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.

17-33

Authors: Samina Hussain and Uzma Ali

The aim of this study was to investigate the gender difference in executive functions of secondary school students in Karachi. It was hypothesized that “Male students will score higher on the variable of Executive Functions as compared to female students”. Following a comparative research design a sample of 100 (50 male and 50 female) students with grade level of 7 and 8 were randomly selected from various private English medium schools of Karachi-Pakistan. The age range of participants was from 12 to 14 years (mean age: 12.50; SD = .92). After establishing the rapport and written informed consent, the demographic form was filled in and the Behavior Rating Inventory of Executive Function -BRIEF was administered. Statistical analysis showed that there is a significant difference on the variable of executive functions (p<.05) where boys scored higher on global, as well as sub domains of executive functions as compared to girls of secondary school students. Limitations and recommendations are also suggested.

58-77

Authors: Riaz Ahmed,Hina Imran, Rubina Feroz, Sarwat Jahan Khanam and Zaeema Riaz.

Self-esteem is the widely studied construct in the field of psychological health, however still new perspective and the significance of the construct holds attention of the researchers toward it. There is a dire need to understand that how various factors such as socio-economic conditions of the family influence individual’s overall evaluation of self or specific aspects of the self. 512 randomly selected school/ college going adolescents (lower SES=153, middle SES=230 & upper SES=129 ) between ages of 13 to 18 years were interviewed and assessed through Urdu version of Adolescent form of Culture Free Self Esteem Inventories-3 (CFSEI-3; Imran & Ahmad, 2011), originally developed by Battle in 2002. Analysis of Variance was computed and findings divulge significant differences on all domains of self-esteem i.e. personal [F (2,509) = 47.127, p < .001], social [F (2,509) = 44.598, p < .001], academic [ F(2,509) = 4.88, p < .01], parent / home [ F(2,509) = 9.521, p < .001], general [ F(2,509) = 17.379, p < .001], and overall self-esteem scores [ F(2,509) = 35.451, p < .001].Further Post Hoc analysis indicated disadvantage associated with those belonging to lower SES in all domains as compared to upper and middle socioeconomic class except on the domain of academic self-esteem.

88-102

Authors: Muhammad Azam Tahir and Sara Azam

The present research was designed to investigate the relationship between perceived parenting styles and autonomy in psychiatric patients. Diagnosed patients having Psychiatric disorders (N=70) were selected using purposive sampling technique with an age range of 18-55 years, from two hospitals in Bahawalpur, Bahawal Victoria Hospital Bahawalpur (BVH) and Combined Military Hospital (CMH) Bahawalpur Cantt. Parental Authority Questionnaire (PAQ), developed by Buri (1991) to assess the control dimension of parenting styles was used, along with the Health Care Climate Questionnaire (HCCQ) by Williams, Grow, Freedman, Ryan, and Deci (1996), to measure autonomy in psychiatric patients, were used in the research. Data was analyzed statistically by using Pearson Product Moment correlation coefficient to measure the relationship between the variables. Linear Regression Analysis was used to find out the perceived parenting styles as predictors of autonomy. The findings revealed that perceived parenting style has great effect on autonomy. Results also showed that perceived parenting styles has significant correlation with psychiatric patients. However, authoritative parenting style has no significant relationship with perceived autonomy. Conclusively, it is predicted that permissive parenting style has good correlation with autonomy. The findings of the present research provide a deep insight to parents, psychologists and researchers in understanding and promoting adolescents’ psychosocial development and well-being.