Original Article
Home environment and personality traits among Higher Secondary
School students in Thiruvananthapuram, Kerala
T. Fairoosa, Ashna S. Kabeer
Postgraduate Department of Home Science and Research Centre, Government College for
Women, University of Kerala, Thiruvananthapuram, Kerala, India
Corresponding author: T. Fairoosa Email: fairoosansar@gmail.com
Journal of Experimental Biology and Zoological Studies. 2(2): p 160-5, Jul-Dec 2026.
Received: 15/06/2026; Revised: 19/06/2026; Accepted: 20/06/2026; Published: 05/07/2026
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Abstract
This study explores the intricate relationship between home environment and personality traits
among higher secondary school students. Over recent decades, research has increasingly
recognized the home environment as a pivotal factor influencing a child's educational and
cognitive development, as well as their overall personality. This study aims to fill a gap in
understanding how these dimensions interact during a critical phase of adolescent growth. The
primary objectives of the study are to assess the personality traits of students and evaluate their
home environments, as well as to analyse the correlation between these two variables. The sample
comprised fifty higher secondary school students, evenly divided between boys and girls, each
contributing unique perspectives to the study. The data collection employed a two-pronged
approach: a structured questionnaire to gauge the home environment and a standardized
personality assessment tool to evaluate personality traits. The results indicate notable differences
in how various family atmospheres influence the development of personality traits among
adolescent boys and girls. The analysis revealed that 58% of the selected students were introverts,
22% were ambiverts, and 20% were extroverts. In addition, 86% demonstrated emotional stability,
whereas 14% exhibited neurotic personality characteristics. The findings of this study call for a
collaborative effort among families, schools, and communities to create supportive environments
that foster healthy personality development.
Keywords: Behaviour problems, emotional stability, home environment, neuroticism, personality
trait.
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Introduction
The home environment has long been recognized as a crucial factor in shaping a child's educational
and cognitive development, as well as impacting their personality traits. The formative years of
higher secondary school represent a unique developmental stage where students experience
significant changes in their identity, social interactions, and cognitive abilities. As a result, there
is a heightened interest in examining the interplay between home environments and personality
traits during this period.
Personality, a set of enduring characteristics that influence an individual’s thoughts, feelings, and
behaviours, is shaped by various factors, including genetics, social interactions, and environmental
contexts. Among these, the home environment is particularly influential, as it serves as the primary
setting for emotional and social learning. Factors such as parental attitudes, family dynamics, and
socioeconomic conditions can significantly affect a child's personality development.[1]
Understanding the relationship between personality traits and home environment is essential for
several reasons. First, it can inform educational practices, enabling educators to tailor their
approaches to better meet the diverse needs of students. Second, insights gained from this research
may assist parents in fostering supportive home environments that promote positive personality
development. Lastly, policymakers can leverage these findings to create initiatives aimed at
enhancing the quality of home environments, particularly in underserved communities.
Parents serve as the initial educators for their children, imparting vital lessons that shape their early
development.[2] Through family norms and values, children absorb various qualities and
behaviours that significantly influence their interactions with peers and classmates. The
educational process plays a crucial role in moulding a child's personality, fostering behavioural
changes that enable them to adapt to diverse environments they may encounter throughout their
lives. These behavioural transformations are closely tied to a child's performance in various
settings, including academic achievement. Children who exhibit outgoing personalities and readily
take the initiative, tend to navigate diverse situations more effectively, often achieving higher
academic success [3] Thus, the home environment plays a critical role in shaping the personality
traits of school-aged children. In light of this understanding, we have chosen to explore the
relationship between home environment and personality development among higher secondary
school students. This study aims to highlight how the dynamics within the home can influence
students' personalities, ultimately impacting their performance and adjustment in educational
settings.
Materials and Methods
The study was carried out in in different higher secondary school students in Kerala. The sampling
procedure for the study was selected by a non- random sampling method called convenience
sampling. Fifty higher secondary school students comprising boys and girls of 25 each were
selected as sample for studying their personality and home environment. The questionnaire was
used to elicit information about the home environment and personality among higher secondary
students; the questionnaire consisted of both standardized questionnaire tool of personality
inventory, questionnaire on home environment and general information schedule. The Eysenck
Personality Inventory (EPI), a validated 57-item Yes/No questionnaire measuring extraversion,
neuroticism, and response validity, was used for personality assessment. Data were analysed using
descriptive statistics, including percentage analysis.
Results
The majority of the selected students were domiciled in urban areas (42%), while 32% were from
semi-urban areas and the remaining 26% belonged to rural areas (Figure 1). It was found that 88%
of students were from middle income family, 10 % were from low-income family and only 5 of
the students were from high income family (Table 1).
Figure 1: Domicile-wise distribution of students (%) selected for the study
0
5
10
15
20
25
30
35
40
45
URBAN SEMI URBAN RURAL
Table 1: Distribution of students across different family income (n=50)
Family Income group
No. (%)
Low Income Family
5 (10.0)
Middle Income Family
44 (88.0)
High Income Family
1 (2.0)
Around 54% of the students reported that they were sometimes involved in decision-making at
home, while 24% reported being often involved. A further 22% stated that they were always
involved in household decision-making. None of the students reported that they were never
allowed to participate in decision-making at home (Figure 2).
Figure 2. Students’ involvement in decision-making at home
In the home environment, educational matters were the most frequently discussed issues, with a
score of 72%. Financial matters and recent outside issues were discussed by 56% and 54% of the
respondents, respectively. Film- and media-related matters were discussed by 28% of the
respondents, while 26% discussed religious matters. Only 1% of the respondents reported
discussing other matters (Figure 3).
Figure 3: Most frequently discussed topics or problems in the home environment. Percentages for each
attribute were calculated separately based on yes/no answer for each item, from the survey questionnaire
Regarding time spent with children, 46% of parents were highly involved, 40% were somewhat
involved, and 12% had minimal involvement. Parents who spent no time with their children
accounted for only 2% of the total (Table 2).
0
10
20
30
40
50
60
ALWAYS SOMETIMES OFTEN NEVER
0
10
20
30
40
50
60
70
80
Financial
Problems
Educational
Matters
Religious
Matters
Recent outside
issues
Film / Media
related matter
Others
Table 2: Time spent by parents with students (n=50)
Time spent by parents with students
No. (%)
A lot
23 (46.0)
Somewhat
20 (40.0)
Very little
6 (12.0)
Not at all
1 (2.0)
Figure 4: Distribution of personality types among students
Among the selected students, 58% exhibited an introverted personality, whereas 20% exhibited
extroverted personality traits (Figure 4). It was found that 22 % of students have ambiverted
personality (personality type that exhibits characteristics of both introversion and extraversion).
For a more detailed analysis of the personality traits of the selected students, the Neuroticism–
Stability dimension was considered. Table 3 presents the distribution of the selected sample
according to this personality dimension. The Neuroticism score ranges from 0 to 24; higher scores
indicate greater neuroticism, whereas scores below 12 indicate emotional stability. Accordingly,
86% showed emotional stability, while the remaining 14% exhibited neurotic tendencies in their
personality (Table 3).
Table 3: Personality traits among students: Neuroticism / emotional stability (n=50)
N score
No. (%)
Above 12
7 (14.0)
Below 12
43 (86.0)
N score=Neuroticism score
Discussion
This study underscores the significant relationship between the home environment and the
personality traits of higher secondary school students. Distinct family atmospheres uniquely
influence personality development in boys and girls and the observed differences in personality
are likely attributable to variations in family nurturing practices, which are reflected in differences
in behavioural patterns and personality outcomes.
20%
58%
22%
EXTROVERSION INTROVERSION AMBIVERSION
As adolescents undergo the critical process of identity formation, their experiences and interactions
within the home environment play a pivotal role in shaping their sense of self. It is found in the
present survey that most students experienced a favourable family environment, regardless of their
economic status and domicile. They also maintained a comfortable and positive relationship with
their parents and were involved in various family matters; both of which are crucial factors in
developing desirable personality traits during adolescence. The present findings are consistent with
those of recent studies indicating that parenting style and the emotional climate within the family
significantly influence adolescents’ psychological adjustment and personality development.[4]
These observations highlight the fact that the home environment is not merely a backdrop but an
active factor in shaping personality traits. Factors such as parental attitudes, family dynamics, and
the overall emotional climate of the home have a significant impact on students’ academic
performance and social behaviour. For instance, a nurturing and supportive family environment is
often associated with higher self-esteem and better academic outcomes, whereas a negative home
atmosphere may lead to increased anxiety and poorer performance. Similar findings have been
reported in recent studies, where positive family support is associated with improved emotional
regulation and greater social competence among adolescents.[5]
It is suggested that for adolescents to cultivate sustainable positive behaviours, they require
comprehensive guidance from various societal pillars, including schools, families, peers, media,
and the broader community.[6] This multifaceted approach is essential for fostering resilience and
adaptability in young individuals as they face the challenges of adolescence. Schools, in particular,
hold a crucial role in this ecosystem, as they can provide structured support and mentorship to help
bridge gaps that may arise from home environments. A substantial body of contemporary literature
highlights the role of school and community support systems in fostering adolescent well-being
and personality development.[7]
The finding that more than 50 per cent of the students who participated in this survey were
identified as introverts underscores the importance of creating balanced academic environments.
This high prevalence indicates the need for educators to employ diverse pedagogical strategies so
that introverted students are not disadvantaged by their relatively lower levels of verbal
participation in classroom discussions. [8,9] Furthermore, schools must encourage their
participation through inclusive extracurricular activities.[10] Providing periodic counselling can
offer vital mental health support to cultivate self-confidence among these individuals, while
fostering an institutional recognition that quietness should not be conflated with shyness or social
anxiety.[10]
Earlier findings have highlighted the importance of recognizing personality traits during childhood
and early adolescence. [11,12] The development of personality traits, particularly neurotic tendencies,
is influenced not only by emotional experiences but also by environmental factors, including
parenting styles, peer influences, and societal expectations. Adolescents raised in nurturing
environments may exhibit resilience against negative emotional traits, while those in less
supportive settings may struggle with emotional regulation.[13] The present study reveals
neuroticism in 14% of the students. It must be emphasised that understanding the interplay between
neuroticism and personality stability in adolescents has important implications for psychological
practice and intervention. Schools and community organizations can play a vital role in creating
supportive environments that foster emotional intelligence and strengthen adolescents’ coping
skills.[11] The present findings point out that it is imperative for educators and policymakers to
recognize the importance of the home environment in shaping the personalities of students.[12]
Programs designed to educate parents about effective parenting strategies and the significance of
emotional support can be beneficial. Schools can also implement family engagement initiatives
that encourage parental involvement in the educational process, thereby promoting a more holistic
approach to student development.
Conclusion
In conclusion, the intricate relationship between home environment and personality development
in higher secondary school students is evident from this study. The findings call for a collaborative
effort among families, schools, and communities to create supportive environments that foster
healthy personality development. By prioritizing emotional support and constructive interactions,
we can better equip adolescents to thrive academically and socially. This holistic understanding of
personality development emphasizes that nurturing young minds requires a collective and
concerted effort. Despite its limitation to the selected sample, the study offers valuable insights for
future research and practical applications.
Acknowledgement
We extend our sincere gratitude to the faculty members of the Department of Home Science and
Government College for Women Thiruvananthapuram, for their valuable guidance and support.
Financial support and sponsorship
Nil.
Conflicts of Interest
The author declares that there are no conflicts of interest related to this work.
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