SOCIO-ECONOMIC AND PSYCHOLOGICAL INFLUENCES ON ACADEMIC SUCCESS IN MANIPUR'S HIGHER SECONDARY EDUCATION

This study investigates the influence of socio-economic and psychological status on the academic performance of higher secondary school students in Manipur. A total of 360 students from 12 higher secondary schools in Imphal East District were selected through simple random sampling to participate in a survey conducted during the 2024-25 academic year. The study aims to: (1) examine the relationship between socio-economic status and academic performance, and (2) assess the impact of psychological factors, including motivation, self-esteem, and mental health, on academic performance. Data were collected using the Socio-economic Status Scale developed by Kuppuswamy (1981), the Academic Motivation Scale (AMS-HS 28) by Vallerand et al. (1989), Rosenberg’s Self-Esteem Scale (RSE) developed by Rosenberg (1979), and Depression, Anxiety, and Stress Scale (DASS-21) developed by Lovibond and Lovibond (1995). The data collection and test administration occurred from January to May 2024, following ethical guidelines and obtaining written consent from participants and schools. Using Pearson Product-Moment Correlation and IBM SPSS Statistics Version 22 for data analysis, the findings indicate that higher socio-economic status scores are significantly associated with better academic performance. Additionally, higher levels of academic motivation, self-esteem, and mental health are all positively correlated with improved academic performance.