A Comparison of the Degree of Adjustment of Catholic Students in Catholic Schools and Catholic Students in Non-Catholic Schools

Abstract

It is a well known fact in psychology and education that the period of adolescence is frequently one of much strife and difficulty which manifests itself in personality maladjustment. Among the many possible sources of adjustment problems is one of special importance to the Catholic educator: religion. The manner in which religion might be the occasion of maladjustment to the adolescent has been indicated by Hurlock: “Heightened emotionality, which is characteristic of early adolescence, is intensified by an awakening interest in religion. …Even though orthodox religious explanations are accepted by the adolescent at confirmation, the growth of his ability to reason, the increase of his knowledge from advanced study, and discussion with members of other faiths may gradually give rise to doubt about his own beliefs. Should he feel he is no longer able to accept his former beliefs, which he feels honor bound to continue to accept, painful emotional conflicts result. … Feelings of guilt, which accompany his emotional tension, are intensified by reproofs from adults who regard doubts about religion as a sin. When the adolescent is made to f eel wicked because of his doubts, he becomes gloomy, morbid, and cynical . In time he feels disillusioned, let down and resentful . . . . The emotional stress may even reach the point where the adolescent thinks of suicide. The severity of emotional tensions may be relieved by preliminary preparation.” It seems logical to assume that some of the "preliminary preparation" to which Hurlock has reference may be found in the study of religion made by the students in Catholic schools. If her postulate is correct, the children attending these schools should be better equipped to cope with the problem of maladjustment arising out of religious interests or questions. The value of religion and religious training for adjustment is pointed out by Sadler when he says: “Religion helps to unify the contradictory elements in our personalities and so to lessen our mental and spiritual conflicts that we are better able to meet the day-by-day demand s of living without experiencing emotional upheavals. It strengthens the will and stimulates discussion and harmonizes experience and feeling. …” It seems then that religion can have a dual influence; it can be the source of tension-producing conflicts, or it can help the adolescent toward better adjustment. While the literature of psychology contains studies of the various aspects of religious t raining and its influence on the adolescent, the studies have not been systematic or too conclusive. Very little material is available on studies that have been made exclusively with Catholic children in an effort to secure data relative to their personality adjustment. The present author hopes to contribute some evidence relative to differences between personality adjustment of Catholic high school students in Catholic schools and Catholic students in public high schools. The specific purpose of the present investigation is to determine if there exist differences between the personality adjustment of Catholic children presently attending Catholic high schools and Catholic children now in public high schools as shown by the Heston Personality Adjustment Inventory. This problem is of general interest to Catholic educators and psychologists; but it has special reason for consideration in this particular area (Detroit, Michigan) in view of the present difficulty of placing all of the Catholic high school students in Catholic schools. The implications of the problem are obvious. If we find that there are significant differences between the degrees of adjustment o f the two groups in favor of the Catholic children in Catholic schools it will indicate the necessity of providing adequate facilities for the religious training of those Catholic children who are attending public schools. If we find that Catholic children who are attending ublic schools are better adjusted than those in Catholic schools we shall have grounds for investigating the programs of the Catholic schools in an effort to determine the reason or reasons for the deficiency in personality adjustment. If no significant differences are found in this investigation we shall know that, at least insofar as personality adjustment is concerned, the present arrangement of weekly religious instruction is adequate. The author further hopes that a study of this kind may contribute to the general knowledge of the role of formal religious training in the personality adjustment of adolescents. Since the curricula of both groups are basically the same, it is conceivable that if any differences in adjustment are found they may be attributable to the religious training superimposed upon the general academic work of the children who are attending Catholic schools, as well as to the over-all religious environment of these schools. The problem will be pursued in terms of the following hypotheses: 1) Catholic students attending Catholic high schools are generally better adjusted than Catholic students attending public high schools. 2) Catholic students attending public high schools are generally better adjusted than Catholic students a t tending Catholic high schools. 3) Catholic students attending Catholic high schools are better adjusted in some areas, while Catholic students attending public schools are better adjusted in other areas. 4) There is no significant difference between the adjustment of Catholic students in Catholic high schools and Catholic students attending public high schools.