Punia, ShakuntlaGautam, Neetu Singh2016-11-162016-11-162009http://krishikosh.egranth.ac.in/handle/1/85796The study was conducted in 30 schools of Hisar city from Haryana state i.e. 15 government (Haryana Board affiliation) and 15 private (CBSE affiliation) schools. From each school, 5 boys and 5 girls were selected using proportionate random sampling method. Hence from all the 30 selected schools, there were 150 boys and 150 girls having 13 to 14 years of age .Two type of variables were taken i.e. independent variables and dependent variables. Independent variables included Socioemotional school climate and personal socio-economic variables. Age, gender, education, ordinal position, caste, family type, number of children, family size, parent’s education, occupation and family monthly income were considered as personal and socio-economic variables. Social maturity and emotional stability were taken as dependent variables. For this investigation, Socio-emotional School Climate Inventory, developed by Sinha and Bhargava, 1994 was used to assess the socioemotional school climate. For personal and socio-economic variables, self prepared pretested questionnaire was used. To assess the social maturity and emotional stability of children, Rao Social Maturity Scale (Rao, 1998) and for Emotional Stability Test for children by Gupta and Singh (1985) were used. The results revealed that most of the respondents perceived their school climate as favourable to highly favourable. Respondents from private school had better perception of social climate as well as socio-emotional climate of schools against the government schools respondents. Government schools were perceived better for emotional climate of schools. The girls had better perception about social and socio-emotional climate of their schools. The Government and private schools differed significantly in their socio-emotional school climate. Results related to social maturity revealed that majority of the respondents were highly mature in their social skills. Comparatively private school respondents were better in their social maturity skills. Significant differences were observed in respondent’s social maturity skills on the basis of family type, type of school, gender, age of child. Socio-economic variables significantly affected the social maturity skills of the respondents. Study further highlighted that majority of the respondents had average level of emotional stability. No significant differences were found in emotional stability of respondents on the basis of personal and socio-economic variables. Significant correlation existed between school climate and social maturity of children, whereas, school environment was non-significantly related to emotional stability.enEconomic systems, Developmental stages, Biological phenomena, Climate, Animal husbandry, Environment, Marketing, Manpower, Sampling, Milling byproductsThesis