A study of Achievement in English of Tribal students: Comparison of determinants

Abstract

Wide differences exist in the achievement of children from different social backgrounds. Children from more privileged backgrounds tend to achieve better results, make more progress in school than children from deprived background. Tribals take longer time to unfold their abilities as they are deprived of opportunities this may result in intellectual deficiency. In such deprivations, cognitive structure of tribal students might not have developed so they might not feel the need to learn and gain new experiences which resulted in intellectual weakness and this might be the reason that they show low achievement academically. This research explores the effect of personality and emotional intelligence on academic achievement of tribal students. Results imply friendliness, interpersonal management, decisiveness, emotional stability, friendliness, masculinity, heterosexuality, dominance as important predictors in achievement. An understanding of the role of personality and emotional intelligence enables teachers to ensure academic success, motivate students for positive feeling and empathy.