Relationship between Psychological Well-being and Educational Engagement among Rural Adolescent Girls in Uttar Pradesh: A Correlational Study

Relationship between Psychological Well-being and Educational Engagement among Rural Adolescent Girls in Uttar Pradesh: A Correlational Study Ambrish Pandey Prof. Surendra Mishra Particularly in adolescence, when the risk of disengagement and dropout rises, educational engagement is a crucial factor in determining meaningful participation in schooling. Adolescent females in rural India are subject to a variety of sociocultural limitations that influence their psychosocial adjustment and level of learning engagement. Although psychological well-being is becoming more widely acknowledged as a significant predictor of adaptive school outcomes, there is still little empirical research connecting psychological well-being and educational engagement among teenage females living in rural areas. The current study used a correlational approach to investigate the association between educational engagement and psychological well-being among rural school-age girls in Uttar Pradesh. The Student Engagement in Schools Questionnaire (SESQ-ENG; 33 items) and Ryff's Psychological Well-Being Scales (42-item version) were used to gather data from 350 females. A significant positive correlation between psychological well-being and educational engagement was shown by Pearson correlation analysis (r =.63, p <.001). The behavioral, emotional, and cognitive aspects of involvement were positively correlated with all six dimensions of psychological well-being, according to dimension-wise analysis, with self-acceptance, environmental mastery, and life purpose exhibiting relatively larger connections. The results highlight how crucial it is to incorporate psychological well-being assistance into rural schooling programs in order to increase girls' involvement and educational participation.