A Study of Relationship Between Emotional Maturity, Social Behaviour and Peer Acceptance in Inclusive Classrooms

सार

Inclusive classrooms bring together children with and without disabilities and diverse learning needs in a common learning space, making the quality of peer relationships central to the success of inclusion. This study examined the relationship between emotional maturity, social behaviour, and peer acceptance among students studying in inclusive classrooms at the secondary school level. A quantitative, correlational survey design was employed. A sample of 300 students (150 boys and 150 girls) studying in Grades 8 to 10 in inclusive schools was selected through stratified random sampling. Data were collected using a standardized Emotional Maturity Scale, a Social Behaviour Rating Scale, and a Peer Acceptance (sociometric) Scale. Data were analysed using descriptive statistics, Pearson's product-moment correlation, and multiple regression analysis. It was hypothesised that emotional maturity and social behaviour would be significantly and positively related to peer acceptance, and that social behaviour would partially mediate the relationship between emotional maturity and peer acceptance. The findings are expected to have implications for teacher training, classroom management, and the design of socio-emotional learning interventions in inclusive settings. The paper situates its hypotheses within ten empirical studies drawn from both Indian and international contexts and outlines a complete methodology for testing the proposed relationships.