ISSN: 2456–5474 RNI No.  UPBIL/2016/68367 VOL.- VII , ISSUE- V June  - 2022
Innovation The Research Concept
A Study on The Emotional Maturity of B.Ed. Students Teacher
Paper Id :  16146   Submission Date :  14/06/2022   Acceptance Date :  20/06/2022   Publication Date :  25/06/2022
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Vibha Mishra
Research Guide
Education
D.P. Vipra, College Of Education
Bilaspur,Chhattisgarh, India
Md. Aarif Rizvi
Research Scholar
Education
D.P. Vipra, College Of Education
Bilaspur, Chhattisgarh, India
Abstract Emotional maturity is that characteristic of emotional behaviour that is generally attained by an adult after the expiry of his adolescence period. After attaining emotional maturity he is able to demonstrate a well-balanced emotionally behaviour in his day-to-day life. A person may be said to be emotionally matured if he has in his possession almost all types of emotional-positive or negative and is able to express them at the appropriate time in an appropriate degree. The main objectives of the study is to found that there is no significance difference among B.Ed. Male and Female trainees on their emotional maturity level. The investigation used survey method for this research work. For the present study the sample were taken from five B.Ed. Colleges of Bilaspur. Out of this 100 B.Ed. Male Student and 100 B.Ed. Female student were taken as a sample for the study simple random sampling procedure was used for selection of sample. Emotional maturity scale by Dr. Yashvir Singh and Dr. Mahesh Bhargava are used for the study. It is found that there is no significance difference among B.Ed. Male and Female Trainees on their emotional Maturity level.
Keywords Emotional Maturity, Emotional, Behaviour, B.Ed. Trainees.
Introduction
Etymologically the word emotion is derived from the Latin word “emovere” which means “to stir up” or “to excite”. Emotion can thus be understood as an agitated or excited state of our mind and body. Taking clue from its derivation various psychologists have tried to define the term “emotion” in their own ways. Let us reproduce a few of such definitions.
Aim of study The present study has been designed keeping the following points in view. 1. To study the emotional unstability among B.Ed. student teacher. 2. To study the emotional regression among B.Ed. student teacher. 3. To study the Social Maladjustment among B.Ed. student teacher.
Review of Literature
A summary of the writing of the recognized authorities and of previous studies research provides evidence that the researcher is familiar with what is already known and what is still unknown and untested. Since effective knowledge is based up on past knowledge this step helps to eliminate the duplication of what has been and provides useful hypotheses and helpful suggestions for significant investigation. Citing studies that show substantiated agreement and those that seem to present conflicting conclusions help to sharpen and define understanding of existing knowledge in the problem area, provide a background for the research project and makes the researcher aware of the status of the issue (Best, 1989). Previous Research Studies International Level 1. Erika landau (2010) investigated “The self-the global factor of emotional maturity”. 2. Jain and Pasriaja (2014) studies about “Emotional maturity and adjustment of senior secondary school students.” Jose Resmy (2015) Studies “A comparative study on emotional maturity among adolescent boys and girls”. 3. Shimsilya, T.S. and Paranbat A.K. (2016) Investigated about “Emotional maturity of higher secondary school students in relation to birth order and selected stream of studies” National Level 1. Lakshmi and Krishnamurthy (2011) Studied the emotional maturity of higher secondary students in Coimbatore district. 2. Dutta Chetia and Soni (2013) Investigated “A Comparative study on emotional maturity of secondary school students in lakhimpur and Sonipur district Asam” 3. Shanaz Farida (2013) Studies “Emotional maturity and aggression among adolescents. 4. Kapoor (2014) investigated the “Impact of emotional maturity level on stress id adolescents with respect to demographic factor gender and parents education”. 5. Shafeeque N.Y. and Thaqib (2015) conducted a survey on “Comparative study of emotional maturity of secondary school students in relation to academic achievement” 6. Joshi Chandrakala (2017) Investigated about “Emotional maturity across gender locality and stream of higher secondary level students” 7. Kumar Manoj, Ahmad Wasim (2020) “A study on emotional maturity and academic achievement among students of B.Ed. general and special education” 8.Tripathi Manorajan Dr. (2020) “A study on emotional maturity of secondary school students in Kalahandi Bolangir Districts of odisha”
Main Text

Etymologically the word emotion is derived from the Latin word “emovere” which means “to stir up” or “to excite”. Emotion can thus be understood as an agitated or excited state of our mind and body. Taking clue from its derivation various psychologists have tried to define the term “emotion” in their own ways. Let us reproduce a few of such definitions.

Woodworth (1945) :

Emotion is “moved” or “stirred-up” state of an organism. It is a stirred up state of feeling that is the way it appears to the individual himself. It is a distributed muscular and glandular activity that is the way it appears to an external observer.

Crow and Crow (1973) :

Emotion is an affective experience that accompanies generalized linear adjustment and mental and physiological stirred-up states in the individual and that shows itself in his overt behaviour.

Emotional maturity is that characteristic of emotional behaviour that is generally attained by an adult after the expiry of his adolescence period. After attaining emotional maturity he is able to demonstrate a well-balanced emotionally behaviour in his day-to-day life. A person may be said to be emotionally matured if he has in his possession almost all types of emotional-positive or negative and is able to express them at the appropriate time in an appropriate degree.
Hypothesis Hₒ4 - There is no significant differences among B.Ed. Male and Female trainees in their personality disintegration.
Hₒ5 - There is no significant differences among B.Ed. Male and Female trainees in their Independence lack of independence.
Methodology
The investigator used “Survey Method” for this research work.
Sampling

200 B.Ed. student teacher were selected from Bilaspur Districts by simple Random sampling. The sample of the study were selected from five different types of B.Ed. College. From each college 40 samples were selected. 
Tools Used In the present study, the tool used in –
Emotional Maturity scale by Singh & Bhargava.
Statistics Used in the Study

Treatment of data by applying appropriate statistical measure is must to justify the objective of the study. The investigator followed the appropriate procedure in applying the proper statistical treatment such as Mean, standard deviation and t-test for the analysis of the data. 
Variables
The following are the variables which the investigator has taken for this study.
Independent Variables: B.Ed. male trainees and B.Ed. female trainees.
Dependent Variables: Emotional maturity.
Analysis

Ho4 There is no significant differences among B.Ed. Male and Female trainee in their Personality Disintegration.

Ho4 In two Tailed condition Expected Standard Value of 0.05=1.96 & 0.01=2.58
Here, CR (std 0.05 level) = 1.96 > CR (Cal) = 2.53< CR (std) 0.01 (level) = 2.58
The mean scores of B.Ed. Male Trainees is 22.3 and B.Ed. Female Trainees is 20.9, Standard deviation scores of B.Ed. Male Trainees is 6.63 and a female B.Ed. Trainees is 6.07 So, the mean score of B.Ed. Male Trainees is greater than the Female Trainees. To find the significance of the difference t-test has been used. The CR of Emotional stability of both B.Ed. Male and Female than the table value of 0.05 is 1.96 and 0.01 is 2.58 levels that means the calculated value is in significant.
The mean scores of B.Ed. Male Trainees is 20.65 and Female Trainees is 20.20, Standard deviation scores of B.Ed. Male Trainees is 5.78 and a female Trainees is 5.89 So, the mean score of B.Ed. Male Trainees is greater than Female Trainees. To find the significance of this difference t-test has been used. The CR value of emotional regression of both B.Ed. male and Female Trainees are 0.54. This value is less than the table value of 0.05 is 1.96 and 0.01 is 2.58 levels that means the calculated value is insignificant.
The mean scores of B.Ed. Male Trainees is 21.30 and Female Trainees is 19.75, Standard deviation scores of B.Ed. Male Trainees is 5.28 and female Trainees is 4.91 So, the mean score of B.Ed. Male Trainees is greater than Female Trainees. To find the significance of this difference t-test has been used. The CR value of emotional adjustment of both B.Ed. Male and Female Trainees are 2.152. This value is greater than the table value of 0.05 is 1.96 but less than table value of 0.01 is 2.58 levels that means the calculated value is insignificant. 
Result : Ho4 is accepted
Conculsion : It was observed that there is a little difference in the mean value of B.Ed. Male and Female Trainees so it is clear that Male Trainees are more personality disintegration than Female Trainees.
Ho5 There is no significant differences among B.Ed. Male and Female trainee in their lack of independence

Ho5 In two Tailed condition Expected Standard Value of0.05=1.96 & 0.01=2.58
Here, CR (std 0.05 level) = 1.96 > CR (Cal) = 1.84< CR (std) 0.01 (level) = 2.58
Analysis : The mean scores of B.Ed. Male Trainees is 15.9 and B.Ed. Female Trainees is 14.7, Standard deviation scores of B.Ed. Male Trainees is 4.89 and a female Trainees is 4.38 So, the mean score of B.Ed. Male Trainees is greater than the Female Trainees. To find the significance of this difference t-test has been used. The CR of lack of independence of both B.Ed. Male and Female Trainees are 1.84.This value is less than the table value of 0.05 is 1.96 and 0.01 is 2.58 levels. That means the calculated value is insignificant.
Result : Ho5 is accepted
Conculsion : It was observed that there is a little difference in the mean value of B.Ed. Male and Female Trainees so it is clear that B.Ed. Male Trainees are more lack of independences than B.Ed. Female Trainees.
Findings It was observed that there is a difference in the mean value of B.Ed. Male and Female Trainees so it is clear that B.Ed. Male Trainees are more emotionally unstable than B.Ed. Female Trainees. Ho2. There is no significant differences among B.Ed. Male and Female trainee in their emotional regression It was observed that there is a difference in the mean value of B.Ed. Male and Female Trainees so it is clear that B.Ed. Male Trainees are more emotionally regression than B.Ed. Female Trainees. Ho3. There is no significant differences among B.Ed. Male and Female trainee in their Social Maladjustment. It was observed that there is a little difference in the mean value of B.Ed. Male and Female Trainees so it is clear that Male Trainees are more socially Maladjustment than Female Trainees.
Conclusion This study reveals that there is a little difference between B.Ed. Male and Female Trainees in their emotional maturity level. B.Ed. Male trainees are more emotionally unstable than B.Ed. Female Trainees. Male Trainees are more emotionally regression than B.Ed. Female Trainees. Male Trainees are more socially maladjustment than female Trainees so, it is clear B.Ed. Female Trainees are more emotionally stable emotionally progressive, socially adjusted.
Suggestions for the future Study The suggestions are as following :
1. For the present research, the students were selected only form the B.Ed. Trainees of Bilaspur district. The further study can be done by considering the students of other district.
2. For the present research will be done only B.Ed. students but this research will be done by D.Ed. Students also.
3. The Research will be done by higher secondary school students also.
4. The Research will be done by parents also.
5. For the future study will be done by taking more than one variable.
Limitation of the Study Like any other research this study had its own limitations :
1. The study was confined to five colleges of B.Ed. in the Bilaspur District of Chhattisgarh State.
2. The Sample was restricted to the Male and Female student teacher pursuing B.Ed. course.
3. The Sample Size was restricted to 200 student teacher only.
4. In the study we using survey method.
Acknowledgement This Dissertation work becomes a reality with the kind support & help of many individuals. I would like to extend my Sincere thanks to all of them.
Foremost, I want to offer this endeavor to almighty for the wisdom he bestowed upon me, the strength and peace of mind with good health in order to finish research work.
It is my pride & Privilege to have worked and study under Dr. Vibha Mishra, Principal of D.P. Vipra College of Education, whose contribution in stimulating suggestion and encouragement helped me to coordinate my dissertation work especially in writing this report.
I am grateful to my dissertation Guide Dr. Vibha Mishra, Reader of D.P.Vipra College of Education, his enormous help, worthy experience and suggestions given to me for successfully completing this work.
I am highly indebt to my statistician, Dr. R.K. Kashyap Prof of D.P. Vipra College of Education, Bilaspur for sharing his knowledge & technical know-how.
I wish to express my profound appreciation and sincere thanks to all the teaching and non-teaching staff for the support and encouragement.
I would like to thank my parents, whose love, care and guidance are with me in whatever I pursue. They are the ultimate role models.
References
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