HIGHER SECONDARY SCHOOL STUDENT’S ACADEMIC PERFORMANCE

CONCERNING THEIR EMOTIONAL STABILITY

SRINIVAS REDDY KALLEM

Research Scholar, DBHP Sabha, Dharwad, India
reddy81cnu@gmail.com, 9966157987

Abstract
The current study seeks to ascertain the association between personality traits such as
emotional stability and academic performance among Telangana high school students. Students
were chosen at random from several high schools in the chosen area. Cattell's Jr. High School
Personality Questionnaire (HSPQ) was administered to 400 students (boys and girls), and an
academic performance transcript was collected from the school record. Following that, the data
was statistically assessed using percentage analysis and chi-square. The findings revealed a link
between emotional stability and academic success among students in Telangana's Karimnagar
district. According to the study, good emotional stability is associated with high academic
performance, whereas low emotional stability is associated with low academic performance.

Keywords: Emotional stability, academic performance, higher secondary school students

1. Introduction
Humans are always looking for ways to adapt to their circumstances. Several factors
influence an individual's behaviour, attitude, and actions throughout this time. Scientific and
technological advances have had a profound influence on people's attitudes and behavioural
traits. Again, a variety of personality traits and psychological aspects, such as reliance,
independence, perseverance, consistency, desire, motivation, frustration, and persistent striving
for a goal, have a big influence on people's behaviour and actions. These effects might be both
positive and negative. Personality factors, like many other important factors, can affect a
student's success or failure. Personality is a fascinating topic in psychology (Kalita, S (2013)).
Psychologists and philosophers have defined personality in a variety of ways. The
majority of early definitions of personality focused on the expressive aspects of personality. For
example, Woodworth (1921) described personality as the 'quality' of an individual's total
behaviours. Later-period psychologists promote adjustment style as a personality feature.
 Personality is defined by Kemph (1919) as 'the regular form of adjustment which the
body makes between its egocentric desires and the demands of the environment.' Some
psychologists consider personality to be a stimulus, while others consider it to be a reaction. The
term personality has gradually evolved to refer to the organisation and integration of all human
characteristics. The trait theories of Cattell and Eysenck identify various personality orientations,
which they refer to as a "mosaic for behaviour." Allport created the characteristic theory and
identified 4,504 personality description words. Cattell then reduced the number of terms to 171
by eliminating synonyms. Then he discovered 16 crucial characteristics, which became known as
the 16PF, or 16 personality factors. He then produced 16 PF questions and 14 PF questionnaires
for high school students.
Personality Factors A (Warmth), B (Intelligence), C (Emotional stability), D
(Activeness), E (Dominance), F (Liveliness), G (Rule-consciousness), H (Social Boldness), I
(Sensitivity), J (Zestfulness), O (Apprehension) are covered in the 14 PF questionnaire. Q2 is
about self-reliance, Q3 is about perfectionism, and Q4 is about tension. Though the Cattell 14PF
High School Personality Questionnaire is included, only Factor C or Emotional Stability was
examined for the current study. Individuals' accomplishment levels are determined by how these
many attributes impact them, whether favourably or adversely. Emotionality is both the visible
conduct and the physiological component of emotion. It is a measure of an individual's emotional
response to a stimulus (Reber, A. S., & Reber, E. (2001)). Emotional stability is the ability to
stay calm and stable in the face of adversity.
The purpose of this study was to investigate the association between emotional stability
and academic accomplishment among Telangana, India's higher secondary school students.
2. Definitions of Operational keywords
(a) Higher Secondary School Students: Higher Secondary School Students were students in the
11th and 12th grades in various High Schools in the study region, of both sexes.
(b) Emotional stability: For this study, emotional stability was defined as Personality
Component C as measured by Cattell's Jr. High School Personality Questionnaire. This research
looked at two types of emotional stability: high and poor.
(c) Academic performance: Students’ grades in their tests were used to determine their
academic performance. Academic performance was graded as High, Above Average, Average,
Below Average, and Low using a percentile point.
 3. The Importance and Need for the Study
Personality traits substantially impact an individual's activities and behaviour. Emotional
stability is a trait that can have a positive or bad impact on an individual's actions. This feature
can influence students' academic activities and, ultimately, academic performance. It is critical to
understand students' emotional stability and how it has affected their academic performance in
order to appropriately advise them. Once again, educational policies are founded on research.
This sort of research is critical in assisting lawmakers, parents, teachers, and administrators in
developing and implementing legislation.
4. Objectives of the Study
To look at the relationship between emotional stability and academic performance in
higher secondary school pupils.
5. Hypothesis of the Study
H 01 : High school pupils' emotional stability and academic success are unrelated.
6. Variables of the Study
Independent variables: Personality Factor C or Emotional Stability.
Dependent variables: Higher secondary school pupils' academic performance.
7. Methodology
(a) Method: The Descriptive Survey approach was used to determine the pupils' academic
performance in connection to their emotional stability.
(b) Sample: The present survey included all higher Secondary school students in the Telangana
Karimnagar area. The study's sample size, however, was confirmed to be 400 higher secondary
school students, including boys and girls.
(c) Method of sampling: For sample selection, a simple random sampling procedure was
applied. In the current investigation, the lottery method of random sampling was used.
(d) Tools Employed:
(i) Cattell's Jr. High School Personality Questionnaire (HSPQ) was utilised to collect data on the
student's emotional behaviour. Two dimensions, High and Low, were included in the
questionnaire.
High Factor C indicates emotional stability, maturity, and more ego strength.
Low factor C indicates that you are readily influenced by your emotions and are less
emotionally stable.
(ii) Data on students’ academic performance gathered from school records.
8. Analysis, Interpretation
Statistics used in data analysis
(i) Chi-square test.
(ii) Percentage analysis
This section of the report discusses the investigation's analysis, interpretations, and findings. The
acquired data were analysed using percentage analysis and the chi-square test. The results of the
analysis are shown below.
Table 1: shows the academic performance of higher secondary school pupils based on emotional
stability.
Academic Performance of Higher Secondary School Students
Above Below
Levels High Average Average Average Low Total
Personality Factor
High 62 68 68 32 36
Factor C
(Emotional Stability) 400
Low 14 19 53 28 20

Table 1 depicts the distribution of academic performance based on personality characteristic C,

or emotional stability. The table above shows that a high factor C, or emotional stability,
corresponds to a higher concentration of pupils in the High, Above Average, and Average
categories of academic performance.
Table 2: χ 2 demonstrates the association between emotional stability and academic performance.