Vol. 9, Issue 7 (2020)

Author(s):
Priyanka Panwar and Seema Sharma

Abstract:
The transitional phase of adolescence has an effect on education, happiness, safety and security of an individual. Adolescents at this period of life encounter certain difficult situations which has an impact on their academics. For that reason, learning should be amalgamated with social-emotional learning as it illustrates a part of education that links educational knowledge with certain skills essential for success in school. Therefore, the present study was intended to identify the relationship between social-emotional learning and academic achievement among adolescents belonging to joint and nuclear families. The study was conducted over a sample of 500 adolescents from eight government schools of Ludhiana city of Punjab. The study was quantitative in nature therefore; evaluation of grades or marks of adolescents' last performance were used to measure academic achievement among adolescents. The results of the study reported that substantial number of adolescents from nuclear families were observed to be at very good level in academics. Further, overall social-emotional learning was found to be non-significantly positively correlated with academic achievement in nuclear families while, in joint families, overall social-emotional learning was noted to be significantly positively correlated with academic achievement.