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Adjustment MCQ - Practice Questions with Answers

Solve 9 Adjustment questions for RAS/RPSC preparation.

Practice questions

Q1Read the assertion (A) and reason (R), then choose the option that best fits. Assertion (A): Repeated school refusal in a Class II learner can be a sign of poor adjustment that the teacher should not ignore. Reason (R): School refusal in early grades may reflect anxiety, peer trouble or unresolved family events that need calm observation and parent contact rather than punishment.

A Both A and R are true, but R is not the correct explanation of A.
B A is true and R is false because school refusal is always a deliberate disobedience in Class II.
C A is false and R is true because school refusal is never linked to anxiety or peer trouble.
D Both A and R are true and R is the correct explanation of A.
Explanation

Repeated school refusal in a Class II learner is a recognised early sign of poor adjustment that needs careful teacher attention. The reason gives the underlying causes — anxiety, peer trouble, family events — and prescribes calm observation and parent contact instead of punishment. The reason therefore explains the assertion correctly.

Q2A Class III teacher notices a learner showing repeated signs of distress over a week. Arrange the following teacher actions in the most appropriate order from earliest to latest. 1. Calm observation across a few classes and short notes on the pattern. 2. A short empathic conversation with the learner during a quiet moment. 3. Respectful contact with the parent or guardian to share the observation. 4. Referral to the school support person if the distress continues despite earlier steps. Choose the correct sequence.

A 4 then 3 then 2 then 1, beginning with referral and working back to observation across classes.
B 1 then 2 then 3 then 4, moving from observation to empathic talk, parent contact and referral.
C 2 then 1 then 4 then 3, beginning with empathic talk and ending with parent contact.
D 3 then 4 then 1 then 2, starting with parent contact and ending with the empathic talk.
Explanation

The standard supportive sequence in Classes I to V begins with calm observation across a few days to confirm a real pattern, moves to a short empathic talk with the learner, then to respectful parent contact, and finally to school support referral if distress continues. Starting with referral or parent contact before observation skips the evidence step that protects the learner.

Q3From the following list, how many are commonly recognised classroom signs of maladjustment in Classes I to V learners? Withdrawal from group play, neat handwriting practice, repeated thumb-sucking after a stressful event, sudden crying without clear reason, frequent attention-seeking calls, wearing the school uniform with care.

A Two of the listed behaviours are commonly recognised classroom signs of maladjustment.
B Three of the listed behaviours are commonly recognised classroom signs of maladjustment.
C Five of the listed behaviours are commonly recognised classroom signs of maladjustment.
D Four of the listed behaviours are commonly recognised classroom signs of maladjustment.
Explanation

Withdrawal from group play, repeated thumb-sucking after a stressful event, sudden crying without clear reason and frequent attention-seeking calls are all recognised maladjustment signs. Neat handwriting practice and wearing the uniform with care are healthy classroom habits, not signs of distress. Counting the recognised signs gives four.

Q4Consider the following two statements about the teacher's role in supporting adjustment in Classes I to V. Statement 1: A predictable daily routine reduces classroom anxiety and supports steady adjustment for primary learners. Statement 2: Public ridicule of a struggling learner is an effective short-term tool to push the child towards better adjustment. Which option is true?

A Both Statement 1 and Statement 2 are true and they support each other in classroom practice.
B Both Statement 1 and Statement 2 are false because routines and ridicule are equally harmful here.
C Statement 1 is true and Statement 2 is false because ridicule damages dignity and increases withdrawal.
D Statement 1 is false and Statement 2 is true because firm public correction works in primary grades.
Explanation

A predictable daily routine reduces classroom anxiety and helps a primary learner know what to expect, which supports adjustment. Public ridicule, however, damages dignity and often increases withdrawal, anxiety and regression. A teacher's role is to create a safe, respectful and supportive classroom climate, not to use humiliation as a behaviour tool. Therefore Statement 1 is true and Statement 2 is false.

Q5Match each defence mechanism in Group I with its primary description in Group II, and select the option that links them correctly. Group I: 1 Projection, 2 Sublimation, 3 Regression, 4 Identification. Group II: P returning to earlier child-like habits during stress, Q copying the manner and dress of an admired person, R channelling an unacceptable urge into a socially valued activity, S blaming others for one's own unwelcome feelings.

A 1-S, 2-R, 3-P, 4-Q
B 1-Q, 2-S, 3-R, 4-P
C 1-R, 2-P, 3-Q, 4-S
D 1-P, 2-Q, 3-S, 4-R
Explanation

Projection blames others for one's own unwelcome feelings. Sublimation channels an unacceptable urge into a socially valued activity such as sport or art. Regression is a return to earlier child-like habits during stress. Identification is copying the manner and dress of an admired person. Only the first option preserves all four matches in the standard adjustment chapter.

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More questions

6A Class IV learner who fails a spelling task tells the teacher that the task was unfair because the words were too difficult and that the topper was given easier words. Which defence mechanism is most clearly visible?

ARationalisation, where the learner gives an acceptable-sounding reason to protect self-image after a setback.
BSublimation, where the learner channels an unacceptable urge into a socially valued effort like sport or art.
CRepression, where the learner buries the painful memory completely without any verbal expression.
DIdentification, where the learner copies the dress, accent and manner of an admired senior pupil.

7Which of the following is NOT typically a sign of maladjustment in a Classes I to V learner?

ASudden withdrawal from group play and silence during friendly conversation in the classroom.
BA steady rise in oral reading confidence after two weeks of paired practice with a friendly peer.
CFrequent attention-seeking behaviour during routine tasks, including loud calls for the teacher.
DA return to thumb-sucking or baby talk in a Class III learner who had earlier moved past these habits.

8Consider the following statements about the teacher's role in Classes I to V adjustment. 1. Calm classroom observation over a few days helps the teacher distinguish a one-day mood from a real adjustment difficulty. 2. Empathic response to a learner's distress builds trust and supports steady adjustment. 3. Quietly involving parents in a respectful conversation can speed up adjustment when home events are involved. 4. Labelling a learner as a problem child during the morning assembly is a useful corrective measure. Which combination is correct?

AStatements 1, 2 and 4 are correct because labels and routines together speed up adjustment in early grades.
BStatements 2, 3 and 4 are correct because public labelling combined with empathy is the strongest tool here.
CStatements 1, 2 and 3 are correct because observation, empathy and respectful parent involvement support adjustment.
DStatements 1, 3 and 4 are correct because observation and labelling balance each other in primary classrooms.

9In child psychology, the term adjustment most accurately refers to which of the following processes?

AThe skill of writing answers within a fixed time during classroom tests in primary school.
BThe continuing process by which a learner balances inner needs with surrounding demands at home and school.
CThe medical treatment of a child whose physical growth has slowed during the first five years.
DThe activity of memorising long lists of words and numbers without any classroom support.

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