Impact of Psychosocial Development on the Academic Achievement of Prospective Teachers in Kanyakumari District
Keywords:
Psychosocial Development, Academic Achievement, Prospective Teachers, Teacher Education, Emotional Maturity, Social Adjustment, Professional Adjustment appreciationAbstract
Teacher education aims to prepare prospective teachers who possess not only pedagogical competence but also psychological
and social maturity necessary for effective professional practice. Psychosocial development, comprising self-concept,
emotional maturity, interpersonal relationships, social adjustment, and academic and professional adjustment, plays a crucial
role in shaping students' academic performance and future teaching effectiveness. The present study investigated the impact
of psychosocial development on the academic achievement of 260 prospective teachers studying in B.Ed. colleges in
Kanyakumari District. The study adopted a survey method using simple random sampling. Data were collected through a
Psychosocial Development Scale developed around five major dimensions, while academic achievement was measured
through institutional academic records. Nine demographic variables, namely gender, age, qualification, locality, annual
family income, father's qualification, mother's qualification, father's occupation, and mother's occupation, were considered
for differential analysis. Percentage analysis, independent sample t-tests, Pearson's correlation, and multiple regression
analysis were employed for data analysis. The findings indicated that most prospective teachers exhibited moderate
psychosocial development and moderate academic achievement. Significant positive relationships were observed between
psychosocial development and academic achievement, with Academic and Professional Adjustment emerging as the
strongest predictor. The study underscores the importance of integrating psychosocial development programmes into teacher
education curricula to enhance academic success and professional preparedness.
Downloads
References
1. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
2. Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241.
3. Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton.
4. Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.
5. Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362.
6. Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551–558.
7. Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of Adolescent Psychology (pp. 159–187). Wiley.
8. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.
9. Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.
10. Rogers, C. R. (1961). On becoming a person. Houghton Mifflin.
11. Santrock, J. W. (2019). Life-span development (17th ed.). McGraw-Hill.
12. Wentzel, K. R. (2009). Students' relationships with teachers as motivational contexts. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 301–322). Routledge.
13. Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
14. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
15. Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
16. Hurlock, E. B. (1980). Developmental psychology: A life-span approach (5th ed.). McGraw-Hill.
17. Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Press.
18. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
19. Tinto, V. (2012). Completing college. University of Chicago Press.
20. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
