Self-identity and social competency as predictors of academic aspiration of secondary school students belonging to the mannan community

Abstract

Multiple psychological factors influence the academic goals of pupils from marginalized backgrounds. This study analyzes the influence of self-identity and social competency as factors of academic aspiration among secondary school children from Mannan tribe. The study, which is based on Erikson's psychosocial theory and social identity theory, explores how students' awareness of themselves and their social abilities contribute to the development of their academic ambitions and aspirations. A descriptive-correlational research approach was adopted, comprising a representative sample of secondary school kids from the Mannan community. Self-identity, social competency, and academic aspiration were all measured using standardised tools. Self-Identity Inventory of Berzonsky, M. D. (1989) was used by the investigator, Social Competency Scale and Academic Aspiration Scale were designed by the investigator for the present study. The study discovered considerable positive connections between self-identity and social skills and academic aspiration. Regression analysis showed that these two qualities were major predictors of students' academic aspiration. The findings stress the significance of having a strong sense of self and interpersonal skills among tribal teenagers in order to increase their educational aspirations. The study has practical repercussions for educators, politicians, and community workers who wish to eliminate the aspiration gap and promote inclusive education for tribal pupils.