A Comparison of Psychological Characteristics Among School Students of Dissimilar Boards: A Systematic Review

Authors: Anu Rathi, Manju Adhikari

DOI: https://doi.org/10.37082/IJIRMPS.v14.i5.233235

Short DOI: https://doi.org/hcns4z

Country: India

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Abstract: Background: India's school students sit under several examination boards: the Central Board of Secondary Education (CBSE), the Council for the Indian School Certificate Examinations (CISCE: ICSE/ISC), more than 30 state boards, and international boards. Boards differ in curriculum load, assessment style and school type, yet whether they differ in students' psychological characteristics has never been systematically reviewed.
Objective: To identify, appraise and synthesise primary studies that compare psychological characteristics of school students across dissimilar education boards.
Methods: The review follows the PRISMA 2020 statement. Eligible studies were quantitative comparisons of school students (classes 6 to 12) from two or more boards on any psychological variable. Records were screened in two stages, data were extracted on a standard form, and risk of bias was rated with the JBI checklist for analytical cross-sectional studies. Because outcomes and instruments were heterogeneous, results were synthesised narratively using Synthesis Without Meta-analysis (SWiM) guidance, with effect sizes (Cohen's d) computed where means and SDs were reported.
Results: Of 118 records identified, 14 studies (published 2013 to 2025; at least 2,813 students; 8 Indian states) met the inclusion criteria. Emotional intelligence showed the most consistent pattern: all 4 studies found higher scores in CBSE, central or matriculation-board students than in state-board students (d = 0.83 in the one study with usable data). Findings for anxiety and stress were mixed (2 of 4 studies found no board difference; one found state-board students more anxious, d = 1.04). Findings for self-esteem, well-being, adjustment and achievement motivation were inconsistent or null. Most studies used convenience samples, single cities and t-tests without control for socioeconomic status or school management, so risk of bias was moderate to high.
Conclusions: Board-wise differences are clearest for emotional intelligence and weakest for clinical symptoms such as depression and insomnia. Because board is entangled with private versus government management, medium of instruction and family income, current evidence cannot show that the board itself causes these differences. Matched or multilevel studies with standard instruments are needed.

Keywords: Keywords: CBSE, ICSE, state board, emotional intelligence, academic stress, self-esteem, well-being, adolescents, systematic review, PRISMA

Paper Id: 233235

Published On: 2026-10-15

Published In: Volume 14, Issue 5, September-October 2026

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