Impact of Socio-Economic Deprivation on Depression, Anxiety, and Academic Self-Efficacy among Mundari and Bhil Tribal Secondary School Students in Selected Villages of Bagdah Block, North 24 Parganas, West Bengal: An Educational Psychology Investigation

Abstract

Socio-economic deprivation remains one of the most significant barriers to educational attainment and psychological well-being among tribal adolescents in India (Ministry of Tribal Affairs, 2025). Students belonging to marginalized tribal communities frequently encounter poverty, inadequate educational resources, social exclusion, and limited access to health and counseling services, which may adversely affect their mental health and academic development (Bandura, 1997). Among adolescents, depression and anxiety are increasingly recognized as critical psychological concerns that influence learning motivation, classroom participation, and academic achievement (Bandura et al., 1999). Academic self-efficacy, defined as an individual's belief in his or her capability to successfully perform academic tasks, plays a crucial role in determining educational success and resilience in adverse circumstances (Bandura, 1986).

The present study investigated the impact of socio-economic deprivation on depression, anxiety, and academic self-efficacy among Mundari and Bhil tribal secondary school students in selected villages of Bagdah Block, North 24 Parganas, West Bengal. A quantitative descriptive-survey and correlational research design was employed for the study. The sample consisted of 300 tribal secondary school students, including 150 Mundari and 150 Bhil students, selected through stratified random sampling from five villages, namely Sindrani, Helencha, Parmadan, Malipota, and Koniara. Data were collected using a Socio-Economic Deprivation Scale, Depression Scale, Anxiety Scale, and Academic Self-Efficacy Scale.

The findings revealed that Mundari students experienced significantly higher levels of socio-economic deprivation, depression, and anxiety compared to Bhil students. In contrast, Bhil students demonstrated significantly higher levels of academic self-efficacy. Independent sample t-tests indicated statistically significant differences between the two tribal communities with respect to socio-economic deprivation, depression, anxiety, and academic self-efficacy. Pearson correlation analysis showed that socio-economic deprivation was positively associated with depression and anxiety, whereas it was negatively associated with academic self-efficacy. Multiple regression analysis further revealed that socio-economic deprivation significantly predicted depression, anxiety, and academic self-efficacy among the respondents.

The study concludes that socio-economic deprivation is a major determinant of psychological well-being and academic confidence among tribal adolescents. The findings emphasize the need for targeted educational interventions, mental health support services, socio-economic assistance programmes, and culturally responsive educational practices to improve the academic and psychological outcomes of tribal students. The study contributes to the growing body of educational psychology literature on tribal education and adolescent mental health in rural West Bengal.