A Comparison of Cognitive Styles, Adjustment Problems, and Academic Achievement Between CBSE and State Board Secondary School Students

Education

This study compares cognitive styles, adjustment problems, and academic achievement among 500 secondary school students from CBSE and State Board curricula in India. Using a stratified random sampling method, data were collected through standardized tools including the Adjustment Inventory for College Students, a cognitive style assessment, and academic performance records. Results indicate CBSE students demonstrated significantly higher academic achievement (Mean=73.00, SD=10.15) compared to State Board students (Mean=66.42, SD=7.11). Furthermore, CBSE students showed better overall adjustment across health, social, emotional, and educational domains, along with superior cognitive style scores (Mean=15.72 vs 13.89, p<0.05). Regression analysis revealed that adjustment problems and cognitive styles jointly predicted academic performance across both boards, with adjustment problems emerging as the stronger predictor. The findings highlight significant inter-board disparities in psychological and educational outcomes, emphasizing the need for board-specific interventions. These results contribute to understanding how institutional frameworks interact with individual differences to shape student development, offering implications for curriculum design, student support services, and educational policy formulation in the Indian context.

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