शासकीय एवं अशासकीय विद्यालयों में अध्ययनरत विद्यार्थियों की पाठ्य सहगामी क्रियाओं का सामाजिक कौशल एवं भावनात्मक परिपक्वता पर तुलनात्मक प्रभाव का अध्ययन

Pragya Jha; Savita Dewangan

doi:10.29121/shodhkosh.v5.i1.2024.6461

Authors

Pragya Jha Professor, MATS School of Education, MATS University, Raipur, Chhattisgarh, India
Savita Dewangan Research Scholar, MATS School of Education, MATS University, Raipur, Chhattisgarh, India

DOI:

https://doi.org/10.29121/shodhkosh.v5.i1.2024.6461

Keywords:

Government-Non-Government Comparison, Co-Occurring Activities, Social Skills (Ssr), Emotional Maturity (Ems), Gender Difference, Durg (Chhattisgarh)

Abstract [English]

The objective of this comparative study is to compare the impact of co-curricular activities on social skills and emotional maturity among Grade 10 students studying in government and non-government schools in Durg district, Chhattisgarh. 600 students (305 students in government schools; 295 students in non-government schools) were selected from 20 schools (10 government schools, 10 private schools) using simple random sampling. The Social Skills Rating Scale (SSR; Sood, Anand & Kumar) was used for social skills, and the Emotional Maturity Scale (EMS; Tara Sabpati) was used for emotional maturity. Data were analyzed using descriptive statistics, independent-sample t-tests, and one-factor ANOVA. Key findings include: (i) the difference between government and private schools on overall social skills was nonsignificant; (ii) non-government students had higher average scores on overall emotional maturity (p<.01). (iii) gender-based patterns are complex—government schools excelled on some dimensions of social skills among male students, while differences by institution type were small/nonsignificant among female students. The study indicates that while a resource-rich environment promotes emotional maturity, the development of social skills is more dependent on institutional culture, opportunity structures, and participation patterns. At the policy level, strengthening SEL/counseling in government schools and expanding inclusive/community-engagement programs in private schools would be beneficial.

Abstract [Hindi]

्रस्तुत तुलनात्मक अध्ययन का उद्देश्य दुर्ग जिला, छत्तीसगढ़ के शासकीय एवं अशासकीय विद्यालयों में अध्ययनरत कक्षा 10 के विद्यार्थियों के बीच पाठ्य सहगामी क्रियाओं (Co-curricular Activities) के सामाजिक कौशल और भावनात्मक परिपक्वता पर प्रभाव की तुलना करना है। सरल यादृच्छिक नमूनाकरण से 20 विद्यालयों (10 शासकीय, 10 अशासकीय) से 600 विद्यार्थियों (शासकीय=305; अशासकीय=295) का चयन किया गया। सामाजिक कौशल के लिए Social Skills Rating Scale (SSR; Sood, Anand & Kumar) और भावनात्मक परिपक्वता के लिए Emotional Maturity Scale (EMS; Tara Sabpati) प्रयुक्त हुए। आंकड़ों का विश्लेषण वर्णनात्मक आँकड़ों, स्वतंत्र-नमूना t-परीक्षण और एक-कारक ANOVA द्वारा किया गया। प्रमुख निष्कर्षों में पाया गया कि (i) समग्र रूप से सामाजिक कौशल में शासकीय एवं अशासकीय विद्यालयों के बीच अंतर असार्थक रहा, (ii) समग्र भावनात्मक परिपक्वता में अशासकीय विद्यार्थियों का औसत स्कोर उच्च रहा (p<.01), (iii) लिंग-आधारित पैटर्न जटिल हैं—पुरुष विद्यार्थियों में सामाजिक कौशल के कुछ आयामों पर शासकीय विद्यालय श्रेष्ठ दिखे, जबकि महिला विद्यार्थियों में संस्थान-प्रकार के आधार पर अंतर अल्प/असार्थक रहा। अध्ययन संकेत करता है कि संसाधन-समृद्ध वातावरण भावनात्मक परिपक्वता को बढ़ावा देता है, पर सामाजिक कौशल का विकास संस्थागत संस्कृति, अवसर संरचना और भागीदारी के स्वरूप पर अधिक निर्भर है। नीतिगत स्तर पर, शासकीय विद्यालयों में SEL/काउंसलिंग को सुदृढ़ करना और अशासकीय विद्यालयों में समावेशी/समुदाय-संलग्न कार्यक्रम बढ़ाना अनुकूल होगा।

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