Bahria Journal of Professional Psychology

1-16

Authors: Ahmreen Kokeb, Seema Munaf and Beenish Khan

The present study aims to examine the relationship of handling adolescent daughters through different parental behaviors along with their life satisfaction and aggression in adulthood. It was hypothesized that: 1) Scores of parental support at the stage of adolescence would have, positive correlation with scores of life satisfaction and negative correlation with scores of aggression in adulthood and 2) Scores of parental rejection and over protection at the stage of adolescence would have positive correlation with the scores of aggression and negative correlation with scores of life satisfaction in adulthood. The participants were 100 female students of the University of Karachi, Pakistan. Their mean age was the participants were 100 female students of the University of Karachi, Pakistan. Their mean age was 21.79 years. Engna Miinnen Batraffande Uppfostran- (EMBU) Short form, Aggression Questionnaire (AQ) and Satisfaction with life Scale (SWLS) were administered. It is clear from the findings that there is a significant positive correlation of parental support with life satisfaction of adult daughters, whereas there is insignificant negative correlation of parental support with aggression in adulthood. Further, parental rejection has insignificant positive correlation with aggression and insignificant negative correlation with life satisfaction. Moreover parental overprotection has insignificant positive correlation with aggression as well as life satisfaction. Hence it is suggested that parents should provide support to their children not only on one particular stage but all stages of development for positive implications.

42-56

Authors: Muhammad Azam Tahir and Huma Faiz

The current study examines attachment styles as determinants of internalizing and externalizing behavioral problems among children, and their academic achievement. The convenient sampling technique was used to collect the sample data comprising of (N=201) school children studying in the 9th and 10th grades; further divided on the basis of gender i.e. boys (n=100) and girls (n=101) with age ranges between 15 to 17 years. Their attachment styles and behavioral problems were measured through the Child Problem Checklist and Attachment Style Scale respectively. Academic achievement was taken from their respective schools. Pearson correlation, multiple regression and independent t-test analyses were computed to verify the hypotheses. Co relational analysis showed that avoidant and anxious attachment styles were negatively correlated and the secure attachment style was positively Co related with academic achievement. Multiple regression analysis demonstrated the secure and anxious attachment styles as significant negative predictors of internalizing behavioral problems whereas the avoidant style was found to be significant positive predictor of internalizing behavior problems. A significant inverse relationship exists between internalizing behavior problems, with externalizing behavior problems and with secure attachment style. Avoidant attachment style predicted externalizing behavioral problems significantly and negatively and non-significantly to internalizing behavior problems. Significant gender differences were demonstrated on the aforementioned constructs except secure attachment style and academic achievement. Further significant school differences were found on all variables except internalizing behavioral problems and the avoidant attachment style.

72-84

Authors: Saima Parvez and Erum Irshad

The purpose of the present study was to investigate the Self-esteem of socially anxious university students. A total sample of 500 students comprising of 250 males and 250 females ranging between 17-25 years in age, with the educational background of 1st year to M.Sc final year were selected from different universities. Liebowitz Social Anxiety Scale and the Rosenberg Self-esteem Scale were used to assess social anxiety disorder and the self-esteem of students. It was hypothesized that Social anxiety will be greater among female students as compared to male students. Additionally it was assumed that the self-esteem of socially anxious students would be low as compared to non-anxious students. The results were computed using t-test, chi- square, and all hypotheses were supported by the results. The findings of this research indicated that female students scored high on Liebowitz Social Anxiety Scale as compared to male students. Socially anxious students scored low on the Rosenberg self-esteem scale as compared to non-anxious students. The limitations and recommendations of the study are mentioned in the last section.

6-24

Authors: Riaz Ahmad, Zakia Bano, Zaeema Riaz and Kausar Ansari

The present study was conducted to explore the predictive relationship of social anxiety with adjustment problems among female students of Karachi, Pakistan, between age ranges of 12-19 years. Thus it was hypothesized that social anxiety will predict adjustment problems in female adolescents. 250 students were assessed through Pakistani versions of Social anxiety Scale –Adolescents (SAS-A; Ahmad & Bano, 2013) originally developed by La Greca and Lopez in 1998 and Reynolds Adolescent Adjustment Screening Inventory (RAASI; Ahmad, Khanam & Riaz, 2008) originally developed by (Reynolds, 2001).

44-63

Authors: Salman Shahzad, Nasreen Begum and Areej Mukhtar Khan

The objective of present study was to explore the role of emotional intelligence in self-concept in interpersonal relationships (i.e., family, same sex and opposite sex) in adolescents. After detailed literature review the following hypotheses were formulated; 1) Trait emotional intelligence would be a predictor of self-concept interpersonal relationship with family. 2) Trait emotional intelligence would be a predictor of self-concept interpersonal relationship with same sex. 3) Trait emotional intelligence would be a predictor of self-concept interpersonal relationship with opposite sex. Sample of present study comprised of 143 secondary school students recruited from private sector secondary schools situated in different areas of Karachi. The age range of entire sample was from 12 to 16 years (Mean age = 14.41, years, SD = 1.36). Among them were 74 (51.7%) males and 69 (48.3%) were females. Out of total sample 104 (72.7%) belonged to nuclear family setup and 39 (27.3%) belonged to joint family setup. Personal Information Form was used to take personal information (age, education, family system, etc.) of the participants. Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF, Petrides, Sangareau, Furnham, & Frederickson, 2006) and Self-Description Questionnaire-II (SDQ-II, Marsh, Ellis, Parada, Richards, & Heubeck, 2005) were administered to measure the emotional intelligence and self-concept in interpersonal relationships of adolescents respectively. In order to interpret the data in statistical terminology descriptive statistics (mean, standard deviations, percentages) was used for getting a better statistical view of characteristics of sample of the data in a summarized way. Simple regression analysis was used to determine the predictive relationship of TEIQue-ASF with SDQ-II in adolescents. The statistical computation was done through Statistical Package for Social Sciences (SPSS 20.0). Results showed that Trait EI is a significant predictor of self-concept in interpersonal relationship i.e., family (R2 = 0.062, F (142) = 9.44, p<.003) same sex (R2 = 0.10, F (142) = 16.60, p<.000) and opposite sex (R2 = 0.028, F (142) = 4.19, p<.042) in adolescents. Overall results indicate that trait emotional intelligence is an important factor for developing self-concept in establishing interpersonal relationship in adolescents. Implications of these results the avenues for future research have also been suggested.

79-114

Authors: Nagina Parveen and Ali Muhammad Soomro

This paper explores the prominent and effective roles and characteristics of emotional and social intelligence (ESI) in the work setting. The paper thoroughly focuses on the various claims of researchers for the need and application of emotional and social intelligence competencies particularly in the work environment. It also explores the psychological aspects of emotional and social intelligence along with the future ramifications for professional life. In the modern age researchers have discovered the importance of emotional and social intelligence for the most dynamic organizations and the most satisfying and successful personal and professional lives. ESI has received considerable attention of employees in many workplaces, as a recipe for high achievement and success. In this regard the paper can provide guidelines for employees and employers to understand the principles of emotional and social intelligence. It can also be helpful to improve responsiveness, abilities and skills to be a star performer through the knowledge to integrate and apply the ESI. The paper provides useful directions to prompt and encourage the use of emotional and social competencies on the job for the betterment of employees and prosperity of organizations.