABLE 4.27
Data and Result of the test of 
Significance of Difference in Perceived
 Personal Success between Higher Secondary School 
Students with Average  and High Perceived Initiating Competency
Sl. No.	Category	N	M	SD	‘t’ value	Level of significance	
1	Average Perceived Initiating Competency	316	202.77	14.26	13.077	S*	
2	High Perceived Initiating Competency	255	218.03	13.38			
* Significant at 0.01 level	
     	From the table it is seen  that the mean scores of Perceived Personal Success of Higher Secondary School Students with Average  Perceived Initiating Competency and those with High  Perceived Initiating Competency are 202.77 and 218.03 respectively. The standard deviations obtained are 14.26 and 13.38 respectively. The ‘t’ value obtained is 13.077.The table value of ’t’ at 0.01significant  level is 2.58. Since the obtained value of ‘t’ is greater than the tabled value, it shows that  there exist  significant  difference in mean scores of Perceived Personal Success   between   Higher Secondary School Students  with  Average  Perceived Initiating Competency and those with  High  Perceived Initiating Competency at 0.01 level of  significance.
Discussion
            The mean scores of Perceived Personal Success of  Higher Secondary School Students with Average  Perceived Initiating Competency and  of those with High Perceived Initiating Competency were analyzed. It shows that there exists significant difference in the mean scores of Perceived Personal Success  between Higher Secondary School Students with Average Perceived Initiating Competency and those with  High Perceived Initiating Competency.  So it can be inferred that Higher Secondary School Students with High Perceived Initiating Competency significantly higher   Perceived Personal Success than those with Average  Perceived Initiating Competency.

5. THREE-WAY ANOVA (2×3×3 FACTORIAL DESIGN)
  	Analysis and discussion of results with regard to the 3 way ANOVA techniques are described in the following section.
MAIN AND INTERACTION EFFECT OF GENDER, FACULTY AND TYPE OF MANAGEMENT OF SCHOOL ON PERCEIVED INITIATING COMPEYENCY HIGHER SECONDARY SCHOOL STUDENTS               
	To find out whether Gender Faculty and Type of Management of School have any significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students, 3 way ANOVA (2×3×3 factorial design) was done for 800 cases. The sum of squares, mean squares and F value are given in the table 4.28 

TABLE 4.28
Main and Interaction Effect of 
Gender, Faculty and Type of Management of School on 
Perceived Initiating Competency of Higher Secondary School Students
Source of variation
	Sum of squares	DF
	Mean      squares	F
value	
Main effect	27072.755	15	1804.850	4.468	
Gender	3168.562	1	3168.562	7.844 *	
Faculty	631.729	2	315.865	0.782	
Type of Management of School	7863.860	2	3931.930	9.734	
Gender × Faculty	1639.923	2	819.962	2.030	
Gender× Type of Management of School	3737.918	2	1868.959	4.627**	
Faculty × Type of Management of School	1545.551	3	515.184	1.275	
Gender× Faculty × Type of Management of School	4783.282	3	1594.427	3.947 *	
Residual	316699.065	784	403.953		
Total	343771.820	799			
          * Significance at 0.01 level.
         ** Significance at 0.05 level.
MAIN EFFECT OF GENDER ON PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
	Table shows that the F-value obtained for the main effect of Gender on Perceived Initiating Competency of Higher Secondary School Students is 7.884. The table value F at 0.01 level of significance with degrees of freedom (1,784) is 6.64. Since the calculated F-value is greater than the table value at 0.01 level of significance, it can be concluded that the main effect of the variable Gender on Perceived Initiating Competency of Higher Secondary School Students is significant at 0.01 level.
MAIN EFFECT OF FACULTY ON PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
	The calculated F value for the main effect of Faculty on Perceived Initiating Competency of Higher Secondary School Students is 0.782. The table value of F at 0.05 level of significance with degrees of freedom (2,784) is 2.99. Since the calculated F value is less than the table value at 0.05 level of significance, it can be concluded that the main effect of Faculty Perceived Initiating Competency of Higher Secondary School Students are not significant at 0.05 level. 
MAIN EFFECT OF TYPE OF MANAGEMENT ON PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
	The calculated F value for the main effect of Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students is 9.734. The table value of F at 0.01 level of significance with degrees of freedom (2,784) is 4.60. Since the calculated F value is greater than the table value at 0.01 level of significance, it can be concluded that the main effect of the variable Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students is significant at 0.01 level. 
Discussion
	The above result shows that the variable Perceived Initiating Competency vary significantly for different categories of Gender and Type of Management of School and does not vary significantly for the different categories of Faculty. That is, there is significant difference in Perceived Initiating Competency between Male and Female Higher Secondary School Students and between Higher Secondary School Students in Government, Aided and Unaided Higher Secondary School Students. But there is no significant difference in Perceived Initiating Competency among Science, Humanities, and Commerce Higher Secondary School Students. 
INTERACTION EFFECT OF GENDER AND FACULTY ON PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
	When the two way interaction of Gender and Faculty on Perceived Initiating Competency of Higher Secondary School Students is considered the F value obtained is 2.030. This value is less than 2.99, the table value of F for (2,784) degrees of freedom at 0.05 level of significance. This indicates that the variables Gender and Faculty have no significant interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
INTERACTION EFFECT OF GENDER AND TYPE OF  MANAGEMENT OF SCHOOL ON PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
	When the two way interaction of Gender and Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students is considered the F value obtained is 4.627. This value is greater than 2.99, the table value of F for (2,784) degrees of freedom at 0.05 level of significance. This indicates that the interaction effect of Gender and Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students is significant at 0.05 level.
INTERACTION EFFECT OF FACULTY AND TYPE OF MANAGEMENT OF SCHOOL ON PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
	When the two way interaction of Faculty and Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students is considered the F value obtained is 1.275. This value is less than 2.60, the table value of F for (3,784) degrees of freedom at0.05 level of significance. This indicates that the interaction effect of Faculty and Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students is not significant at 0.05 level. 

Discussion
              From the analysis, it can be concluded that the Perceived Initiating Competency of Higher Secondary School Students vary significantly between sub samples based on Gender and Type of Management of School. But the Perceived Initiating Competency of Higher Secondary School Students does not vary significantly between sub samples based on Gender and Faculty and Faculty and Type of Management of School.
INTERACTION EFFECT OF GENDER, FACULTY AND TYPE OF MANAGEMENT OF SCHOOL ON PERCEIVED INITIATING COMPETENCY OF HIGHER SECONDARY SCHOOL STUDENTS
	When the three way interaction of Gender, Faculty and Type of Management of School on Perceived Initiating Competency of Higher Secondary School Students is considered, the F value obtained is 3.947 which is greater than 3.78, the table value of F for (3,784) degrees of freedom at 0.01 level of significance. Since the calculated F value is greater than the table value, the interaction effect of Gender, Faculty and Type of Management of School on Perceived Initiating Competency is significant at 0.01 level.

Discussion
	From the analysis, it can be concluded that the Perceived Initiating Competency of Higher Secondary School Students vary significantly between sub samples based on Gender, Faculty and Type of Management of School.
 MAIN AND INTERACTION EFFECT OF GENDER, FACULTY AND PERCEIVED INITIATING COMPETENCY ON PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS
    	To find out whether Gender, Faculty and Perceived Initiating Competency have any significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students, 3 way ANOVA (2×3×3 factorial design) was done for 800 cases. The sum of squares, mean squares and F value are presented in the table 4.29.

TABLE 4.29
Main and Interaction Effect of Gender, 
Faculty and Perceived Initiating Competency on 
Perceived Personal Success of Higher Secondary School Students
Source of variation
	Sum of squares	DF
	Mean      squares	F
value	
Main effect	140123.264	17	8242.545	34.760	
Gender	1826.165	1	1826.165	7.701*	
Faculty	816.569	2	408.284	1.722	
Perceived Initiating Competency	130755.328	2	65377.664	275.705*	
Gender × Faculty	470.563	2	235.282	0.992	
Gender × Perceived Initiating Competency	149.662	2	74.831	0.316	
Faculty × Perceived Initiating Competency	856.848	4	214.212	0.903	
Gender × Faculty× Perceived Initiating Competency	357.633	4	89.408	0.377	
Residual	185434.611	782	237.129		
Total	325557.875	799			
* Significance at 0.01 level.

MAIN EFFECT OF GENDER ON PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS

  	From the table it is found F value obtained for the main effect of Gender on Perceived Personal Success is  7.701 .This value is greater than 6.64, the tabled value of F for (1,782) degrees of freedom at 0.01 level of significance. This indicates that the main effect of the variable Gender on Perceived Personal Success is significant at 0.01 level of significance.
MAIN EFFECT OF FACULTY ON PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS
	The calculated F value for the main effect of Faculty on Perceived Personal Success of Higher Secondary School Students is 1.722.The table value F at 0.05 level of significance with degrees of freedom (2,782) is 2.99. Since the calculated F value is less than the table value at 0.05 level of significance, it can be concluded that the main effect of Faculty on Perceived Personal Success of Higher Secondary School Students is not significant at 0.05 level.
MAIN EFFECT OF PERCEIVED INITIATING COMPETENCY ON PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS
	The calculated F value for the main effect of Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students is 275.705. The table value of F at 0.01 level of significant with degrees of freedom (2,782) is 4.60. Since the calculated F value is greater than the table value at 0.01 level of significance, it can be concluded that the main effect of the variable Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students is significant at 0.01 level.

Discussion
	The above result shows that the variable Perceived Personal Success varies significantly for different categories of Gender and Perceived Initiating Competency and does not significantly vary for the categories of Faculty. That is, there exists significant difference in Perceived Personal Success between male and female Higher Secondary School Students. The analysis also suggests that there exists significant difference in Perceived Personal Success among Higher Secondary School Students belonging to different levels viz; Low, Average and High levels of Perceived Initiating Competency. As the main effect of the variable Perceived Initiating Competency is found significant.
INTERACTION EFFECT OF GENDER AND FACULTY ON PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS
	When the two way interaction of Gender and Faculty on Perceived Personal Success of Higher Secondary School Students  is considered the F value obtained is 0.992. This value is less than 2.99, the table value of F for (2,782) degrees of freedom at 0.05 level of significance. This indicates that the interaction effect of Gender and Faculty on Perceived Personal Success of Higher Secondary School Students is not significant at 0.05 levels.
INTERACTION EFFECT OF GENDER AND PERCEIVED INITIATING COMPETENCY ON PERCEIVED PERSONAL SUCCESS OF HIGHER    SECONDARY SCHOOL STUDENTS
	When the two way interaction of Gender and Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students is considered the F value obtained is 0.316. This value is less than 2.99, the table value of F for (2,782) degrees of freedom at 0.05 level of significance. This indicates that the interaction effect of Gender and Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students is not significant at 0.05 levels.
INTERACTION EFFECT OF FACULTY AND PERCEIVED INITIATING COMPETENCY ON PERCEIVED PERSONAL SUCCESS OF HIGHER    SECONDARY SCHOOL STUDENTS
	When the two way interaction of Faculty and Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students is considered the F value obtained is 0.903, which is less than 2.37, the table value of F for (4,782)degrees of freedom at 0.05 level of significance. This indicates that the interaction effect of Faculty and Perceived Initiating Competency on Perceived Personal Success of  Higher Secondary School Students  is not significant at 0.05 level. 

Discussion
	From the analysis, it can be concluded that the Perceived Personal Success of Higher Secondary School  Students does not vary significantly between subsamples based on Gender& Faculty, Gender &Perceived Initiating Competency and Faculty & Perceived Initiating Competency.
INTERACTION EFFECT OF GENDER, FACULTY AND PERCEIVED INITIATING COMPETENCY ON PERCEIVED PERSONAL SUCCESS OF HIGHER    SECONDARY SCHOOL STUDENTS
	When the three way interaction of Gender, Faculty and Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students  are considered, the F value obtained is 0.377 which is less than 2.37, table value of  F  for (4,782) degrees of freedom at 0.05 level of significance. Since the calculated F value is less than the table value, the interaction effect of Gender, Faculty and Perceived Initiating Competency on Perceived Personal Success is not significant at 0.05 level.  
Discussion
	From the analysis, it can be concluded that the Perceived Personal Success of Higher Secondary School Students does not vary significantly between sub samples based on Gender, Faculty and Perceived Initiating Competency.

CHAPTER V

SUMMARY, CONCLUSION 
AND SUGGESTIONS

•	Restatement of the Problem
•	Variables
•	Objectives of the Study
•	Hypotheses of the Study
•	Methodology
•	Major findings of the Study
•	Tenability of Hypotheses
•	Educational Implications
•	Suggestions for Further Research

SUMMARY, CONCLUSIONS AND SUGGESTIONS

	This chapter high lights the significant aspects of the various stages of the study. This includes the summery of the procedure, important findings of the study, tenability of hypotheses, Educational implications and suggestions for further research.
 Study in Retrospect
	The various aspects related to the present study like the variables, objectives, Hypotheses and methodology are discussed in brief.
A.  Restatement of the Problem
	The present study is entitled as “PERCEIVED INITIATING COMPETENCY AND PERCEIVED PERSONAL SUCCESS OF HIGHER SECONDARY SCHOOL STUDENTS IN KERALA’’
B.  Variables
	The independent and dependant variables selected for the present study are the following:

Independent Variables
	Gender, Faculty and type of management of schools were considered as independent variables.
	Perceived Initiating Competency was considered as dependant variable when the effect of other independent variables on Perceived Initiating Competency was studied.
	Perceived Initiating Competency was considered as in dependant variable when its effect on Perceived Personal Success was studied.
 Dependent Variable
	Perceived Personal Success was considered on dependant variable.
C.  OBJECTIVES
	The following are the objectives set for the present study.
1. 	To find out the level of Perceived Initiating Competency of Higher Secondary School Students in relevant sub samples based on 
	a.	Gender 
	b. 	Faculty 
	c. 	Type of Management of School
2. 	To find out if there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
3. 	To find out whether there exists any significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in relevant sub samples based on
           a. 	Gender 
	b. 	Faculty 
	c. 	Type of Management of School
 4. 	To find out whether there exists any significant difference in the mean scores of Perceived Initiating Competency of Higher Secondary School Students between the relevant sub samples based on
	a.	Gender
	b.	Faculty
	c. 	Type of Management of School
5. 	To find out whether there exists any significant difference in the mean scores of Perceived Personal Success of Higher Secondary School Students between the relevant sub samples based on
	a. 	Gender
	b. 	Faculty
	c. 	Type of Management of School
	d. 	Different levels of Perceived Initiating Competency
6. 	To find out whether gender, faculty and type of management of school have any significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
7. 	To find out whether gender, faculty, and Perceived Initiating Competency have any significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students.
D.  HYPOTHESES
	The present study is designed to test the following hypothesis.
1.	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students.
2.	There exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on 
	a.	Gender
	b.	Faculty
	c.	Type of management of school
3.	There exists significant difference in Perceived Initiating Competency of Higher Secondary School Students between relevant sub samples based on 
	a.	Gender
	b.	Faculty
	c.	Type of management of school
4.	There exists significant difference in Perceived  Personal Success of Higher Secondary School Students between relevant sub samples based on 
	a.	Gender
	b. 	Faculty
	c.	Type of management of school
	d.	Different levels of Perceived Initiating Competency
5.	Gender, Faculty and Type of management of school have significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students.
6.	Gender, Faculty and Perceived Initiating Competency have significant main and interaction effect on Perceived Personal Success of Higher Secondary School student

E.  METHODOLOGY
	Methodology adopted for the present study is briefly given as follows.
1.  Sample
	The study was conducted on a representative sample of 800 Higher Secondary School Students from selected Higher secondary schools of Palakkad, Kozhikode, Kannur, and Wayanad districts. The sample selection was done using stratified sampling technique giving due representation to factors like Gender, Faculty and type of management of school.
2. Tools Used.
	The following tools were used in the study.
i) 	Perceived Initiating Competency Assessment Scale (Abdul Hameed Muktar Mahal & Shajida.M, 2011)
ii) 	Perceived Personal Success Assessment Scale (Abdul Hameed Muktar Mahal & Shajida.M, 2011)
3. Statistical Techniques Used
	The following statistical techniques were used in the study for analyzing the data
i.	Preliminary Analysis
ii.	Pearson’s product moment co-efficient of correlation (‘r’)
iii.	Test of significance of difference between two r’s.
iv.	Test of significance of difference between means for large independent samples – ‘t’ test
v.	Three-way ANOVA
F.  MAJOR FINDINGS OF THE STUDY
	Following  are  the  major  findings  obtained  after  analysis  of  the  collected  data 
1.	The  level  of  Perceived  Initiating Competency  of  Male Higher  Secondary  School  Students  is  average.
2.	The  level  of  Perceived  Initiating Competency  of  Female Higher  Secondary  School  Students  is  average.
3.	 The  level  of  Perceived  Initiating Competency  of   Higher  Secondary  School  Students belonging  to  Science  Faculty   is  average.
4.	The  level  of  Perceived  Initiating Competency  of   Higher  Secondary  School  Students belonging  to  Humanities  Faculty   is  average.
5.	 The  level  of  Perceived  Initiating Competency  of   Higher Secondary  School  Students belonging  to  Commerce  Faculty   is  average.
6.	The  level  of  Perceived  Initiating Competency  for  Government  Higher  Secondary  School  Students  is  average.
7.	The  level  of  Perceived  Initiating Competency  for  Aided  Higher  Secondary  School  Students  is  average.
8.	 The  level  of  Perceived  Initiating Competency  for Unaided   Higher  Secondary  School  Students  is  average.
9.	 There  exists  substantial  and positive relationship  between  Perceived  Initiating competency  and  Perceived Personal  Success  of   Higher  Secondary  School  Students  in  the  total  sample  (r=0.709).
10.	 There  exists  substantial  and positive  relationship  between   Perceived  Initiating Competency  and Perceived  Personal  Success  of Male  Higher  Secondary  School  Students  (r=0.696).
11.	There  exists  substantial  and positive  relationship  between    Perceived  Initiating Competency  and Perceived  Personal  Success  of Female  Higher  Secondary  School  Students  (r=0.738).
12.	There  exists  substantial  and positive  relationship  between    Perceived  Initiating Competency  and Perceived   Personal  Success  of   Higher  Secondary  School  Students belonging to Science Faculty  (r=0.730).
13.	There  exists  substantial  and positive  relationship  between    Perceived  Initiating Competency  and Perceived  Personal  Success  of   Higher  Secondary  School  Students belonging to Humanities  Faculty  (r=0.701).
14.	There  exists  substantial  and positive  relationship  between    Perceived  Initiating Competency  and Perceived  Personal  Success  of   Higher  Secondary  School  Students belonging to commerce  Faculty  (r=0.701).
15.	There  exists  substantial  and positive  relationship  between    Perceived Initiating Competency  and Perceived  Personal  Success  of  Government  Higher  Secondary  School  Students   (r=0.696). 
16.	There  exists  substantial  and positive  relationship between   Perceived    Initiating Competency  and Perceived  Personal  Success  of Aided  Higher  Secondary  School  Students   (r=0.674).
17.	There  exists  substantial  and positive  relationship  between   Perceived  Initiating Competency  and Perceived Personal  Success  of Unaided  Higher  Secondary  School  Students   (r=0.674).
18.	Significant difference does not exists in the relationship between  Perceived  Initiating Competency  and Perceived  Personal  Success  of  Higher  Secondary  School  Students  in the  Male and Female sub samples(Fisher’s t=-1.13).
19.	Significant difference does not exists in the relationship between  Perceived  Initiating Competency  and  Personal  Success  of   Higher  Secondary  School  Students  in the sub samples  Science and Humanities Higher  Secondary  School  Students  (Fisher’s t=0.69).
20.	Significant  difference does not exists in the relationship between Perceived  Initiating Competency  and  Personal  Success  of   Higher  Secondary  School  Students  in the sub samples  Science and Commerce Higher  Secondary  School  Students  (Fisher’s t=0.68).
21.	Significant  difference does not exists in the relationship between Perceived  Initiating Competency  and  Personal  Success  of   Higher  Secondary  School  Students  in the sub samples   Government and Aided Higher  Secondary  School  Students  (Fisher’s t=0.74).
22.	Significant difference does not exists in the relationship between Perceived  Initiating Competency  and  Personal  Success  of   Higher  Secondary  School  Students  in the sub samples  Aided and Unaided Higher  Secondary  School  Students  (Fisher’s t=-1.67).
23.	Significant  difference does not exists in the relationship between  Perceived  Initiating Competency  and  Personal  Success  of   Higher  Secondary  School  Students  in the sub samples  Government  and Unaided Higher  Secondary  School  Students  (Fisher’s t=-1.07).
24.	There exists significant difference in  Perceived  Initiating Competency between Male and Female  Higher  Secondary  School  Students (‘t’ value=-2.794,at 0.01 level).
25.	There exists significant difference in Perceived Initiating Competency of  Higher  Secondary  School  Students belonging to Science and Humanities Faculty (‘t’ value=2.342, at 0.05 level).
26.	There is no significant difference in  Perceived  Initiating Competency of  Higher  Secondary  School  Students belonging to Humanities and Commerce Faculty (‘t’ value=1.406)
27.	There exists significant difference in Perceived Initiating Competency of Higher Secondary School Students belonging to Science and Commerce Faculty (‘t’ value=3.661, at 0.01 level).
28.	There exists significant difference in  Perceived  Initiating Competency between Government and Aided  Higher  Secondary  School  Students  (‘t’ value=2.924, at 0.01 level).
29.	There exists significant difference in  Perceived  Initiating Competency between Government and Unaided  Higher  Secondary  School  Students  (‘t’ value=4.791, at 0.01 level).
30.	There exists significant difference in  Perceived  Initiating Competency between Aided  and Unaided  Higher  Secondary  School  Students  
(‘t’ value=2.340, at 0.05 level).
31.	There is no significant difference in Perceived Personal Success between Male and Female Higher Secondary School Students 
(‘t’ value=0.375).
32.	There is no significant difference in  Perceived Personal  Success between  Higher  Secondary  School  Students  belonging to Science and Humanities Faculties (‘t’ value=0.415)
33.	 There is no significant difference in Perceived Personal Success between Higher Secondary  School  Students  belonging to  Humanities and Commerce Faculties (‘t’ value=1.555).
34.	There exists significant difference in  Perceived Personal  Success between  Higher  Secondary  School  Students  belonging to  Science  and Commerce Faculties (‘t’ value=1.988,at 0.05 level).
35.	There exists significant difference in Perceived Personal Success  between Government and Aided  Higher  Secondary  School  Students  (‘t’ value=2.607,at 0.01 level).
36.	There exists significant difference in  Perceived Personal  Success between Government and Unaided  Higher  Secondary  School  Students  (‘t’ value=3.585 ,at 0.01 level).
37.	There is no significant difference in Perceived Personal Success between Aided and Unaided  Higher  Secondary  School  Students  (‘t’ value=1.432).
38.	There exists significant difference in the mean scores of Perceived Personal Success between Higher Secondary School Students with low Perceived Initiating Competency and average Perceived Initiating Competency (‘t’ value = 12.885, at 0.01 level).
39.	There exists significant difference in the mean scores of Perceived Personal Success between Higher Secondary School Students with low Perceived Initiating Competency and high Initiating competency 
(‘t’ value = 22.779, at 0.01 level).
40.	There exists significant difference in mean score of Perceived Personal Success between Higher Secondary School Students with average Perceived Initiating Competency and high Perceived Initiating Competency (‘t’ value = 13.007, at 0.01 level).
41.	Gender has significant main effect on Perceived Initiating Competency of Higher Secondary School Students.
	 [F = 7.844, P<0.01 for (1,784) degrees of freedom.]
42.	Faculty has no significant main effect on Perceived Initiating Competency of H.S.S students.
 	[F = 0.782, P > 0.05 for (2,784) degrees of freedom.]
43.	Type of management of school has significant main effect on Perceived Initiating Competency of Higher Secondary School Students.
	[F = 9.734, P < 0.01 for (2,784) degrees of freedom.]
44.	The interaction effect of Gender and Faculty on Perceived Initiating Competency of Higher Secondary School Students is not significant.
 	[F = 2.03, P > 0.05 for (2,784) degrees of freedom.]
45.	The interaction effect of Gender and Type of management of school on Perceived Initiating Competency of Higher Secondary School Students is significant.
  	[F = 4.627, P < 0.01 for (2,784) degrees of freedom.]
46.	The interaction effect of Faculty and type of management of school on Perceived Initiating Competency of Higher Secondary School Students is not significant.
  	[F = 1.275 P > 0.05 for (3,784) degrees of freedom.]
47.	The interaction effect of Gender, Faculty and Type of management of school on Perceived Initiating Competency of Higher Secondary School Students is significant. 
	[F = 3.947 P < 0.01 for (3,784) degrees of freedom.]
48.	Gender has significant main effect on Perceived Personal Success of Higher Secondary School Students.
 	[F = 7.701, P < 0.01 for (1.782) degrees of freedom.]
49.	Faculty has no significant main effect on Perceived Personal Success of Higher Secondary School Students.
 	[F = 1.722, P > 0.05 for (2,782) degrees of freedom.]
50.	Perceived Initiating Competency has significant main effect on Perceived Personal Success of Higher Secondary School Students.
 	[F = 275. 705, P < 0.01 for (2, 782) degrees of freedom.]
51.	The interaction effect of Gender and Faculty on Perceived Personal Success of Higher Secondary School Students is not significant.
      [F = 0.992, P > 0.05 for (2,782) degrees of freedom.]
52.	The interaction effect of Gender and Perceived Initiating Competency on Perceived Personal Success is not significant
     	[F = 0.316, P > 0.05 for (2,782) degrees of freedom.] 
53.	The interaction effect of Faculty and Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students is not significant.
	[F = 0.903, P > 0.05 for (4,782) degrees of freedom.]
54.	The interaction effect of Gender, Faculty and Perceived Initiating Competency on Perceived Personal Success of Higher Secondary School Students is not  significant.
	[F = 0.377, P > 0.05 for (4,782) degrees of freedom.]

G.  TENABILITY OF HYPOTHESES 
	The tenability of hypotheses was examined in the light of above findings.
	Hypotheses I states that there exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students. The co-efficient of correlation obtained is 0.709, which denotes a substantial significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students. So the hypotheses I is fully accepted.
	Hypothesis 2 a) states that there exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on Gender. The findings reveal that there exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub sample based on Gender. The coefficient of correlation obtained for Male Higher Secondary School Students is 0.696 and for Female Higher Secondary School Students is 0.738. These values denote substantial significant relationship between Male and Female Higher Secondary School Students. So hypothesis 2 a) is accepted.
	Hypothesis 2 b) states that there exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on Faculty. The findings reveal that there exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students for the sub samples based on the Faculty. The coefficient of correlation obtained for Higher Secondary School Students belongs to science Faculty is 0.730, Humanities Faculty is 0.701 and commerce Faculty is 0.701.  These values show that there is substantial significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students belongs to Science, Humanities and Commerce Faculty. So the hypothesis 2 b) is fully accepted.
	Hypothesis 2 c) states that there exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on the Type of Management of School. The findings reveal that there exists significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School in the sub samples based on the Type of Management of school.  The coefficient of correlation obtained for Government Higher Secondary School Students is 0.696, that of Aided Higher Secondary School Students is 0.674 and that of Unaided Higher Secondary School Students is 0.746. These values show that there exists substantial significant relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students belongs to Government, Aided and Unaided Higher Secondary School Students. So the hypothesis is 2 c) is fully accepted.
              Hypothesis 3 a) states that there exists significant difference in mean scores of Perceived Initiating Competency of Higher Secondary School Students between the relevant sub samples based on Gender. The results of comparison of mean scores of Perceived Initiating Competency for Male and Female Higher Secondary School Students indicate that there exists significant difference in Perceived Initiating Competency (‘t’ = 2.794) between Male and Female Higher Secondary School Students. Hence hypothesis 3a) is fully accepted.
	Hypothesis 3 b) states that there exists significant difference in mean scores of Perceived Initiating Competency of Higher Secondary School Students between the relevant sub samples based on Faculty. The results of comparison of mean scores of Perceived Initiating Competency between Science and Humanities students indicates that there exists significant difference in Perceived Initiating Competency (‘t’ = 2.342) between students belonging to Science and Humanities Faculties. The results of comparison of mean scores of Perceived Initiating Competency for Humanities and Commerce students indicate that there is no significant difference in Perceived Initiating Competency (‘t’ =1.406) between students belonging to Humanities and Commerce faculties. The results of comparison of mean scores of Perceived Initiating Competency for Science  and Commerce students indicates that there exists significant difference in Perceived Initiating Competency (‘t’ =3.661) between students belonging to science and Commerce faculties. Therefore hypothesis 3b) is partially accepted.
	Hypothesis 3 c) states that there exists significant difference in mean scores of Perceived Initiating Competency of Higher Secondary School Students between the relevant sub samples based on type of management of school. The results of comparison of mean scores of Perceived Initiating Competency between Government and Aided Higher Secondary School Students indicates that there exists significant difference in Perceived Initiating Competency (‘t’ = 2.924) between them. The results of comparison of mean scores of Perceived Initiating Competency between Government  and Unaided Higher Secondary School Students indicates that there exists significant difference in Perceived Initiating Competency (‘t’ = 4.791) between them. The results of comparison of mean scores of Perceived Initiating Competency between Aided and Unaided Higher Secondary School Students indicates that there is significant difference in Perceived Initiating Competency (‘t’ = 2.340) between them. Hence hypothesis 3 c) is fully accepted.
	Hypothesis 4 a) states that there exists significant difference in mean scores of Perceived Personal Success of Higher Secondary School Students between the relevant sub samples based on Gender. The result of comparison of mean scores of Perceived Personal Success for male and female Higher Secondary School Students indicates that there is no significant difference in Perceived Personal Success (‘t’=0.375) between male and female students. Hence the hypothesis 4 a) is rejected.
	Hypothesis 4 b) states that there exists significant difference in mean scores of Perceived Personal Success of Higher Secondary School Students between the relevant sub samples based on Faculty.  The results of comparison of mean scores of Perceived Personal Success for Science and Humanities students indicates that there is no significant difference in Perceived Personal Success between students belonging to Science and Humanities Faculties. (t=0.415) and between students belonging to Humanities and Commerce Faculties (t=1.553). The results of comparison of mean scores of Perceived Personal Success for Science and Commerce students indicates that there exists significant difference in Perceived Personal Success (‘t’=1.988) between students belonging to Science and Commerce faculties. So the hypothesis 4 b) is partially accepted.
	Hypothesis 4 c) states that there exists significant difference in mean scores of Perceived Personal Success of Higher Secondary School Students between the relevant sub samples based on Type of Management of school. The results of comparison of mean scores of Perceived Personal Success between Government and Aided  Higher Secondary School Students indicates that there is significant difference in Perceived Personal Success (‘t’=2.607) between them. The results of comparison of mean scores of Perceived Personal Success between Government and Unaided Higher Secondary School Students indicates that there exist significant difference in Perceived Personal Success (‘t’ = 3.585) between them. The results of comparison of mean scores of Perceived Personal Success between Aided and unaided Higher Secondary School Students indicates that there is no significant difference in Perceived Personal Success (‘t’ = 1.432) between them. Hence hypothesis 4 c) is partially accepted.
	Hypothesis 4 d) states that there exists significant difference in mean scores of Perceived Personal Success of Higher Secondary School Students between the sub samples based on the levels of Perceived Initiating Competency. The results of comparisons of mean scores of Perceived Personal Success between students with low Perceived Initiating Competency and Average Perceived Initiating Competency indicates that there is significant difference in Perceived Personal Success (‘t’ = 12.885) between them. The results of comparison of mean scores of Perceived Personal Success between students with low Perceived Initiating Competency and High Perceived Initiating  Competency indicates that there is significant difference in Perceived Personal Success (‘t’ = 22.779) between them. The results of comparison of mean scores of Perceived Personal Success  between students with Average Perceived Initiating Competency and High Perceived Initiating Competency indicates that there is significant difference in Perceived Personal Success (t=13.077) between them. Hence the hypothesis 4 d) is fully accepted.
	Hypothesis 5 states that Gender, Faculty, and Type of Management of school have significant main and interaction effect on Perceived Initiating Competency of Higher Secondary School Students. The findings reveal that Gender and type of management of school have significant main effect on Perceived Initiating Competency of Higher Secondary School Students. Faculty has no significant main effect on Perceived Initiating Competency. Gender and type of management of school have significant interaction effect on Perceived Initiating Competency of Higher Secondary School Students. ‘Gender and Faculty’ and ‘Faculty and Type of Management of School’ have no significant interaction effect on Perceived Initiating Competency of Higher Secondary School Students. Gender, Faculty and type of management of school have significant interaction effect on Perceived Initiating Competency of Higher Secondary School Students. Therefore hypothesis 5 is partially accepted.
	Hypothesis 6 states that Gender, Faculty and Perceived Initiating Competency have significant main and interaction effect on Perceived Personal Success of Higher Secondary School Students. Findings reveals that the main effect of Gender and Perceived Initiating Competency on Perceived Personal Success significant but the main effect of faculty on Perceived Personal Success is not significant. ‘Gender and Faculty’, ‘Gender and Perceived Initiating Competency’ and ‘Faculty and Perceived Initiating Competency’ have no significant interaction effect on Perceived Personal Success of Higher Secondary School Students. Gender, Faculty and Perceived Initiating Competency have no significant interaction effect on Perceived Personal Success of Higher Secondary School Students. Therefore hypothesis 6 is partially accepted.
H. CONCLUSION   
	Based on the analysis, the investigator reached the following conclusions.
	The level of Perceived Initiating Competency is average for the Higher Secondary School Students in the sub samples based on Gender, Faculty and Type of Management of Schools. There is significant substantial and positive relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the total sample and in the sub samples based on Gender, Faculty and Type of Management of schools. Since Perceived Personal Success is found to be increasing with increasing level of Perceived Initiating Competency, it can be concluded that Initiating Competency is a deliberative factor of Perceived Personal Success.
	Perceived Initiating Competency is significantly higher for Female students than Male students. Among the faculties, the students belonging to Commerce faculty has less Perceived Initiating Competency when compared to Science and Humanities students. Considering the Type of Management of Schools, students of Unaided school have less Perceived Initiating Competency than students of Government and Aided Higher Secondary Schools.
	Perceived Personal Success of Male and Female students are almost equal. The students belong to Commerce faculty have lower Perceived Personal Success than students of Science and Humanities faculties. In the case of Type of Management of School, students of Unaided school perceived less Personal Success than students of Government and Aided Higher Secondary Schools. Among the students belong different levels of Perceived Initiating Competency, the students belong to low Perceived Initiating Competency perceived less Personal Success when compared to students belong to average and high Perceived Initiating Competency.
	Gender and Type of Management of School have significant main and interaction effect on Perceived Initiating Competency but faculty has no significant main effect on Perceived Initiating Competency of Higher Secondary School Students. Gender and Perceived Initiating Competency have significant main effect on Perceived Personal Success but faculty has no significant main effect on Perceived Personal Success of Higher Secondary School Students. Hence it can be concluded that among students belonging to different Type of Management of School, there may be significant difference in the Perceived Initiating Competency.
	The two – way interaction effect of Gender and Type of Management of School on Perceived Initiating Competency is significant. But the two way interaction of Gender and faculty and faculty and Type of Management of School on Perceived Initiating Competency is not significant. The two way interaction effect of Gender and Faculty; Gender and Perceived Initiating Competency; Faculty and Perceived Initiating Competency on Perceived Personal Success is not significant. It can be concluded that Perceived Initiating Competency may differ among the relevant sub samples based on Gender and Type of Management of School.
	The three – way interaction effect of Gender, Faculty and Type of Management of School on Perceived Initiating Competency is significant. But the three–way interaction effect on Gender, Faculty and Perceived Initiating Competency on Perceived Personal Success is not significant. It can be concluded that Perceived Initiating Competency may differ among the relevant sub samples based on gender, faculty and Type of Management of School.

I.  EDUCATIONAL IMPLICATIONS
	The main aim of the present investigation is find out if there exists any significant relationship between Perceive Initiating Competency and Perceived Personal Success of Higher Secondary School Students. The results reveal that there exist significant relationship between Perceived Initiating Competency and Perceived Personal Success. This shows that Perceived Initiating Competency is an influential factor of Perceived Personal Success of Higher Secondary School Students. Hence the enhancement in initiating competency of students may make positive charge in their Perceived Personal Success. Based on the findings of the study the investigator put forward the followings suggestions, with a view to improve the present educational system by enhancing the Initiating Competency of Students, to ensure Perceived Personal Success.
1.	Students may be aware of the importance of Initiating Competency for achieving success in various fields.
2.	Training may be provided to students to enhance Initiating Competency.
3.	As the Perceived Initiating Competency of Male students are lower than that of Female Students special training may be organized for Male Students in order to enhance their Initiating Competency.
4.	As the Perceived Initiating Competency of commerce students are lower than that of science and humanities students special training may be organized for commerce students in order to enhance their initiating competency.
5.	As the Perceived Initiating Competency of unaided students are lower than that of Government and Aided students special training may be organized for unaided students in order to enhance their Initiating competency.
6.	Along with providing training to develop initiating competency, students may be trained to perceive the development of it in themselves.
J.  SUGGESTIONS FOR FURTHER RESEARCH  
	Based on the findings of present study, the following topics can be suggested for further research.
1.	Replication of the present study using samples from College Students and Secondary School Students.
2.	The same study can be conducted on Higher Secondary School Students belong to CBSE and VHSE schools.
3.	The same study can be conducted on Higher Secondary School Students in Boarding and Residential schools.
4.	A study can be conducted to find out the relationship between Perceived Initiating Competency and Perceived Personal Success of Higher Secondary School Students in the sub samples based on locality.
5.	A study can be conducted to find out the relationship between Perceived Initiating Competency and Academic performance of Higher Secondary School Students.
6.	A study can be conducted to find out different ways for improving initiating competency. 

BIBLIOGRAPHY
                                    BIBLIOGRAPHY

Alex, P. (2009). Study habits and academic achievement of children from broken families with special reference to Higher Secondary School Students. GCTE Journal of Research and Extension in Education, 4, 50-55.
Arora, M. & Aishwarya, R.L. (2006). Perceived parental behavior as related to student’s academic school success and competence. Journal of Indian Academy of Applied psychology, 31 (1) 47-53.
Atkinson, J., Berne, E. & Woodworth, R.S. (1998) Dictionary of psychology. Delhi: Goyl Saab Publishers.
Basavanna, M. (2000). Dictionary of psychology.  New Delhi: Allied Publishers.
Best, J.W. & Khan (1995). Research in education New Delhi: Allied Published limited.
Best, J.W. & Khan, J.V. (2009). Research in education (10th Ed.). New Delhi: Prentice Hall of India Private Limited.
Bini, C.L. & Sadananthan, M. (2009). Family relationship and academic achievement among Higher secondary students. GCTE Journal of Research and Extension in Education, 4, 17-23
Buch, M.B. (1991). Fourth survey of research in education.  New Delhi: NCERT.
Buch, M.B. (1998). Third survey of research in education.  New Delhi: NCERT.
Chaplin, J.P. (1985). Dictionary of psychology (2nd Ed.)  New York: Dell Publishing.
Chowdhary, A & Muni, A.K. (1995). Role of parental support in children’s need satisfaction and academic achievements. Journal of community Guidance and Research, 12 (2), 135-141.
Darsana, M. (2007). Relationship Between Emotional Intelligence and certain achievement facilitating variables of Higher Secondary School Students.  Edutracks, 7(4), 25-31.
DeMello, L.R. & Imms, R. (1999). Self-esteem locus of control and coping style and their relationship to school attitude of adolescents. Psychological Studies, 44, 1-2.
Devi, B.  & Ravneet, M.S. (2002). An investigation into the problems of adolescents studying in Government and public schools in relation to their intelligence and academic achievement.  Asian Journal of Psychology and Education, 35, 10-15.
Devi, B. & Ranveet, M.S. (2002). An investigation in to the problems of adolescents studying in Government and public schools in relation to their intelligence and academic achievement. Asian Journal of Psychology and Education, 35( 6), 10-15.
Devi, M.A. & Rani, A.J. (2011). Emotional competence and social reticence of adolescents students. Journal of Educational Research & Extension, 48 (2), 25-36.
Dochy, F.J.R.C. (1991). The role of subject oriented expertise: A study of the impact of personal and contextual variables on success in an economics course as indicators of expertise. (ERIC document reproduction service No. ED385207).
Ferguson, G.A. (1976). Statistical analysis in psychology and education. Tokyo: McGraw Hill Kogakusha.
Gakhar, S.C. & Manhas, K.D. (2005). Cognitive correlates of emotional intelligence of adolescents. Ram-Esh Journal of Education, 29(2), 78-83.
Garret, H.E. &Woodworth, R.S. (1973). Statistics in psychology and education. New Delhi: Paragan International Publishers.
Garret, H.E. (1961). Statistics in psychology and education. Bombay: Vakil, Feffer and Simons limited.
Gayathridevi, P. R. (1985). A study to investigate parent’s interest at middle school level, Unpublished mastera dissertation, University of Mysore.
George, D., Dixon, S., Stansal, E., Gelb, S.L. & Pheri, T. (2008).  Associated with academic and personal success among university undergraduates. (ERIC document reproduction service No. EJ4794299).
Gir, S., Sharma, S. & Upadhyay, B. (2011).  Association between self-esteem and stress in adolescents. Recent Research in Education and Psychology, 16, 138-146.
Goleman, D. (1998). Working with emotional intelligence. London: Bloosbury Publishing Group.
Good, C.V. (1973). Dictionary of education. New York: McGraw Hill Book Company.
Hemalatha, A. (2008).  Self confidence, Human Relationship and Academic Performance of higher secondary Boya. Journal of psychological Researchers, 52, 14-16.
Heuson, T. (1994).  The international encyclopedia of education.  Exeter: BPC Wheaton Limited.
Holly, W. (1987). Does it contribute to students academic success? Oregon school study council, University of Oregon.
Hornby, A.S. (2005). Oxford Advanced Learner’s Dictionary of current English (7th Ed.) New York: Oxford University Press.
Hurlock, E.B. (1973). Adolescent development. New York: MC Graw Hill Book Company.
Hurlock, E.B. (1981). Developmental psychology: A life span approach. New Delhi: Tata  Mc Graw Hill Publishing Co. Ltd.
Jayaswal, M., Sinha, S.K., Kumari, K, & Arora, A. (2003). Parental support and academic achievement in tribal  school students of Jharkhand. Journal of All India Association for Educational Research. 15 (34), 9-16.
Karunanidhi, S., Nandini, S.G. & Priscila, S. (1996). Perceived problems and gender differences in relation to self-esteem among adolescents. Journal of Psychological Research, 40, 74-80.
Koneri, R. & Patted, L.B. (2010). Relationship between parental involvement and emotional intelligence of secondary school adolescents. GCTE Journal of Research and Extension in Education, 5(2), 79-85.
Kothari, C.R. (2004). Research Methodology: Methods and Techniques. (IInd Ed.) New Age International Private Limited.
Koul, L. (2009). Methodology of Educational Research (4th Ed.) Delhi: Vikas Publishing House Pvt. Ltd.
Kumar, G.N.S. & Arockiasamy, S. (2010). Perception of co-curricular activities by Higher Secondary students and its influence on their academic achievement. Journal of Educational Research & Extension, 47, 1-8.
Kvet, E.J. & Watkins, R.C. (1993). Success attributes in teaching music as perceived by elementary education majors. (ERIC document reproduction service No. EJ471726).
Larose, S. & Roy, R. (1991). The role of Prior academic performance and nonacademic attributes in the prediction of the success of High-Risk College students. (ERIC document reproduction service No. EJ428105).
Mangal, S.K. (2002). Advanced Educational Psychology (2nd ed.) New Delhi: Prentice Hall of India.
Manhas, K.D. & Gakhar, S.C. (2006). Non-cognitive correlates of emotional intelligence of adolescents. Journal of Educational Research & Extension, 43 (1), 1-9.
Morales, M.J. (2010). Factors that contribute to academic success in Higher Education of Latino Males in the Los Angeles Community college District. (ERIC document reproduction service No. ED522602).
Nangia, A., Dhillon, S, & Devi, B. (2011). A study of emotional intelligence, cognitive styles and personality types of academically talented and average students. Recent Research in Education and Psychology, 16, 1-11.
Nayagam, S.S. & Arokiasamy, S. (2004). Self-esteem and educational aspiration in secondary school students. International Educator, 16, 25-27.
Priscilla, S. & Karunanidhi, S. (1998). Influence of self-esteem, locus of causality and adjustment on behavioural problems of adolescent girls. Journal of Psychological Research, 42(3), 146-150.
Raj, H.S.S. & Sreethi, S. (2000). Academic achievement as related to procrastination behavior and study habits.  Journal of Psychological Researches, 44, 82-87.
Ramalingam, P. (1995). Academic’s Dictionary of psychology. New Delhi: Academic (India) Publishers.
Seghal, M. (1999). A study on EQ, Intelligence, personality and psychological well being of adolescence. Asian Journal of Psychology and Education, 32, 17-19.
Sharma, P. & Sharma, P. (2008). A study of career preference of senior secondary students in relation to their intelligence. New frontiers in Education, 41(2), 191-194.
Smith, L. (2004). Illustrated Dictionary of psychology. New Delhi: Lotus Press.
Sridevi, K.V. & Parveen, L. (2008). Relationship of Emotional Intelligence, Adjustment, Self-concept and Scholastic achievement of Higher Secondary Students.  Journal of Educational Research & Extension, 45(2), 38-49.
Suresh, B. (2005).  Science study approaches and academic achievement in Higher Secondary School Students. GCTE Journal of Research Extension in Education, 1, 33-40.
Thomas, I. & Sanandaraj, H.S. (1982). Self-esteem and academic achievement, a study of ninth grade students. Journal of the Institute of Educational Research, 6, 24-28.
Ubuz, B. (2011). Factors associated with success in a calculus course: An examination of personal variables. (ERIC document reproduction service No. EJ908768)
Usman, M. (2003). Self-esteem in relation to social maturity of Higher Secondary School Students of Kerala. Med dissertation, University of Calicut.
Verma, B.P. & Dashora, J. (1988). Self-esteem as related to academic achievement of male and female adolescents. Journal of the Institute of Educational Research, 12, 10-14.
Zepke, N., Leach, L. & Butler, P. (2011).  Non-Institutional influence and student perceptions of success. (ERIC document reproduction service No. EJ917358).

APPENDICES
APPENDIX IA
FAROOK TRAINING COLLEGE 
PERCIEVED INITIATING COMPETENCY ASSESMENT SCALE (2011)
(Draft)  

Abdul Hameed Muktar Mahal				Shajida. M
Associate Professor						 M.Ed. Student
Farook Training College					Farook Training College
\nÀt±-i-§Ä
	\n§sf kw_-Ôn-¡p¶ Nne {]kvXm-h-\-bmWv Xmsg X¶n-cn-¡p-¶-Xv. FÃm {]kvXm-h-\-bv¡pw FÃm-bvt¸m-gpw, an¡-t¸m-gpw, Nne-t¸mÄ, A]qÀÆ-ambn, Hcn-¡-ep-anÃ F¶n-§s\ A©v {]Xn-I-c-W-§Ä D­v. Ah D¯-c-¡-S-em-knÂ Hmtcm {]kvXm-h-\-bp-tSbpw {Ia\¼-dn\v t\sc tcJ-s¸-Sp-¯n-bn-cn-¡p-¶p. \n§-fpsS {]Xn-I-cWw A\p-tbm-Py-amb tImf-¯nÂ icn NnÓw () D]-tbm-Kn¨v AS-bm-f-s¸-Sp-¯p-I. {]Xn-I-cWw kXy-k-Ô-am-bn-cn-¡-Ww. {]kvXmh\ ]{X¯nÂ H¶pw Xs¶ FgpXcpXv. 
	\n§-fpsS {]Xn-I-c-W-§Ä Kth-jW {]hÀ¯-\-§Ä¡v am{X-ap-Å-Xm-Wv. Cu {]Xn-I-c-W-§Ä cl-ky-ambn kq£n-¡p-¶-Xm-bn-cn-¡pw. 

1.	Dd-§m³ Dt±-in-¡p¶ ka-b-¯v Xs¶ Dd-§m³ InS-¡m-dp-­v.
2.	Iq«p-ImÀ Fs´-¦nepw ]cn-]m-Sn-IÄ Bkq-{XWw sN¿p-t¼mÄ amdn  \nÂ¡m-dp-­v. 
3.	amXm-]n-Xm-¡sf klm-bn-t¡­n hcp-t¼mÄ DS-s\-Xs¶ klm-bn-¡m-dp-­v.
4.	A²ym-]-Isc ImWp-t¼m-Ä A`n-hmZyw sN¿m³ aSn tXm¶m-dp-­v.
5.	]cn-N-b-an-Ãm¯ Hcmsf ImWp-t¼mÄ Xs¶ ]cn-N-b-s¸-SWw F¶v  tXm¶m-dp-­v. 
6.	Ipfn-¡m³ Hcp-§p-t¼mÄ Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp­v.
7.	Fs´-¦nepw hnt\m-Z-¯nÂ GÀs¸-S-W-sa¶v tXm¶p-t¼mÄ Xs¶ AXnÂ GÀs¸-Sm-dp-­v.
8.	ho«nse kz´w D¯-c-hm-Zn-Xz-§Ä sN¿m³ aSn ImWn-¡m-dp-­v. 
9.	¢mÊnÂ t]mhm¯ Znhkw FSp¯ ]mT-`m-K-§sf Ipdn¨v A¶v Xs¶ Iq«p-Im-tcmSv tNmZn-¡m-dp-­v.
10.	Hcp tcmKnsb ImWm³ t]mhWw F¶v Dt±-in-¡p-t¼mÄ ]n¶oSv t]mhmw F¶v Icp-Xm-dp-­v. 
11.	\Jw apdn-¡m³ Dt±-in-¡p¶ ka-b¯v Xs¶ \Jw sh«m-dp-­v.
12.	_Ôp-¡Ä hnhm-l-¯n\v £Wn-¨mÂ t]mhm³ aSn ImWn-¡m-dp-­v. 
13.	hoSnsâ A´Êv DbÀ¯p-hm-\pÅ Fs´-¦nepw Bi-b-§Ä a\-ÊnÂ h¶mÂ F{Xbpw thKw AXv ho«p-Im-tcmSv ]d-bm-dp-­v. 
14.	kl-]m-Tn-IÄ¡v th­n Fs´-¦nepw klmbw sNt¿­n hcp-t¼mÄ amdn \nÂ¡m-dp-­v. 
15.	C³Ìn-äyq-«nÂ Bcp-an-Ãm¯ Hcp dqanÂ ^m³ Id-§p-¶Xv ImWp-t¼mÄ DSs\ Xs¶ Hm^m-¡m-dp-­v. 
16.	ImÂ hr¯n-bm-¡m³ Dt±-in-¡p-t¼mÄ ]n¶oSv sN¿mw F¶v hnNm-cn-¡m-dp­v.
17.	D¯cw Adn-bm-hp¶ Hcp tNmZyw A²ym-]-I³ tNmZn-¨mÂ AXn\v DSs\ Xs¶ D¯cw ]d-bm-dp-­v.
18.	Ah-kcw In«n-bmepw ho«nse Ip«n-I-fpsS IqsS kabw sNe-h-gn-¡m³ aSn ImWn-¡m-dp-­v.
19.	HcmÄ¡v t^m¬ sN¿Ww F¶v Dt±-in-¡p¶ ka-b¯v Xs¶ sN¿m-dp-­v.
20.	_ÊnÂ koän-en-cn-¡p-t¼mÄ h¿m-s¯m-cmÄ _Ên-te¡v Ib-dn-bmÂ FWoäv sImSp-¡m³ aSn-¡m-dp-­v.
21.	C³Ìn-äyq-«nÂ Fs´-¦nepw ]cn-]m-Sn-IÄ kwL-Sn-¸n-¡p-t¼mÄ XmÂ]-cy-apÅ ]cn-]m-Sn-IÄ¡v DSs\ Xs¶ t]cv \ÂIm-dp-­v.
22.	Btcm-sS-¦nepw Fs´-¦nepw Xami ]d-b-W-sa¶v tXm¶p-t¼mÄ AXv ]n¶oSv ]dbmw F¶v hnNm-cn-¡m-dp-­v.
23.	hyàn]c-amb Bhiyw t\cn-Sp-t¼mÄ ho«nse kml-Ncyw A\p-Iq-e-am-sW-¦nÂ At¸mÄ Xs¶ Bh-iy-s¸-Sm-dp-­v.
24.	skan-\mÀ Ah-X-cn-¸n-t¡­n hcp-t¼m-Ä ]n¶oSv sN¿mw F¶v  Icp-Xm-dp­v.
25.	GsX-¦nepw hnt[\ aäp-Å-h-cpsS hnj-a-¯n\v Imc-W-am-bmÂ DSs\ Xs¶ tkmdn ]d-bm-dp-­v.
26.	Iq«p-Im-cnÂ CjvS-s¸-Sm¯ Imcy-§Ä I­mÂ DSs\ Xs¶ AXv Xpd¶v   ]d-bm-dp-­v.
27.	ho«nÂ `£Ww Ign-¡m³ Hcp-§p-t¼mÄ Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp-­v.
28.	C³Ìn-äyq-«nÂ ]cn-]m-Sn-IÄ kwL-Sn-¸n-¡p-t¼mÄ t]cv \ÂInb ]cn-]m-Sn-IÄ ]cn-io-en-¡m³ ka-b¯v Xs¶ lmP-cm-hm-dp-­v.
29.	hyàn-]-c-amb k¦-S-§fpw _p²n-ap-«p-Ifpw ho«nÂ ]d-bWw F¶v tXm¶p-t¼mÄ ]n¶oSv ]dbmw F¶v hnNm-cn-¡m-dp-­v.
30.	FXnÀ enwK-¯nÂs¸« Hcp Ip«n-tbmSv kwkm-cn-t¡­ Imcyw At¸mÄ Xs¶ kwkm-cn-¡m-dp-­v.
31.	aäp-Å-h-cpsS hnj-a-§Ä tIÄ¡m³ aSn ImWn-¡m-dp­v.
32.	]{Xw In«n-bmÂ DSs\ Xs¶ {][m\ hmÀ¯-IÄ hmbn-¡m-dp­v.
33.	TV ImWm³ Dt±-in-¡p¶ ka-b¯v Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp-­v.
34.	ho«nÂ hg-¡p-­m-Ip-t¼mÄ AXv XoÀ¡m³ ap³I-s¿-Sp-¡m-dp-­v.
35.	C³Ìn-äyq-«nÂ \n¶v Assk³saâv X¶mÂ aäp-hÀ¡p-IÄ H¶p-an-sÃ-¦nepw AXv ]n¶oSv sN¿mw F¶v Icp-Xm-dp-­v.
36.	_ÊnÂ Bsc-¦nepw Ip«n-I-tfmSv A]-a-cym-Z-bmbn s]cp-am-dp-¶Xv ImWp-t¼mÄ DSs\ Xs¶ AXn-s\-Xnsc {]Xn-I-cn-¡m-dp-­v.
37.	Btcm-sS-¦nepw Fs´-¦nepw ]d-tb­n hcp-t¼mÄ ]n¶oSv ]dbmw F¶v hnNm-cn-¡m-dp-­v.
38.	kwkm-cn-¨p-sIm-­n-cn-¡p-t¼m-Ä Hcp Xami HmÀ½-h-¶mÂ At¸m-Ä Xs¶ AXv ]d-bm-dp-­v.
39.	ho«nÂ AXn-Yn-IÄ hcp-t¼mÄ Hgnªv \nÂ¡m-dp-­v.
40.	Iq«p-ImÀ Fs´-¦nepw klmbw Bh-iy-s¸-«mÂ aäp XS-Ê-§Ä H¶p-an-sÃ-¦nÂ DSs\ Xs¶ sNbvXv sImSp-¡m-dp-­v.
41.	s]mXp-h-gn-bnse ss]¸nÂ \n¶v shÅw ]mgm-hp-¶Xv ImWp-t¼mÄ DSs\ Xs¶ AS-¡m³ aSn tXm¶m-dp-­v.
42.	]Xn-hmbn hymbmaw sN¿m-dp-­v.
43.	]m«v tIÄ¡m³ Dt±-in-¡p¶ ka-b¯v Ipd¨v Ign-bs« F¶vhnNm-cn-¡m-dp-­v.
44.	ho«n-epÅ Bsc-¦nepw Fs´-¦nepw t\«w ssIh-cn-¨Xv Adn-ªmÂ DSs\ Ahsc A`n-\µn-¡m-dp-­v.
45.	¢mÊn-ep-­m-Ip¶ kwi-b-§Ä At¸mÄ Xs¶ So¨-tdmSv tNmZn-¡m³ aSn tXm¶m-dp-­v.
46.	sN¿m³ Ign-bp¶ klmbw Bsc-¦nepw Ah-iy-s¸-«mÂ AXv Ign-hXpw thKw Xs¶ tNbvXp-sIm-Sp-¡m-dp-­v.
47.	_p¡v ASp-¡n-sh-¡Ww F¶v Icp-Xp-t¼m-Ä Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp-­v.
48.	Iq«p-Im-cpsS IqsS aäp Iq«p-Im-cpsS IpsS IÃym-W-¯n\v t]mhm³ ]cn-]m-Sn-bn-Sp-t¼mÄ DSs\ X¿m-dm-hm-dp-­v.
49.	ho«p-Im-cpsS IqsS ]pd¯p t]mhm³ Ah-kcw In«p-t¼mÄXs¶ t]mhm-dp-­v.
50.	ho«nÂ ]IÂ ka-b-§-fnÂ _Ä_v I¯p-¶Xv ImWp-t¼mÄ DSs\ Xs¶ Hm^m-¡m³ aSn tXm¶m-dp-­v.
51.	Iq«p-ImÀ Fs´-¦nepw t\«w ssIh-cn-¨Xv Adn-ªmÂ DSs\ Xs¶ A`n-\-µn-¡m-dp-­v.
52.	]Tn-¡m³ Dt±-in-¡p¶ ka-b¯v Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp-­v.
53.	cmhnse C³Ìn-äyq-«n-te¡v ]pd-s¸-Sp-t¼m-Ä sNt¿­ Imcy-§Ä ka-b¯v Xs¶ sN¿m-dp-­v. 

APPENDIX I B
FAROOK TRAINING COLLEGE 
PERCIEVED INITIATING COMPETENCY ASSESMENT SCALE (2011)
 (Final)  

Abdul Hameed Muktar Mahal				Shajida. M
Associate Professor						M.Ed. Student
Farook Training College					Farook Training College
\nÀt±-i-§Ä
	\n§sf kw_-Ôn-¡p¶ Nne {]kvXm-h-\-bmWv Xmsg X¶n-cn-¡p-¶-Xv. FÃm {]kvXm-h-\-bv¡pw FÃm-bvt¸m-gpw, an¡-t¸m-gpw, Nne-t¸mÄ, A]qÀÆ-ambn, Hcn-¡-ep-anÃ F¶n-§s\ A©v {]Xn-I-c-W-§Ä D­v. Ah D¯-c-¡-S-em-knÂ Hmtcm {]kvXm-h-\-bp-tSbpw {Ia\¼-dn\v t\sc tcJ-s¸-Sp-¯n-bn-cn-¡p-¶p. \n§-fpsS {]Xn-I-cWw A\p-tbm-Py-amb tImf-¯nÂ icn NnÓw () D]-tbm-Kn¨v AS-bm-f-s¸-Sp-¯p-I. {]Xn-I-cWw kXy-k-Ô-am-bn-cn-¡-Ww. {]kvXmh\ ]{X¯nÂ H¶pw Xs¶ FgpXcpXv. 
	\n§-fpsS {]Xn-I-c-W-§Ä Kth-jW {]hÀ¯-\-§Ä¡v am{X-ap-Å-Xm-Wv. Cu {]Xn-I-c-W-§Ä cl-ky-ambn kq£n-¡p-¶-Xm-bn-cn-¡pw. 

1.	Dd-§m³ Dt±-in-¡p¶ ka-b-¯v Xs¶ Dd-§m³ InS-¡m-dp-­v.
2.	Iq«p-ImÀ Fs´-¦nepw ]cn-]m-Sn-IÄ Bkq-{XWw sN¿p-t¼mÄ amdn  \nÂ¡m-dp-­v. 
3.	amXm-]n-Xm-¡sf klm-bn-t¡­n hcp-t¼mÄ DS-s\-Xs¶ klm-bn-¡m-dp-­v.
4.	A²ym-]-Isc ImWp-t¼m-Ä A`n-hmZyw sN¿m³ aSn tXm¶m-dp-­v.
5.	Ipfn-¡m³ Hcp-§p-t¼mÄ Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp­v.
6.	ho«nse kz´w D¯-c-hm-Zn-Xz-§Ä sN¿m³ aSn ImWn-¡m-dp-­v. 
7.	¢mÊnÂ t]mhm¯ Znhkw FSp¯ ]mT-`m-K-§sf Ipdn¨v A¶v Xs¶ Iq«p-Im-tcmSv tNmZn-¡m-dp-­v.
8.	Hcp tcmKnsb ImWm³ t]mhWw F¶v Dt±-in-¡p-t¼mÄ ]n¶oSv t]mhmw F¶v Icp-Xm-dp-­v. 
9.	\Jw apdn-¡m³ Dt±-in-¡p¶ ka-b¯v Xs¶ \Jw sh«m-dp-­v.
10.	_Ôp-¡Ä hnhm-l-¯n\v £Wn-¨mÂ t]mhm³ aSn ImWn-¡m-dp-­v. 
11.	hoSnsâ A´Êv DbÀ¯p-hm-\pÅ Fs´-¦nepw Bi-b-§Ä a\-ÊnÂ h¶mÂ F{Xbpw thKw AXv ho«p-Im-tcmSv ]d-bm-dp-­v. 
12.	kl-]m-Tn-IÄ¡v th­n Fs´-¦nepw klmbw sNt¿­n hcp-t¼mÄ amdn \nÂ¡m-dp-­v. 
13.	C³Ìn-äyq-«nÂ Bcp-an-Ãm¯ Hcp dqanÂ ^m³ Id-§p-¶Xv ImWp-t¼mÄ DSs\ Xs¶ Hm^m-¡m-dp-­v. 
14.	ImÂ hr¯n-bm-¡m³ Dt±-in-¡p-t¼mÄ ]n¶oSv sN¿mw F¶v hnNm-cn-¡m-dp­v.
15.	D¯cw Adn-bm-hp¶ Hcp tNmZyw A²ym-]-I³ tNmZn-¨mÂ AXn\v DSs\ Xs¶ D¯cw ]d-bm-dp-­v.
16.	Ah-kcw In«n-bmepw ho«nse Ip«n-I-fpsS IqsS kabw sNe-h-gn-¡m³ aSn ImWn-¡m-dp-­v.
17.	HcmÄ¡v t^m¬ sN¿Ww F¶v Dt±-in-¡p¶ ka-b¯v Xs¶ sN¿m-dp-­v.
18.	_ÊnÂ koän-en-cn-¡p-t¼mÄ h¿m-s¯m-cmÄ _Ên-te¡v Ib-dn-bmÂ FWoäv sImSp-¡m³ aSn-¡m-dp-­v.
19.	C³Ìn-äyq-«nÂ Fs´-¦nepw ]cn-]m-Sn-IÄ kwL-Sn-¸n-¡p-t¼mÄ XmÂ]-cy-apÅ ]cn-]m-Sn-IÄ¡v DSs\ Xs¶ t]cv \ÂIm-dp-­v.
20.	Btcm-sS-¦nepw Fs´-¦nepw Xami ]d-b-W-sa¶v tXm¶p-t¼mÄ AXv ]n¶oSv ]dbmw F¶v hnNm-cn-¡m-dp-­v.
21.	hyàn]c-amb Bhiyw t\cn-Sp-t¼mÄ ho«nse kml-Ncyw A\p-Iq-e-am-sW-¦nÂ At¸mÄ Xs¶ Bh-iy-s¸-Sm-dp-­v.
22.	skan-\mÀ Ah-X-cn-¸n-t¡­n hcp-t¼m-Ä ]n¶oSv sN¿mw F¶v  Icp-Xm-dp­v.
23.	GsX-¦nepw hnt[\ aäp-Å-h-cpsS hnj-a-¯n\v Imc-W-am-bmÂ DSs\ Xs¶ tkmdn ]d-bm-dp-­v.
24.	Iq«p-Im-cnÂ CjvS-s¸-Sm¯ Imcy-§Ä I­mÂ DSs\ Xs¶ AXv Xpd¶v   ]d-bm-dp-­v.
25.	ho«nÂ `£Ww Ign-¡m³ Hcp-§p-t¼mÄ Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp-­v.
26.	C³Ìn-äyq-«nÂ ]cn-]m-Sn-IÄ kwL-Sn-¸n-¡p-t¼mÄ t]cv \ÂInb ]cn-]m-Sn-IÄ ]cn-io-en-¡m³ ka-b¯v Xs¶ lmP-cm-hm-dp-­v.
27.	hyàn-]-c-amb k¦-S-§fpw _p²n-ap-«p-Ifpw ho«nÂ ]d-bWw F¶v tXm¶p-t¼mÄ ]n¶oSv ]dbmw F¶v hnNm-cn-¡m-dp-­v.
28.	FXnÀ enwK-¯nÂs¸« Hcp Ip«n-tbmSv kwkm-cn-t¡­ Imcyw At¸mÄ Xs¶ kwkm-cn-¡m-dp-­v.
29.	aäp-Å-h-cpsS hnj-a-§Ä tIÄ¡m³ aSn ImWn-¡m-dp­v.
30.	]{Xw In«n-bmÂ DSs\ Xs¶ {][m\ hmÀ¯-IÄ hmbn-¡m-dp­v.
31.	ho«nÂ hg-¡p-­m-Ip-t¼mÄ AXv XoÀ¡m³ ap³I-s¿-Sp-¡m-dp-­v.
32.	C³Ìn-äyq-«nÂ \n¶v Assk³saâv X¶mÂ aäp-hÀ¡p-IÄ H¶p-an-sÃ-¦nepw AXv ]n¶oSv sN¿mw F¶v Icp-Xm-dp-­v.
33.	_ÊnÂ Bsc-¦nepw Ip«n-I-tfmSv A]-a-cym-Z-bmbn s]cp-am-dp-¶Xv ImWp-t¼mÄ DSs\ Xs¶ AXn-s\-Xnsc {]Xn-I-cn-¡m-dp-­v.
34.	Btcm-sS-¦nepw Fs´-¦nepw ]d-tb­n hcp-t¼mÄ ]n¶oSv ]dbmw F¶v hnNm-cn-¡m-dp-­v.
35.	kwkm-cn-¨p-sIm-­n-cn-¡p-t¼m-Ä Hcp Xami HmÀ½-h-¶mÂ At¸m-Ä Xs¶ AXv ]d-bm-dp-­v.
36.	ho«nÂ AXn-Yn-IÄ hcp-t¼mÄ Hgnªv \nÂ¡m-dp-­v.
37.	Iq«p-ImÀ Fs´-¦nepw klmbw Bh-iy-s¸-«mÂ aäp XS-Ê-§Ä H¶p-an-sÃ-¦nÂ DSs\ Xs¶ sNbvXv sImSp-¡m-dp-­v.
38.	s]mXp-h-gn-bnse ss]¸nÂ \n¶v shÅw ]mgm-hp-¶Xv ImWp-t¼mÄ DSs\ Xs¶ AS-¡m³ aSn tXm¶m-dp-­v.
39.	]Xn-hmbn hymbmaw sN¿m-dp-­v.
40.	]m«v tIÄ¡m³ Dt±-in-¡p¶ ka-b¯v Ipd¨v Ign-bs« F¶vhnNm-cn-¡m-dp-­v.
41.	ho«n-epÅ Bsc-¦nepw Fs´-¦nepw t\«w ssIh-cn-¨Xv Adn-ªmÂ DSs\ Ahsc A`n-\µn-¡m-dp-­v.
42.	¢mÊn-ep-­m-Ip¶ kwi-b-§Ä At¸mÄ Xs¶ So¨-tdmSv tNmZn-¡m³ aSn tXm¶m-dp-­v.
43.	sN¿m³ Ign-bp¶ klmbw Bsc-¦nepw Ah-iy-s¸-«mÂ AXv Ign-hXpw thKw Xs¶ tNbvXp-sIm-Sp-¡m-dp-­v.
44.	_p¡v ASp-¡n-sh-¡Ww F¶v Icp-Xp-t¼m-Ä Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp-­v.
45.	Iq«p-Im-cpsS IqsS aäp Iq«p-Im-cpsS IpsS IÃym-W-¯n\v t]mhm³ ]cn-]m-Sn-bn-Sp-t¼mÄ DSs\ X¿m-dm-hm-dp-­v.
46.	ho«p-Im-cpsS IqsS ]pd¯p t]mhm³ Ah-kcw In«p-t¼mÄXs¶ t]mhm-dp-­v.
47.	ho«nÂ ]IÂ ka-b-§-fnÂ _Ä_v I¯p-¶Xv ImWp-t¼mÄ DSs\ Xs¶ Hm^m-¡m³ aSn tXm¶m-dp-­v.
48.	Iq«p-ImÀ Fs´-¦nepw t\«w ssIh-cn-¨Xv Adn-ªmÂ DSs\ Xs¶ A`n-\-µn-¡m-dp-­v.
49.	]Tn-¡m³ Dt±-in-¡p¶ ka-b¯v Ipd¨v Ign-bs« F¶v hnNm-cn-¡m-dp-­v.
50.	cmhnse C³Ìn-äyq-«n-te¡v ]pd-s¸-Sp-t¼m-Ä sNt¿­ Imcy-§Ä ka-b¯v Xs¶ sN¿m-dp-­v. 

APPENDIX IC
FAROOK TRAINING COLLEGE 
PERCEIVED INITIATING COMPETENCY ASSESSMENT SCALE (2011)
(Final)             
Abdul Hameed Muktar Mahal				Shajida. M
Associate Professor						M.Ed. Student
Farook Training College					Farook Training College

INSTRUCTIONS

        Given below are some statements about your Initiating Competency. Give your response by marking () mark in the respective columns of any of five categories-‘Always’, ‘Often’, ‘Sometimes’,’ Rarely’, and ‘Never’ given in the answer sheet. Your response should be true. Do not write anything in the statement sheet. Your answer will be kept confidential and will be used for research purpose.
1)	I can go to bed at indented time.
2)	I keep away when friends plan any activity.
3)	I help my parents when they need.
4)	When I see teachers, I am hesitant to greet them.
5)	I prefer to delay myself when I prepare for bath.
6)	I am hesitant to do my household duties.
7)	I ask my friends about the lessons taken in the class the same day when I am on leave.
8)	When I plan to visit a patient I postpone it.
9)	I cut my nails when I intend to do it.
10)	I am hesitant to attend marriage functions of relatives.
11)	When an idea to enhance our family status strikes me, I disclose it at the earliest to the family members.
12)	When my classmates need any help, I keep away from it.
13)	When I see a fan working in a class rooms, without students, I switch off then itself.
14)	When I intend to clean my legs I post pone it.
15)	When teachers ask a question and I know the answer, I answer it immediately.
16)	I am unwilling to spend time with children at home even though I get opportunities.
17)	When I intend to phone somebody I do it then itself .
18)	I am reluctant to give my seat in the bus to someone who is weak.
19)	When there are sports or cultural programmes in the school, I give my name for interested items at the earliest.
20)	I postponed my jokes, while interacting with my friends.
21)	If the situation at home is favourable, I inform my personal needs. 
22)	I prefer to delay the seminars to later sessions.
23)	I apologize immediately, if for any reason I cause harm to others.
24)	I openly tell my friends if I there is anything I don’t like with them.
25)	I prefer to delay when food is ready at home.
26)	I will be on time for the rehearsal sessions, if there are any cultural programmes in my institute.
27)	I prefer to delay disclosing my stress and sufferings at home.
28)	I talk what I have to talk to individuals of opposite gender without delay.
29)	I am reluctant to listen to others problem. 
30)	When newspaper comes, I go through important news.
31)	I start to resolve, when there is a dispute at home
32)	Even if I am free, I prefer to delay in doing school assignment. 
33)	I immediately react, if anyone behaves disrespectfully to students in bus. 
34)	I prefer to delay if I have to tell something to anybody. 
35)	If a joke comes to my mind while talking, I crack it at that instant. 
36)	When guest visit home, I keep myself away from them.
37)	When friends request any help, I help them at that instant if there is no other inconvenience.
38)	I am hesitant to close the common tap in a street, when I see water flows out from it. 
39)	I do physical exercise regularly.
40)	I prefer to delay when I intend to listen to songs. 
41)	If I know anyone at home achieve something, I congratulate at that instant.
42)	I am reluctant to clarify the doubts occurred in the class with the teacher at that instant. 
43)	If anyone request some help, other thing being favourable, I do it at that instant.
44)	I prefer to delay when I intend to keep books in order. 
45)	I start first when friends plan to attend other friends’ marriage. 
46)	When I get a chance for an outing to with family members, I used it then itself.
47)	I am hesitant to switch off bulb I see glowing during the day time.
48)	If I know any of my friends achieve something I congratulate then itself.
49)	I prefer to delay when I plan to study. 
50)	I do the things to be done on time, when I start for school required in the morning.

APPENDIX II A
FAROOK TRAINING COLLEGE 
PERCEIVED PERSONAL SUCCESS ASSESSMENT SCALE (2011)
(Draft)
Abdul Hameed Muktar Mahal				Shajida. M
Lecture, Selection Grade					M.Ed. Student
Farook Training College					Farook Training College
\nÀt±-i-§Ä
	\n§sf kw_-Ôn-¡p¶ Nne {]kvXm-h-\-IfmWv Xmsg X¶n-cn-¡p-¶-Xv. Hmtcm {]kvXm-h-\-bv¡pw FÃm-bvt¸m-gpw, an¡-t¸m-gpw, Nne-t¸mÄ, A]qÀÆ-ambn, Hcn-¡-ep-anÃ F¶n-§s\ A©v {]Xn-I-c-W-§Ä D­v. Ah D¯-c-¡-S-em-knÂ Hmtcm {]kvXm-h-\-bp-tSbpw {Ia\¼-dn\v t\sc tcJ-s¸-Sp-¯n-bn-cn-¡p-¶p. \n§-fpsS {]Xn-I-cWw A\p-tbm-Py-amb tImf-¯nÂ icn NnÓw () D]-tbm-Kn¨v AS-bm-f-s¸-Sp-¯p-I. {]Xn-I-cWw kXy-k-Ô-am-bn-cn-¡-Ww. {]kvXmh\ ]{X¯nÂ H¶pw Xs¶ FgpXcpXv. 
	\n§-fpsS {]Xn-I-c-W-§Ä Kth-jW {]hÀ¯-\-§Ä¡v am{X-ap-Å-Xm-Wv. Cu {]Xn-I-c-W-§Ä cl-ky-ambn kq£n-¡p-¶-Xm-bn-cn-¡pw. 
1.   	F\n¡v BtcmKyap­v.
2.	aX]camb BtLmj§fnÂ \n¶v hn«v  \nÂ¡m-dp­v
3.	ho«p-ImÀ tZjyw-]n-Sn-¡p-t¼mÄ Ah-tcmSv F§s\  \b-¯nÂ s]cpamdWsa¶v F\n-¡-dnbmw.
4.	kl-]m-Tn-I-fpsS Ign-hns\ A`n-\µn-¡m³ aSnbmWv
5.	kplr-¯p-¡-fpsS hogvN-IÄ Nq­n-¡m-Wn-Im³ Ign-bm-dp­v
6.	F\n¡v ]ncn-ap-dp¡w A\p-`-h-s¸-Sm-dp­v
7.	Iq«p-ImÀ Xam-i-]-d-bp-t¼m-Ä AXnÂ ]¦v sImÅm³ Ign-bm-dp-­v.
8.	c£n-Xm-¡Ä¡v Fs¶ shdp-¸m-Wv.
9.	Bh-iy-ap-f-f-t¸m-Ä CâÀs\-äv, I¼yq-«À t]mepÅ B[p-\nI kmt¦-XnI hnZy-IÄ Rm³ ]T-\-¯nÂ D]-tbm-Kn-¡m-dp-­v.
10.	kl-bm-{Xn-I-tcmSv CS-]-g-Im³ aSn-bm-Wv.
11.	Rm³ D]-tZ-in-¡p-t¼m-Ä aäp-Å-hÀ XmÂ]-cy-t¯msS tIÄ¡m-dp-­v.
12.	CjvS-s¸« ]m«p-IÄ tI«mÂ Bkz-Zn-¡m³ Ign-bm-dp-­v.
13.	amXm-]n-Xm-¡sf klm-bn-t¡­n hcp-t¼m-Ä amdn \nÂ¡m-dp­v
14.	kplr-¯p-¡Ä¡v Fs¶ CjvS-am-Wv.
15.	GXv kml-N-cy-t¯mSpw F\n¡v s]s«¶v CW-§n-t¨-cm³ Ignbpw
16.	hm¡v ]men-¡p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
17.	Hgnhv kabw e`n-¡p-t¼mÄ hnt\m-Z-¯nÂ GÀs¸-Sm³ Ign-bm-dp-­v.
18.	F\n¡v Bh-iy-apÅ km[-\-§Ä hm§n-X-cm³ c£n-Xm-¡Ä¡v CjvS-am-Wv.
19.	A²ym-]-I-tcmSv Imcy-§Ä tNmZn¨v Imcy-§Ä hyà-ambn a\-Ên-em-¡m³ aSn-bm-Wv.
20.	AbÂhm-kn-It-fmSv \Ã coXn-bnÂ s]cp-am-dm³ F\n¡v Ignbpw 
21.	bm{X F\n¡v kt´m-j-apÅ Imcy-am-Wv. 
22.	Iq«p-Im-cpsS hnhm-l-¯nÂ ]s¦-Sp-¡m³ aSn-bm-Wv.
23.	Ah-kcw In«p-t¼m-Ä _Ôp-¡-fpsS ho«nÂ t]mhm-dp-­v. 
24.	IrXy-k-a-b¯v C³Ìn-äyq-«nÂ F¯m³ Ign-bm-dp-­v.
25.	aäp-Å-h-cpsS \Ã ioe-§Ä Pohn-X-¯nÂ ]IÀ¯p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
26.	B{K-ln¨ Imcy-§Ä t\Sm³ km[n-¨n-«p-­v.
27.	Hgnhv ka-b-§-fnÂ Sn.-hn.-bnÂ CjvS-s¸« ]cn-]m-Sn-IÄ Ds­-¦nepw Hgnªp \nÂ¡m-dp-­v.
28.	_Ôp-¡-fp-ambn \Ã _Ôw \ne-\nÀ¯m-dp-­v.
29.	Iq«p-ImÀ B\p-Im-enI hnj-b-§Ä NÀ¨ sN¿p-t¼mÄ ]s¦-Sp-¡m³ aSn-bm-Wv. 
30.	]Tn-¡m-\pÅ ]pkvXI§Ä ssIhiw D­m-Im-dp-­v.
31.	]cn-N-b-an-Ãm-¯-h-cp-ambn s]s«¶v kplr-Zv_Ôw Øm]n-¡m³ aSn-bm-Wv.
32.	hyàn-]-c-amb Imcy-§Ä Bß hnizm-k-t¯msS sN¿m-dp-­v.
33.	kvIqfnÂ ImbnI aÕ-c-§Ä kwL-Sn-¸n-¡p-t¼mÄ ]s¦-Sp-¡m-dp-­v. 
34.	amXm-]n-Xm-¡sf A\p-k-cn-¡m³ aSn-bm-Wv.
35.	¢mÊnÂ FSp-¡p¶ ]mT-`m-K-§-fpsS t\m«p-IÄ Fgp-Xm-dp-­v.
36.	{]Xn-k-Ôn-IÄ D­m-Ip-t¼mÄ Xf-cm-dp-­v.
37.	NÀ¨-I-fnÂ A`n-{]mbw ]d-bp-t¼mÄ aäp-Å-h-cpsS ]n´pW e`n-¡m-dp-­v.
38.	Imcy-§Ä ]qÀ®-X-tbmsS sN¿p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
39.	tZiob Zn\-§Ä BtLm-jn-¡p-t¼mÄ kPo-h-ambn ]s¦-Sp-¡m-dp-­v.
40.	Fsâ hnZym-`ymk]c-amb Imcy-§-fnÂ ho«p-ImÀ Fsâ XmÂ]cyw A\z-jn-¡m-dp-­v.
41.	Assk³saâv IrXy-k-a-b¯v sh¡p¶ Imcy-¯nÂ Aew-`mhw         ImWn-¡m-dp-­v.
42.	Bsc-¦nepw Fs´-¦nepw klmbw sNbvXv X¶mÂ ‘Xm¦vkv’ ]d-bm-dp-­v.
43.	sXäpw icnbpw a\-Ên-em-¡m³ Ign-bm-dp-­v.
44.	Iem-]-cn-]m-Sn-I-fnÂ ]s¦-Sp-¡m³ aSn-bm-Wv.
45.	A²ym-]-I-cp-ambn \Ã _Ôw \ne-\nÀ¯m-dp-­v.
46.	ho«n-te¡v Bh-iy-amb Fs´-¦nepw {]tXyI D]-I-c-W-§Ä hm§p-t¼mÄ Fsâ A`n-{]mbw Ah-K-Wn-¡m-dp-­v.
47.	apXnÀ¶-h-tcmSv _lp-am-\-]qÀÆw CS-]-g-Im³ Ign-bm-dp­v
48.	kl-]m-Tn-I-fp-ambn \Ã _Ôw ]peÀ¯p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
49.	cm{Xn Hcp \nÝnX kabw Dd-§m³ Ign-bm-dp­v 
50.	A\oXn ImWp-t¼m-Ä {]Xn-I-cn-¡m³ `b-am-Wv. 
51.	aäp-Å-hÀ A\p-`-h-§Ä ]d-bp-t¼mÄ DÄs¡m-Åm³ Ign-bm-dp-­v. 

APPENDIX II B
FAROOK TRAINING COLLEGE 
PERCEIVED PERSONAL SUCCESS ASSESSMENT SCALE (2011)
(Final)
Abdul Hameed Muktar Mahal				Shajida. M
Associate Professor						M.Ed. Student
Farook Training College					Farook Training College
\nÀt±-i-§Ä
	\n§sf kw_-Ôn-¡p¶ Nne {]kvXm-h-\-IfmWv Xmsg X¶n-cn-¡p-¶-Xv. Hmtcm {]kvXm-h-\-bv¡pw FÃm-bvt¸m-gpw, an¡-t¸m-gpw, Nne-t¸mÄ, A]qÀÆ-ambn, Hcn-¡-ep-anÃ F¶n-§s\ A©v {]Xn-I-c-W-§Ä D­v. Ah D¯-c-¡-S-em-knÂ Hmtcm {]kvXm-h-\-bp-tSbpw {Ia\¼-dn\v t\sc tcJ-s¸-Sp-¯n-bn-cn-¡p-¶p. \n§-fpsS {]Xn-I-cWw A\p-tbm-Py-amb tImf-¯nÂ icn NnÓw () D]-tbm-Kn¨v AS-bm-f-s¸-Sp-¯p-I. {]Xn-I-cWw kXy-k-Ô-am-bn-cn-¡-Ww. {]kvXmh\ ]{X¯nÂ H¶pw Xs¶ FgpXcpXv. 
	\n§-fpsS {]Xn-I-c-W-§Ä Kth-jW {]hÀ¯-\-§Ä¡v am{X-ap-Å-Xm-Wv. Cu {]Xn-I-c-W-§Ä cl-ky-ambn kq£n-¡p-¶-Xm-bn-cn-¡pw. 
1.   	F\n¡v BtcmKyap­v.
2.	aX]camb BtLmj§fnÂ \n¶v hn«v  \nÂ¡m-dp­v
3.	ho«p-ImÀ tZjyw-]n-Sn-¡p-t¼mÄ Ah-tcmSv F§s\  \b-¯nÂ s]cpamdWsa¶v F\n-¡-dnbmw.
4.	kl-]m-Tn-I-fpsS Ign-hns\ A`n-\µn-¡m³ aSnbmWv
5.	kplr-¯p-¡-fpsS hogvN-IÄ Nq­n-¡m-Wn-Im³ Ign-bm-dp­v
6.	F\n¡v ]ncn-ap-dp¡w A\p-`-h-s¸-Sm-dp­v
7.	Iq«p-ImÀ Xam-i-]-d-bp-t¼m-Ä AXnÂ ]¦v sImÅm³ Ign-bm-dp-­v.
8.	c£n-Xm-¡Ä¡v Fs¶ shdp-¸m-Wv.
9.	Bh-iy-ap-f-f-t¸m-Ä CâÀs\-äv, I¼yq-«À t]mepÅ B[p-\nI kmt¦-XnI hnZy-IÄ Rm³ ]T-\-¯nÂ D]-tbm-Kn-¡m-dp-­v.
10.	kl-bm-{Xn-I-tcmSv CS-]-g-Im³ aSn-bm-Wv.
11.	Rm³ D]-tZ-in-¡p-t¼m-Ä aäp-Å-hÀ XmÂ]-cy-t¯msS tIÄ¡m-dp-­v.
12.	CjvS-s¸« ]m«p-IÄ tI«mÂ Bkz-Zn-¡m³ Ign-bm-dp-­v.
13.	amXm-]n-Xm-¡sf klm-bn-t¡­n hcp-t¼m-Ä amdn \nÂ¡m-dp­v
14.	kplr-¯p-¡Ä¡v Fs¶ CjvS-am-Wv.
15.	GXv kml-N-cy-t¯mSpw F\n¡v s]s«¶v CW-§n-t¨-cm³ Ignbpw
16.	hm¡v ]men-¡p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
17.	Hgnhv kabw e`n-¡p-t¼mÄ hnt\m-Z-¯nÂ GÀs¸-Sm³ Ign-bm-dp-­v.
18.	F\n¡v Bh-iy-apÅ km[-\-§Ä hm§n-X-cm³ c£n-Xm-¡Ä¡v CjvS-am-Wv.
19.	A²ym-]-I-tcmSv Imcy-§Ä tNmZn¨v Imcy-§Ä hyà-ambn a\-Ên-em-¡m³ aSn-bm-Wv.
20.	AbÂhm-kn-It-fmSv \Ã coXn-bnÂ s]cp-am-dm³ F\n¡v Ignbpw 
21.	bm{X F\n¡v kt´m-j-apÅ Imcy-am-Wv. 
22.	Iq«p-Im-cpsS hnhm-l-¯nÂ ]s¦-Sp-¡m³ aSn-bm-Wv.
23.	Ah-kcw In«p-t¼m-Ä _Ôp-¡-fpsS ho«nÂ t]mhm-dp-­v. 
24.	IrXy-k-a-b¯v C³Ìn-äyq-«nÂ F¯m³ Ign-bm-dp-­v.
25.	aäp-Å-h-cpsS \Ã ioe-§Ä Pohn-X-¯nÂ ]IÀ¯p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
26.	B{K-ln¨ Imcy-§Ä t\Sm³ km[n-¨n-«p-­v.
27.	Hgnhv ka-b-§-fnÂ Sn.-hn.-bnÂ CjvS-s¸« ]cn-]m-Sn-IÄ Ds­-¦nepw Hgnªp \nÂ¡m-dp-­v.
28.	_Ôp-¡-fp-ambn \Ã _Ôw \ne-\nÀ¯m-dp-­v.
29.	Iq«p-ImÀ B\p-Im-enI hnj-b-§Ä NÀ¨ sN¿p-t¼mÄ ]s¦-Sp-¡m³ aSn-bm-Wv. 
30.	]Tn-¡m-\pÅ ]pkvXI§Ä ssIhiw D­m-Im-dp-­v.
31.	]cn-N-b-an-Ãm-¯-h-cp-ambn s]s«¶v kplr-Zv_Ôw Øm]n-¡m³ aSn-bm-Wv.
32.	hyàn-]-c-amb Imcy-§Ä Bß hnizm-k-t¯msS sN¿m-dp-­v.
33.	kvIqfnÂ ImbnI aÕ-c-§Ä kwL-Sn-¸n-¡p-t¼mÄ ]s¦-Sp-¡m-dp-­v. 
34.	amXm-]n-Xm-¡sf A\p-k-cn-¡m³ aSn-bm-Wv.
35.	¢mÊnÂ FSp-¡p¶ ]mT-`m-K-§-fpsS t\m«p-IÄ Fgp-Xm-dp-­v.
36.	{]Xn-k-Ôn-IÄ D­m-Ip-t¼mÄ Xf-cm-dp-­v.
37.	NÀ¨-I-fnÂ A`n-{]mbw ]d-bp-t¼mÄ aäp-Å-h-cpsS ]n´pW e`n-¡m-dp-­v.
38.	Imcy-§Ä ]qÀ®-X-tbmsS sN¿p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
39.	tZiob Zn\-§Ä BtLm-jn-¡p-t¼mÄ kPo-h-ambn ]s¦-Sp-¡m-dp-­v.
40.	Fsâ hnZym-`ymk]c-amb Imcy-§-fnÂ ho«p-ImÀ Fsâ XmÂ]cyw A\z-jn-¡m-dp-­v.
41.	Assk³saâv IrXy-k-a-b¯v sh¡p¶ Imcy-¯nÂ Aew-`mhw         ImWn-¡m-dp-­v.
42.	Bsc-¦nepw Fs´-¦nepw klmbw sNbvXv X¶mÂ ‘Xm¦vkv’ ]d-bm-dp-­v.
43.	sXäpw icnbpw a\-Ên-em-¡m³ Ign-bm-dp-­v.
44.	Iem-]-cn-]m-Sn-I-fnÂ ]s¦-Sp-¡m³ aSn-bm-Wv.
45.	A²ym-]-I-cp-ambn \Ã _Ôw \ne-\nÀ¯m-dp-­v.
46.	ho«n-te¡v Bh-iy-amb Fs´-¦nepw {]tXyI D]-I-c-W-§Ä hm§p-t¼mÄ Fsâ A`n-{]mbw Ah-K-Wn-¡m-dp-­v.
47.	apXnÀ¶-h-tcmSv _lp-am-\-]qÀÆw CS-]-g-Im³ Ign-bm-dp­v
48.	kl-]m-Tn-I-fp-ambn \Ã _Ôw ]peÀ¯p-¶-XnÂ ]cm-P-b-s¸-Sm-dp-­v.
49.	A\oXn ImWp-t¼m-Ä {]Xn-I-cn-¡m³ `b-am-Wv. 
50.	aäp-Å-hÀ A\p-`-h-§Ä ]d-bp-t¼mÄ DÄs¡m-Åm³ Ign-bm-dp-­v.

APPENDIX IIC
FAROOK TRAINING COLLEGE 
PERCEIVED PERSONAL SUCCESS ASSESSMENT SCALE (2011)              
(Final)             
Abdul Hameed Muktar Mahal					Shajida. M
Associate Professor						            M.Ed. Student
Farook Training College					Farook Training College

INSTRUCTIONS
        Given below are some statements about your Personal Success. Give your response by marking ( ) mark in the respective columns of any of five categories-‘Always’, ‘Often’, ‘Sometimes’,’ Rarely’, and ‘Never’ given in the answer sheet. Your response should be true. Do not write anything in the statement sheet. Your answer will be kept confidential and will be used for research purpose.
1)	I am healthy.
2)	I keep myself away from religious festivals.
3)	I know how to tackle my family members, when they are angry.
4)	I am reluctant to appreciate my classmates.
5)	I can point out the faults of my friends.
6)	I feel stressed.
7)	I can join my friends when they crack jokes.
8)	My parents hate me.
9)	 I utilize modern technological equipments like computer and facilities like internet, when needed.
10)	I am reluctant to interact with co-passengers.
11)	People listen with interest, when I  to advices
12)	I can enjoy the songs I like.
13)	I keep myself away, when my parents need help.
14)	My friends like me.
15)	I can co-up with any situation easily.
16)	I fail in keeping my word.
17)	Whenever I get free time, I engage myself in entertainments.
18)	My parents like to buy things that I want.
19)	I am reluctant to clarify things from teachers.
20)	I can interact with neighbours in a very friendly way.
21)	 Travelling is a pleasure for me.
22)	I am reluctance to attend marriage functions of my friends.
23)	I visit my relatives whenever I get chance.
24)	I reach school in time.
25)	I fail to copy in life the good habits of others. 
26)	I could achieve what I aspired.
27)	When there is a favourite programme on TV, I keep away from it even if I am free.
28)	I keep good relationship with my relatives.
29)	I am unwilling to join my friends when they are discussing current affairs.
30)	I have books to study with me.
31)	I am hesitant to be friendly with unfamiliar people.
32)	I do my personal duties with self-confidence.
33)	I participate in sports in school.
34)	I am reluctant to obey my parents.
35)	I take down notes of lessons taken in the class.
36)	I feel weak when I am in trouble.
37)	I get support for my suggestions while having discussions.
38)	I fail to do things with perfection.
39)	I participate activities in national day celebrations. 
40)	My family members enquire my interest about my educational career.
41)	I am careless in submitting assignments on time.
42)	I say thanks when others help me.
43)	I can differentiate right and wrong.
44)	I am reluctant to participate in cultural activities.
45)	I keep good relationship with teachers.
46)	My opinion is neglected while purchasing any special household equipment.
47)	I can interact with elders respectfully.
48)	I fail to maintain good relations with classmates.
49)	I am afraid of reacting against injustice.
50)	I can accept when others describe their experiences.

FAROOK TRAINING COLLEGE 
PERCEIVED INITIATING COMPETENCY ASSESMENT SCALE (2011)

RESPONSE SHEET

Name :						Name of the Institution:
Gender: Male/Female				Type of Institution: Govt./Aided/Unaided
Background Faculty: Science/Humanities/Commerce

{Ia\¼À-	FÃm-bvt¸m-gpw	an¡-t¸m-gpw	Nne-t¸mÄ	A]qÀÆ-ambn	Hcn-¡-ep-anÃ		{Ia\¼À-	FÃm-bvt¸m-gpw	an¡-t¸m-gpw	Nne-t¸mÄ	A]qÀÆ-ambn	Hcn-¡-ep-anÃ	
1	 	 	 	 	 		26	 	 	 	 	 	
2	 	 	 	 	 		27	 	 	 	 	 	
3	 	 	 	 	 		28	 	 	 	 	 	
4	 	 	 	 	 		29	 	 	 	 	 	
5	 	 	 	 	 		30	 	 	 	 	 	
6	 	 	 	 	 		31	 	 	 	 	 	
7	 	 	 	 	 		32	 	 	 	 	 	
8	 	 	 	 	 		33	 	 	 	 	 	
9	 	 	 	 	 		34	 	 	 	 	 	
10	 	 	 	 	 		35	 	 	 	 	 	
11	 	 	 	 	 		36	 	 	 	 	 	
12	 	 	 	 	 		37	 	 	 	 	 	
13	 	 	 	 	 		38	 	 	 	 	 	
14	 	 	 	 	 		39	 	 	 	 	 	
15	 	 	 	 	 		40	 	 	 	 	 	
16	 	 	 	 	 		41	 	 	 	 	 	
17	 	 	 	 	 		42	 	 	 	 	 	
18	 	 	 	 	 		43	 	 	 	 	 	
19	 	 	 	 	 		44	 	 	 	 	 	
20	 	 	 	 	 		45	 	 	 	 	 	
21	 	 	 	 	 		46	 	 	 	 	 	
22	 	 	 	 	 		47	 	 	 	 	 	
23	 	 	 	 	 		48	 	 	 	 	 	
24	 	 	 	 	 		49	 	 	 	 	 	
25	 	 	 	 	 		50	 	 	 	 	 	

FAROOK TRAINING COLLEGE 
PERCIEVED PERSONAL SUCCESS ASSESMENT SCALE (2011)

RESPONSE SHEET

Name:							Name of the Institution:
{Ia\¼À-	FÃm-bvt¸m-gpw	an¡-t¸m-gpw	Nne-t¸mÄ	A]qÀÆ-ambn	Hcn-¡-ep-anÃ		{Ia\¼À-	FÃm-bvt¸m-gpw	an¡-t¸m-gpw	Nne-t¸mÄ	A]qÀÆ-ambn	Hcn-¡-ep-anÃ	
1							26						
2							27						
3							28						
4							29						
5							30						
6							31						
7							32						
8							33						
9							34						
10							35						
11							36						
12							37						
13							38						
14							39						
15							40						
16							41						
17							42						
18							43						
19							44						
20							45						
21							46						
22							47						
23							48						
24							49						
25							50						

                                                       
APPENDIX III                                                      
LIST OF SCHOOLS
1.  	R.E.C.G.H.S.S. Chathamangalam
2. 	M.K.H.M.M.O.H.S.S. Mannassery
3. 	J.D.T.Islam IQRA H.S.S
4. 	G.B.H.S.S. Parayanchery
5. 	Presentation Higher Secondary school
6.  	M.S.P.H.S.S. Malappuram
7.  	P.M.S.A.M.H.S.S. Chemmankadavu
8.  	G.H.S.S.  Kunnakkavu
9.  	P.T.M.Y.H.S.S. Edappalam
10.  	Karuna H.S.S. Prabhapuram
11. 	G.H.S.S. Cherpulasseri
12. 	N.S.S English Medium H.S.S Kalpetta
13.  	S.K.M.J H.S.S.  Kalpetta  
14.	Kadambur H.S.S
15. 	G.H.S.S. Thottada
16. 	G.H.S.S. Chala