BRIGHTLAND SCHOOL, GHAZIABAD

MID-TERM (2025-26)
SUBJECT: PSYCHOLOGY (037)
CLASS: XII
Marking Scheme
Time Allowed: 1 hr. Maximum Marks: 50
Section A: (8 x 1=8 Marks)
1. The concept of 'general intelligence' (g-factor) was proposed by: b) Charles Spearman
2. Which of the following is NOT a component of the 'Triarchic Theory of Intelligence'? d)
Emotional Intelligence
3. The term 'reciprocal determinism' is associated with which approach to personality? c) Social-
Cognitive
4. Which of the following is a dimension of the Big Five personality model? b) Conscientiousness
5. Assertion (A): Stress can lead to a decrease in immune system functioning. Reason (R): Chronic
stress activates the sympathetic nervous system, leading to the release of stress hormones. a) Both
A and R are true and R is the correct explanation of A.
6. Assertion (A): Projective techniques of personality assessment use ambiguous stimuli. Reason (R):
The ambiguity allows the individual to project their unconscious thoughts and feelings. a) Both A
and R are true and R is the correct explanation of A.
7. Match the following concepts with their proponents: b) i-q, ii-p, iii-s
○ i) Basic Anxiety - q) Karen Horney
○ ii) Self-Actualization - p) Abraham Maslow
○ iii) Cardinal Traits - s) Gordon Allport
8. Match the stress type with its description: c) i-r, ii-p, iii-q
○ i) Chronic Stress - r) Stress that lasts for a prolonged period
○ ii) Eustress - p) Stress from positive events
○ iii) Distress - q) Stress from negative events
Section B: Very Short Answer Questions - 2 Marks Each (Total: 6 Marks)
9. State any two characteristics of 'psychological tests' as a method of assessing individual
differences.
○ Standardized (1 mark)
○ Objective (1 mark)
○ Reliable (1 mark)
○ Valid (1 mark) (Any two characteristics)
10. Differentiate between 'personal identity' and 'social identity'.
○ Personal Identity: Refers to those attributes of a person that make him/her different from
others (e.g., unique qualities, personal experiences). (1 mark)
○ Social Identity: Refers to those aspects of a person that link him/her to a social or cultural
group (e.g., roles, group memberships). (1 mark)
11. What are the projective techniques? Give two features.
○ Projective Techniques: Methods of personality assessment that use ambiguous stimuli to
elicit responses that reveal unconscious thoughts, feelings, and conflicts. (1 mark)
○ Features:
■ Use of ambiguous stimuli (e.g., inkblots, pictures). (0.5 mark)
■ Allow individuals to project their inner thoughts and feelings. (0.5 mark)
■ Lack of fixed response categories. (0.5 mark)
■ Interpretation relies on the examiner's judgment. (0.5 mark) (Any two features)
Section C: Short Answer Questions - 3 Marks Each (Total: 12 Marks)
 12. Explain the concept of 'G-factor' and 'S-factor' as proposed by Spearman.
○ G-factor (General Intelligence): A common underlying factor that influences performance
on all intellectual tasks. It represents a general mental ability. (1.5 marks)
○ S-factor (Specific Intelligence): Specific abilities unique to particular tasks. These are
specialized abilities that account for individual differences in performance on specific tests.
(1.5 marks)
13. Describe the main ideas of Freud's Psychodynamic theory regarding the development of
personality.
○ Levels of Consciousness: Personality is influenced by conscious, preconscious, and
unconscious levels of the mind. (1 mark)
○ Structure of Personality: Id (pleasure principle), Ego (reality principle), and Superego
(morality principle) interact to shape personality. (1 mark)
○ Psychosexual Stages: Personality develops through a series of psychosexual stages (oral,
anal, phallic, latency, genital). Fixation at any stage can lead to specific personality traits in
adulthood. (1 mark)
○ Defence Mechanisms: The ego uses defence mechanisms to cope with anxiety arising from
conflicts between the id and superego. (1 mark) (Any three main ideas, 1 mark each for
explanation)
14. What are the key components of 'hardiness' that help individuals resist stress?
○ Commitment: A sense of purpose and involvement in life, rather than alienation. (1 mark)
○ Control: A belief in one's ability to influence events and outcomes, rather than
helplessness. (1 mark)
○ Challenge: Viewing change and life events as opportunities for growth and learning, rather
than threats. (1 mark)
15. Define intellectual disability.
○ Intellectual Disability: Characterized by significant limitations both in intellectual
functioning (e.g., reasoning, problem-solving, planning, abstract thinking, judgment,
academic learning, and learning1 from experience) and in adaptive behavior (e.g.,
conceptual, social, and practical skills). (2 marks)
○ These limitations originate before the age of 18. (1 mark)
Classify people on the basis of IQ.
○ IQ Range and Classification:
■ Above 130: Very Superior (0.5 mark)
■ 120-130: Superior (0.5 mark)
■ 110-119: High Average (0.5 mark)
■ 90-109: Average (0.5 mark)
■ 80-89: Low Average (0.5 mark)
■ 70-79: Borderline (0.5 mark)
■ Below 70: Intellectual Disability (0.5 mark) (Full marks for classifying at least 6
categories correctly with their approximate IQ ranges)
Section D: Short Answer Questions - 4 Marks Each (Total: 8 Marks)
16. Discuss the concept of 'self-efficacy' and its impact on an individual's behavior and performance.
○ Self-Efficacy: Refers to an individual's belief in their own capacity to execute behaviors
necessary to produce specific performance2 attainments. It's about 'can I do it?' (2 marks)
○ Impact on Behavior and Performance: (2 marks for explaining any two impacts)
■ Choice of Activities: Individuals with high self-efficacy are more likely to attempt
challenging tasks.
 ■ Effort and Persistence: They exert more effort and persist longer in the face of
difficulties.
■ Resilience to Stress: They are more resilient to stress and less likely to give up.
■ Performance Outcomes: Higher self-efficacy generally leads to better performance
outcomes.
■ Thought Patterns: Influences positive thought patterns and reduces self-doubt.
17. Explain the various types of conflict and how they act as sources of stress.
○ Types of Conflict: (2 marks for defining any two types)
■ Approach-Approach Conflict: Occurs when an individual has to choose between
two equally attractive goals. (0.5 mark) (e.g., choosing between two desirable job
offers)
■ Avoidance-Avoidance Conflict: Occurs when an individual has to choose between
two equally undesirable or threatening alternatives. (0.5 mark) (e.g., choosing
between an unpleasant chore and a punishment)
■ Approach-Avoidance Conflict: Occurs when a single goal has both attractive and
unattractive features. (0.5 mark) (e.g., a job with high pay but long hours)
■ Multiple Approach-Avoidance Conflict: Involves choosing between two or more
alternatives, each having both positive and negative aspects. (0.5 mark)
○ How they act as sources of stress: (2 marks)
■ Conflicts create psychological tension and decision-making burden.
■ The inability to resolve conflicts can lead to feelings of frustration, anxiety, and
helplessness.
■ The longer the conflict persists, the more stress it generates.
■ Unresolved conflicts can deplete psychological resources and lead to burnout.
Section E: Long Answer Questions - 6 Marks Each (Total: 12 Marks)
18. Elaborate on the different levels of consciousness (conscious, preconscious, unconscious) as
described by Sigmund Freud. How do they influence human behaviour?

○ Conscious Mind: This level includes thoughts, feelings, and memories that we are currently
aware of. It's the tip of the iceberg, representing a small portion of the mind. (1.5 marks)
○ Preconscious Mind: This level contains information not currently in awareness but can be
easily retrieved and brought into consciousness. It acts as a mental waiting room. (1.5
marks)
○ Unconscious Mind: This is the largest and most influential level, containing thoughts,
memories, desires, and feelings that are outside of conscious awareness. It includes
repressed memories, instincts, and urges that can significantly influence behavior without
our direct knowledge. (1.5 marks)
○ Influence on Human Behavior: The unconscious mind, though hidden, strongly drives
human behavior through instincts, repressed memories, and unresolved conflicts, often
manifesting in dreams, slips of the tongue, and neurotic symptoms. The conscious mind
deals with immediate reality, while the preconscious facilitates access to readily available
information. (1.5 marks)
ORDiscuss the concept of 'Emotional Intelligence'. Explain its characteristics and how it
can be developed.
○ Emotional Intelligence (EI): The ability to monitor one's own and others' feelings and
emotions, to discriminate among them, and to use this information 3 to guide one's thinking
and actions. (2 marks)
○ Characteristics of Emotionally Intelligent Individuals: (2 marks for any two)
 ■ Self-awareness: Understanding one's own emotions, strengths, weaknesses, values,
and goals.
■ Self-regulation: Managing one's own emotions, impulses, and adapting to changing
circumstances.
■ Motivation: Being driven to achieve for personal satisfaction rather than external
rewards.
■ Empathy: Understanding and sharing the feelings of others.
■ Social Skills: Building and managing relationships, influencing others, and working
effectively in teams.
○ How it can be developed: (2 marks for any two strategies)
■ Self-reflection: Regularly analyzing one's emotional responses and triggers.
■ Practicing empathy: Actively listening and trying to understand others'
perspectives.
■ Stress management techniques: Learning to cope with and regulate emotions
effectively.
■ Developing social skills: Engaging in active communication, conflict resolution, and
teamwork.
■ Seeking feedback: Asking others for insights into one's emotional impact.
19. Describe the 'General Adaptation Syndrome (GAS)' model of stress in detail, outlining its three
stages and the physiological changes associated with each.

○ General Adaptation Syndrome (GAS): Selye's model describes the body's generalized
physiological response to stress. It consists of three stages: Alarm, Resistance, and
Exhaustion. (1 mark)
○ Stage 1: Alarm Reaction: (2 marks)
■ Description: The initial response to a stressor. The body recognizes the stressor and
prepares for fight or flight.
■ Physiological Changes: Activation of the sympathetic nervous system, release of
adrenaline and noradrenaline, increased heart rate, blood pressure, respiration, muscle
tension, and heightened senses.
○ Stage 2: Resistance Stage: (2 marks)
■ Description: If the stressor continues, the body attempts to adapt and cope with the
stressor. The physiological arousal remains high but may be lower than in the alarm
stage.
■ Physiological Changes: Continued release of stress hormones (cortisol), body
attempts to repair damage, resources are mobilized for sustained effort. If prolonged,
it can lead to physiological costs.
○ Stage 3: Exhaustion Stage: (1 mark)
■ Description: If the stressor persists for too long, the body's resources become
depleted, and its ability to resist diminishes.
■ Physiological Changes: Wear and tear on the body, weakened immune system,
increased vulnerability to illness, fatigue, burnout, and potentially death.
Section F: Case Study Based Question - 4 Marks
20. Read the following case and answer the questions that follow: Priya, a 16-year-old, is highly
artistic and enjoys painting, but her parents insist she pursue a science stream for her future career.
She feels torn between her passion and her parents' expectations. Lately, she has been feeling
irritable, is unable to focus on her studies, and often loses her temper at minor issues. Her friends
notice she has become withdrawn and quiet.
a) Identify and explain the type of stressor Priya is experiencing. (2 marks)
○ Type of Stressor: Conflict (specifically, an Approach-Avoidance or Multiple Approach-
Avoidance conflict). (1 mark)
○ Explanation: Priya is experiencing a conflict between her personal desire (passion for
painting) and external expectations (parents insisting on science stream). This creates
internal tension and acts as a stressor as she is torn between two competing demands. (1
mark)
b) Based on her symptoms, what psychological impact is this stress having on Priya?
Suggest one emotion-focused coping strategy she could use. (2 marks)
○ Psychological Impact: The stress is leading to:
■ Emotional symptoms: Irritability, losing temper. (0.5 mark)
■ Cognitive symptoms: Inability to focus on studies. (0.5 mark)
■ Behavioral symptoms: Withdrawn and quiet. (0.5 mark)
■ (Any two symptoms from above for 1 mark total)
○ Emotion-focused coping strategy: (1 mark for any one)
■ Seeking social support: Talking to a trusted friend, family member, or counselor
about her feelings.
■ Engaging in relaxation techniques: Practicing deep breathing, meditation, or yoga.
■ Expressing emotions: Journaling, painting, or engaging in other creative outlets to
express her feelings.
■ Positive reappraisal: Trying to find a positive aspect or learning experience from
the situation.
■ Distraction: Engaging in hobbies or activities she enjoys to temporarily take her
mind off the stress.