Abstract
The present study examines family environment and emotional maturity as
predictors of scholastic achievement among senior secondary school students in
District Bijnor, Uttar Pradesh. A descriptive survey design was adopted on a
stratified random sample of 400 Class XI students (200 male, 200 female; 200
rural, 200 urban; 200 government, 200 private). Data were collected using the
Emotional Maturity Scale (EMS) by Singh and Bhargava, the Family Climate Scale
(FCS) by Dr. Beena Shah, and Class X board examination scores as the measure of
scholastic achievement. Statistical techniques employed include mean, standard
deviation, independent samples t-test, Karl Pearson Product Moment Correlation
Coefficient, and multiple linear regression. Results reveal that family environment
(r = 0.641, p < 0.01) and emotional maturity (r = 0.572, p < 0.01) are
both significantly and positively correlated with scholastic achievement.
Together they account for 49.7% of the variance in scholastic achievement (R² =
0.497, F = 98.43, p < 0.001). Ten of twelve null hypotheses are rejected.
Female, urban, and private school students demonstrate superior scholastic
achievement and more positive family environments. Emotional maturity does not
differ significantly across gender or school type. The study underscores the
need for home-based and school-based interventions targeting family climate and
emotional development to improve academic outcomes.