(1) To study the educational achievement of students of Standards VIII, IX and X.  (2) To study the effect of psychological variables on high, average and low educational achievement of the students. (3) To study the relationship between educational achievement and SES of the students. (4) To study Main as well as various interaction effects of gender, Intelligence, N-ach and self-concept on educational achievement of the students. (5) To study Main as well as various interaction effects of gender, Intelligence, N-ach. and self-concept on SES of the students. (6) To study the effect of the selected psychological variables on educational achievement of the students by controlling other independent variables. (7) To study the effect of the selected psychological variables on SES of the students by controlling other independent variables.

The sample of 1040 SC and Non - BC boys and girls of Standards VIII, IX and X was selected by Stratified Sampling Technique from the secondary schools of the Panchmahal District. 

The data were collected by administering SES scale developed by Patel & Vora, Desai-Bhatt Verbal-Nonverbal Group Intelligence Test, N-ach. Inventory by Prayag Mehta and Self-Concept Inventory by J.H. Shah. For the educational achievement of the students, their scores in the annual examination of April 1999 were collected.

The data were analyzed with the help of Mean, SD, Normal Probability Curve, t-test, ANOVA and ANCOVA. 

(1) The educational achievement of students of Standards VIII & IX and of Standards VIII & X differed significantly. (2) There was a significant difference among the IQs of the students of high, average and low educational achievement. (3) The N-ach. of the students of average and low educational achievement differed significantly. (4) There was a significant influence of gender on educational achievement. (5) The interactions between the following variables had significant influence on educational achievement: gender x intelligence; gender x self-concept; gender x SES; gender x N-ach; intelligence x self-concept; intelligence x N-ach; Standard x intelligence; and intelligence x self-concept x N-ach. (6) There was a significant influence of intelligence, self-concept and N-ach on SES of the students. (7) The interactions between the following variables had significant influence on SES: gender x intelligence; gender x self-concept; intelligence x self-concept; and self-concept x N-ach. (8) The groups having high, average and low N-ach differed significantly with respect to educational achievement when intelligence as well as self concept was taken as covariate. (9) The groups having high, average and low self-concept differed significantly with respect to educational achievement when intelligence as well as N-ach. were taken as covariates.