Behavioural Rigidity and Psychological Well-Being of Higher Secondary School Students: A Micro-Level Investigation in Sabarkantha District

Abstract

Adolescence is a formative developmental psychological stage during which behavioural tendencies and psychological well-being evolve in response to academic, social, and cultural influences. In this context, behavioural rigidity may play a significant role in shaping adolescents’ psychological well-being, particularly within socio-culturally distinct regions. The present study examined the relationship between behavioural rigidity and psychological well-being among higher secondary school students of Vijaynagar taluka in Sabarkantha district, a predominantly tribal region of Gujarat. The study aimed to assess the levels of behavioural rigidity and psychological well-being and to analyse the association between these two variables at a micro level. A descriptive–correlational research design was adopted, and a sample of 100 students studying in Standards XI and XII was selected using stratified random sampling. Behavioural rigidity was measured using the Acceptance and Action Questionnaire–II (AAQ-II), while psychological well-being was assessed through the WHO-5 Well-Being Index. Descriptive statistics were used to examine the distribution of students across different levels of behavioural rigidity and psychological well-being, and the hypothesis was tested using the chi-square test of association. The results indicated that a majority of students exhibited moderate levels of behavioural rigidity and psychological well-being. The chi-square analysis revealed a statistically significant association between behavioural rigidity level and psychological well-being level, suggesting that students with higher behavioural rigidity were more likely to experience lower levels of psychological well-being. The findings highlight the importance of behavioural flexibility in supporting adolescent psychological health and underscore the need for context-sensitive educational and psychological interventions in tribal school settings.