Adolescence represents a critical transitional period between childhood and adulthood characterized by rapid physical, emotional, and social development. It is during these formative years that individuals face complex psychosocial challenges that can significantly influence their overall well-being and future mental health. Psychosocial problems during adolescence encompass a wide range of emotional, behavioral, educational, and social difficulties that may impair an adolescent's ability to function optimally in various domains of life. These problems, if unaddressed, can lead to long-term consequences such as poor academic performance, social withdrawal, substance abuse, and increased risk of mental disorders, including anxiety and depression.[1] Globally, adolescents constitute a substantial proportion of the population, with over one billion individuals aged between 10 and 19 years accounting for approximately 18% of the total population. This demographic holds enormous potential as the future workforce and agents of social and economic development. However, the increasing prevalence of psychosocial problems among this age group represents a significant public health concern. Gender differences in the prevalence, types, and severity of psychosocial problems among adolescents are widely acknowledged, highlighting the need for gender-specific approaches to adolescent health.[2] Girls are often reported to experience higher rates of internalizing problems, such as anxiety and depression, whereas boys are more prone to externalizing behaviors, including aggression and conduct disorders. These differences are influenced by a complex interplay of biological, psychological, and social factors, including hormonal changes during puberty, gender roles, societal expectations, and family dynamics. Understanding the nuances of these gender differences is crucial for developing targeted interventions, preventive strategies, and supportive services tailored to the unique needs of adolescent boys and girls.[3] The psychosocial problems during adolescence are further compounded by contextual factors such as socio-economic status, family environment, education, and parental influences, including parental addiction and employment status. The rural-urban divide and accessibility to mental health resources also play a decisive role in shaping the psychosocial health landscape of adolescents. Despite the extensive recognition of psychosocial issues in adolescents, community-based studies that comprehensively assess these problems with a gender perspective are limited, particularly in rural areas.[4] Therefore, community-based investigations are essential to bridge this knowledge gap, offering valuable insights into the prevalence, types, and correlates of psychosocial problems among adolescent boys and girls. Such studies help in identifying at-risk groups, elucidating socio-demographic determinants, and evaluating the impact of parental and environmental factors. The information gleaned from these studies is vital for policymakers, educators, healthcare providers, and families to foster holistic adolescent health promotion programs.[5] Aim To study gender differences in psychosocial problems among adolescents in a community-based rural setting. Objectives 1. To assess the prevalence and types of psychosocial problems in adolescent boys and girls. 2. To analyze the association of psychosocial problems with socio-demographic factors including age, education, religion, family type, and parental addiction. 3. To compare the behavioral, emotional, educational, and social domains of psychosocial problems between male and female adolescents.

Source of Data The source of data consisted of adolescent students enrolled in junior colleges located in the rural field practice area of a tertiary health care center. The participants included 340 adolescents, with an equal representation of 170 boys and 170 girls, aged less than 20 years. Study Design This was a community-based, cross-sectional study conducted to evaluate psychosocial problems among adolescent boys and girls and analyze gender differences. Study Location The study was carried out in junior colleges situated in the rural jurisdiction of Shirur, affiliated with a medical college’s Rural Health Training Centre. Study Duration The study was conducted over a period spanning from February 2016 to November 2017. The initial two months were dedicated to planning and pilot testing, followed by over one year of data collection, and an analysis phase extending till November 2017. Sample Size The sample size was calculated based on a previous prevalence estimate of psychosocial problems of 41.43%, with 95% confidence level, 80% power, and 15% absolute precision. This calculation resulted in a minimum required sample size of 170 adolescent boys and 170 adolescent girls, totaling 340 participants. Inclusion Criteria • Adolescents enrolled in 11th and 12th grades of junior colleges within the study area. • Age below 20 years. • Willingness to participate and provide informed consent. Exclusion Criteria • Students unwilling to participate. • Those currently undergoing treatment for any known psychological or psychiatric disorder. • Adolescents aged 20 years or above. Procedure and Methodology Permission to conduct the study was obtained from the principals of eligible junior colleges. Participants were selected randomly from the student rolls to ensure representativeness. Written informed consent was obtained from each adolescent prior to participation in the study. The data collection was conducted using a structured, pre-tested questionnaire adapted from the ‘Psychosocial Problem Inventory’ comprising 40 finalized items assessing four domains: behavioral, emotional, educational, and social problems. To ensure comprehension, the questionnaire was administered via interview technique where the adolescent students read the questions and provided responses, which were recorded by the interviewer. The responses were rated on a three-point scale ('Never' = 0, 'Sometimes' = 1, 'Always' = 2), and total scores were computed for classification into normal, mild, moderate, or severe psychosocial problem categories. Sample Processing Completed questionnaires were coded and entered into Microsoft Excel for data management. Quality checks were performed to ensure completeness and accuracy of data prior to analysis. Statistical Methods Statistical analysis was conducted using Epi Info Version 7.2. Descriptive statistics such as frequencies, percentages, means, and standard errors were calculated. Comparative analyses between boys and girls regarding psychosocial problems and socio-demographic factors were performed utilizing chi-square tests for categorical variables and t-tests for continuous variables. Fisher’s exact test was used where appropriate. A p-value less than 0.05 was considered statistically significant. Data Collection Data was collected through in-person interviews conducted in vacant classrooms or confidential settings within the colleges to maintain privacy and elicit honest responses. The collection began with socio-demographic details followed by administration of the psychosocial problem questionnaire. Absentees at the initial visit were interviewed during subsequent visits to ensure maximum participation.

Table 1: Gender Differences in Age Distribution of Adolescents Age group Gender n Percentage (%) 15-<16 Boys 9 5.29 16-<17 Boys 70 41.18 17-<18 Boys 77 45.29 18-<19 Boys 12 7.06 19-<20 Boys 2 1.18 15-<16 Girls 12 7.06 16-<17 Girls 74 43.53 17-<18 Girls 70 41.18 18-<19 Girls 12 7.06 19-<20 Girls 2 1.18 Test of significance for age distribution between boys and girls: Chi-square = 2.26, df = 4, P = 0.6873 (Not significant) The age distribution of adolescents in table 1 by gender shows that among boys, 5.29% were aged 15 to less than 16 years, 41.18% were 16 to less than 17 years, 45.29% were 17 to less than 18 years, 7.06% were 18 to less than 19 years, and 1.18% were 19 to less than 20 years. Among girls, 7.06% were aged 15 to less than 16 years, 43.53% were 16 to less than 17 years, 41.18% were 17 to less than 18 years, 7.06% were 18 to less than 19 years, and 1.18% were 19 to less than 20 years. The chi-square test (χ² = 2.26, df = 4, p = 0.6873) indicates that the age distribution between boys and girls is not statistically significant. Table 2: Prevalence and Types of Psychosocial Problems in Boys and Girls Gender N Psychosocial problems n (%) Boys 170 40 (23.53%) Girls 170 43 (25.29%) Psychosocial domains (mean %): Domain Gender Mean % P-value Behavioural Problems Boys 43.5 0.9999 Girls 43.5 Emotional Problems Boys 46.89 0.6653 Girls 50.57 Educational Problems Boys 68.25 0.7309 Girls 65.41 Social Problems Boys 26.7 0.0101 (Significant) Girls 27.35 Regarding psychosocial problems in table 3, out of 170 boys, 40 (23.53%) exhibited psychosocial problems, while among 170 girls, 43 (25.29%) had such problems. The mean percentages for psychosocial domains show no significant gender difference in behavioural problems (both at 43.5%, p = 0.9999), emotional problems (boys 46.89%, girls 50.57%, p = 0.6653), and educational problems (boys 68.25%, girls 65.41%, p = 0.7309). However, social problems showed a significant difference with girls scoring slightly higher (girls 27.35% vs. boys 26.7%, p = 0.0101). Table 3: Association of Psychosocial Problems with Socio-demographic Factors (P-values) Socio-demographic Factor Boys P-value Girls P-value Age NS 0.00058 Education Standard NS <0.00001 Parental Addiction 0.0257 0.0086 For table 3, associations between psychosocial problems and socio-demographic factors reveal that age and education standard are not significantly associated with psychosocial problems in boys but are highly significant in girls (age p = 0.00058, education p < 0.00001). Parental addiction is significantly associated with psychosocial problems in both boys (p = 0.0257) and girls (p = 0.0086). Table 4: Comparison of Behavioral, Emotional, Educational, and Social Domains between Boys and Girls Domain Boys Mean % Girls Mean % t-test P-value Behavioural Problems 43.5 43.5 0.0 0.9999 Emotional Problems 46.89 50.57 -0.4341 0.6653 Educational Problems 68.25 65.41 0.345 0.7309 Social Problems 26.7 27.35 2.628 0.0101 (Significant) In table 4, the comparison of the four psychosocial domains between boys and girls confirms no significant difference in behavioural (t = 0.0, p = 0.9999), emotional (t = -0.4341, p = 0.6653), and educational problems (t = 0.345, p = 0.7309). However, social problems are significantly higher in girls compared to boys (t = 2.628, p = 0.0101).

Age distribution between boys and girls (Table 1) showed no significant difference (Chi-square = 2.26, p = 0.6873), indicating that the adolescent age groups are comparable across gender. This finding aligns with studies such as Richert T et al. (2020)[6] and Högberg B et al. (2020)[7], which also report balanced age distributions in adolescent samples. The prevalence of psychosocial problems (Table 2) in boys (23.53%) and girls (25.29%) is consistent with other reports showing about 20–30% prevalence of mental health issues among adolescents (Pathak et al., 2017; Singh et al., 2015). No significant gender differences were found in behavioural, emotional, and educational problem domains (p > 0.05), while the social problems domain showed a small but significant higher mean score for girls (p = 0.0101). This corresponds with findings from Yang B et al. (2021)[8] and Sedgewick F et al. (2021)[9], who observed greater social or relational challenges among adolescent girls. Association of psychosocial problems with socio-demographic factors (Table 3) revealed significant links especially in girls for age (p = 0.00058) and education standard (p < 0.00001). Parental addiction was significantly associated with psychosocial problems in both boys (p = 0.0257) and girls (p = 0.0086). These associations are supported by findings from Radez J et al. (2021)[10] and Ozturk FO et al. (20)[11], highlighting the role of family and developmental factors in adolescent psychosocial issues. The direct comparison of behavioural, emotional, educational, and social domains between boys and girls (Table 4) further reinforces the lack of gender difference except in social problems, which were significantly higher in girls. Esteban-Gonzalo S et al. (2020)[12].

This community-based study on adolescents at junior college level, with an equal sample of 170 boys and 170 girls, demonstrated a comparable overall prevalence of psychosocial problems among boys (23.3%) and girls (25%). The study revealed significant gender-specific patterns, notably higher psychosocial problems in girls during late adolescence and in higher educational standard, and significant differences in social problems domain, with girls showing more concerns. Parental addiction emerged as an important associated factor influencing psychosocial problems in both genders. These findings underscore the need for gender-sensitive interventions targeting adolescent mental health in community settings. LIMITATIONS OF STUDY The study was conducted in a rural area on students from only two junior colleges, which might limit generalizability to all adolescents in rural or urban regions. Exclusion of students under psychological treatment and those above 19 years might have underestimated prevalence. The use of self-reported questionnaires and interview techniques could lead to reporting bias or underreporting of sensitive psychosocial issues. Socioeconomic and cultural diversity was limited, and longitudinal data to assess causality or changes over time was not captured.

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