A STUDY OF SOCIAL MATURITY AMONG GRADUATE STUDENTS

Harish Kumar Pandey*

Abstract

Social Maturity is changing of social behavior during puberty of social changes. Social maturity means knowing what to do and striving for it by following role models to reach the desired level of acceptable social behavior. Social Maturity is a long process to be socially mature. Students should be exposed to those people who are socially mature so they can pattern his behavior accordingly. The students can try to reach the expectations of the social system, parents, and teachers.

 

Keywords: Social Maturity, Graduates Student, Urban, Rural.

Introduction: The concept of Social Maturity presents problems for conceptualization and assessments At times people have tried to circumvent these problems by defining Maturity in terms of somatic capacities or skills, with the consequence that the integrative potential of the concept is lost. On the other hand, more molar definitions (e.g., 'effectiveness"), while being true to the integrative nature of the construct, provide little guidance for assessment. In this paper a developmental perspective on competence is presented which is congruent with a molar definition ofcompetence while still guiding assessment efforts. In addition to this developmental viewpoint, certain practical guidelines are presented forassessment of competence across ages. These include the use of broadband assessments, which are tied to real-life adaptation problems, call for the coordination of affect, cognition, and behavior, and tax the integrative capacities of the student. Initial validation of the developmental competence construct and this approach to assessment is presented.

Social Maturity is characterized by the potency dimension of social measurements. As one of the components of the social behavior, it is required though social interaction and culture integration in different socio- cultural setting. The success of an individual in the society depends largely upon the extent to  which he has acquired the richness and potency of social competence desirable for his self-actualization, growth and development. For a successful interpersonal interaction, a high order social competence is an essential disposition of an individual. Social Maturity refers to the social, and cognitive skills and behaviors that student need for successful social adaptation. Despite this simple definition, social Maturity is an elusive concept, because the skills and behaviors required for healthy social development vary with the age of the student and with the demands of particular situations. A socially maturity student behaves in a much different manner than a socially maturity adolescent; conversely, the same behaviors (e.g., aggression, shyness) have different implications for social adaptation depending upon the age of the student and the particulars of the social context.

A student's Social Maturity depends upon a number of factors including the student's social skills, social awareness, and self- confidence. Social Allis is a term used to describe the students’ knowledge of and ability to use a variety of social behaviors that are appropriate to a given interpersonal situation and that are pleasing to others in each situation. The capacity to inhibit egocentric, impulsive, or negative social behavior is also a reflection of a student's social skills. The term social maturity refers to the student's ability to understand others emotions, perceive subtle social cues, "read!' complex social situations, and demonstrate insight about others' motivations and goals. Students who have a wide repertoire of social skills and who are socially aware and perceptive are likely to be socially maturity. Social Maturity is the broader term used to describe a student's social effectiveness a student's ability to establish and maintain high qualify and mutually satisfying relationships and to avoid negative treatment or victimization from others. In addition to social skills factors such as the student's self-confidence or social anxiety can affect his/her social maturity. Social Maturity can also be affected by the social context and the extent to which there is a good match between the student's skills, interests, arid abilities and those of the other student's in his/her environment. For example, a quiet and studious boy may appear socially incompetent in a peer group full of raucous athletes, but may do fine socially if a better peer group "niche" can be found for him, such as a group of peers who share his interests in quiet games or computers.Whereas parents are the primary source of social support for students during the first years of life, in later years peers begin to play a significant complementary and unique role in promoting student social development. Increasingly with age, peers rather than parents become preferred companions, providing important sources of entertainment and support. In the context of peer interactions, students engage in fantasy play that allows them to assume different roles, learn to take another person's perspective, and develop an understanding of the social rules and conventions of their culture. In addition, relationships with peers typically involve more give-and-take than relationships with adults, and thus provide an opportunity for the development of social competencies such as cooperation and negotiation during adolescence, peer relations become particularly important for students. A key developmental task of adolescence is the formation of an identity—a sense of the kind of person you are and, he kind of person you want to be. Adolescents "try on different social roles as they interact with peers, and peers serve as a social "stepping stone" as adolescents move away from their dependence upon their parents and toward autonomous functioning as an adult. In many ways, then, students peer relations serve as "training grounds" for future interpersonal relations, providing students with opportunities to learn about reciprocity and intimacy. These skills are associated with effective inter personal relation in adult life, including relation with co-workers and with romantic partners. Is the ability to monitors one’s own and other’s feelings and emotions, to discriminate among them, and to use that information to guide one’s thinking and caption? Social Maturity is the ability to process social information, particularly as it involves the Perception, Assimilation, Understanding and Management of Emotion.

STATEMENT OF THE PROBLEM:

To study Social Maturity problem is selected.“A Comparative study of Social Maturity among Graduate Students”

SOCIAL MATURITY:

Social Maturity is an important ingredient of modern civilization; and it’s the essential attribute of the members of a progressive onwards moving society. The culture polarity and societal diversity of India provide enough opportunities to Indian students for the acquisition of higher order social competence, through rich and varied interpersonal interactions.

The concept of Social Maturity which is used synonymous with socialization is evolved as an integrated model of biological, psychological context; the aspect of maturity is considered as an end product of growth and is specifically marked by the capacity for survival. Speaking from a sociological point of view, person defines maturity as “attributes that lead to the survival of the social system. Maturity thus assumes the role of an end product of socialization and is one that determining how an individual should shape to the societal requirements.” How-a-day Social Maturity has becomes an important aspect for successful social adjustment in the developing society. It is the social maturity which helps the person to adjust himself at home and community. It was found high risk behavior predicted more serious out comes as violence, substance. Abuse, depression and some forms of psychopathology.

Social Maturity implies the well develop awareness deep and clears understanding of the social heritage and appreciation of the value of social cautions, manners and mores of the rules that govern social behavior of the rights of others and of his own responsibilities as a member of a social group.

Social Maturity is characterized by the potency dimension of social measurements. As one of the components of the social behavior, it is required though social interaction and culture integration in different social- cultural setting. The success of an individual in the society depends largely upon the extent to which he has acquired the richness and potency of social competence desirable for his self- actualization growth and development for a successful interpersonal interaction, a high order social competence is an essential disposition of an individual.A generic term, of varied usage, meaning competences and skills related to interaction, e.g. social judgments, empathy, and repertoire of communicative behavior.

GRADUATE STUDENTS:

Graduate students mean the students studying at colleges or universities but have not yet taken a degree.

SOCIAL MATURITY:

Social Maturity is changing of social behavior during puberty of social changes. Social maturity means knowing what to do and striving for it by following role models to reach the desired level of acceptable social behavior. Social Maturity is a long process to be socially mature. Students should be exposed to those people who are socially mature so they can pattern his behavior accordingly. The students can try to reach the expectations of the social system, parents, and teachers. Siblings and peers who matter to them. The behavior of the individual depends on maturation. Maturation is also helpful in the process of social adjustment.The socialization plays an important role in social maturation, social learning and adjustment.Much of the behavior of child determined by the process of socialization.

A socially mature individual likes to mix up -with people. He is capable of making and keeping friendships. He is not self-centered; he is always ready to sacrifice his interests for the greater cause of groups, society and the nation. Social Maturity ischaracterized by the potency dimension of social measurements. As one of the components of the social behavior, it is required though social interaction and culture integration in different socio cultural setting. The success of an individual in the society depends largely upon the extent to which he has acquired the richness and potency of social competence desirable for his self-actualization, growth and development. For a successful, interpersonal interaction, a high order social maturity is an essential disposition of an individual. Social maturity refers to the social, and cognitive skills and behavior that student need for successful social adaptation. Despite this simple definition, social maturity is an elusive concept, because the skills and behavior required for healthy social development vary with the age of the student and with the demands of particular situations.

 

OBJECTIVE OF THE STUDY:

In order to find out the solution of any problem of any research work is being undertaken. The solution may be determined by objectives.

There are objectives which carry a researcher in the right direction hence it is necessary to determine in the right direction hence it is necessary to determine the objective before the research without objective a research is like a passenger who does not know where he has to go. To determine objectives is very laborious and ruff job. Results of the study and objectives are closely related to each other. John Dewey enlightens the importance of objectives as: - “A task which is performed with the acquaintance of objectives becomes significant, on the basis of signification a researcher find out meaning in to other things. Predetermined objectives lead the function into right direction and make it successful”. Before determining the objectives of the study, it is necessary to know what is ‘Objective’ To define the term ‘Objective’ John Dewey has said, “objective is a pre decided goal that regulate the function or motivate the behavior” John Dewey had told sticks some characteristics of good objectives as follows:-

1. A good objective is one, which is related to the actual circumstances of life.
2. A good variable is one which provides us several opportunities of work upon and makes us active.
3. Good objective is always dynamic.

Following are the objectives of the present study:

1. To find out the comparison between Social Maturity of Graduate Male and Female Students.
2. To find out the comparison between Social Maturity of Graduate Urban and Rural Students.

HYPOTHESIS OF THE STUDY:

The Research Hypothesis is a formal affirmative statement predicting a single research outcomes a tentative explanation of the relationship between two or more variables. For the hypothesis to be testable, the variables must be operationally defined. That is, the researcher specifies what operations were conducted, or tests used, to measure each variable. Thus, the hypothesis focuses the investigation on a definite target and determines what observations, or measures, are to be used.

The word meaning of the word Hypothesis is a tentative statement about the solution of the problem. Hypothesis offers a solution of the problem that is to be verified empirically and based on some rationale.

1. Hypothesis are formulated only as the suggested solution to the problem with the objectives that ensuring study less either to its rejection.
2. It provides direction to the researcher. These represent the specific objectives and thus help the researcher to determine the type of data related.
3. It enables the researcher to relate logically known fact to the intelligent guesses about know fact.
4. It provides the bare for the reporting conclusion of the study.
5. To serves as a guide in the research process.

Keeping in view the above objectives the following hypothesis were formulated and tested by researcher in the present study.

1. There is no significant difference between Social Maturity of graduate Male and Female Students.
2. There is no significant difference between Social Maturity of graduate Urban and Rural Students.

DELIMITATION OF THE STUDY:

Every study is not complete in itself and it is bound to have some limitations. Which depend on the sources of the investigator?

They are termed as delimitations of the study. Following are the delimitations of the present study.

1. The present work deals with the graduate students.
2. The study only deals with the students of Kanpur Urban and Kanpur Rural.
3. The field of this is restricted to some related degree colleges of Kanpur University.

Studies on Social Maturity:

Carol A. Prutting (1982) This paper describes the theoretical shift that has taken place in speech language. Pathology as a result of the focus on the programmatic aspects of language. This shift is placed in the hilosophical perspective of merican pragmatism. Issues related to the study of language in content and areas investigated in the child language literature using a pragmatic theoretical framework are summarized. In conclusion, the contributions made by the addition of pragmatics to speech language pathology are presented. In particular the notion of pragmatics as social competence and the centrality of context to the understating of communication are underscored.

Method of the study:

According to Jahoda, Deutsch and Cook, "A research design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in Procedure."

"Plan the work and work out the plan" It is essential to prepare the plan for work. If one, wants to appraise the work or wants to know whether his aims and objectives have been achieved or not, he should make a through plan what he has to do and in what way he will do if. As regards it is much more essential to have plan so that a careful and detained analysis of proposed research produce can yield fruitful results. The present work attempts to study the comparison of Social Maturity of graduate student. The nature of study is such that it requires descriptive analysis of relevant phenomenon such as Social Maturity of graduate students. So descriptive research method has used.  Descriptive survey research methods includes presentation of fact or current conditions concerning the nature of groups of persons, number of objectives or class of events and involve the producer of induction, analysis classification, enumeration or measurement.

Population of study:

Population means, the entire mass of observation, which is the parent group from which as sample is to be formed. The sample observation provides only an estimate of the population characteristics.

The term population conveys a different meaning than a traditional one. In research population means the characteristics. Population of the present study involves the graduate students of degree colleges in Kanpur Urban students and Kanpur rural students.

Sample of the study:

Sample is a part of any population in which all the characteristics of the population is inflected. It is miniature picture of its group. Sampling is fundamental to all statistical methodology of behavioral and social research. Sampling is taking any portion of a population as representative of the population; the research design is based on the sampling of the study. A good research doing provides information concerning selection of the sample population, treatment and control to be imposed generalization of the research finding of course different upon the sampling procedure followed.

Sample Technique:

In this study the investigation has used the simple random technique of probability sampling. A good sample is one is which is unbiased and representative of the whole population. Each element of the population has an equal and in different chance of being included in the sample.

Size of the sample:

It was graduate students to take at least 300 students for final analysis of study. For this purpose 12 degree colleges were selected randomly by lottery method. There were 150 male and 150 female graduate students in sample.

Tool used: The following tools were used to collect the data for the study.

5. Dr. R.P. Srivastava Social Maturity scale (SMS).
5. Reliability:-
5. Reliability to the inventory was examined through three different methods namely.
5. (i) Split half method using spearman- Brown Prophecy formula.
6. (ii) K-R formula (20)
5. (iii) Test- retest method (after a period of 4 week)
5. The reliability coefficients derived through these tests are given in the table-1.

Note:

For the First two methods sample consist of 300 males and 300 females randomly selected for test- retest the retest was administered on 100 males and 100 females.

Validity:

The validity for the inventory has been established by adopting two different approaches, namely factorial and criterion related approach.

Dr. R.P. Srivastava Social Maturity Scale: To measure the social maturity of the graduate students Dr. R.P. Srivastava (Jabalpur). Social Maturity scale was used. There were 23 Aras of the social aspect of human personality are taken for the first draft of the preliminary scale. These areas are adjudged by the experts, working in the field of education, home science (child development) Medial Sciences, Psychology and Sociology. Taking into consideration the relevance of the areas, 3 areas are dropped out. Then 20 areas of the first preliminary draft are rated by the group of 30 experts.

Only 9 areas of major importance and relevance are incorporated in the first draft. The major factors of social maturity are:

5. Socialization
5. Ethical character
5. Communication
5. Self realization
6. Worthy home member ship
5. Self direction
5. Civic responsibility
5. Human relationship
5. Health

Technical Characteristics:

Reliability &Validity:

The coefficient of Temporal stability employing test-retest method with an interval of 20 days has been estimated to be rtt=0.56 whereas the coefficient of inter rater reliability has been found to be rtt=0.69.

Administration of Tools:

Research had taken prior appointments with the principals of the selected degree colleges and got the permission for administration of tools. Research has reached the selected Institutes at time. Provide by the principals. Before administering the tools, the attempt was made to establish rapport with the graduate students. Proper care was taken to keep the testing situation free from anxiety and noise; hence a conductive environment was created in the class room. After distributing the test booklets, proper instruction were given to students and given sufficient times to answer the question in the test booklet. After completion of test, researcher had collected test booklets.

Calculation of data:

Researcher had provided each graduate student of the sample two test booklets of Dr. S.R. Mangal & Mrs. Shubhra Mangalis Mangal Inventory (MI), and Dr. R.P. Srivastava Social Maturity Scale. After collection of these test booklets, scoring was done according to instruction given in test manual. After scoring, to types of data was obtained, one of Social Maturity.

Organization of Data:

For organization of data, the tools, scores of graduate students were arranged on defined areas. The mean of the score of each tool as Social Maturity were taken.

Statistical Technique Applied:

After data collection and scoring of answer sheet, the next step is to analyze the data by using relevant statistical technique. In this study 'T' test was used to compare the Social Maturity of graduate students.

Calculation of Data:

All the major calculation was done with the help of the computer.

INTRODUCTION: The data has no meaning in them salves if not analyzed and interpreted, Sukhia et.al (1963) “Analysis of data means studying the tabulated material in order to determine the interest facts or meaning. It involves breaking down the parts existing factors into simple parts and fitting the parts in a new arrangement for the purpose of interpretation.” Good, Barr and Scates(1959) “The process of interpretation is essentially one, of studying that the result show, that what do they mean , what is their significant what is the answer to the original problem.

A prime responsibility of the educational research is that of being able to make either approvability or logical inference covering the testability of his testable hypothesis will ultimately determine what contribution the study makes to the scientific development of a particular area. This is especially tried in the analysis of reinterpretation of data. The analysis and interpretation of data represent the application of deductive and inductive logic to the research process. The data are often classified by division into subgroup and are the analyzed and synthesized in such a way that hypothesis may generate a new principle or generalization. Data are examined in terms of comparison between the more homogeneous segments within the group and by comparison with some outside criteria. Analysis of data are examined in terms of comes of various treatments upon the several groups and the making of decision as to the achievement of the goals of research. Data relevant to each hypothesis must be assembled in quantitative e form and tested to determine in result obtained from the analysis universally. The analysis develops as a comparison among groups. However, sometimes the type of data obtainable tends itself better to the existing to the difference by contrast or by summing up.

Each statistical method is based on its own or specific assumption regarding the sample, population and research conditions unless the factors are considered in advance. The researcher may find that it is impossible to make valid comparison for the purpose of inferences. After selecting and administering the research tools, the data was collected and organized. The collected date is called raw scores or data. The raw data are meaningless unless certain statistical treatments are given to the data to make it meaningful or to draw some conclusion from the data. The null hypothesis is tested with the help of analysis of data to obtain some results. Thus the analysis of data serves then following main function.

1. To make the data meaningful.

2. To test the null hypothesis;

3. To obtain results.

4. To draw some conclusion.

5. To draw some inferences to

 make generalization.

6. To estimate parameters.

Testing of Hypothesis:-

The present researcher has made analysis of his collected data with the help of some statistical techniques. In the present study the data was analyzed hypothesis wise given below?

Objective No.To find out the comparison between social maturity of graduate male and female students.

Ho2. There is no significant difference between social maturity of graduate male and female students.

The Table No 4.2.2 shows that the mean of the male graduate students is 120.20 with the SD value 12.004 and the mean and SD of female graduate students is 113.27 and 9.28 respectively. The calculated t- value is 4.53 which is more than 2.59 checked at 0.01 significance level. Hence the null hypothesis is rejected and inferred that there is significant difference between male and female graduate students in relation to social maturity.

GRAPHICAL REPRESENTATION OF THE DATA OF SOCIAL

MATURITY OF FEMALE GRADUATE STUDENTS

Objective:- To find out the comparison between social maturity of graduate rural and urban students

Ho:-There is no significant difference between social maturity of graduate rural and urban students.

Table:-The Table No 4.2.4 shows that the mean of the Urban graduate students is 113.71 with the SD value 16.05 and the mean and SD of rural graduate students are 117.74 and 16.51 respectively. The calculated t value is 1.12 which is less than 2.59 checked at 0.01 significance level. Hence the null hypothesis is accepted and inferred that there is no significant difference between urban and rural graduate students in relation to social maturity.

GRAPHICAL REPRESENTATION OF SOCIAL MATURITY OF RURAL GRADUATES

Findings of the study:-

There is significant difference between Graduate Male and Female Students in relation to Social Maturity.

There is no significant difference between Urban and Rural Graduate Students in relation to Social Maturity.

Social maturity presents problems for conceptualization and assessment. At times people have tried to circumvent these problems by defining competence in terms of specific capacities or skills, with the consequence that the integrative potential of the concept is lost.

It is essential that nation should feel concerned about its potential human recourse. It has been observed by specialist that a country shall not be able to sustain economic growth unless all the reserves of creative potential in population are actually sought out and altered in to the required education channel. In recent years, Social Maturity has been of Major concern to Education and Psychologists this interest has grown out of the general concern for the development of the intellectual talent at the highest level and a feeling based on observation and research.

The Social maturity is an innovation in educational practice. Now-a-day social maturity has become an important aspect for successful social adjustment in the developing society. It is the social maturity which helps the person to adjust himself at home and community. Social maturity implies the well developed awareness, deep and clears understanding of the social heritage and appreciation of the value of social cautions, manners and mores of the rules that govern social behavior of the right of others and of his own responsibilities as a member of a social group.

In 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we can adequately describe these factors. In 1983, Howard Gardner’s Frames of mind: The Theory of Multiple Intelligences introduced the idea of Multiple Intelligences which included both Interpersonal Intelligence (the capacity to understand the intentions, motivations and desires of other people) and Intrapersonal Intelligence (the capacity to understand oneself, to appreciate one’s feelings, fears and motivations). In Gardner’s view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability. Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence are lacking in ability to fully explain performance outcomes.

To study comparison of Social Maturity are following problem is selected.

“A comparative study of Social Maturity among Graduate Student”

Following are the objectives of the present study:

1. To find out the comparison between Social Maturity of Graduate Male and Female Students.
2. To find out the comparison between Social Maturity of Graduate Urban and Rural Students.

Keeping in view the above objectives the following hypothesis where formulated and tested by researcher in the present study.

There is no significant difference between Social Maturity of graduate Male and Female Students. There is no significant difference between Social Maturity of graduate Urban and Rural Students.

To test above hypothesis these were converted into null hypothesis to test the null hypothesis collection of data was done by using simple random sampling technique.

For data collection of the tool of Social Maturity by Dr. S.K. Mangal & Mrs. Shubhra Mangal with title Mangal Social Maturity Inventory (MSII) is Used. For data collection of the Social Maturity, the tool of Social Maturity by Dr. R.P. Srivastava (Jabalpur) Social Maturity Scale is used.

Conclusion of the study:

In conclusion it may be said that research activity is the continuous activity. So far as the present study is concerned Social Maturity presents problems for conceptualization and assessment. At times people have tried to circumvent these problems by defining Maturity in terms of specific capacities or skills, with the consequence that the integrative potential of the concept is lost. And Emotions are the motivational aspect which are realized or read out when activated by challenging stimuli. Emotions provide us with vital and potentially information every minute of the day.

Educational Implication of the study:

 Any research effort go wastes it does not contribute to the exiting knowledge or help the discipline in which it has been made. The attempt has been made to drive implication based on finding of the particular study for the parents as well as practicing teachers.

Each and every student in class room from a new social background. So for as the Social Maturity is concern it is related with individual differences. While teaching in the class room the teacher has to manage the Social Maturity of the student and dispensed learning experiment.

5. Intra-personal awareness, Inter personal awareness, Intra personal management, Interpersonal management were main areas, which made disturbance and booster in the human behavior for their social adjustment, job co-curricular participations.
5. Graduate students should develop the art of managing relations in peers and society so that, they can see the brighter side of any situation to put new ideas and discuss these ideas and discuss these ideas with peers.

Suggestion and Recommendation for Further Researches: Research activity has no boundary or limit. It is an unending activity and never stops. With the present topic several researches can be conducted. These may be as follows.

A study may be conducted on social maturity effecting Meta cognition. A study may be conducted to examine the effect of Social Maturity on other cognitive processes such as, Secular Attitude, parental Attitude, and Educational Assessment.

References:

1. Buch, M.B. (1988) Survey of Research in Education, New Delhi: NCERT.
2. Bhagabhaji and ET. Al (1984). “Educational Administration in India”, New Delhi.
3. Bhatnagar, R.P. & Bhatanagar, M. (2005) Educational Research, International Publishing House, Meerut.
4. Brock, D. B. and Sulsky, L. M. (1994). Attitudes toward Computers: Construct Validations and Relations to Computer use. Journal of Organizational Behavior, 15(1), 17-35.
5. Buysse V, Goldman BD, Skinner ML. Setting effects on friendship information among young children with and without disabilities. Exceptional Children 2002; 68 (4): 503-517.
6. Buch M.B. Fourth Survey of Research in Education Volume-II 1983-1988-1991, N.C.E.R.T. New Delhi Page- 927.
7. Bhige L.G. (1987) “An Experimental Study of the input of the Teacher Education Programmer on the self concept of the Public Teacher Ph.d. Edu. Hagur University”.
8. Chauhan, S.S. (2005) Advanced Educational Psychology. New Delhi: Vikas Publishing House Pvt. Ltd.
9. Dunbar, K. (2000) Designing for Science: Implications from everyday, classroom, and professional setting, LEA. Hills Dale: N.J.
10. Dusick, D. M. (1998). What social cognitive factors influence faculty member’s use of Computers for Teaching? A Literature Review. Journal of Research on Computing in Education, 31(2).
11. Dr. Sharma Rakesh Kumar, Aggrawal (2009) Publication, Agra / 273-275.
12. Dr. Bradh Prakash,( 2004) University Publication, New Delhi, P.180.
13. Dr. S. S. Mathur, Psychology Education, (2010) Aggrawal Publication, Agra.
14. Dr. Verma Sharda Prasad, Psychology Development, (1972) Madhya Pradesh, Hindi Granth Akadami, Bhopal.
15. Dr. D. S. Srivastava and Dr. Yogesh Kumar Singh, (2006) Psychology Education, University Publication.
16. Dr. R. P. Pathak, (2007) “Psychology Higher Education” Introduction, Radha Publications, New Delhi.
17. Edward, D. B. (1999) Lateral Thinking, New Delhi: Penguin India Ltd.
18. Gardner, H. (1983) frames of mind: Theory of Multiple Intelligences, New York: Basic Books.
19. Garrett, H.E. (1981) Statistics in Psychology and Education, Bombay: Vakils, Feffer and Simons.
20. Goleman, D. (1997) Social Maturity, New York: Bantom Books.
21. G Uralnick MJ, Connor RT, Hammond MA, Gottman JM, Kinnish K,n (1996) The peer relation of preschool children with communication disorders. Child Development; 67(2): 471-489.
22. G Uralnick MJ, Connor RT, Hammond MA, Gottman JM, Kinnish K (1996). Immediate effects of mainstreamed settings on the social interactions and social integration of preschool children. American Journal on Mental Retardation; 100(4): 359-377.
23. Gupta S.P. Psychology Higher Education, (2009) Sharda Pustak Bhawan, Allahabad, P. 160-163.
24. Jai Dayal Goyand, (2004) Srimad Bhagwat Gita Tatva Vivechani Hindi Tika, Gita Press, Gorakhpur.
25. Kerlinger, F. N. (1986) Foundation of Behavioral Research, New York: Hold, Rinehort and Wilson.
26. Kahn, J., & Pred, R. (2001). Evaluation of a Faculty Development Model for Technology use in Higher Education for late adopters. Computers in the Schools, 18(4), 127-150.
27. Lee, J. (2001). Instructional, Commitment, Satisfaction. British Journal of Educational Technology, 32(2), 153-160.
28. Mayer. J. & Solovey, P. (1993) the Intelligence of Social Maturity 17, 433-442.
29. Margan, C.T. King, R.A. Weisz, J.R. Schopler, J. (1993). An Introduction to Psychology, New Delhi: Tata McGraw Hill.
30. McConnell SR, Odom SL, (1999) a multi measure performance-based assessment of Social Maturity in young children with disabilities. Topics in Early Childhood Special Education.