Socio-emotional Climate of School and Academic Achievement: Gender Differentials

Description

Page: 394-399

Manisha Rani and Seema Sharma (Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab)

The purpose of the study was to assess the gender differences in the perceived socio-emotional school climate of school and academic achievement among senior secondary school students in government and private schools. The study was carried out on 380 adolescents studying in government and private senior secondary schools in four zones of Ludhiana City. One government and one private school from each zone were randomly selected to complete the total sample of adolescents. The sample of adolescents in government (n=190) and private (n=190) schools were further equally distributed among genders (n=95 girls & n=95 boys). Demographic data was collected using a Self-Structured Personal Information Sheet. The Socio-Emotional School Climate Inventory by Sinha and Bhargava (2021) was used to assess the socio-emotional school climate among adolescents. Academic achievement was evaluated from the percentage and marks of the adolescent’s last performance. Results indicated that irrespective of the type of school, girls perceived their socio-emotional school climate more positively than boys. Significantly more boys were average achievers in academics as compared to girls.