PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
PSYCHOLOGY PRACTICAL FILE
CLASS XII — 2026–27
CBSE | Subject Code 037
Name of Student
Class & Section
Roll Number
Name of School
Name of Teacher
Academic Year 2026–27
TESTS INCLUDED IN THIS FILE
# Test Full Name Assessed Attribute
Code
1 SRPM Self Report Personality Measure Personality Dimensions
2 SCQ Self Concept Questionnaire Self Concept
3 EPQ Eysenck Personality Personality Type (E, N, P)
Questionnaire
4 ADSS Adolescent Decisional Self- Decision-Making Confidence
Efficacy Scale
5 SCAT Sport Competition Anxiety Test Competitive Trait Anxiety
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 1
SRPM
(Self Report Personality Measure)
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 1 — SRPM (Self Report Personality Measure)
AIM
To assess the personality traits of the subject using the Self Report Personality Measure (SRPM)
and to understand the dominant personality dimensions reflected in their responses.
BASIC CONCEPT
Personality refers to a unique and relatively stable pattern of thinking, feeling, and behaving that
characterizes an individual. The SRPM is a structured self-report inventory designed to measure
key personality dimensions based on established psychological frameworks.
Self-report measures are one of the most commonly used tools in personality assessment. In a self-
report test, the individual rates or responds to statements about themselves, and the responses are
scored to yield personality profiles. The SRPM typically covers dimensions such as:
• Extraversion – sociability, talkativeness, assertiveness
• Emotional Stability – calmness vs. anxiety and moodiness
• Openness to Experience – creativity, curiosity, intellectual interests
• Agreeableness – cooperativeness, trust, empathy
• Conscientiousness – discipline, organization, goal-directedness
PRELIMINARIES
Subject Name, Age, Class, Gender (to be filled after administration)
Examiner Name of student administering the test
Date Date of administration
Setting Quiet, well-lit room; one-to-one or small group
MATERIALS REQUIRED
1. SRPM test booklet / questionnaire sheet (one per subject)
2. Response sheet / answer sheet
3. Pen or pencil
4. Scoring key / stencil
5. Profile sheet for recording scores
6. Stopwatch or clock (if timed)
PRECAUTIONS
• Ensure the subject is comfortable and not distracted before starting
• Do not interpret or explain the items — allow the subject to respond naturally
• Maintain neutral, non-judgmental body language throughout
• Ensure all items are attempted — check for unanswered items before scoring
• Keep the scoring key confidential; do not reveal it to the subject before scoring
• Record the subject's name, age, and other details accurately
• Avoid administering the test when the subject is in distress or fatigued
RAPPORT FORMATION
Before beginning the test, the examiner should:
7. Introduce themselves warmly and explain the general purpose of the activity
8. Clarify that responses are confidential and there are no right or wrong answers
9. Reassure the subject that the test is for learning/academic purposes only
10. Encourage honest and spontaneous responses
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
11. Check if the subject has any questions before beginning
Sample rapport statement:
"Hello! I am going to ask you to fill a questionnaire about yourself. There are no right or
wrong answers — just respond as honestly as you can. Your responses will be kept
confidential and will only be used for our academic exercise. Please feel free to ask me if
you have any doubts."
INSTRUCTIONS TO THE SUBJECT
Read the following instructions aloud to the subject before beginning:
INSTRUCTIONS
"This questionnaire contains a number of statements. Read each statement carefully and
decide how well it describes you. Use the following scale to indicate your response:"
1 = Strongly Disagree | 2 = Disagree | 3 = Neutral | 4 = Agree | 5 = Strongly
Agree
"There is no time limit, but try to work quickly without overthinking. Answer all the
statements. Do not leave any blank."
TEST ADMINISTRATION
12. Distribute the questionnaire and response sheet
13. Read the instructions aloud (see above)
14. Ask the subject to record their name, age, class, and date on the sheet
15. Allow the subject to complete all items at their own pace
16. Observe the subject quietly — do not rush or comment on responses
17. On completion, collect the response sheet and check for unanswered items
18. Request the subject to complete any missed items
SCORING
Scoring Key
(Note: Use the official SRPM scoring key provided with the test. Below is the scoring template.)
Dimension Items (Positive) Items (Reverse) Raw Score Percentile
Extraversion e.g. 1, 6, 11, 16... e.g. 3, 8... _____ / 50 _______
Emotional Stability e.g. 2, 7, 12... e.g. 5, 10... _____ / 50 _______
Openness e.g. 3, 8, 13... e.g. 1, 6... _____ / 50 _______
Agreeableness e.g. 4, 9, 14... e.g. 2, 7... _____ / 50 _______
Conscientiousness e.g. 5, 10, 15... e.g. 4, 9... _____ / 50 _______
TOTAL SCORE — — _____ / 250 —
Score Interpretation Norms
Score Range Interpretation Description
40 – 50 Very High Strongly reflective of this trait
30 – 39 High Predominantly displays this trait
20 – 29 Average Moderate expression of this trait
10 – 19 Low Trait not prominently expressed
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
Score Range Interpretation Description
Below 10 Very Low Trait markedly absent
RESULT
Name of Subject:
Age: Gender:
Personality Dimension Raw Score Category (High / Average / Low)
Extraversion
Emotional Stability
Openness to Experience
Agreeableness
Conscientiousness
INTERPRETATION
Dominant Personality Dimension(s):
Overall Personality Profile Summary:
Observations / Additional Remarks:
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 2
SCQ
(Self Concept Questionnaire)
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 2 — SCQ (Self Concept Questionnaire)
AIM
To assess the self-concept of the subject across various dimensions using the Self Concept
Questionnaire (SCQ), and to understand how the individual perceives themselves in social,
physical, academic, and emotional domains.
BASIC CONCEPT
Self-concept refers to an individual's perception of themselves — their thoughts, feelings, and
evaluations about who they are. It is a multi-dimensional construct that includes:
• Physical Self — perception of one's body, appearance, and physical abilities
• Academic Self — beliefs about one's intellectual and scholastic abilities
• Social Self — how one views oneself in relation to others and social roles
• Emotional Self — awareness and understanding of one's emotional states
• Moral-Ethical Self — one's values, principles, and sense of right and wrong
• Family Self — perception of oneself within family roles and relationships
Carl Rogers and Abraham Maslow emphasized the importance of a positive, congruent self-concept
for healthy psychological functioning. Discrepancy between the 'ideal self' and the 'actual self' can
lead to psychological distress.
PRELIMINARIES
Subject Name, Age, Class, Gender
Examiner Student's Name
Date of ___________________
Administration
Setting Quiet, private, comfortable space
MATERIALS REQUIRED
19. SCQ questionnaire booklet / printed sheet
20. Response sheet
21. Pen/pencil
22. Scoring key
23. Dimension-wise score profile sheet
PRECAUTIONS
• Ensure the subject understands the response scale before beginning
• Emphasize honesty — self-concept tests are most meaningful when responses are genuine
• Do not reassure or validate responses mid-test
• Maintain a non-evaluative atmosphere throughout
• Ensure all subscales are fully completed
RAPPORT FORMATION
"I'm going to give you a questionnaire about how you see yourself. There are no right or
wrong answers — this is purely about your own perceptions. Please answer honestly.
Everything you share will remain confidential."
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
INSTRUCTIONS TO THE SUBJECT
INSTRUCTIONS
"Read each statement below and indicate how well it describes you. Use the scale:"
1 = Completely False | 2 = Mostly False | 3 = Partly True/Partly False | 4 = Mostly
True | 5 = Completely True
"Answer all statements. Do not spend too long on any one item — your first response is
usually the best."
TEST ADMINISTRATION
24. Distribute the SCQ questionnaire and response sheet
25. Read instructions aloud and ensure the subject understands the rating scale
26. Allow the subject to work independently without interruption
27. Collect completed sheets and verify all items are answered
28. Thank the subject and proceed to scoring
SCORING
Subscale / Item Nos. Max Score Score Obtained Level
Dimension
Physical Self Items 1–8 40 ______ ______
Academic Self Items 9–16 40 ______ ______
Social Self Items 17–24 40 ______ ______
Emotional Self Items 25–32 40 ______ ______
Moral-Ethical Self Items 33–40 40 ______ ______
Family Self Items 41–48 40 ______ ______
TOTAL SELF All items 240 ______ ______
CONCEPT
Norms for Interpretation
Total Score Self-Concept Level Description
180 – 240 High / Positive Strong, well-developed, positive self-image
120 – 179 Moderate Mixed self-perceptions, situationally variable
Below 120 Low / Negative Poor self-image, possible need for support
RESULT
Name of Subject:
Age: Gender:
Dimension Score Obtained Level (High/Moderate/Low)
Physical Self
Academic Self
Social Self
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
Dimension Score Obtained Level (High/Moderate/Low)
Emotional Self
Moral-Ethical Self
Family Self
Total Self Concept
INTERPRETATION
Area of Strongest Self-Concept:
Area of Weakest Self-Concept:
Overall Self Concept Level and Remarks:
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 3
EPQ
(Eysenck Personality Questionnaire)
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 3 — EPQ (Eysenck Personality Questionnaire)
AIM
To assess the personality of the subject on three major dimensions — Extraversion (E), Neuroticism
(N), and Psychoticism (P) — using the Eysenck Personality Questionnaire (EPQ), and to identify the
personality type of the individual based on EPQ norms.
BASIC CONCEPT
Developed by Hans J. Eysenck, the EPQ is a widely used psychometric tool based on his biological
theory of personality. Eysenck proposed that personality can be understood through three main
dimensions, each on a continuum:
• Extraversion (E): Ranges from introversion (reserved, solitary) to extraversion (sociable,
outgoing). Extraverts seek stimulation due to low cortical arousal.
• Neuroticism (N): Ranges from emotional stability to neuroticism (anxiety, moodiness). High-
N individuals have a reactive autonomic nervous system.
• Psychoticism (P): Ranges from socialized, empathetic behaviour to cold, aggressive, anti-
social tendencies.
• Lie Scale (L): Measures social desirability bias — excessively high scores may indicate
faking.
The EPQ uses a Yes/No response format, and scores are calculated separately for each scale.
Profiles are plotted on a grid of E × N, allowing identification of Eysenck's four temperament types:
Melancholic, Choleric, Sanguine, and Phlegmatic.
PRELIMINARIES
Subject Name, Age, Class, Gender
Examiner Name of administering student
Date ___________________
Standardized Specify (e.g., Indian adult norms / school norms)
Norms Used
MATERIALS REQUIRED
29. EPQ questionnaire booklet
30. Response sheet (Yes/No format)
31. Scoring stencil / key for each scale (E, N, P, L)
32. Pen or pencil
33. EPQ profile chart (E × N grid)
PRECAUTIONS
• The EPQ has a Lie Scale — inform the subject to answer honestly; faking will be detected
• Do not explain or clarify individual items; only re-read if the subject has not heard clearly
• Ensure all 90 items (or applicable version items) are answered
• Note the time taken and any behavioral observations during administration
RAPPORT FORMATION
"This is a questionnaire about the kind of person you are. There are no right or wrong
answers. Just answer each question quickly and honestly by circling YES or NO. The whole
questionnaire should take about 10–15 minutes."
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
INSTRUCTIONS TO THE SUBJECT
INSTRUCTIONS
"Please answer each question by writing YES or NO next to it. Answer as honestly as you
can — do not think too long. There is no time limit, but try to work quickly. Make sure you
answer every question."
TEST ADMINISTRATION
34. Distribute the EPQ booklet and response sheet
35. Read the instructions aloud to the subject
36. Allow the subject to complete all items independently
37. Record start and end time
38. Collect the response sheet; verify no items are left unanswered
SCORING
Scale-wise Scoring
Scale No. of Items Scoring Direction Raw Score Interpretation
Extraversion (E) 21 Higher = more ______/ 21 ______
extraverted
Neuroticism (N) 23 Higher = more ______/ 23 ______
neurotic
Psychoticism 25 Higher = more ______/ 25 ______
(P) psychoticism
Lie Scale (L) 21 Higher = more social ______/ 21 ______
desirability
Eysenck's Personality Type Grid
Personality Type E Score N Score Key Traits
Melancholic Low E High N Moody, anxious, reserved,
pessimistic
Choleric High E High N Touchy, restless, excitable,
aggressive
Sanguine High E Low N Sociable, outgoing, talkative,
carefree
Phlegmatic Low E Low N Calm, reliable, controlled,
thoughtful
RESULT
Name of Subject:
Age: Gender:
Scale Raw Score Norm Range Category
(Low/Avg/High)
Extraversion (E)
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
Scale Raw Score Norm Range Category
(Low/Avg/High)
Neuroticism (N)
Psychoticism (P)
Lie Scale (L)
Personality Type (from E×N Grid):
INTERPRETATION
Description of Personality Type:
Remarks on Lie Scale Score:
Overall Personality Interpretation:
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 4
ADSS
(Adolescent Decisional Self-Efficacy Scale)
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 4 — ADSS (Adolescent Decisional Self-Efficacy Scale)
AIM
To assess the decisional self-efficacy of the adolescent subject across various problem-solving and
decision-making competencies using the Adolescent Decisional Self-Efficacy Scale (ADSS).
BASIC CONCEPT
Self-efficacy, a concept introduced by Albert Bandura, refers to an individual's belief in their own
capacity to execute behaviors necessary to produce specific outcomes. Decisional self-efficacy
specifically refers to one's confidence in their ability to make decisions effectively.
The ADSS measures how confident adolescents feel in six key decision-making competencies:
• Problem Identification — ability to recognize and define problems clearly
• Identifying Alternatives — ability to generate multiple possible solutions
• Information Seeking — ability to gather relevant information before deciding
• Weighing Pros & Cons — ability to evaluate consequences of alternatives
• Making Decisions — confidence in actually committing to a choice
• Implementing Solutions — ability to follow through on decisions
High decisional self-efficacy in adolescents is linked to better academic performance, healthier
lifestyle choices, and stronger social adjustment.
PRELIMINARIES
Subject Name, Age, Class, Gender
Examiner Name of administering student
Date ___________________
Target Group Adolescents (approx. 12–18 years)
MATERIALS REQUIRED
39. ADSS questionnaire sheet
40. Response sheet
41. Pen or pencil
42. Scoring key
43. Subscale profile sheet
PRECAUTIONS
• Ensure the subject is familiar with the concept of 'confidence' before beginning
• Reassure the subject that there are no right or wrong answers
• All subscales should be completed for a comprehensive profile
• Be sensitive — some items relate to personal decision-making challenges
RAPPORT FORMATION
"I have a short questionnaire for you about how confident you feel when making decisions.
There are no correct answers — just tell me how sure you feel about each thing. Everything
you share is private."
INSTRUCTIONS TO THE SUBJECT
INSTRUCTIONS
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
"Below are some statements about making decisions. For each statement, indicate how
confident you feel using the scale below:"
0 = Not at all confident | 1 = A little confident | 2 = Somewhat confident | 3 = Fairly
confident | 4 = Completely confident
"Circle the number that best shows how you feel. Please answer every statement."
TEST ADMINISTRATION
44. Distribute the ADSS questionnaire and response sheet
45. Read the instructions aloud and demonstrate the rating scale with an example
46. Allow the subject to complete all items at their own pace
47. Collect the completed sheet and check all items are answered
SCORING
Subscale Items Max Score Score Obtained Confidence Level
Problem Identification 1–5 20 ______ ______
Identifying Alternatives 6–10 20 ______ ______
Information Seeking 11–15 20 ______ ______
Weighing Pros & Cons 16–20 20 ______ ______
Making Decisions 21–25 20 ______ ______
Implementing Solutions 26–30 20 ______ ______
TOTAL SCORE All 120 ______ ______
Norm Table
Score Range Level Implication
90 – 120 High Strong decisional self-efficacy; confident decision-maker
60 – 89 Moderate Average confidence; situationally variable
Below 60 Low Limited confidence in decision-making; may benefit from
support
RESULT
Name of Subject:
Age: Gender:
Subscale Score Level
Problem Identification
Identifying Alternatives
Information Seeking
Weighing Pros & Cons
Making Decisions
Implementing Solutions
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
Subscale Score Level
TOTAL
INTERPRETATION
Area of Highest Confidence:
Area of Lowest Confidence:
Overall Decisional Self-Efficacy Level and Remarks:
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 5
SCAT
(Sport Competition Anxiety Test)
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
TEST 5 — SCAT (Sport Competition Anxiety Test)
AIM
To measure the competitive trait anxiety of the subject using the Sport Competition Anxiety Test
(SCAT), and to determine the individual's predisposition to experience anxiety in competitive
situations.
BASIC CONCEPT
Developed by Rainer Martens (1977), the SCAT is a sport-specific measure of competitive trait
anxiety — defined as the tendency to perceive competitive situations as threatening and to respond
with feelings of apprehension and tension.
Key concepts underlying SCAT:
• Trait Anxiety (A-Trait): A stable personality disposition to respond anxiously across many
situations
• State Anxiety (A-State): A temporary emotional state characterized by subjective feelings of
tension
• Competitive Anxiety: A specific form of trait anxiety related to performance contexts such as
exams, sports, presentations
• Somatic Anxiety: Physical symptoms of anxiety (heart racing, sweating, tension)
• Cognitive Anxiety: Mental symptoms (worry, self-doubt, concentration disruption)
Although originally designed for sports, SCAT is widely used in school and academic contexts to
understand performance anxiety. The test has strong validity and reliability and is appropriate for
adolescents.
PRELIMINARIES
Subject Name, Age, Class, Gender, Sport/Activity mentioned
Examiner Name of administering student
Date ___________________
Context Specified Ask subject to think of a competitive situation they are familiar with
MATERIALS REQUIRED
48. SCAT questionnaire (15-item version)
49. Response sheet
50. Pen or pencil
51. SCAT scoring key
52. Norm table for interpretation
PRECAUTIONS
• Ask the subject to focus on a specific competitive context before responding
• Do not describe the purpose as 'measuring anxiety' — use neutral language like 'feelings
during competition'
• Ensure all 15 items are answered before scoring
• Interpret results sensitively — high anxiety scores should not be disclosed bluntly
RAPPORT FORMATION
"I'm going to ask you how you generally feel when competing — in sports, games, exams,
or any situation where you are being judged or compared. There are no right or wrong
answers. Just tell me what is usually true for you."
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
INSTRUCTIONS TO THE SUBJECT
INSTRUCTIONS
"Below are some statements about how people feel when they compete. Read each
statement and decide how you GENERALLY feel (not just right now). Use the following
scale:"
1 = Hardly Ever | 2 = Sometimes | 3 = Often
"Circle the number that best describes how you generally feel. There are no right or wrong
answers. Work quickly and do not skip any item."
TEST ADMINISTRATION
53. Ask the subject to think of a competitive context (sports / exams / performance)
54. Distribute the SCAT questionnaire
55. Read the instructions aloud; clarify the rating scale with an example
56. Allow the subject to complete all 15 items independently
57. Collect the sheet and check all items are answered
58. Note any behavioral observations (e.g., hesitation, asking for clarification)
SCORING
SCAT Scoring Procedure
Items 1, 4, 7, 10, 13 are buffer/filler items (not scored). Score the remaining 10 items.
For positively worded items (anxiety indicators): Score as written (1, 2, or 3).
For negatively worded / reverse items: Reverse the score (1→3, 2→2, 3→1).
Item No. Type Response Given Score Notes
2 Scored ___ ___
3 Scored ___ ___
5 Scored ___ ___
(Reverse)
6 Scored ___ ___
8 Scored ___ ___
(Reverse)
9 Scored ___ ___
11 Scored ___ ___
12 Scored ___ ___
(Reverse)
14 Scored ___ ___
15 Scored ___ ___
TOTAL ______ / 30
SCAT
SCORE
Norms for SCAT (Adolescents)
Score Range Competitive Anxiety Description
Level
10 – 17 Low Rarely feels anxious in competitive situations
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PSYCHOLOGY PRACTICAL FILE | CLASS XII | CBSE 037 2026–27
Score Range Competitive Anxiety Description
Level
18 – 23 Medium Moderate anxiety; situationally responsive
24 – 30 High Frequently anxious; strong competitive anxiety trait
RESULT
Name of Subject:
Age: Gender:
Competitive Context Identified by Subject:
Total SCAT Score Competitive Anxiety Level Interpretation Category
________ / 30
INTERPRETATION
Description of Competitive Anxiety Level:
Implications for Academic / Sports Performance:
Suggestions / Remarks:
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