Publication:

Impact of psychosocial problems on scholastic and co-scholastic performance among the school-going adolescents of Aligarh, India

Background Adolescence is a critical developmental period during which psychosocial factors significantly impact academic functioning. Scholastic performance is not only an indicator of educational achievement but also reflects adolescents' psychosocial well-being. Objective of the study was to assess scholastic and co-scholastic performance and its relation with psychosocial problems among school-going adolescents.

Methods A school-based cross-sectional study was conducted among school going adolescents using a structured demographic proforma, school based scholastic and co-scholastic performance grades assigned by teachers, and a standardized psychosocial problem assessment scale (Y-PSC scale). Descriptive and analytical statistics were used to examine associations.

Results Psychosocial problems were significantly associated with poorer scholastic performance. Adolescents with greater psychosocial problems demonstrated reduced academic functioning. Co-scholastic factors, including regularity and discipline also showed a significant relationship with adolescent psychosocial problems and their academic performance.

Conclusions Psychosocial problems are closely related to both scholastic and co-scholastic performance among school-going adolescents. Researchers usually understand Academic difficulties within a broader psychosocial framework rather than as isolated educational issues.