Emotional Stability and Academic Achievement ...

Emotional Stability and Academic Achievement among Students at Upper Primary Level in West Bengal

Author Name : Dr. Pradip Sarkar, Subhajit Chakraborty

ABSTRACT

Today we live in highly ambitious and competitive society, where each one of us wants to show ourselves better than others. The field of education is not an exception in this context. Most of the parents want that their children must achieve best result in academic field than others and in order to achieve that goal, knowingly or unknowingly, continuously push their children into academic rat-race, ignoring the emotional, social, recreational development etc.We should be very conscious of the fact that emotional stability plays a very significant role in the healthy growth of a child. It is not only one of the effective determinants of the personality patterns, but also helps to control the growth of adolescent development of a student. The concept of stable emotional behavior at any level is that which reflects the fruits of the normal emotional development.Emotion is one of the important aspects of personality of an individual and has an influence on different other aspects / traits of personality. On the other hand, Emotional Stability is one of the cognitive factors, that may affect the Academic Achievement of a student. The present study has aimed to explore the status of emotional stability and the level of academic achievement of upper primary level students in West Bengal and help to conclude about the relationship between these two variables, i.e., Emotional Stability and Academic Achievement.The findings of the study revealed thatfemale students are emotionally more stable than the male students irrespective of their habitat of school. Students of rural areas are more emotionally stable than that of urban areas, irrespective of their gender discrimination. The difference in emotional stability of the students of upper primary level is not significant, when the gender variation and variation in the habitat of school were considered together. The level of parental education of the respective participants has no significant effect on their emotional stability, irrespective of their gender variation and variation of the habitat of their school. Emotional stability and academic achievement are not significantly correlated, but notably there exists a low positive correlation between them. There exists a low positive correlation between emotional stability and academic achievement with respect to all the different considered subject groups, i.e., Language, Science and Social Science. Thus, it can be concluded that more emphasis is required to frame proper teaching learning curriculum and as well as transactional strategies, so as to ensure better, necessary, positive emotional development of the students of upper primary level, especially in urban areas, which in turn will positively result in better academic achievements and fulfillment of desired learning outcomes as a whole.

Key Words: Academic Achievement, Emotional Development, Emotional Stability, Upper Primary Students