The objectives of the study were: (1) How does anxiety affect emotional competencies? (2) How does religion in terms of Hinduism, Islam and Christianity affect emotional competencies? (3) How socio-economic status affect emotional competencies? (4) Is their any affect of interaction between two variables, and three variables on emotional competencies? (5) To structure the pattern of growth of emotional competencies during adolescence period of life. (6) To make sound appraisal of secondary education in terms of problems and prospects of emotional competencies among youth. (7) To open up new vistas for deeper probes in the area of emotionality. 

The hypotheses of the study were: (1) If anxiety is allowed to operate, it may affect by different factors of emotional competencies separately. (2) If religion is allowed to operate, it may affect the different factors of emotional competencies separately. (3) If socio-economic status is allowed to operate, it may affect different factors of emotional competencies separately. (4) If anxiety and religion may be allowed to operate, they may interact in the set. (5) If anxiety and socio-economic status may be allowed to operate, they may interact in the set. (6) If religion and socio-economic status may be allowed to operate, they may interact in the set. (7) If anxiety, religion and socio-economic status may be allowed to operate, they may interact among themselves. 

 The sample was comprised of 540 adolescent students from Agra, Allahabad and Lucknow selected randomly. 

Comprehensive anxiety test by H. Sharma, R.J. Bhardwaj and M. Bhargava, Socio-Economic Status Scale (SESS) by R.L. Bhargava and Gupta and N.S. Chauhan, Emotional Competencies Scale by H. Sharma and R.L. Bhardwaj were used for data collection. 

The data were analyzed by ANOVA and Duncan’s Dong Test. 

The findings of the study were: (1) Anxiety emerged as an important correlate of various emotional competencies and the role of anxiety has been noted as constructive one. (2) The late adolescents having either high or moderate anxiety were found to be more emotionally competent than the late adolescent of low socio-economic status. (3) Religion emerged as an important correlates of the study. Hindu possessed more adequate depth of feelings and encouragement of positive emotions in general, ability to function with emotions, and emotional competence under the different levels of treatment of other variables as compared to either Muslims or Christians. (4) Muslims were found to possess more encouragement of positive emotions with them and also possessed more ability to function with emotions in comparison to both. (5) The Christians had more encouragement of positive emotions in general and were found to be more emotionally competent in late adolescents who had high anxiety and in late adolescents of both middle and low SES having high anxiety. (6) The third correlate of the study was SES. In this regard, it was noted that it also affected different emotional competencies and emotional competencies under different levels of treatment of other variables.