Paper Details

The present study explores the comparative relationship between emotional maturity and academic achievement among secondary school students. Adolescence is a sensitive stage marked by emotional instability, identity formation, peer influence, and academic stress. During this period, students who are emotionally balanced tend to demonstrate better learning habits, concentration, and resilience. The aim of the study is to compare emotional maturity levels of high academic achievers with those of low achievers and to examine whether emotional maturity is associated with students’ academic performance. A sample of secondary school students from classes IX and X was selected using stratified purposive sampling. Emotional Maturity Scale (EMS) developed by Singh and Bhargava was administered to assess the level of emotional maturity, while academic achievement was measured using students’ previous examination scores. Data were analyzed using descriptive statistics, mean comparison, and t-test to evaluate group differences. Findings revealed that students with higher academic achievement display significantly greater emotional stability, self-control, and independence in comparison to low achievers. Students with poor academic performance appeared more prone to emotional reactivity, dependency, examination anxiety, and poor interpersonal adjustment. A moderate positive correlation was observed between emotional maturity and academic achievement, indicating that emotionally stronger students tend to manage academic challenges more effectively. The study highlights the importance of emotional development as a crucial educational factor rather than a purely psychological trait. It suggests that schools should integrate systematic emotional training, counseling programs, and peer-support activities to enhance emotional skills. Parents should provide an emotionally supportive environment, reduce academic pressure, and encourage constructive dialogue. Overall, the research concludes that emotional maturity serves as a strong predictor of academic success in adolescents and emphasizes the need for educators and policymakers to design interventions aimed at developing emotional competencies alongside academic performance.

Emotional Maturity; Academic Achievement; Adolescents; Secondary School Students; Comparative Study; Emotional Regulation; Educational Aspirations; Educational Psychology