Comparative Study of Academic Achievement among Sociometric Groups of Adolescents

Abstract

The present study examines academic achievement as a multidimensional construct and explores its variation among different sociometric groups of adolescents. Academic achievement is not limited to marks and grades alone, but also includes critical thinking, problem-solving ability, subject-specific competence, motivation, adaptability, and other cognitive and non-cognitive skills that contribute to educational success. The study highlights that academic achievement is shaped by a combination of internal and external factors such as intelligence, learning styles, motivation, self-regulation, socio-economic background, school environment, peer interaction, and emotional competencies. Since adolescents function within peer groups that strongly influence their selfconcept, adjustment, and behaviour, sociometric status becomes an important factor in understanding differences in their academic performance. By focusing on various sociometric groups, the study attempts to provide a comparative understanding of how social acceptance, peer relationships, and educational experiences interact in shaping adolescents’ academic outcomes. The findings are expected to contribute to educational psychology by emphasizing the need for supportive school environments and inclusive practices that promote both academic growth and social well-being.