Emotional Maturity of Secondary Tribal Students in Nilgiris District

Abstract

Emotional maturity is the result of healthy emotional development. Tine term
Emotional maturity essentially involves emotional control. Emotional support and
secure relationships build a student's self-confidence and the ability to function as a
member of a group. Hence the investigators took the study "Emotional Maturity of
Secondary Tribal Students in Nilgiris District". The objective of the study was to find
out whether there is any significant difference in Emotional Maturity of secondary
tribal students with respect to gender and size of family. A descriptive survey method
was adopted by the investigators to conduct this study The investigators selected
100 secondary tribal students from Nilgiris District; the tool used in the study was
Emotional Maturity Scale, developed and validated by Singh and Bharagava (2011)
The data was organized and statistically analyzed by using Mean, SD and't 'test. The
investigators found that the secondary tribal students are emotionally matured.

Full text

ISSN
2320-7612
EDUCATIONAL
EXTRACTS
Vol.
5
Issue
2
July
2017
LUX
AD
ILLUMIN
NDUM
A Peer
Reviewed
Educational Journal of
St.
Thomas
College
of Teacher Education,
Pala
Kerala -686
575

St
Thomas
College
of
Teacher
Educafion,
Pala
Keral
Website
www
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www.stctepala.org
email
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India
Educational
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sov
220
717
Vol. V
Issue
2
July
2017
pp.
44-50
EMOTIONAL
MATURITY
OF
SECONDARY
TRIBAL
STUDENTS
IN
NILGIRIS
DISTRICT
C.
Michael*
Dr.S.Arulsamy**
Abstract
Emotional
maturity
is
the
resuli
of
healhy
emotional
development.
Tine
term
Emotional
maturity
essentially
ivoves
emotional
control.
Emotional
support
and
secure
relationships
build
a
student's
self-confidence
and
the
ability
to
function
as
a
member
ofa
group.
Hence
the
investigators
took
the
study
"Emotional
Maturinyof
Secondar
Tribal
Students
in
Nilgiris
District".
The objective
of
the
study
was
to
fnd
out
whether
there
is
any
significant difference
in
Emotional
Maturity
of
secondary
tribal
students
with
respect
to
gender
and
size
offamily. A
descriptive
survey
method
was
adopted
by
the
investigators
1o
conduct
this
study
The
investigators
selected
100
secondary
tribal
students
from
Nilgiris
District;
the
t0ol
used
in
the
study
was
Emotional
Maturity Scale, developed
and
validated
by
Singh
and
Bharagava
(2011)
The
data
was
organized
and
statistically
analyzed
by
using
Mean,
SD
and't
'test.
The
imvestigators found
that
the
secondary
tribal
students
are
emotionally
matured
Introduction
In
the
present
busy
world
youth
as
well
as
children
are
facing
many
difficulties
which
are
giving
rise
to
many
psycho-somatic
who
are
observed
to
be
highly
emotional
in
problems
such
as
emotional
upsets
in
their
daily
life.
The
study
of
emotional
life is
now
emerging as a descriptive science,
comparable
with
anatomy.
As
emotions
do
play
central
role
in
the
life
of
an
individual, the investigators
realized
the
importance
of
one is expected to have higher
emotional
emotional maturity for the happy,
successftul
maturity
in
order
to
lead
an
effective
life.
It
is
also true that our behaviour is constantly
influenced
by
the
emotional
maturity
level
that
we
possess.
Especially,
the
adolescents
their
dealings
need
to
be
studied.
Emotional
maturity
is
not
only
the
effective
determinant
of
personality
pattern but also
helps
to
control
the
growth
of
individual
development.
Hence.
and healthy life and
made
an attempt
to
study
Emotional
Maturity
of
secondary tribal
PhD.
Scholur,
Depariment
of
Educaion. Bharathiar
University
C'oimbatore.
Tamilnaun
Assistant
Professor.
Department
of
Education,
Bharathiar
University,
Coimbatore.
Tamin
44

Educational
Extracts
VoI
V,
ssue
2,
July
2017
Shomas
College
of
Techer
Edcation
Pala
Kerala
stude
Tribal
Students
in
the
Nilgiris
Secondary
Students:
Student
study
ing
between upper primary and higher secondary
school
and
that
usually
offers
general
or
higher
secondary
preparatory
curricula.
X
District.
Statement
of
the
Problem
In
years
past.
it
has
being
noticed
that
and
X
Standards
students
are
called
tribal students academic achievement
is
very Secondary Students. Usually, students from
poor
in
Nilgiris
district;
they
are
not
enjoying
ages
14
to
17
study
in
this
section.
Typically
an
equal
level
of
success
as
their
more
advantaged peers.
They
are suffering
from
18.
a
number
of
barriers
which
may
hinder
their
rogress and discourage
them
from continuing
their study any further. For some time
now,
the tribal
students
have
been
bedeviled
by
number of problems
wBhich
affect their overall
academic performance.
It
is
the concern
of
occupation
or
interest
or
a
common
this study.
therefore,
to look into how
emotional
maturity
affects
the
overall
and
relatives
who
have
the
same
language.
performances
of
tribal students
in
Nilgiris
customs, and
beliefs
or
other
groups
who
district.
and
the
investigators
have
taken
up
this
study
on
"Emotional
Maturity
of
among
whom leadership
is
typically neither
secondary tribal
students
in
Nilgiris
District".
ore
beginning
at
ages
14-16
and
ending
at
16
Tribal
Students:
Students
belongs
to
a unit
of
sociopolitical
organization
consisting
of
a
number
families,
clans,
or
generations
together
with
slaves,
have
the
same
character, dependents, or adopted stranger
share
a
common
ancestry
and
culture
and
formalized nor permanent.
Operational
Definition
Need
and
Significance
Emotional
maturity
is
the
development
in
which an
individual
regularly
attempts
for
emotional
strength.
It
also
refers
to
an
individual who has control over his/her
Learning
to
balance
negative
and
positive emotions with thoughts and actions
is
a lifelong task
and
a difficult challenge to
young
teens.
To
attain
emotional"maturity"
they need to hone their control
over
socially
discouraged emotions and express emotions
in a
more
acceptable
nmanner.
Children,
who
emotions.
Emotion:
Emotion
is
a
state
of
feeling
that
results
in
physical
and
psychological
changes
that
gained
more
insight
into their
emotional
lives
influence
one's behaviour.
It
is
a state of
mind.
were
better
able
to
cope
with
distress
and
Maturity: Maturity
is
the ability
to
anxiety,
to
the
extent
that
they
gained insight
into
the
causes
of
those emotions
(Harris,
manner.
This
response
is
generally
learned
1989).
Schools
must
take
responsibility
for
the
emotional
education
and
allow
for
the
respond
to
the environment
in
an
appropriate
rather than instinctive.
Emotional
Maturity:
Emotional
range
of
emotions
that
kids
experience
wil
maturity
refers
to
one's
ability
to
understand,
and
manage, his/her emotions. Emotional
naturity
enables
one
to
create
the
life
he/
enhance self-acceptance and propel the
maturity process forward. However,
in
reality,
on
the
one
hand, schools
are
designed
to
keep
student
busy
learning
about the
outer
she
desires.
45

s
Thomas
College
of
Teacher
Edrat
Educaona
Extracts
vv
e2
Ay
207
Methodology
world
and
not
about
themselves.
and
on
the
other
hand.
families
are
not
taking
A
descriptive
survey
method
od
of
their
chikdren. and they
do
not
afford
time
study.
to
listen
to
their young
ones,
or
they
just
don
't
know how
to
handle
them.
With
this
hackground
the
investigators
made
a
study
population
of
the
present
st
responsibility
for the
emotional
development
adopted
by
the
investizators
to
cond
thi
Size:
Population
&Sample
Size
study
compri
on
emotional
maturity
of
secondary tribal
tribal
students
studying
in
standard
andx
high
schools and
higher
secondary
scholk
students
in
rural
area
of
Nilgiris
District,
Tamil
Na
The
sample
consists
of
100
tribal
studenm
The
present
study
focused
on
The
investigators
selected
100
tribal
(m
students
in
Nilgiris
district
lthas
the
following
among
them
50are
boys
and
50
are
girls.
The
Objectives of the Statement
male
dard
IX
and
X
Emotional
maturity
of
secondary
tribal and
female)
students
of
sandard
IX
and
specific
objectives:
.
To
find
out
the
significant
difference
in
the
emotional maturity
of
male and size
of
family.
female
secondary
tribal
students.
2
To
find
out
the
significant
difference
in
Scale
developed
and
validated
by
Singh
and
the
emotional
maturity
of IX
and
X
Bharagava
(2011)
was
adopted
by
the
secondary
tribal
students.
To
find
out
the
significant
difference
in
and
validity
and
reliability
of
the
tool
on
the
emotional
maturity
of X
male
and
female
secondary
tribal
students.
4
To
find
out
the
significant
difference
in
nural
tribal
students
studying
in
high
schoos
the
emotional
maturity
of
IX
male
and
female
secondary
tribal
students.
5.
To
find
out
the
significant
difference
in
the
emotional
maturity
ofiX
and
X
male
techniques
applied
for
data
analysis
were
secondary
tribal
students
6
To
find
out
the
significant
difference
in
Analysis
of
Data
the
emotional
maturity
of
IX
and
X
female
secondary
tribal
students.
To
find
out
the
significant
difference
in
Emotional
Maturity
of
Secondury
the
emotional
maturity
of
secondary
tribal
dents
students
with
respect
to
house
hold
size.
%To
find
out
the
significant
difference
in
the
emotional
maturity
of
IX
and
X
secondary
tribal
students
with
respect
sample
was
stratified
based
on
gender
and
Research
Tool:
Emotional
Maturin
investigators.
The
investigators
established
the
population
of
the
present
study
and
used
to
assess
the
emotional
maturity
of
rural
tribal
students
studying
in
high
schoos
in
Nilgiris.
Statistical
techniques:
The
statist
Mean,
SD
and
t-test.
Analysis
of
Data
Table
of
Secomdary
Tribal
Students
N
Mean
8
100
153.45
the
The
above
table-l
reveals
that
Secondary
tribal
students
in
Nilgiris
na
positive
emotional
maturity.
to
house
hold
size.
A6

Educat
Extracts
Vol
V
Issue
2,
July
2017
Thomas
Colege
of
Teacher
Edcation
Pala,
Kerala
Hypothesis
Testing
H,
1:
There
is
no
significant
difference
IS
accepted
it
can
be
concluded
that
the
1X
in
the
emotional
maturity
of
male
and
female
secondary
tribal
students
the table values
at
0.05
levels.
Hence,
H,
2
and
X
secondary
tribal
students
are
equal
in
emotional maturity.
Table
2
Sionificant
Difference
in
the
Emotional
Maturity
of
Male
and
Female
Secondary
Tribal
Students
Gender
N
MeanS,D
t-value
*S/NS
Significant
Difference
in
the
Emotional
H3:
There
is
no
significant difference
in
the
emotional
maturity
of
X
male
and
female
secondary
tribal
students.
Table 4
Gender
N
Mean
50 151.00 29.86 0.30 Maturity of X
Male
and Female Secondary
Tribal Students
Male
NS
Female
50
155.90
20.96
Significant
at
=
0.05
level.
(Table
value
1.969)
Gender
N
Mean
S.D
t-value
*S/NS
Male
25
3.15
0.63
0.55
NS
The
above
table-2
reveals
that
thereis
Female
25
3.23 0.44
no
significant
difference
between
male
*Significant
at
=
0.05
level.
female secondary tribal
students
in
their (Table value 1.969)
emotional maturity. The computed t-value
(0.30)is
less
the
table
values
at 0.05
levels.
no
significant
difference
between
X
male
and
Hence,
H,
1 is
accepted
it
can
be
concluded
X
female
secondary
tribal
students
in
their
that
the
male
and
female
secondary
tribal
emotional
maturity.
The
computed
t-value
students
are
equal
in
emotional
maturity.
The
above
table-4
reveals
that
there
is
(0.55)
is less the table
values
at
0.05
levels.
Hence,
H,
3 is
accepted
it
can
be
concluded
H2:
There
is
no
significant
difference
that
X
male
and
female
secondary
tribal
in
the
emotional
maturity
of
IX
and
X
econdary
tribal
students.
students
are
equal
in
emotional
maturity.
H.4:
There
is
no
significant
difference
in
the
emotional
maturity
of
IX
male
and
Table 3
Significant
Difference
in
the
Emotional
female
secondary
tribal students.
Maturity
of
Standard
IX
andX
Secondary
Tribal Students
Standard N Mean S,D 1-value *S/NS Significant Difference in the
Emotional
Table
5
Maturityy
of
IX
Male
and
Female
Secondary
Tribal
Students
IX
50
156.76
213
0.20
NS
X
50
151.00
29.82
Gender
N
Mean
S,D
t-value
*S/NS
"Significant
at
0.05
level.
(Table
value
1.969)
Male
25
3.15
0.63
0.20
NS
Female
25
3.27
0.44
The
above
table-3
reveals
that
there
is *Significant
at
=
0.05
level.
no
Significant
difference
between
IX
and
X
Secondary
tribal students in
their
emotiona
naturity.
The
computed t-value
(0.20)
is
less
(Table
value
1.969)
The
above
table-5
reveals
that
there
is
no
signiticant
difference
between
IX
male
47

Thomas
College
of
Teacher
Education
uCation
Pala
Kerala
Educational
Extracts
VolV
Issue
2
July
2017
The
above table-7
reveals
that
here
s
no
significant
diflerence
between
IX
and female secondary tribal students
in
their
emotional maturity.
The
computed
t-value
(0.20)
is
less the table values
at
0.05 levels. female secondary tribal udents
in
h
Hence. H 4
is
accepted
it
can
be
concluded
that IX male and female secondary tribal
students are cqual
in
emotional maturity.
and
x
their
emotional
maturity.
The
computed
t-ya
(0.24)
is
less the table
values
at
0.05
lev
H5:
There
is
no
significant
difference that IX
and
X
temale
secondary t
Hence,
H 6
is
accepted
it
can
be
concluded
tribal
students are cqual
in
emotional
maturity
in
the
emotional
maturity
of
IX
and
X
male
secondary tribal students. H.7: There
is
no significant diference
in
the
emotional
maturity
of
house
hold
size
2-3
and
above
secondary
tribal
students.
Table 6
Significant
Difference
in
the
Emotional
Maturity
of
IN
and X Male
Secondary
Table
8
Tribal Students
Standard N Mean S.D t-value *S/NS
Significant
Difference
in the Emotional
Maturity
of
House Hold
Size
2-3
and
House Hold Size above 3
Secondary
IX
25
3.15 0.63 0.45 NS
X
25
3.12 0.63 Tribal Students
*Significant
at
0.05
level.
(Table value 1.969) House N
Mean
S.D t-value
*S/NS
The above table-6 reveals that there
is
hold size
no significant difference between
IX
and X
Male
secondary
tribal
students
in
their
emotional maturity. The computed t-value
(0.45)
is
less the table values
at
0.05 levels. *Significant at
=0.05
level.
Hence,
H,
Sis accepted
it
can be concluded
that IX and X Male secondary tribal students
are equal
in
emotional maturity.
2-3
44
159.32 24.74
0.02
NS
Above
3
56
3.102 0.54
(Table
value
1.969)
The
above
table-8
reveals that
there
is
no
significant
difference
between
H.6: There is no significant difference
House
Hold
Size
2-3
and
above 3
in
the emotional maturity
of
1X
and X female
secondary tribal students.
eaic
secondary
tribal students
in
their
emotional
maturity.
The
computed
t-value
(0.02)
less
the table values at 0.05
levels.
Hence.
Table
7
Significant
Difference
in the
Emotional
H, 7is
accepted
it
can
be concluded
that
Maturity of
IX
and
X female Secondary House Hold
Size
2-3 and above -5
Tribal Students
secondary
tribal
students
are
equal
m
emotional
maturity.
Standard N Mean
S,D
t-value
*S/NS
IX
25
3.27
0.44
0.24
NS
H,8:
There
is
no
signifiean
difference
in
the
emotional
maturity
of
l
X
25
3.19 0.39
*Significant
at
=
0.05
level.
(Table value 1.969) and X house hold size 2-3
secondary
tri
students.
48

EdCatonal
E
xthacts
Vw
V
issue
2 July
2017
Thomae
Cotngn
of
Tearher Frhration
Pata
Karata
Findings
and
Disenssion
Table
Significami
Difterence
in
the
Emoional
Matrit
of
7\
md
\
House
old
Size
2
3 Secondhary
Tribal
Stndenns
There
is
no
gender
difference
in
emotional
maturity
of
secondary
tribal
students
S,D
vale
'S/NS
Different classes
of
secondary
triba
students
do
not
have
an
impact
on
emotional
maturity
Mean
Standand
N
17
0.50
0.55
036
NS
IN
330
3.35
Signiticant
at
0
0s
level.
(Table
value
1,969)
The
above
table-9
reveals
that
there
is
Similar
classes
of
secondary
tribal
students
do
not
have
any
impact
on
emotional
maturity
no
signilicant
diflerence
between
X
and
IX
4
Same
gender
shudy
in
different
classes
House
Hold
Size
2-3
secondary
tribal
students
in
their
emotional
maturity.
The
computed
t-value
(0.36)
is
less
the
table
values
at
0.05
levcls.
Hence,
H,
8is
accepted
it
can
be
concluded
that
X
and
IX
House
Hold
Size
2-3
secondary
tribal
students
are
does
not
have
any
difference
in
emotional
maturty
of
secondary
tribal
students
Different
House
hold
size
of
secondary
tribal
students
does
not
have
any
impact
5
on
emotion
maturity
equal
in
emotional
maturity.
It
can
be
concluded
from
the
above
findings
that
the
secondary
tribal
students
of
in
the
emotional
maturity
of
X
and
IX
house
Nilgiris
do
not
ditter
in
their
emotional
maturity.
Neither
boys
nor
gir!s
secondary
tribal
students
ditfer
so
far
as
the
Emotional
H9:
There
is
no
significant
difference
hold
size
above
3
secondary
tribal
students.
Table
10
Maturity
level
is
concerned.
Emotional
Significant Difference
in
the
Emotional
Maturity
of
IX
and
X
House
Hold
Size
Maturity
is
not
attected
by
the
ty
pe
of
tamily.
The
majority
of
the
secondary
tribai
students
are
equal
in
emotional
maturity
bove
3
Secondary
Tribal
Students
Standard
sample
mean
S.D
1-value
*S/NS
NS
To
develop
emotional
maturity
in
secondary
uibal
students
of
Nilgiris,
teacher
has
to
play
significant
role.
In
future,
similar
study
can
be
taken
up
on
University
students
The
above
table-10
reveals
that
there
is
of
various
states
in
ludia
and
Abroad.
IX
33
3.13
0.53
0.32
X
23
3.06
0.56
Significant
at
0.05
level.
(Table value
1.969)
no
significant
difference
between
X
and
IX
Education
lmplications
House
Hold
Size
above
3
secondary
tribal
Students
in
their
emotional
maturity.
The
Computed
t-value
(0.32)
is
less
the
table
This
study
reveals
that
secondary
tribal
students
have
equal
emmotional
maturity.
values
at
0.05
levels.
Hence,
1,
9
is
Hence
they
can
do
their
level
of
best.
lt
is
accepted
it
can
be
concluded
that
X
and
IX
House
Hold
Size
above
3
secondary
uibal
students
are
cqual
in
emotional
maturity
very
unportant
tor
the
leacher
to
join
hands
with
parents
and
the
socicty
at
large
in
order
to
provide healthy almosphere and
enotional
49

St
Thomas
College
of
eacher
Education.
Pala,
Kerala
EAcational
Exracts
V
Issue
2 July
201
Best
J.W.
(1986):
Research
in
Educat
Fdition.
Fifty
Edition.
cation,
Fifty
secunity
to
adolescents
both
at
school
and
chikd's
phy
sical
gowth
but
also his
emotional
Best
John
w,
Khan
James
v
Education,
Tenth
Edition,
New
Delhi
home.
Emotional
maturity
not
only
affects
Research
in
Best
John
W,
Khan
James
V.
Rec.
development.
By
providing
love
and
affection,
child
feels
more
secure
and
im
renmice
Hall
of
India
Private
Ltd.
2008
Bonnie
Brinton.
Martin
Fujiki,
Meet
M .
e
More.
Than
Half
Way:
otional
Competence
in
Conversation
Using
.Augmentative
and
tums.
he'she
is
more
emotional
balanced.
Conclusion
Altenative Communication 2009;
18:73.771
significant
difference
in
the
emotional
Broota,
K.D.
(2006):
Experimental
Design
Behavior Research; New Age
International
The
results
revealed
that
there
is
no
in
maturity
of
secondary
tribal
students.
It
may
be
the
reasons
of
boys
are
having
emotionally
matured
as
compared
to
girls.
They
have
cqual
control
on
their
emotion
as
girls.
It
was
found
that
there
is
no
significant
difference
in
the
emotional
maturity
of
secondary
tribal
students
w ith
respect
to
size
of
family.
The
Greenberg, M.T,
Kusch,
C.,
&Mihalic,
S.
E.(10
result shows that there
is
no
signif+cant
interaction
effect
of
gender
on
emotional
maturity
of
secondary
tribal
students.
The
study
has
emphatically proved
the
relationship
among
secondary
tribal
students
Harris,
P.
L. (1989).
Children
and emotion.
of
Nilgiris. This
study
leads
to
a
better
understanding
of
secondary
tribal students.
Limited.
Charles
E
Skinner
(2009),
Educational
Psychology,
Prentice
Hall
of
India
Pvt
Limited
New
Delhi, 2009: 249.
8),
Blueprints for violence prevention,
book
10
Promoting alternative thinking
strategies
(PATHS). Boulder, CO: Center
for
the
Study
and
Prevention
of
Violence.
Cambridge
University
Press,
New
York.
Mangal.S.K., Advanced Educational
Psychology,
This
give clear indication
for
planning
Recent
Research
in
Science
and
Tchnology,
Vol.
curricular
activities meant for high school 3, No.1: 153-155.
students.
Singh,Y.,&Bhargava, M (1990), Manual
forEmotional
Maturity
Scale,
National
Psychological
corporation,
Agra.
Reference
Ansari.
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(I1972)
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Visvanathan(2011),
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50