© 2018 JETIR October 2018, Volume 5, Issue 10 www.jetir.

org (ISSN-2349-5162)

EMOTIONAL MATURITY AMONG

ADOLSCENT STUDENTS
John Kanaparthy1 and Prof. T. Swarupa Rani 2
1
Research Scholar, Dept. of Education, Acharya Nagarjuna University, Guntur, A.P.
2
Dean Faculty of Education, Acharya Nagarjuna University, Guntur, A.P

ABSTRACT
The research paper has been designed to examine the emotional maturity among adolescent students
in the Guntur District of Andhra Pradesh. The study was conducted on a sample of 250 adolescent students
studying in various schools in the Guntur District of Andhra Pradesh. The emotional Maturity Scale was
developed and standardized by Dr. Roma Pal. The scale consists of 40 statements. The reliability coefficient
of the split-half method and test-retest for this scale were 0.74 and 0.77. The results revealed that nearly
32% of the sample adolescent students possess extremely unstable emotional maturity. The remaining 68%
of the sample have unstable emotional maturity. The gender of adolescent students makes a significant
difference in their emotional maturity. The locality of living, type of management, and class studying of
adolescent students do not make a significant difference in their emotional maturity.
Keywords: Emotion, Maturity and Emotional maturity

Introduction
Emotional pressure during adolescence is increasing day by day. Emotions are the basic primitive
forces by nature, allowing the organism to withstand the most laborious conditions for survival. Emotions
are a way of acting, a way of blending into the world; they can be constructive and destructive. Emotions
have a strong relationship with desires, needs, and interests. Healthy emotional development goes hand in
hand with emotional maturity. Emotional maturity is the product of much of the interaction between the
home environment, the school environment, society, culture, and the programs you watch on television. A
mentally mature person can adjust better with himself and others. He accepts reality and does not whisper
for small things. Emotional maturity is known as the process of impulse control by the agency of the self
or ego. Dosanjh (1960), "Emotional maturity means balanced personality. The ability to control disturbing
emotions, to show stability and endurance under stress, and to be patient and without a neurotic tendency".

Emotional maturity is not only an effective determinant of personality modeling but also helps to control
adolescent development. The 'maturity of emotional behaviour at any level reflects the effects of normal
emotional development. A person can control his emotions, which can break the delay and suffer without
self-pity, can still be emotionally traumatized and childish. A mentally stable person has better adjustment
with himself as well as others. A mentally mature person will have more satisfaction in life; He is satisfied
with what he has and has a balanced attitude. During adolescence, physical, emotional, psychological,
cultural, intellectual, and social behavioural changes occur in life. These changes can lead to sudden
anxieties and cause confusion and unrest in them.

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Need of the Study

It is said to be the foundation of emotional maturity to live a happy and fulfilling life. A person’s
life is a very painful thing if someone does not has emotional maturity. It is the process by which a person
is constantly striving for greater emotional health both intra-psychologically and intra-personally. In the
present circumstances, children along with youth are also facing many difficulties in life. These difficulties
lead to many psychosomatic problems such as anxiety, tension, depression, and emotional problems in daily
life. Therefore, the study of emotional life is now a detailed science, comparable to anatomy. It deals with
the interaction of forces with intensities and magnitudes. Therefore, an emotionally mature person is not
necessarily one who has all the conditions to provoke anxiety and hostility, but he is constantly feeling,
watching the healthy integration of thought-action take part in the struggle. It motivates the researcher to
study the emotional maturity among adolescent students in the Guntur District of Andhra Pradesh.
Definitions
Emotions
The greatest motivating force of emotions during human life; Affects a person's aspirations, actions,
and thoughts. Our emotions have the potential to provide us with subtle and sophisticated guidance.
Emotions are fundamental elements from which all impulses arise, which not only motivate us to action
but often also serve as the goal of action. As defined by Hockenbery (2007), “Emotion is a complex state
of mind consisting of three distinct components: the subjective experience, the physical response, and the
behavioural or expressive response”. One's emotions also play an important role in determining whether
one's venture is successful. They are specific reactions to a specific event. They act as a bridge between our
thoughts and actions. Emotions are a powerful controlling force in a person's life. Emotions are the power
at which the mind works; It supplies energy for individual survival. Emotions that are physically or mentally
necessary for life and motivate a person to behave in a certain way.
Maturity
Maturity means putting aside the things of children and being ready to shoulder the responsibilities
of developing one another in world affairs in general. According to Finley (1996), maturity is “the ability
of the mind to cope with a person's uncertainty, circumstances, or environment.” Maturity is the ability of
the mind and ability to respond appropriately to a person's uncertainties, circumstances or environment.

Emotional Maturity
The word 'emotional' refers to something emotional, or emotionally prevalent, or that attracts or
evokes emotions and significantly stimulates or concerns feelings or sensitivities. Feelings are a complex
mental state. These refer not only to feelings or mood but also to how people behave and respond. Emotions
are called the cheeks of action. Like the smell of a flower, there is emotion in every human activity. Since
emotions play a major role in a person's life, it is expected that a person will have the high emotional
maturity to live an effective life and our behaviour will be constantly influenced by the level of emotional
maturity in their affairs. According to Menninger (1999), "emotional maturity is the ability to deal
constructively with reality." Many attempts have been made to explain emotional maturity. Emotional
maturity should not only emphasize restraint and control but also the optimistic possibilities inherent in the
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individual nature. A mature emotional deed at any stage of growth fully reflects the strong developmental
fruits in all the internal acting characteristics of the developing person.
Review of Related Literature
Nikhat Yasmin Shafeeq and Afeefa Thaqib (2015) investigated a comparative study of the emotional
maturity of adolescent students concerning academic achievement. 400 students (200 boys and 200 girls)
of class IX were taken from 8 schools (4 Government and 4 Private) of Aligarh. The results revealed that
the gender of adolescent students does not differ significantly in their emotional maturity. Government and
private adolescent s make a significant difference in their emotional maturity. Sarla Devi and Raji Sugumar,
V. (2017) studied the emotional maturity among adolescent boys of the Sitapur district in Uttar Pradesh.
The present study was conducted among 700 boys from English medium (350) and Hindi medium (350)
selected from the adolescent of Sitapur district of U.P. The finding showed that there is a significant
difference has been between English medium and Hindi medium boys with remarkable emotional maturity
among English medium school students. It means English medium boys were more emotionally mature
than their counterparts. Suvankar Biswas (2018) made a study on the emotional maturity of students of
higher adolescent. The study comprised a small sample of 100 students of four Higher Adolescent s based
in rural and urban areas in Bongaon Town, State of West Bengal. The findings found that Gender and
Location of higher adolescent students don’t make a significant difference in Emotional Maturity.
Statement of the Problem:
The title of the present article is “A Study on Emotional Maturity among Adolescent Students in
Guntur District of Andhra Pradesh”.
Objectives of present investigation
 To study the levels of emotional maturity among adolescent students.
 To find out the differences of the below variables on the adolescent students’ emotional maturity.
a) Gender b) Locality of living c) Type of management d) Class studying
Hypotheses of present Research
 The adolescent students don’t differ in their levels of emotional maturity.
 The following variables do not make a significant difference in the adolescent students’
emotional maturity.
a) Gender b) Locality of living c) Type of management d) Class studying
Limitations
The geographical area of the investigation is limited to Guntur district of Andhra Pradesh. The
sample size was limited to 250 adolescent students. This study was restricted to 8th and 9th class adolescent
students. The study is limited to the following independent or demographic variables of Emotional
Maturity: Gender, Locality of living, type of management, and class studying.
Research Design
In this research, the detailed survey research design was used and the research was conducted among
adolescent students in Guntur District of Andhra Pradesh. The study was conducted on a sample of 250
adolescent students using a random sampling method that was stratified in proportion to ensure population
representation.

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Tool used
The emotional Maturity Scale was developed and standardized by Dr. Roma Pal. The scale consists
of 40 statements. There are five areas such as emotional instability, emotional regression, and faculty social
adjustment, lack of independence and flexibility, and adaptability. This scale has 5 alternative responses:
strongly agree, agree, moderate, disagree, and strongly disagree. The scoring of items of the scale was done
by giving a score of 5, 4, 3, 2, and 1 for strongly agree, agree, moderate, disagree, and strongly disagree
respectively. Emotional maturity scale on the scores range between 40-200. The reliability coefficient of
the split-half method and test-retest for this scale was 0.74 and 0.77. The validity coefficient of the present
scale with Singh and Bhargava’s emotional maturity scale was found to be 0.84.
Statistical Techniques Used
Mean, Standard Deviation, Percentage, and Critical Ratio were used in the study to analyze the data.
Data Analysis:
Table 1: Classification of the Total Sample on Emotional Maturity
Sr. No. Scores Size (N) % Verbal Description
1 Between 115 and 180 scores 80 32.00 % Extremely Unstable
2 Between 92 and 114scores 170 68.00 % Unstable
Total 250 100.00
It can be inferred from table 1 that nearly 32 % of the sample adolescent students possess extremely
unstable emotional maturity. The remaining 68 % of the sample have unstable emotional maturity. The
adolescent students differ in their levels of emotional maturity. This interpretation is presented here basing
on the manual of the emotional maturity scale.
Table 2: Emotional Maturity of Adolescent Students - Gender - Mean - SD - C.R.
Variable Sample Sample size (N) Mean S.D. C.R.
Male 101 128.56 11.54
Gender 2.62**
Female 149 132.46 11.57
**Significant at 0.01 level
The C.R. value (2.62) is higher than 2.58 at the 0.01 level of significance. Therefore, the null
hypothesis is rejected. The gender of adolescent students makes a significant difference in their emotional
maturity. The average difference (3.19) is favourable for girl students. It indicates that girl students
possessed extremely unstable emotional maturity than their counterparts.
Table 3: Emotional Maturity of Adolescent Students – Locality-Mean - SD - C.R.
Variable Sample Sample size (N) Mean S.D. C.R.
Rural 128 131.10 11.51
Locality 0.12 #
Urban 132 131.28 12.08
# Not Significant at 0 .05 level
The C.R. value (0.12) is lower than 1.96 at a 0.05 level of significance. Therefore, the null
hypothesis is accepted. The locality of living of adolescent students does not make a significant difference
in their emotional maturity.

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Table 4: Emotional Maturity of Adolescent Students –Management - Mean - SD - C.R.

Variable Sample Sample size (N) Mean S.D. C.R.
Type of Govt. 112 132.36 12.15
1.01 #
management Private 138 130.78 11.86
# Not Significant at 0.05 level
The C.R. value (1.01) is lower than 1.96 at a 0.05 level of significance. Therefore, the null
hypothesis is accepted. The type of management of adolescent students does not make a significant
difference in their emotional maturity.
Table 5: Emotional Maturity of Adolescent Students – Class – Mean - SD - C.R.
Variable Sample Sample size (N) Mean S.D. C.R.
Class 8th class 120 128.35 11.65
1.53 #
studying 9th class 130 130.74 12.82
# Not Significant at 0.05 level

The C.R. value (1.53) is lower than 1.96 at a 0.05 level of significance. Therefore, the null
hypothesis is accepted. Class studying of adolescent students does not make a significant difference in their
emotional maturity.
Results of this investigation:
 Nearly 32 % of the sample adolescent students possess extremely unstable emotional maturity. The
remaining 68 % of the sample have unstable emotional maturity.
 The gender of adolescent students makes a significant difference in their emotional maturity.
 The locality of living, type of management, and class studying of adolescent students don't make a
significant difference in their emotional maturity.

Conclusion:
Nearly 32 % of the sample adolescent students possess extremely unstable emotional maturity.
The remaining 68 % of the sample have unstable emotional maturity. The gender of adolescent students
makes a significant difference in their emotional maturity. It indicates that girl students possessed extremely
unstable emotional maturity than boys. The locality of living, type of management, and class studying of
adolescent students make no significant difference in their emotional maturity.
References
 Dosanjh (1960). Imagination and Maturity as Factor Indicative success in Teaching. Doctoral
Thesis, Panjab University.
 Finley, J. (1996). Behaviour and Development from 5 to 12. New York: Harper and Row.
 Garrett, Henry E. (2006). Statistics in Psychology and Education. Surjeet Publications, Delhi .
 Hockenbury, D. H. & Hockenbury, S. E. (2007). Discovering psychology. New York: Worth
Publishers.
 LokeshKoul, (2007). Methodology of Education Research, (3rded.), New Delhi: Vikas Publishing
House Pvt. Ltd.

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 Mangal, S. K. (2008). Advanced Educational Psychology (2nd ed.). Prentice-Hall of India Pvt. Ltd.:
New Delhi.
 Nikhat Yasmin Shafeeq & Afeefa Thaqib (2015). Comparative study of emotional maturity of
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and Humanities Invention, 2(6), 1437-1444. Retrieved from
 Roma Pal (1984). Manual of Emotional Maturity Scale. Agra Psychological Research Cell, Tiwari
Kothi, Belanganj, Agra-282004.
 Sarla Devi & Raji Sugumar, V. (2017). Emotional maturity among adolescent boys of Sitapur
district in Uttar Pradesh. International Journal of Home Science, 3(2), 712-
 Sharma, R.A. (2006). Advanced Statistics in Education and Psychology, R. Lall Book Depot:
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 Suvankar Biswas (2018). A Study on the emotional maturity of students of higher adolescent.
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