INTRODUCTION:

John Dewey remarked that education reconstructs and remodels our experiences towards socially desirable way. Much of the behavior of child determined by the process of socialization. In its simplest form, maturity is the ability to respond to a given situation appropriately. There are many types of maturity. Vimal Kishor. (2015) investigated that the seventh and eighth, eighth and ninth, ninth and tenth, tenth and eleventh and eleventh and twelfth class high/senior secondary school students do not differ significantly with respect to their mean scores on the variable emotional maturity.

The socialization plays an important role in social maturation, social learning and social adjustment. Dorothy and Barbara, (2009) defined that Social maturity has to do with how well people understand the nature of the social world they live within. Social maturity is what enables us to function as healthy adults. Srivastava, (1987) described the social maturity as a term used commonly in two ways. Firstly, in reference to the behaviour that conforms to the standards and expectations of the adults and secondly in reference to the behaviour that is appropriate to the age of the individual under observation Psychologists usually use maturity in the second sense Bretsch, (1952) claimed that social maturation permits more detailed perception of the social environment which helps adolescents to influence the social circumstances and develop stable patterns of social behaviour. The social maturity has various aspects of social abilities as self-sufficiency, occupational activities, communication self-direction and social participation. Sheldon Berman (1990) viewed that Social responsibility is, a personal investment in the well-being of others and of the planet-doesn't just happen. It takes intention, attention, and time Well-being is one of the most important goals which individuals as well as societies strive for Psychological well-being is the subjective feeling of contentment, happiness, satisfaction with life's experiences and of one's role in the word of work, sense of achievement, utility, belongingness, and no distress, dissatisfaction or worry, etc. Ryff (1989) defined psychological well-being as self-acceptance, autonomy, environmental mastery, purpose in life, positive relations with others and personal growth. Diener and Smith (1999) defined Psychological or subjective well-being a broad construct, encompassing four specific and distinct components including (a) pleasant or positive well-being (b) unpleasant affect or psychological distress (c) life satisfaction (d) domain or situation satisfaction. Sinha and Verma, (1992) revealed that cheerfulness, optimism, playfulness, self-control, social maturity, a sense of detachment and freedom from frustration, anxiety and loneliness are indicators of psychological well-being. Bhogle and Parkash (1995) developed a measure of psychological well-being comprising twelve factors (positive and negative), such as meaninglessness, self-esteem, positive affect, life satisfaction, suicidal ideas personal control, tension etc. Milevsky (2005) found that Social support received from siblings relate to psychological adjustment in emerging adulthood. Sibling support partially compensates for low support from friends for all of the wellbeing measures and completely compensates for self-esteem, depression, and life satisfaction.

Singh, Malik and Reema (2007) found that social support plays an important role in maintaining the health and well-being as it gives the adolescents a feeling of being loved, cared for, and esteemed valued and belonging. K. Jayakrishnan, Shalini, Savitha (2015) found that there is no significant relationship between self-esteem and psychological wellbeing among the adult children of mentally ill parents.

Suresh Kumar (2015) found that there is a significant relationship between social maturity and general well-being of school students. They are correlated each other. It was found that there is a significant difference in mean scores of rural and urban students regarding their general well-being. Urban students have better social maturity in their rural counterparts.

Research in brain-based learning suggests that emotional health is fundamental to effective learning. A report from the National Centre for Clinical Infant Programs, the most critical element for a student’s success in school is an understanding of how to learn from Emotional Intelligence by Daniel Goleman. Mayer, Salovey, and Caruso, (2000), defined emotional intelligence as the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others. Mayer, J. D., and Cobb, C. D. (2000) defined ‘emotional intelligence’ as the ability to process emotional information, particularly as it involves the perception, assimilation, understanding, and management of emotions. The traits of emotional intelligence are: Confidence, Curiosity, Intentionality, Self-control, Relatedness, and Capacity to communicate and, Ability to cooperate. These traits of Emotional Intelligence has proven a better predictor of future success than traditional methods like the GPA, IQ, and standardized test scores. Anupama Deepak, Dr. Karpagam Krishnamoorthy (2016) aimed is to assess the emotional intelligence of students of Sabetha Dental College through a prepared questionnaire in evaluating their EQ and mental health.R. P. Das, Tapas Lata Sahu (2014) found that there exists a significant relationship between demographic variables and emotional intelligence.

Kaur, M. (2001) found that the students having high I.Q level have high emotional maturity and the vice-versa.

In today’s society, children are more dependent on their parents. According to the research conducted by Indian Pediatrics Association in 2002 about the social maturity of the children, it was found that any kids embrace the entrance into the fascinating cultural and social that set them apart from adult Kyung-Sook Kim, Hye-gyeong Cha (2018) described the Programs which mediate the loneliness of college students should include personal, family, and social interests and efforts to improve self-esteem, friend support, and family support of college studentss.In fact, A great deal of difficulty involved in helping children finds their way to become mature adults. It includes the development of social skills, psychomotor skills, self-care, skills, psychological well-being and Emotional intelligence. The present study was formulated keeping in view the relationship of social maturity with psychological well-being and Emotional intelligence. The present study contributes to a growing body of literature seeking to determine the role of emotional intelligence psychological well-being in explaining social maturity.

METHODOLOGY:

OBJECTIVES:

The present study was designed to attain the following objectives:

· To study the social maturity of sr. sec school students in relation to their Emotional intelligence.

· To study the social maturity of sr. sec school students in relation to their psychological well-being

· To study the dimensions of Emotional Intelligence viz. Self-Awareness, Self-Regulation, Self-Motivation, Self-Esteem, Empathy and Acceptance, Interpersonal Relation, and Social Skills.

HYPOTHESes:

The proposed hypotheses were

H1: There exists no significant difference in social maturity of senior secondary school students in relation to psychological well-being.

H₂: There exists no significant difference in social maturity of senior secondary school students in relation to High And Low Emotional Intelligence.

H₃: There exists no significant interaction effect between psychological well-being and Emotional intelligence of senior secondary school students on the score of social maturity.

H₄: There is no significant difference in various dimensions of social maturity of senior secondary school students to High and Low Psychological Well Being.

H₅: There is no significant difference in various dimensions of social maturity of senior secondary school students in relation to Emotional intelligence.

H₆: There is no significant difference in various dimensions of social maturity of Sr. Sec school students in relation to psychological well-being and Emotional intelligence.

RESEARCH DESIGN:

The investigator was used survey method for studying the problem. Quantitative approach is applied in this study. Furthermore, quantitative research is about identifying relationships between variables through the use of data collection and analysis.

SAMPLE:

In order to conduct the present study, six Govt. and Private Schools from Jalandhar District was selected. For their selection, random sampling technique has been employed. Out of the selected Schools investigation has been carried out on 300 students of Govt. and Private Schools

DESIGN OF THE STUDY:

Two way analysis of variance was employed on the score of social maturity and its dimensions viz a viz DI-Personal Adequacy, DII-Interpersonal Adequacy, and DIII-Social Adequacy also studied as a dependent variable. Psychological well-being studied as independent variable and used for the purpose of classification viz a viz High and Low Psychological Well Being. Emotional intelligence studied independent variable and used for the purpose of classification viz-a-vizHigh And Low Emotional intelligence

MEASURES:

The three instruments were used to collect data from the respondents. They include

Social Maturity By Dr. Nalini Rao (1971):

In the present study the investigator employed English version of Social Maturity Scale which was developed and validated by Dr. Nalini Rao (1971). Items on the Different Sub–Scales of the Social Maturity Scale are Personal Adequacy (Work orientation, Self-Direction, Ability to Take Stress) Inter-Personal Adequacy, (Communication, Enlightened Trust, Cooperation), Social Adequacy, (Social Commitment, Social Tolerance, Openness to Change). there are total 90 items, 30 items each dimension.The author has established validity and reliability of the tool. The reliability of the tool was 0.79 and the validity of the Social Maturity Scale was based on the teacher rating on the attributes of Social Maturity. The tool has been adopted according to the Indian situation for the present study. The investigator has taken the standardized tool in order to measure the Social Maturity of the Higher Secondary Students. The items are to be answered by choosing Strongly Agree, Agree, Disagree, Strongly Disagree-5 point scale.

Psychological Well-Being By Dr. Devender Singh Sisodia And Miss Pooja Choudhary (1971):

The data was collected using a standard scale developed by D. S. Sisodia and Pooja Choudhary and published by National Psychological Corporation Agra. The scale comprises of 50 items measured on the scale of 1 to 5. The scale considers five dimensions of psychological well-being which are Life satisfaction, Efficiency, Sociability, Mental Health, and Interpersonal Relation. Norms for the scale are available for all the age group. The test-retest reliability was 0.87 and the consistency value for the scale is 0.90.The scale was validated against the external criteria and coefficient obtained was 0.94.The scale consists of 50 statements. All statements are of positive manner. 5 marks strongly agree, 4 marks to agree, 3 marks to undecided, 2 marks to disagree and 1 mark to strongly disagree responses are assigned

Emotional Intelligence Scale (Seis-Ks) (2016) by Dr. Sarabjit Kaur:

The seven fold Emotional Intelligence Scale constructed by Dr. Sarabjit Kaur was based on the books by Daniel Gleman, viz: Emotional Intelligence (1996) and working with Emotional Intelligence (1999) It consists total 63 statements on a 5-point Likert scale. The reliability of Sevenfold Emotional Intelligence Scale was established by Test-retest Method. The reliability coefficients between the two sets of scores was founded as +0-91 which is significant as .01 level of significance. The validity of SEIS was taken into consideration by Experts’ expert opinion, on which two items were rejected out of 70 items of 1^st draft and some items were modified

Procedure:

In order to conduct the study 300 students of 12th classes of senior secondary school of Jalandhar district was selected as the sample. Psychological well-being scale was administrator and students will be segregated in to high and low psychological well-being. There after the selected students was segregated in to further two groups viz a viz High and Low Emotional Intelligence. The Social Maturity scale was administered onsegregated studentsand the score of social maturity was taken and data was given statistical treatment.

STATISTICAL TECHNIQUE:

The data was analyzed usingTwo ways analysis of variance tofind out the significant differences between groups. Mean and standard deviation of various subgroups will be computed to understand the nature of data

The Data Obtained has been analyzed under the following headings:

RESULTS AND DISCUSSION:

This portion of the study presents the results of the data gathered by the researcher.

SOCIAL MATURITY IN RELATION TO THEIR PSYCHOLOGICAL WELL BEING AND EMOTIONAL INTELLEGENCE:

The Means of Sub Groups of 2×2 Factorial Designon the Scores of Social Maturity have been Calculatedand Presented Belowin Table1.

TABLE 1 Means and SDS of sub groups of ANOVA for 2×2 factorial design on the scores of social Maturity

HEI

LEI

TOTAL

HPWB

N=31

M=227.87

STD=11.497

N=31

M=224.45

S.D=6.223

N=62

M=226.16

S.D=9.329

LPWB

N = 18

M = 224.94

S.D = 8.768

N=20

M=225.05

S.D=10.670

N=38

M=225.00

S.D=9.684

TOTAL

N = 49

M = 226.80

S.D = 10.577

N=51

M=224.69

S.D=8.160

N=100

M=225.72

S.D=9.434

In Order To Analyze the Variable, the obtained scores were subjected to Anova. The Results have been presented in Table 2

Table 2 Summary of Anova for 2×2 Factorial design on the score of social maturity.

Source	Sum of Squares	df	Mean Square	F
Psychological Well-being(A)	31.870	1	31.870	.356
Emotional Intelligence(B)	364.568	1	364.568	4.096*
Interaction (AXB)	373.057	1	373.057	4.16*
With in	8597.056	96	89.553
Total	9366.0551	100

*Significant at the 0.05 level of confidence

MAIN EFFECTS:

Psychological Well Being (A):

From the results inserted in the table 2 revealed that the variance ratio or F is .356 the degree of freedom between means is 1 and among groups is 96. Entering table F with these degree of Freedoms, it may be observed that the F of magnitude .356<3.95 at .05 level of confidence. So F-ratio for the difference between the means of social maturity with two groups High And Low Psychological Well Being was not found not to be significant even at 0.05 level of confidence. Hence, the data does not provides sufficient evidence to reject the hypothesis H₁Namely., “There exists no significant difference in social maturity in relation to High and Low Psychological Well being.

Emotional Intelligence (B):

From the results inserted in the table 2 revealed that the variance ratio or F is 4.09 the degree of freedom between means is 1 and among groups is 96. Entering table F with these degree of Freedoms, it may be observed that the F of magnitude 4.09>3.95 at .05 level of confidence. So F-ratio for the difference between the means of Social maturity with two groups High & Low Emotional Intelligence was found be significant at 0.05 level of confidence. Hence, the data provides sufficient evidence to reject the hypothesis H₂., “There exists no significant difference in social maturity of senior secondary school students in relation to High and Low Emotional Intelligence.

Further the mean Table (1) shows that score of social maturity with high Emotional intelligence are higher than the mean score of low Emotional intelligence. So that Emotional Intelligence is required to understand the nature of social world they live within.

The results are in tune with the findings of N.S. Schutte, J.M. Malouff, L.E. Hall, D.J. Haggerty, J.T. Cooper, C.J. Golden, L.Dornheim(1998) found in their study that the persons with higher emotional intelligence were more socially accepted and they display better social skills.

Suprerna Khanna (2011) has conducted study on Emotional Intelligence in relation to Social Maturity of adolescent children of working and non-working mothers and found that no significant relationship between Social Maturity and Emotional Intelligence of adolescent children of working and non-working mothers.

TWO ORDER INTERACTION:

Psychological well-being and Emotional Intelligence (A×B):

From the results inserted in the table 2 revealed that the variance ratio or F is 4.16, the df between means is 1 and among groups is 96. Entering table F with these df’s we read that the F of magnitude4.16> 3.96 at .05 level of confidence. So the F- ratio for the interaction between psychological well being and Emotional intelligenceon the score of Social maturity are found to be significant at 0.05 level of confidence. Thus the data provide sufficient evidence to reject the hypothesis H3 namely “There exists no significant interaction effectbetween psychological well-being& Emotional intelligence on the score of Social Maturity.

Further the mean table 1 reveals that

· The mean score of social maturity with of high psychological well-being and high Emotional intelligence is higher than high psychological well-being and low Emotional intelligence.

· The mean score of social maturity with low psychological well-being with low Emotional intelligence is higher than low psychological well-being and high Emotional intelligence.

· The mean score of social maturity with high psychological well-being with high Emotional Intelligence is higher than low psychological well-being and low Emotional intelligence.

· The mean score of social maturity with low psychological wellbeing with high Emotional intelligence is higher than low psychological well-being and low Emotional intelligence.

The same has been depicted through interaction graph in the Fig I

Fig I: 2×2 Interaction Graph between Psychological Well Being & Emotional Intelligence on the Score of Social Maturity.

The results are in tune with the findings of Itziar Urquijo (2015) investigated the mediating role of perceived stress in the relationship between emotional intelligence and life satisfaction and psychological well-being when controlling for personality traits. As expected, emotional intelligence was positively associated with life satisfaction and psychological well-being. Findings suggested that high emotional intelligence increases well-being in graduates by reducing the experience of stress.

Lekshmi MS, SreejaI, Premini S. (2018) results revealed that the emotional intelligence among adolescents was 77.1% of the maximum score (165) and the mean score of emotional intelligence among adolescents was 127.3 (SD=13.40). Out of the total adolescents, 68.2% were found to have average wellbeing and 1.8% were found to have very low wellbeing. There was statistically significant positive correlation (r=0.571, p<0.01) between emotional intelligence and wellbeing.

Various Dimensions of Social Maturity in Relation to Psychological Well Being and Emotional Intelligence.

The means and standard deviations of sub group of 2x2 factorial design on the score of various dimensions of Social Maturity have been calculated and presented in table 3

Table 3 Summary of Means and Standard Deviations of Sub Groups of ANOVA for 2×2 Factorial Design on Various Dimensions of Social Maturity

HEI

LEI

TOTAL

Personal Adequacy

HPWB

N = 31

M = 74.97

S.D = 3.401

N = 31

M = 74.90

S.D = 3.627

N = 62

M = 74.94

S.D = 3.487

LPWB

N = 18

M = 73.28

S.D = 2.986

N = 20

M = 74.95

S.D = 2.417

N = 38

M = 74.16

S.D = 2.795

Total

N = 49

M = 74.35

S.D = 3.326

N = 51

M = 74.92

S.D = 3.180

N = 100

M = 74.64

S.D = 3.249

Inter Personal Adequacy

HPWB

N = 31

M = 74.84

S.D = 4.712

N = 31

M = 74.29

S.D = 4.462

N = 62

M = 75.56

S.D = 4.813

LPWB

N = 18

M = 75.50

S.D = 6.600

N = 20

M = 75.85

S.D = 5.413

N = 38

M = 75.68

S.D = 5.799

Total

N = 49

M = 76.10

S.D = 7.597

N = 51

M = 75.65

S.D = 5.035

N = 100

M = 75.61

S.D = 5.181

Social Adequacy

HPWB

N = 31

M = 76.06

S.D = 8.266

N = 31

M = 75.26

S.D = 4.449

N = 62

M = 75.66

S.D = 6.596

LPWB

N = 18

M = 76.17

S.D = 6.51O

N = 20

M = 76.25

S.D = 5.902

N = 38

M = 76.21

S.D = 6.112

Total

N = 49

M = 76.12

S.D = 7.597

N = 51

M = 75.75

S.D = 5.035

N = 100

M = 75.93

S.D = 6.391

In order to Analyse the variables the obtained scores were subjected to Anova. The results have been presented in table 4

Table 4 Summary of Anova for 2×2 Factorial Design on the Score of various Dimensions of Social Maturity

Dimensions of social maturity		APWB	BEI	*AB**	SSW	TSS
1. Personal Adequacy	MSS	15.876	15.198	17.735	1004.239	558158.000
1. Personal Adequacy	F Ratio	1.518	4.32*	4.56*	1004.239	558158.000
2. Interpersonal Adequacy	MSS	.287	28.417	49.395	2555.631	574345.000
2. Interpersonal Adequacy	F Ratio	.011	4.82*	1.855	2555.631	574345.000
3. Social Adequacy	MSS	7.038	3.075	4.655	4026.056	579669.000
3. Social Adequacy	F Ratio	3.98*	3.97*	4.16*	4026.056	579669.000

* Significant at 0.05 Level of Confidence

Degree of freedom between mean=1

Degree of freedom with in mean=96

Dimensions of Social Maturity with Psychological Well-Being (A):

It may be observed from the table 4 that F ratio for the different between mean of various dimensions of social maturity. D (III) (Social Adequacy) are found to be significant at .05 level of confidence. This indicates that the D (III) (Social Adequacy) of social maturity are significantly different in relation to High and Low psychological well-being. Thus the data provide sufficient evidence to reject the hypothesis H₄namely “There is no significant difference in various dimensions of social maturity of senior secondary school students in relation to High and Low psychological well-being” but the hypothesis is no rejected in case of D (I) (Personal Adequacy) and D (II) (Interpersonal Adequacy) of social maturity. The examination of correspondence group mean from the table 4.3 revealed that The mean score of social maturity D (II) (Interpersonal Adequacy) of social maturity high psychological well-being is higher than low psychological well beings. it means High psychological well-being is required for D(III) (social adequacy). So high psychological well-being is essential for Social Commitment, Social Tolerance, and Openness to change.

The results are in tune with the findings of Sagar Sharma Monica Sharma (2010) found that Self and social identity are key elements in the understanding of a person’s strivings for health and well-being. This review (i) examines the concepts of self, social identity, and psychological well-being; (ii) integrates empirical evidence that relates various self-aspects or social identities to psychological well-being; (iii) analyzes within a stress and coping framework the well-being consequences of socially devalued self or threatened identities, perceived discriminations, challenges of acculturation and identity management; and (iv) delineates the role of self, social identity and related psycho-social variables as moderators and mediators in pathways leading to psychological well-being.

Dimensions of Social Maturity with Emotional Intelligence (B):

It may be observed from the table 4 that F ratio for the difference between means of various dimensions of social maturity D (I) (Personal adequacy) D (II) (Interpersonal adequacy) D(III) (Social adequacy) are found to be significant at .05 and .01 level of confidence. This indicates that these dimensions of social maturity are significantly different in relation to Emotional Intelligence. Thus the data provide sufficient evidence to reject the H5 namely “There is no significant difference in various dimensions of social maturity in sr sec school students in relation emotional Intelligence” viz.a.viz High Emotional Intelligence and Low Emotional Intelligence.

The examination of correspondence means from the table 4.4 revealed that the mean score of all three dimensions of social maturity such as the D (I) (Personal Adequacy) and D (II) (Interpersonal Adequacy) D (III) (Social adequacy) with high Emotional intelligence is higher than low Emotional intelligence. It means high Emotional intelligence is required for Social maturity and for all dimensions i.e D (I) (Personal Adequacy) and D(II) (Interpersonal Adequacy) D(III) (Social adequacy).

It is found that Emotional intelligence is important for Work Orientation, Self-Direction, Ability to take stress, Communication, Enlightened Trust, Cooperation, Social Commitment, Social Tolerance, Openness to Change.

The same has been depicted through graph in the Fig II

Fig II: Graphical presentation ofSignificant Dimensions of Social Maturity in relation to Emotional Intelligence

The results are in tune with the findings of Minchekar Vikas S. (2017) revealed that boys and girls did not differ significantly in their self-efficacy and social maturity. Further, the analysis revealed that girls are having high emotional intelligence compared to boys, which is significant at 0.01 level. It is also found that there is a significant and positive correlation between self-efficacy and emotional intelligence, self-efficacy and social maturity and emotional intelligence and social maturity. Some developmental strategies to strengthen the self-efficacy, emotional intelligence and social maturity of high school students are suggested in the study.

Manoj Kumar L., Eugin S.B (2015) found that a statistically significant reduction in the level of social phobia was found after the cognitive behavior therapy (BCBT (t=12.98, p<0.001). A statistically significant association was observed between the level of social phobia and age and gender of nursing students.

Interaction (A×B):

It may be observed from the table 4 that the interaction between Psychological Well-Being and Emotional Intelligence was found be significant at .05 level of confidence In case of D (I) (Personal Adequacy) D (III) (Social adequacy). Hence the Thus the data provide sufficient evidence to reject the hypothesis H6 namely “There is no significant difference in various dimensions of social maturity of Senior Secondary school students in relation to Psychological Well-Being and Emotional Intelligence.” In case of D (I) (Personal Adequacy), D (III) (Social adequacy) whereas the hypothesis is not rejected In case of D (II) of Social maturity that is (Interpersonal Adequacy).

Further the mean table 3 revealed that In case of D (I) Personal Adequacy of social maturity suggested that

· The mean score of (Personal Adequacy) with low Psychological Well-Being and low Emotional Intelligence is higher than low Psychological Well-Being and high Emotional Intelligence.

· The mean score of (Personal Adequacy) with high Psychological Well-Being with high Emotional Intelligence is higher than high Psychological Well-Being and low Emotional Intelligence.

· The mean score of (Personal Adequacy) with high Psychological Well-Being with high Emotional Intelligence is higher than low Psychological Well-Being and low Emotional Intelligence.

· The mean score of (Personal Adequacy) with high Psychological Well-Being with low Emotional Intelligence is higher than low Psychological Well-Being and high Emotional Intelligence. Now in case of Dim (III) Social adequacy of social maturity suggested that

· The mean score of (social adequacy) with low Psychological wellbeing and low Emotional Intelligence is higher than low Psychological wellbeing and high Emotional Intelligence.

· The mean score of (social adequacy) with high Psychological wellbeing and high Emotional Intelligence is higher than high Psychological wellbeing and low Emotional Intelligence.

· The mean score of (social adequacy) with low Psychological wellbeing and high Emotional Intelligence is higher than high Psychological wellbeing and low Emotional Intelligence.

· The mean score of (social adequacy) with high Psychological wellbeing and high Emotional Intelligence is higher than low Psychological wellbeing and low Emotional Intelligence

The same has been depicted through interaction graph in the Fig III

Fig III: Graphical Presentation ofPersonal Adequacy and Social Adequacy Dimensions of Social Maturity in Relation to psychological well-being and Emotional Intelligence

Further the results are in tune with the findings of Milevsky (2005) found that Social support received from siblings relate to psychological adjustment in emerging adulthood. Sibling support partially compensates for low support from friends for all of the wellbeing measures and completely compensates for self-esteem, depression, and life satisfaction.

Suresh Kumar (2015) found that General Well-being in Relation to Social Maturity of Senior Secondary School Students. In this study investigator observed that there is a significant relationship between social maturity and general well-being of school students. They are correlated each other. It was found that there is a significant difference in mean scores of rural and urban students regarding their general well-being. Urban students have better social maturity in their rural counterparts.

FINDINGS OF THE STUDY:

1. It was found that there is significant difference in social maturity in relation to Emotional intelligence.

2. It was found that there exists significant interaction between psychological well-being and Emotional intelligence on the score of social maturity.

3. It was found that there is significant difference in D (III) social adequacy of social maturity of sr. sec school students in relation to high psychological well-being and low psychological well-being.

4. It was found that there is significant difference in D (I) personal adequacy D (II) interpersonal adequacy D (III) social adequacy of social maturity of sr sec school students in relation to Emotional intelligence.

5. It was found that there is no significant difference in D (I) of social maturity of sr sec school students in relation to psychological well-being and Emotional intelligence.

CONCLUSION AND SUGGESTIONS:

The emotional intelligence and social maturity are related to each other. Together they affect the development of students in stable personality helps them to become psychological well-being. The study also found significant difference in social maturity of students today parents don't have enough time to teach social skills to their children to be socially mature individual which is fundamental to humans as social beings.

So, these findings of the study are useful for the teachers, parents and society at large.

· Institutions should take initiatives in creating awareness among parental community and community in general regarding their role in developing socially mature and emotionally intelligent students.

· Teachers should adopt strategies and use the method of teaching that leads to development of emotionally intelligent and socially mature students.

· The curriculum can be reformed that provide ample opportunities to involve in practical knowledge related to emotional development and social maturity. So that students can become strong psychologically.

· Social support is very much essential and provided for psychological wellbeing .Social support can take different forms: Emotional (sometimes called non-tangible) support refers to the actions people take to make someone else feel cared for. Instrumental support refers to the physical, such as money and housekeeping. Informational support means providing information to help someone. Nirmala V., G. Madavi latha (2011) found that the social support 25 percent of caregivers had low social support, 42 percent of moderate social support and 33 percent of high social support. In response to family wellbeing, 25 percent of caregivers had low family wellbeing, 53 percent of moderate family wellbeing and 22 percent of high family wellbeing.

· Self-instruction is a self-management strategy that contributes to an individual’s self-determination skills. It can help a consumer to self-manage existing skills as well as learn new skills. Self-instructional module is one of the educational material that helps individualized learning. Such modules should be developed to make students socially mature. Clydina Khandagale, Shubhangi Dumbray 2017 developed self-induction model The interventional group of 23 (10.95%) adolescents having moderate level of social anxiety has shown a marked reduction in the anxiety levels after using the self-instructional module. The effectiveness of self-instructional module was assessed by using’s’ test which was significant at (P<0.001) .The adolescents have mild to moderate levels of social anxiety which calls for measures of reduction. In almost any socially stressful situation the adolescents have availed the benefits of this module, which has proven effective and handy in reducing the social anxiety.

· Colleges of education should play role in developing the skills of emotional intelligence and social maturity through implementing programmes like seminars, special lecture, the life skills training programme etc.

· The findings of the study can be made a part of parenting programmes to be organized by schools, colleges. Workshops, seminars and orientation programmes on parenting is need of the hour, findings of the study can provide guidelines to the organizers. Parenting is the in process of changing such type of study proves beneficial for parents in making strategies for their adolescent children.

· The studies that are empirically designed and that can contribute to individuals‟ Psychological well-being can be performed in new studies.

· The research presented here gives implication that emotional maturity and social adjustment have to be together in order to make significant influence toward students psychological well-being, When emotional maturity is not followed by social adjustment or vice versa.

· Social innovations should be included in the the class room settings “Social innovation is the process of developing and deploying effective solutions to challenging and often systemic social and environmental issues in support of social progress. Heena. (2017) concluded that there are two essential definitions of social innovation: an outcome- based one and a process-based one

· For social maturity social anxiety should be reduced. Social anxiety is more than shyness. It's an intense fear that doesn't go away and affects everyday activities, self-confidence, relationships and work or school life and big hindrance in social maturity Vella Durai N. (2011) conducted study to find out the comparisons of effectiveness of teaching programme on social anxiety among adolescents between experimental and control group shows that there was a significant level of reduction in social anxiety among adolescents in experimental group who had undergone the STP than those who did not undergo teaching programme.Clydina Khandagale 2015 found that there was a significant correlation between social anxiety and most enjoyable place (P<0.05), as adolescents who stated that home was the most enjoyable place for them, had more social anxiety since they avoided going out and interacting with others. A highly significant correlation was derived between social anxiety and father’s education (P<0.001), as adolescent whose father was an illiterate had more social anxiety. There was a significant correlation between social anxiety and mother’s education (P<0.05). The adolescents whose parents had a low family monthly income also exhibited a significant correlation with the social anxiety (P<0.01).

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Received on 30.07.2018 Modified on 12.08.2018

Int. J. Rev. and Res. Social Sci. 2018; 6(4): 499-508.

DOI: 10.5958/2454-2687.2018.00050.3