A Comparison of Intelligence Quotient, Study Involvement, Adjustment and Parental Involvement between High Achievers and Low Achievers

Differences between High Achievers and Low Achievers on cognitive, motivational, emotional and environmental variables were examined. The sample comprised of eighty school students (N=80) drawn from a Kendriya Vidyalaya School located in Puducherry. Raven's Standard Progressive Matrices (SPM), Study Involvement Inventory (SII), Reynold's Adolescent Adjustment Inventory (RAASI) and Parent Involvement Scale (PIS) were the instruments administered. The two groups differed on emotional attributes. Notably, differences were observed between the High Achievers and Low Achievers on the dimensions of aggression, abasement, antisocial behaviour and anger control problem. The findings underscore the role of emotional adjustment in academic achievement and allude to the complex interplay of emotion and cognition in learning. Identification of specific noncognitive factors has implications in developing effective guidance and counselling programs, targeted intervention designs and in the planning of teacher education, training and development of educational modules and policies.