BRIDGING THE EDUCATIONAL DIVIDE: A PSYCHOSOCIAL REVIEW OF ACADEMIC ACHIEVEMENT DETERMINANTS AMONG TRIBAL AND NON-TRIBAL STUDENTS IN INDIA

Author Name: 1. Jeba Khatun, 2. Bhoomika Vaghe, 3. Minal Prajapati

Volume/Issue: 06/02

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/07.2025-22874686/UIJIR

Affiliation:

1. Assistant Professor, Department of Mental Health Nursing, Parul Institute of Nursing and Research, Vadodara, India.
2. Clinical Instructor, Department of Mental Health Nursing, Parul Institute of Nursing and Research, Vadodara, India.
3. Assistant Professor, Department of Mental Health Nursing, Parul Institute of Nursing and Research, Vadodara, India.

ABSTRACT

Academic achievement remains a key metric of educational progress and future success. However, disparities persist between tribal and non-tribal students in India. This review synthesizes existing research on four psychological and behavioral determinants—achievement motivation, study habits, mental health, and parenting—and their impact on academic performance. The review emphasizes comparative findings among tribal and non-tribal undergraduate students. Databases such as PubMed, ERIC, Scopus, Google Scholar, and JSTOR were searched using keywords like “achievement motivation,” “study habits,” “mental health,” “parenting,” “tribal,” and “non-tribal.” The review includes 38 studies published between 2011 and 2024. Findings suggest achievement motivation and structured study habits positively affect academic achievement, whereas poor mental health and authoritarian parenting styles hinder progress. Among tribal students, challenges like poor parental support, low socioeconomic status, and emotional distress further widen the achievement gap. Interventions addressing these domains are urgently needed to foster equity in education.

Key words: Achievement motivation, study habits, mental health, parenting, academic achievement, tribal students, non-tribal students