Name: Sweta Singh
Country: India

Year: 2026
Volume: Vol-16, Issue-2, Year-2026 (July-December)
Page Number: 191-198
DOI: https://doi.org/10.5281/zenodo.23154829

ABSTRACT
This study examines whether emotional stability and decisiveness can contribute to the statistical analysis of adolescent academic achievement after accounting for previous attainment. Published evidence is integrated with a sample of 480 student records, comprising 240 male and 240 female adolescents aged 13–16 years within urban Patna school setting. Descriptive statistics, correlations and hierarchical linear regression were calculated from the surveyed records. Emotional stability and decisiveness correlated with current examination marks at 0.315 and 0.339, respectively. A model including age, sex, prior marks and school indicators explained 47.6% of outcome variance. Adding both psychological scores increased this to 54.1%, an increment of 6.5 percentage points. Their adjusted standardized coefficients were 0.163 and 0.171, compared with 0.574 for prior achievement. The analysis shows how apparent psychological predictors can retain modest conditional associations while