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Abstract
Academic performance is an outcome of learning in any set of course. It is of immense relevance to enhance the progress of a learner’s life holistically. Emotional maturity is the application of emotional cognizance and experiences to deal with inner and outer situations. The present study was carried out on a sample of 209 graduate students. A standardised tool (EMS; Singh & Bhargava, 2012) was used to assess emotional maturity while academic performance was measured by the aggregate percentage at graduation level. The investigator used parametric statistics; Pearson product moment correlation (r) and two-way ANOVA to analyse the findings. The study is an earnest attempt to recognise the association between academic performance and emotional maturity. It also tried to identify the effect of gender and locality on academic performance and emotional maturity of graduate students. The findings uncovered that there was a significant positive coefficient of correlation (r = .520, p < 0.01) between academic performance and emotional maturity of graduate students. There was a significant main effect of gender on academic performance and emotional maturity. Female students had a higher level of academic performance than male students while male students had a greater level of emotional maturity than female students. However, the interaction effect of gender and locality on academic performance and emotional maturity was found non-significant.