A Review of the Relationship Between Selected Psychological Variables and Academic Achievement of D.EL. ED and B.P. ED Students in Uttar Pradesh

Abstract

Psychological factors affect students' academic performance in teacher education programs. This review-based study explores the relationship between selected psychological factors—namely motivation, self-esteem, academic anxiety, emotional intelligence, and self-efficacy—and the academic achievement of D.El.Ed. (Diploma in Elementary Education) and B.P.Ed. (Bachelor of Physical Education) students in Uttar Pradesh. Through an extensive analysis of national and international literature, this study reveals that B.P.Ed. students tend to exhibit higher levels of intrinsic motivation, emotional intelligence, and self-efficacy due to the activity-based and collaborative nature of their training. Conversely, D.El.Ed. students, especially those from rural or conservative backgrounds, often face challenges such as academic anxiety and low self-esteem, impacting their educational outcomes. The review also considers institutional environments, regulatory policies, and curriculum frameworks to understand the broader factors influencing psychological development. The study concludes with key implications for teacher education policy and practice, emphasizing the need for emotionally supportive, inclusive, and psychologically informed learning environments. This paper identifies a critical research gap in comparative psychological profiling between D.El.Ed. and B.P.Ed. students in the Indian context, particularly in Uttar Pradesh.

Keywords - Motivation, Emotional Intelligence, Academic Anxiety, Self-Efficacy, Academic Achievement