1. 20
International Indexed & Refereed Research Journal, ISSN 0974-2832, (Print), E- ISSN- 2320-5474, Aug-Oct, 2013 ( Combind ) VOL –V * ISSUE – 55-57
Introduction
All the Branches of Education and Psychol-
ogy are ultimately related to understand the Concept
ofPersonalityorthedevelopmentofPersonality.Intel-
ligence is the one ofthe major aspect ofPersonality. In
a Common classroom some students are bright, other
dull, some are quick, other slow, Some solve the prob-
lem quickly and directly other fumble over them for a
long time, some adopt themselves to new situation
easilywhileotherexperiencedifficultly.Althoughspe-
cific personality characteristics differ between indi-
viduals, extraverts typically prefer to be in social situ-
ations where they are busy and able to interact with
others rather than spend time alone. When interacting
withotherpeopleextrovertsseemmoreconfidentthan
those who are introverted. Those who are extraverted
typically desire to be known by others, while those
who are introverted do not viewrecognition as signifi-
cant(Jung,1971).
An extraverted individual spends more time
each day interacting with people in social situations
than an introverted individual (Leary & Buckley,
2000).Introvertedpeoplearemoreinclinedtokeeptheir
feelings to themselves and deal with issues alone, al-
though they are generally quite sympathetic to the
feelings ofotherpeople.Social relationships for intro-
verts, often labeled as shy, start with less depth than
social relationships developed with more outgoing
individuals. Shyness could immobilize the social con-
tact needed for quality relationships because the indi-
vidual fears being rejected. Behavior connected to a
shy personality does not always assist in the progress
ofbuildingacceptanceandfamiliaritywithotherpeople.
Introverts may give off the impression that they do not
wanttoreceiveattentionfromotherindividuals(Leary
& Buckley, 2000).Shyness may lead to a fear of nega-
tive evaluation in social settings, meaning feelings of
anxiety over being judged by other people (Cowden,
Research Paper - Education
Aug- Oct , 2013
AStudy of Intelligence of Extrovert
andIntrovertStudents.
* Mr Dinesh Kumar
*AssistantProfessor,SPCollegeofEducation,Rewari(Haryana)
The study aims to study the intelligence of extrovert and introvert secondary students of District Rewari (Haryana). A sample
of 200 secondary Boys and girls students with the age range 15 to 18 years. The Introversion -Extroversion Inventory (IEI)
(By P F Aziz & Rekha Agnihotri) and Samuhik Manasik Yogyata Pariksha By Dr S S Jalota were used. Mean, SD, T-test
were used as statistical Techniques. The finding of the present research revealed that extrovert adolescent students are more
intelligent as compared to introvert adolescent students
A B S T R A C T
2005). Manyquestions on the Fear ofNegative Evalu-
ationscale(FNE)(Watson&Friend,1969)focusonthe
issues of being judged and concern over impressions
made on others; questions cover items such as, "I am
afraid people will find fault with me" ( Carleton,
McCreary,Norton,&Asmundson,2006).Onesubtype
of social anxietyis fear or concern over social interac-
tion and public speaking(Moore & Gee,2003). Those
who are anxious in social interactions tend to be ex-
tremely preoccupied with clearly articulating their
speech and portraying a presentable physical appear-
ance. They are highly concerned with the impression
they make on other people, thus they are high self-
monitors and have high levels of self-awareness
(Kocovski&Ender,2000).
Personality
Personality, in psychology, the patterns of
behavior,thought,andemotionuniquetoanindividual,
and the ways they interact to help or hinder the adjust-
ment of a person to other people and situations. A
number of theories have attempted to explain human
personality. In his psychoanalytic interpretation,
Sigmund Freud asserted that the human mind could be
divided into three significant components-the id, the
ego, and the superego-which work together (or come
into conflict) to shape personality. Psychoanalysis
emphasizesunconsciousmotivationsand theconflicts
betweenprimal urgesandlearned social mores,stress-
ing the importance of early childhood experiences in
determining mature personality. Exponents of behav-
iorism,suchasB.F.Skinner,suggestthatanindividual's
personality is developed through external stimuli. In
the behaviorist model, personality can change signifi-
cantly with a shift to a newenvironment. Social-learn-
ingtheorists,notablyAlbertBandura,alsoemphasized
environmental influences but pointed out that these
work in conjunction with forces such as memory and
feelings to determine personality.

2. 21SHODH, SAMIKSHA AUR MULYANKAN
International Indexed & Refereed Research Journal, ISSN 0974-2832, (Print), E- ISSN- 2320-5474, Aug-Oct, 2013 ( Combind ) VOL –V * ISSUE – 55-57
Extroversion
Extroversionischaracterized byapreference
to focus on the world outside the self. Extroverts are
energized by social gatherings, parties and group ac-
tivities.Extrovertsareusuallyenthusiastic,gregarious
andanimated.Theircommunicationstyleisverbaland
assertive.Extrovertsoftenneedtotalkinordertothink.
They enjoy the limelight.
Introversion
Introversion is characterized by a preference
to focus on the inside world. Introverts are energized
byspendingtimealoneorwithasmallgroup.Theyfind
large group gatherings draining because they seek
depth instead of breadth of relationships. Introverts
processinformationinternally.Theyaregreatlisteners
and think before talking.
Intelligence
Intelligence, in psychology, thegeneral men-
talabilityinvolvedincalculating,reasoning,receiving
relationships and analogies, learning quickly, storing
and retrieving information, using language fluently,
classifying, generalizing, and adjusting to new situa-
tions. Alfred Binet the French psychologist, defined
intelligenceasthetotalityofmentalprocessesinvolved
in adapting to the environment. Although there re-
mainsastrongtendencytoviewintelligenceasapurely
intellectual or cognitive function, considerable evi-
dence suggests that intelligence has many facets.
Objectivesofthepresentstudy
• To Study the intelligence of secondary students.
• To study the significance difference in intelligence
on the basis of their Personality.
Hypothesis
• There is no significant difference in the intelligence
of Extrovert and Introvert students.
ToolsUsed
• The following tools have been used in the present
study:•TheIntroversion-ExtroversionInventory(IEI)
• By P FAziz & RekhaAgnihotri • Samuhik Manasik
Yogyata Pariksha • By Dr S S Jalota
Sample
The Present study aims to study the intelli-
gence of Extrovert and Introvert Students. For this
Total Percentage Type of
Students Personality
Category A 43 21.5% Introvert
Category B 72 36% Extrovert
Category C 85 42.5% Ambivert
purpose a total sample of 200 students of class X were
selected on the basis of Convenience sample method
fromDharuheraBlockofdistrictRewari(Haryana).The
Introversion -Extroversion Inventory (IEI) were dis-
tributed to each student.On the basis of Marks 43
studentswerefoundIntrovert,72 studentswereExtro-
vertand 85studentswereAmbivert.40-40sampleeach
from extrovert and introvert group were selected by
Lottery Method.
StatisticalTechniquesUsed:
Mean, Standard Deviation and T-test.
AnalysisandInterpretationofData:
Sr, Groups No. Mean S.D t-value Sig/Not Sig
No.
1 Extrovert 40 105.43 14.32 2.82 Significant at
2 Introvert 40 95.87 17.05 0.05 level
Hypothesis: There is no significant difference in the
intelligence of Extrovert and Introvert students.
Tableshowingmean,S.D.&'t'valueofsecondaryschool
students for intelligence of Extrovert and introvert
students.
A perusal of table indicates that the mean
scoreof extrovert and introvert student are 105.43 and
95.87 respectively whereas the standard deviation of
the extrovert and introvert students is 14.32 and 17.05
respectively.Ahigher value of SD in extrovert student
infers that the former is more homogenous and consis-
tencesampleascompareto later.Onapplyingt-testthe
difference in the level of intelligence of extrovert and
introvert students is found to be 2.82, which is signifi-
cant at 5% level of significance. Thus, it can be con-
clude that there is significant difference in the level of
intelligence of extrovert and introvert students.
Conclusion:
Thus it may be conclude that the extrovert
students are more intelligent as compare to introvert
students.
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