The objectives of the research were: (1) To study of psychosocial cognitive and non-cognitive factors of academic achievement of schedule caste and general category students. (2) To decide the correlation limit of psychosocial cognitive and non-cognitive factors involved in academic achievement and study of general caste students. (3) To decide the correlation limit of psychosocial cognitive and non-cognitive factors involved in academic achievement and study of schedule caste students. (4) To compare the correlation limit of psychosocial cognitive and non- cognitive factors involved in academic achievement and study of general caste and schedule caste students. (5) To study the contributory role of defined cognitive and non-cognitive factors involved in academic achievement and study of general caste students. (6) To study the contributory role of defined cognitive and non-cognitive factors involved in academic achievement and study of schedule caste students. (7) To compare the contributory role of defined cognitive and non-cognitive factors involved in academic achievement and study of general caste and schedule caste students. (8) To construct the mathematical model - regression equation for prediction of academic achievement of total students. (9) To construct the mathematical model - regression equation separately for prediction of academic achievement of students (all caste). 

The hypotheses for research were: (1) There are no differences between the schedule caste and general caste students in context to different psychosocial variables. (2) The predictive psychosocial variables of academic achievement and caste, educated generation, and sexual differences of schedule caste and general caste students are free from independent and interaction influences. (3) There are significant differences between the academic achievement of schedule caste and general caste students in context of different cognitive psychosocial variables. (4) There is significant difference between the academic achievement of schedule caste and general caste students in context to different non-cognitive psychosocial variables. (5) There are significant positive correlation between academic achievement and selected psychosocial variables of schedule caste and general caste students. (6) There are significant contributory role of psychosocial variables for deciding academic achievement of general caste students. (7) There are significant contributory role of psychosocial variables for deciding academic achievement of schedule caste students. (8) There are significant contributory role of cognitive and non-cognitive factors for deciding academic achievement of general and schedule caste students.

The sample consisted of 800 students of class 11th selected using multistage  sampling technique. 

In the present research ex post-facto method of descriptive survey was used. In the research extraneous variables controlled were age, status, socio-economic status of school, co-curricular activities by selection, testing time, test administrator by cooperation and stability, frustration, motive, heart beats, class room environment by relationship maintenance methods, practice, and noise by discarding. 

The statistical techniques used for analyzing the data were mean, median, SD, quartile deviation, percentile, Pearson’s co-efficient of correlation, co-efficient of determination, t-test, multiple correlation, standard error of multiple correlation, multiple regression co-efficient, standard error of regression co-efficient, multiple regression analysis and regression equation.     

The findings of the research were: (1) In academic cognitive variables, the academic achievement, cognitive style, creativity, achievement motivation, self-concept, social reaction center point, delay point, working efforts, academic motivation, and socio–economic status are equally distributed among sample. (2) The general caste students were related with high parental qualification and higher and average socio-economic status families while schedule caste students were related with the illiterate or up to secondary level qualified parents and lower socio-economic status families. (3) The general caste students are superior on criterion variables academic achievement, cognitive variables, like, creativity, intelligence, cognitive style and achievement motivation, and non-cognitive variables, like, self-concept, social reaction center point, delay point, delay gratification, working efforts, academic motivation, socio–economic, teaching expectation and mother’s qualification than schedule caste students. (4) There was significant influence of students’ achievement, intelligence, creativity, and its different dimensions, creativity style, achievement motivation, self-concept, and its different dimensions, social reaction center point, delay point, working efforts, academic aspiration, study habits, socio –economic status, teacher expectation and mother’s qualification on the caste of the students. (5) There was significant influence of educated generation on academic achievement, intelligence, creativity, and its different dimensions, achievement motivation, self-concept, and its different dimensions, social reaction center point, delay point, delay gratification, working efforts, academic aspiration, socio–economic status, teacher expectation, regional background, and parental qualification while cognitive style and escapism variables do not have any influence. (6) There was significant influence of sexual difference on intelligence, creativity, and its different dimensions, achievement motivation, self-confidence, inferiority complex, escapism, emotional instability, social reaction center point, delay point, academic motivation, attitude towards school, socio–economic status, regional background, and mother’s. (7) There was significant influence of interaction between educated generation and caste on academic achievement. (8) There was significant influence of interaction between educated generation and caste on intelligence, creativity, self-concept, social reaction center point, delay point, working efforts, academic aspiration, socio–economic status, teacher expectation. (9) In general caste, the students of first educated generation and more than one educated generation are found to be same in cognitive style, self-concept, and delay gratification but in rest of they differ significantly while schedule caste students of first educated generation and more than one educated generation do not differ in cognitive style, inferiority complex, and emotional instability. (10) There is no significant influence of interaction between caste and sexual differences on academic achievement, cognitive style, working efforts, academic aspiration, regional background, and parental qualification. (11) There is no significant influence of interaction between educated generation sequences and sexual differences on working efforts and inferiority complex and rest of all selected psychosocial variables have significant influence. (12) In general caste students average or below average correlation was found between academic achievement and selected psychosocial variables. The academic achievement have sequentially high positive correlation with the teachers’ expectation, intelligence, parental qualification, socio–economic status, creativity, politeness of language, fluency in language and educated generation while working efforts, academic aspiration, achievement motivation, academic motivation have significant high positive correlation and with rest of all negligible correlation were found. (13) In schedule caste students, high positive correlation was found between academic achievement and teachers’ expectation, socio–economic status, parental qualification, educated generation, politeness of language, fluency in language, creativity and significant positive correlation with achievement motivation, escapist behaviour, delay gratification while with rest of selected psychosocial variables, there was no correlation. (14) The teachers’ expectation is main factor for deciding students achievement for general caste students while intelligence for schedule caste students. The academic achievement of both general caste and schedule caste students were equally influenced by teachers’ expectation, intelligence, parental qualification, socio–economic status, education of mother, politeness of language, fluency in language, educated generation and creativity but social reaction center point, working efforts, academic motivation, academic aspiration were found to be related with the achievement of general caste students not with the schedule caste students. Similarly escapist behaviour, and delay gratification were positively related with the achievement of schedule caste students but not with the general caste students. (15) For general caste students, the intelligence, academic aspiration, working efforts, socio–economic status, regional background, teachers’ expectation contributing significantly and positively in deciding achievement and they contribute 32 percent while intelligence for schedule caste students, cognitive style, self-concept and its dimensions, delay gratification did not have any influence on students’ academic achievement. (16) For schedule caste students, the intelligence, escapist behaviour, socio–economic status, teachers’ expectation contributing significantly and positively in deciding achievement while the role of creativity, achievement motivation, delay gratification, parental qualification and educated generation are only1.4 percent and rest of variables are not creating any influence on students’ academic achievement. (17) The intelligence is most appropriate factor for deciding achievement of schedule caste students as compared to general caste students while academic aspiration and working efforts play significant role for deciding achievement of general caste students. The escapist behaviour is an important factor for academic achievement of general caste student but it did not have any significant role in deciding academic achievement of general caste students. (18) The socio-economic status and teachers’ expectation have important role in deciding academic achievement of both schedule caste and general caste students. (19) It was found that the teachers’ expectation was influenced by caste.