Bahria Journal of Professional Psychology

23-38

Authors: Sheeba Farhan and Amena Zehra Ali

Emotional Intelligence is an important aspect in teacher’s training programs because it is linked to classroom administration performance and other maintenance factors for teachers. The purpose of this study is to highlight the role of emotional intelligence as a predictor of self-efficacy and subjective well-being among teachers at higher education level. It was hypothesized that emotional intelligence will predict self-efficacy and subjective well-being (life satisfaction, positive affect and negative affect) of public sector university teachers. The sample consisted of 300 (151 males, 149 females) teachers with ages ranging between 25- 55 years. The entire sample of teachers was drawn from public sector Universities of Karachi- Pakistan and were administered Demographic form, ICP Subjective Wellbeing Scale (Moghal & Khanam, 2012), Pakistani version of Generalized Self-Efficacy Scale (Tabasum and Rehman, 2003) originally developed by Schwarzer and Jerusalem, (1995), and Pakistani version of Trait Emotional Intelligence Questionnaire-Short Form (Shahzad, Riaz, Begum, & Khanum, 2013) originally developed by (TEIQue-ASF;) Petrides, Sangareau, Furnham, and Frederickson (2006). Descriptive statistics along with Correlation and Regression coefficient analysis was applied to explore the predictability of emotional intelligence for perceived self-efficacy and subjective well-being of teachers working in public universities of Karachi, Pakistan. Results revealed that emotional intelligence predicted self-efficacy, life satisfaction and positive affect of public sector university teachers but did not predict negative affect in the same.

63-80

Authors: Fozia Shah and Erum Irshad.

The present research examined difference between level of anxiety and self-esteem in children with and without learning difficulties. A sample of 100 students (N=100), 50 with learning difficulties (n=50) and 50 without learning difficulties (n=50) was taken from different public and private schools of Peshawar city. Their age range was between 6 to 11 years, which includes children of primary level classes. It was hypothesized that children with learning difficulties will have higher level of anxiety as compared to children without learning difficulties. It was also assumed that children with learning difficulties will have lower levels of self-esteem as compared to children without learning difficulties. Revised Children’s Manifest Anxiety scale (RCMAS) and Coopersmith Self-esteem Inventory (CSI) were administered to obtain the data. Independent samples t-test was applied to find out the difference between the scores of the two groups. The results supported the hypotheses and indicated that children with learning difficulties have higher levels of anxiety and lower levels of self-esteem as compared to children without learning difficulties.

95-112

Authors: Rimsha Tanveer Malik, Anum Ayaz, and Zainab Hussain Bhutto

The present study aimed to assess the relationship between the perception of old age and respect towards old people among young adults. A sample of 132 participants from two academic institutions of Karachi, Pakistan was assessed. The sample comprised of both males (n = 69) and females (n = 63). The age group of participants ranged from 19 to 30 years (M = 21.44, SD = 1.86) and they belonged to socioeconomic strata ranging from middle-middle class to upper-middle class. The participants were selected from nuclear and joint family systems. They were surveyed using Expectations Regarding Aging – 12 Survey form (Sarkisian, Steers, Hays, & Mangione, 2005) and the Refined Aging Semantic Differential form (Polizzi, 2003) to analyze perception of old age and respect towards old people, respectively. The results revealed a weak positive correlation (p = .04) between perception of old age and respect towards old people in young adults. The findings emphasize the significance of bolstering positive perception of aging among young adults.