Assessment of Relationship Between Socio-economic Status and Study Habits in Middle School Students

Abstract

The objective of this study was to assess the relationship between socio-economic status and study habits of middle school students. To conduct the study, 200 middle school students belonging to high socioeconomic status, 200 middle school students belonging to middle socioeconomic status and 200 middle school students belonging to low socioeconomic status. The selection of students in three socioeconomic status groups is based on norms given in SES scale prepared and validated by Upadhyay (2019). The study habits scale (2015), constructed by Dimpal Rani and Jaidka, was used to collect data on the study habits of students. Results reveal a significant and positive correlation between socioeconomic status and study habits. The Pearson 'r' = 0.181, which denotes that increase in socioeconomic status also enhances the study habits of students. Hence, overall findings support that socioeconomic status does have a significant role in the development of study behaviour and routine among middle school students. It was concluded that socio-economic status do have a potential to predict study habits of middle school students.