Predictors Of Social Anxiety Among Tribal And Non-Tribal Student

Abstract

Introduction: Educational institutions play a major role in a person's social and personal development. An average of 20 years has been spent in educational institutions. This act as a major platform to learn, discipline oneself, develop skills, maintain relationships and obtain one’s goal in life. During the learning process, many obstacles such as low self-esteem, disadvantaged family and neighbourhood, stress, anxiety, poor socioeconomic background and health may interfere with the education. Objectives: The major objective of the present study is to assess and compare the impact of self-esteem and emotional maturity on social anxiety among tribal and non-tribal students. Methods: The study adopted a descriptive research design. A total of 101 male school students were 47 from the tribal community and 54 from non-tribal communities selected for the study. The purposive sampling method was used to determine the sample population. The Rosenberg self-esteem scale, Emotional maturity scale and social interaction anxiety scale were used to obtain data from the samples. Results: Statistical techniques such as mean, standard deviation, t-test, Pearson’s correlation, and regression analysis were used to analyse the data. There are no significant differences found between the level of self-esteem, emotional maturity and social anxiety among tribal and non-tribal students. The finding revealed a significant and negative relationship between self-esteem, emotional maturity and social anxiety among school students. Conclusion: The independent variables such as self-esteem and emotional maturity predicted the dependent variable such as social anxiety.