Effect of Different Dimensions of Emotional Maturity on Academic Achievement of B.Ed. Trainees – A Study

Abstract

Emotional maturity may be considered the backbone of an individual to deal with a healthy life in every dimension. However, it is relevant more in the field of teaching and learning. Academic achievement is equally important for teachers and students as well. The study was designed to find out the effect of emotional maturity and its‟ different dimensions on academic achievement among the B.Ed. trainees. 100 trainees pursuing B.Ed. were selected from colleges of Birbhum District (West Bengal). It is a descriptive study under survey. The emotional maturity scale developed by Singh & Bhargava (2012) for assessment of emotional maturity was used. For academic achievement, SGPA obtained by the participants in B.Ed. 1st semester university examination were considered as „academic achievement‟. The investigators contacted the concerned institutions' authorities and collected the above-mentioned data. Significant correlation between emotional maturity and academic achievement among B.Ed. trainees is found. The result of the study also shows a significant difference between emotional maturity and its‟ few dimensions i.e., emotional progression, and independence among trainees with respect to academic achievement of B.Ed. trainees. However, no significant difference was found for the dimensions of emotional stability, social adjustment, and personality integration among B.Ed. Trainees on their academic achievement. The findings conclude that emotional maturity and its dimensions have a significant effect on academic achievement of B.Ed. trainees.