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The present research examines whether homeschooling and conventional schooling differentially influence social competence and psychological wellbeing in adulthood (Kunzman & Gaither, 2020). A comparative mixed-method design was adopted involving 240 adults aged 18–40 years. Quantitative data were collected using standardized scales (Gresham, 1990; Ryff, 1989), while qualitative data were obtained through interviews. The results indicate that homeschooled individuals demonstrate comparable emotional wellbeing but face moderate challenges in large-group interactions (Medlin, 2013; Ray, 2017). Conversely, conventionally educated individuals show higher adaptability but experience greater stress due to peer comparison (Drenovsky & Cohen, 2012). The findings highlight that social exposure and environmental context play a crucial role in adult development (Ryan & Deci, 2001; Kunzman & Gaither, 2020).
Keywords:
Homeschooling, Conventional Education, Social Competence, Psychological Wellbeing, Adult Development
Cite Article:
"DOES SCHOOLING TYPE MATTER? LONG-TERM EFFECTS OF HOMESCHOOLING VS. CONVENTIONAL EDUCATION ON SOCIAL AND PSYCHOLOGICAL OUTCOMES", International Journal for Research Trends and Innovation (www.ijrti.org), ISSN:2456-3315, Vol.11, Issue 4, page no.b439-b442, April-2026, Available :http://www.ijrti.org/papers/IJRTI2604195.pdf
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ISSN:
2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator