{"title":"Translation and Adaptation of Tolerance for Disagreement Scale among Pakistani Married Couples","authors":"Naseem Fatima","doi":"10.33897/FUJP3.13","DOIUrl":"https://doi.org/10.33897/FUJP3.13","url":null,"abstract":"","PeriodicalId":370700,"journal":{"name":"Foundation University Journal of Psychology","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115551373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated the relationship among Achievement Goals, Learning Strategies, and Academic Achievement. Achievement Goals are reasons for engaging in achievement activities and Learning strategies through which learners acquire and learn new information and skills. Literature suggested that students’ Achievement Goals predict Learning Strategies but relationship between Achievement Goals and Academic Achievement was unclear (Atkinson, 1957). This study was carried out to explore the role of Learning Strategies as an explanatory mechanism between the relationship of Achievement Goals and Academic Achievement. A survey was conducted using Achievement Goals Questionnaire (AGQ), Motivated Strategies for Learning Questionnaire (MSLQ) and actual semester scores as an Academic Achievement. The sample consisted of 321 students of University. The results showed that Achievement Goals are positively related with Learning Strategies. There was a significant relationship found between Mastery Approach, and Performance Approach Goals, and Academic Achievement. The results also revealed that Resource Management Learning Strategies fully mediated the relationship of Achievement Goals and Academic Achievement but Cognitive/Metacognitive Learning Strategies did not mediate the relationship between Mastery Avoidanceand Performance Approach Goals, and Academic Achievement. The differences in demographic variables were also discussed and explained in the light of literature. Keyword. Achievement Goals, Learning Strategies, Academic Achievement 1.MSc Scholar,National Institute of Psychology, Center of Excellence, Quaid-i-Azam University, Islamabad.
{"title":"Achievement Goals and Academic Achievement: The Mediating Role of Learning Strategies","authors":"Muhammad Omer Shehzad","doi":"10.33897/fujp3.11","DOIUrl":"https://doi.org/10.33897/fujp3.11","url":null,"abstract":"The study investigated the relationship among Achievement Goals, Learning Strategies, and Academic Achievement. Achievement Goals are reasons for engaging in achievement activities and Learning strategies through which learners acquire and learn new information and skills. Literature suggested that students’ Achievement Goals predict Learning Strategies but relationship between Achievement Goals and Academic Achievement was unclear (Atkinson, 1957). This study was carried out to explore the role of Learning Strategies as an explanatory mechanism between the relationship of Achievement Goals and Academic Achievement. A survey was conducted using Achievement Goals Questionnaire (AGQ), Motivated Strategies for Learning Questionnaire (MSLQ) and actual semester scores as an Academic Achievement. The sample consisted of 321 students of University. The results showed that Achievement Goals are positively related with Learning Strategies. There was a significant relationship found between Mastery Approach, and Performance Approach Goals, and Academic Achievement. The results also revealed that Resource Management Learning Strategies fully mediated the relationship of Achievement Goals and Academic Achievement but Cognitive/Metacognitive Learning Strategies did not mediate the relationship between Mastery Avoidanceand Performance Approach Goals, and Academic Achievement. The differences in demographic variables were also discussed and explained in the light of literature. Keyword. Achievement Goals, Learning Strategies, Academic Achievement 1.MSc Scholar,National Institute of Psychology, Center of Excellence, Quaid-i-Azam University, Islamabad.","PeriodicalId":370700,"journal":{"name":"Foundation University Journal of Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114738774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Assessment of Disruptive Behaviour Disorder, Academic Performance, and School Social Behaviour of Children","authors":"Mamoona Ismail Loona","doi":"10.33897/FUJP3.12","DOIUrl":"https://doi.org/10.33897/FUJP3.12","url":null,"abstract":"","PeriodicalId":370700,"journal":{"name":"Foundation University Journal of Psychology","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121559172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
National Institute of Psychology, Quaid-i-Azam University, Islamabad The study designed to investigate the mediating role of trust in the relationship between rewards (including intimacy, passion, love, and spousal support) and marital satisfaction in married individuals (N = 250) including husbands (n = 129) and wives (n = 121) from Sargodha, Faisalabad and Chiniot. Source Specific Social Provisions Scale (Cutrona, 1989) was used to assess spousal support and Perceived Relationship Quality Scale (Fletcher, Simpson, & Thomas, 2000) were used in order to measure marital satisfaction, love, intimacy, passion, and trust among the participants. Pearson correlation demonstrated significant positive coefficients among all study variables. Results computed through SPSS and MACRO Process by Hayes (2013) supported the hypothesis by suggesting a partial mediation between the rewards and marital satisfaction. This study suggested that future researches should study couples rather than married individuals and that other third variables should also be studied within this relationship.
{"title":"Role of Trust in Relating Rewards and Marital Satisfaction among Married Individuals in Pakistan","authors":"Irsa Fatima Makhdoom","doi":"10.33897/fujp3.14","DOIUrl":"https://doi.org/10.33897/fujp3.14","url":null,"abstract":"National Institute of Psychology, Quaid-i-Azam University, Islamabad The study designed to investigate the mediating role of trust in the relationship between rewards (including intimacy, passion, love, and spousal support) and marital satisfaction in married individuals (N = 250) including husbands (n = 129) and wives (n = 121) from Sargodha, Faisalabad and Chiniot. Source Specific Social Provisions Scale (Cutrona, 1989) was used to assess spousal support and Perceived Relationship Quality Scale (Fletcher, Simpson, & Thomas, 2000) were used in order to measure marital satisfaction, love, intimacy, passion, and trust among the participants. Pearson correlation demonstrated significant positive coefficients among all study variables. Results computed through SPSS and MACRO Process by Hayes (2013) supported the hypothesis by suggesting a partial mediation between the rewards and marital satisfaction. This study suggested that future researches should study couples rather than married individuals and that other third variables should also be studied within this relationship.","PeriodicalId":370700,"journal":{"name":"Foundation University Journal of Psychology","volume":"89 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113990653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study has measured the impact of emotional intelligence and occupational stress on clinical anger among university faculty members. The objectives of the present study are to (i) study relationship among emotional intelligence, occupational stress and clinical anger in faculty members of universities (ii) find out the impact of emotional intelligence and occupational stress on clinical anger (iii) find out gender differences in emotional intelligence, occupational stress and clinical anger. The sample comprised of 200 faculty members including both males (n=100), and females (n=100),with age range between 35-55 years.Only those participants were selected who held at least Masters degree. Emotional Intelligence Scale (Wong & Law, 2002), Occupational Stress Index (Belkic, 2003) and Clinical anger scale(Snell, Gum, Shuck, Mosley, & Hite, 1995) were selected to measure the emotional intelligence, occupational stress and clinical anger respectively. Correlation, regression and independent samples t-test were applied to for data analyses. Results showed significant negative relationship between emotional intelligence and clinical anger. Results also revealed significant positive relationship between occupational stress and clinical anger. Emotional intelligence and occupational stress emerged as significant predictors of clinical anger. Findings of gender differences revealed that females had more occupational stress than males. Moreover, emotional intelligence was more in females than males. Better plans, considering emotional Intelligence, occupational Stress and clinical anger could be developed to reduce stress level for the psychological, physical, emotional health and wellbeing of university faculty members.
{"title":"Impact of Emotional Intelligence and Occupational Stress on Clinical Anger among Faculty Members of Universities","authors":"Syeda Sehrish Kazm","doi":"10.33897/fujp3.15","DOIUrl":"https://doi.org/10.33897/fujp3.15","url":null,"abstract":"The present study has measured the impact of emotional intelligence and occupational stress on clinical anger among university faculty members. The objectives of the present study are to (i) study relationship among emotional intelligence, occupational stress and clinical anger in faculty members of universities (ii) find out the impact of emotional intelligence and occupational stress on clinical anger (iii) find out gender differences in emotional intelligence, occupational stress and clinical anger. The sample comprised of 200 faculty members including both males (n=100), and females (n=100),with age range between 35-55 years.Only those participants were selected who held at least Masters degree. Emotional Intelligence Scale (Wong & Law, 2002), Occupational Stress Index (Belkic, 2003) and Clinical anger scale(Snell, Gum, Shuck, Mosley, & Hite, 1995) were selected to measure the emotional intelligence, occupational stress and clinical anger respectively. Correlation, regression and independent samples t-test were applied to for data analyses. Results showed significant negative relationship between emotional intelligence and clinical anger. Results also revealed significant positive relationship between occupational stress and clinical anger. Emotional intelligence and occupational stress emerged as significant predictors of clinical anger. Findings of gender differences revealed that females had more occupational stress than males. Moreover, emotional intelligence was more in females than males. Better plans, considering emotional Intelligence, occupational Stress and clinical anger could be developed to reduce stress level for the psychological, physical, emotional health and wellbeing of university faculty members.","PeriodicalId":370700,"journal":{"name":"Foundation University Journal of Psychology","volume":"315 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120875610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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