Abstract
M. Ed. (Educational Psychology)
There is a growing concern for the number of children who drop out of school before completing their matriculation examination successfully. The increase in technological
development and the creation of new and more demanding job opportunities requires a highly skilled workforce. Since underachievement retards the development of manpower,
it implies that each pupil should be guided to reach his highest possible niveau.
The factors affecting scholastic achievement are multidimensional, but one that has been minimally researched, is adjustment and the way in which inter- and intrapersonal
relationships affect the scholastic achievement of pupils. This study was undertaken to determine the relationship between adjustment and different levels of academic achievement. The method of research is twofold. A literature study constitutes the first part in which definitions of adjustment and achievement are related to the development and learning of the adolescent in personal, home, social and formal relationships. This is followed by an empirical study on relational components of adjustment which are applied to achievers, overachievers and underachievers who are identified by means of a regression analysis.