Author: Amrita Kumari
DOI Link: https://doi.org/10.70798/Bijmrd/03080031
Abstract: Emotional maturity plays a crucial role in shaping students’ academic motivation and overall learning experience, particularly among marginalized communities. This study explores the relationship between academic motivation and emotional maturity among Scheduled Caste (SC) girls in Muzaffarpur district, Bihar primary schools. Given the socio-economic challenges faced by these students, understanding their emotional resilience and motivation levels is essential for designing effective educational interventions.The study employs a quantitative survey method, using standardized tools such as Dr. Karuna Shankar Mishra’s Academic Motivation Scale (1989) and Romapal’s Emotional Maturity Scale to assess the emotional and academic dimensions of learning. A sample of 600 SC girls from various government and private primary schools was selected through a random sampling technique. Data were analyzed using descriptive statistics, correlation analysis, and hypothesis testing to determine the significance of the relationship between emotional maturity and academic motivation.Findings indicate a positive correlation between emotional maturity and academic motivation, suggesting that emotionally stable students are more engaged, resilient, and motivated to perform better in their studies. The study further highlights the influence of family environment, peer interactions, and school infrastructure on students’ emotional well-being and learning outcomes. Policy recommendations include strengthening emotional support systems in schools, integrating social-emotional learning (SEL) programs, and enhancing teacher training to address the unique needs of SC girls.This research contributes to the existing literature on inclusive education and social-emotional development, offering insights for educators, policymakers, and community stakeholders to improve educational access and quality for SC girls at the primary level.
Keywords: Emotional Maturity, Academic Motivation, Scheduled Caste Girls, Primary Education, Muzaffarpur, Socio-Emotional Learning, Inclusive Education, Educational Disparities, Student Engagement, Bihar.
Page No: 228-235