Unraveling the Nexus: Emotional Abuse, Emotional Competence, Self-concept, and Academic Achievement Among Adolescents.

Year 2024, Volume: 9 Issue: 1, 45 - 60, 25.07.2024

Thseen Nazir

https://doi.org/10.32568/jfce.1393509

Abstract

This research delves into the intricate relationship between emotional abuse, emotional competence, self-concept, and academic achievement among adolescents in Kashmir, with a specific focus on gender differences. Adolescence, marked by vulnerability, witnesses the profound impact of emotional abuse on cognitive, emotional, and psychological development. A comprehensive survey involving 300 high school students reveals significant gender disparities in emotional abuse experiences, emotional competence levels, self-concept, and academic achievement. Boys are shown to be more susceptible to emotional abuse, particularly in dimensions such as rejection, terrorizing, isolation, ignoring, and corruption. Conversely, girls exhibit higher emotional competence, self-concept, and academic achievement, emphasizing the role of societal and familial dynamics. The study underscores the need for targeted interventions recognizing gender-specific nuances, aiming to mitigate emotional abuse's adverse effects and foster a conducive environment for adolescents' emotional and academic well-being. The findings contribute to a nuanced understanding of the multifaceted challenges faced by adolescents in the context of emotional well-being and academic success.

Keywords

Emotional Abuse, Emotional Competence, Self-concept, Academic Achievement, Gender

Ethical Statement

The Aligarh Muslim University Ethical Committee board reviewed and approved the studies involving human participants. The participants provided written informed consent to participate in this study.

Supporting Institution

Ibn Haldun University

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