A Comparative Study of Emotional Maturity and Adjustment Among ICSE and CBSE Students: The Role of Gender and Urban-Rural Differences

Abstract

Emotional maturity and adjustment play a crucial role in students' academic success and overall well-being. Differences in educational curricula, gender, and geographical background may influence these psychological attributes. The Indian Certificate of Secondary Education (ICSE) and Central Board of Secondary Education (CBSE) follow distinct pedagogical approaches, which could shape students' emotional and social adaptation in different ways. However, limited research has explored how school board affiliation, gender, and urban-rural background collectively impact these aspects of student development.

This study aims to compare emotional maturity and adjustment levels among students from ICSE and CBSE schools while examining the influence of gender and geographical location. The research seeks to provide insights for educators and policymakers on the psychological well-being of students across different learning environments.

A quantitative comparative research design was employed, utilizing standardized measures to assess emotional maturity and adjustment among a stratified random sample of students from both ICSE and CBSE schools. The study included participants from both urban and rural backgrounds and accounted for gender-based variations. Statistical techniques such as independent t-tests, ANOVA, and correlation analysis were applied to identify significant differences and patterns.

The findings indicate notable differences in emotional maturity and adjustment between ICSE and CBSE students. Female students exhibited better adjustment skills than male students, while urban students demonstrated higher emotional maturity and adaptability compared to their rural counterparts. These results highlight the impact of curriculum structure and environmental factors on students’ psychological well-being.

This study emphasizes the role of educational boards, gender, and geographical factors in shaping students’ emotional and social development. The insights gained can help in designing targeted psychological and educational interventions to enhance student well-being across diverse learning contexts.