Other variables affecting the student's actions, reactions, and interactions are social adjustment, socioeconomic status, and sex. The student cannot disassociate himself from the influences of his personal relationships at home and in the school during classroom activities. The atmosphere of the classroom situation itself imposes its effects on the student's willingness and perhaps even ability to participate in the group activities. The student who is socially well adjusted has a definite asset in learning, while the student burdened by social adjustment problems labors under a decided handicap. The need for social recognition is a basic component of human behavior, and as such it must be satisfied if complete social adjustment is to be attained (Mouly, 1973).
Socioeconomic background not only plays a major role in the student's current circumstances but also determines to a great extent the quality of learning skills and quantity of knowledge that the students bring with them when they enter the classroom. The student who comes from a deprived environment is likely to be deficient in language development and reading skills, two basic building blocks upon which successful academic achievement rests. As a consequence of an inadequate background, the underprivileged student suffers from year to year, thereby creating an ever widening gap between her learning and abilities and those of students having more fortunate circumstances.
Sex is a significant determinant of student activity and an undeniable focal point of student interest. Learning to establish healthy sexual attitudes and relationships continues to be a primary goal and a major accomplishment for students from the age of middle school and junior high school on to the university level. To date, general differences have characterized the two sexes,
although the women's liberation movement may effect change in certain sex roles and attitudes. Physically and linguistically, girls mature earlier than boys. Girls tend to be more social and more conforming. They tend to get along better with teachers and to receive better grades. They, more than boys, seem to prefer courses such as English and foreign language, which involve a great deal of reading and writing.
STUDENT NEEDS
Mouly (1973) divides human needs into two categories: physiological and psychological. The physiological needs are the needs for food, water, sleep and rest, activity, and sex. The psychological needs are the needs for affection, belonging, achievement, independence, social recognition, and self-esteem. Mouly (1973) also refers to a hierarchical classification of human needs proposed by Maslow. Maslow's taxonomy of needs includes (1) physiological (2) security, (3) love, (4) esteem, (5) self-actualization, and (6) the need to know and to understand. The achievement of each higher-order need rests upon the prior satisfaction of supporting, lower-order needs. The following discussion deals with some aspects of the student's basic needs.