Adjustment and Self-Efficacy as Predictor of Academic Achievement Among School Students

The study was planned to find out the predictors of academic achievement among school students.   The present study was conducted on a sample of 198 adolescents (96 male and 102 female) with age range of 16 to 18 years, who are studying in XI and XII classes. The sample was selected using stratified random sampling procedure from Rewari & Bhiwani districts of Haryana. Bell Adjustment Inventory (Hindi adaptation) Mohsin & Shamshad (1969) & Self-efficacy scale constructed and standardized by Muris, (2001) were used to collect data. Academic Achievement of the students would be considered as the average percentage of marks obtained by the students in previous two years in annual examination conducted by their respective schools and board.  The data were analyzed by using Pearson’s Product Moment method of correlation and stepwise regression analysis. The results revealed that (i). The correlation between adjustment and academic achievement is negative and significant. Social and emotional adjustment has significant association with academic achievement among school students. The school children with better social and emotional adjustment explain high academic achievement and vice-versa.  (ii). Emotional Self Efficacy and social adjustment are found to be main predictors of academic achievement whereas these two predictors accounted for 24% of the variance.