Abstract

• The main purpose of this study is to investigate the relationship between the emotional maturity and academic achievement among upper secondary students. The study was conducted with a sample of 600 Grade 10 students (260 boys and 340 girls) studying in eight high schools from four districts of Bago Region in 2016-2017 Academic Year. For the data collection, the Emotional Maturity Questionnaire (EMQ) developed by Dr. Yashvir Singh and Dr. Mahesh Bhargava (2010) was used. The internal consistency (Cronbach’s alpha) of EMQ is 0.886. Upper secondary students’ emotional maturity, academic achievement and demographic data were examined and collected by using a questionnaire for survey method and quantitative research design. Data obtained were analyzed by using Statistical Package for Social Science (SPSS). It was found that Grade 10 students in this study possess a moderate level of emotional maturity and they also have an average level of academic achievement. The results of independent sample t-test revealed that there were no significant differences on Grade 10 students’ emotional maturity and academic achievement by gender. The ANOVA results also revealed that there were significant differences on Grade 10 students’ emotional maturity by father’s occupation and sibling groups and, on the other hand, there were significant differences on Grade 10 students’ academic achievement by schools, districts, father’s education and mother’s education. The positive correlation between emotional maturity and academic achievement among upper secondary students was significant at 0.001 level (r = 0.339, p<0.001). Again, multiple regression analysis was conducted to develop predicted model of emotional maturity and academic achievement of Grade 10 students. The result revealed that the two of five emotional maturity subscales namely emotional stability and emotional progression, made a significant predictive contribution to academic achievement of Grade 10 students.