An Investigation of Emotional Intelligence and its Association with Self-Efficacy at Higher Education Level in Pakistan

The present study examined the effects emotional intelligence on self-Efficacy of tertiary education students. Two scales Schutte Self-Report Emotional Intelligence Scale 44 and Schwarzer & Jerusalem Self Efficacy Scale 47 were used. The pilot study was conducted to assess the reliability of the instrument and main study was conducted to assess the results on sample of the study. A sample of 50 students (25 males, 25 females) were taken from universities of Islamabad and Rawalpindi. Both questionnaire were administered to the sample. The psychometric properties of pilot study were found satisfactory. In second phase main study was conducted which considered of sample of 200 university students (100 males and 100 females). The psychometric properties of main study were also satisfactory. Scores were analysed using SPSS software. Results of demographic variables such as age, birth order, mother education, father education and number of siblings are positively correlated with both scales and sub scales. The results were significant at (p<0.05) of mean differences with gender, education and family system. This survey consists of three hypotheses, which were accepted.

Would John Stuart Mill Support or Reject Net Neutrality?

In this article, the philosophy of John Stuart Mill is applied to the notion of net neutrality. It is argued that Mill would support net neutrality, provided it does not come in conflict with the principles of capitalism. The essay posits that Mill would contend that net neutrality would be supported if it promoted the greatest good for the greatest number of people. On the other hand, Mill would be against net neutrality if it harmed others, particularly those individuals without market power. The article observed that Mill believed that the purpose of government is to ensure the welfare of the people. In general, the paper concludes that Mill would probably have supported net neutrality.

How to Represent Abstract Concepts? From the Perspective of Conceptual Metaphor Theory

How human understand and represent concepts is always a hot topic in cognitive psychology. According to the conceptual metaphor theory 1, 2, understanding and representing abstract concepts rely on concrete concepts via metaphoric mappings. In this review, we discussed three core issues with the aim to have a comprehensive understanding of conceptual metaphors. First, I describe the underlying process of metaphoric mappings. Lakoff and Johnson (1999) 2 put forward that the source domain (concrete concepts) can be used to represent the target domain (abstract concepts). The metaphoric mappings from source domains to target domains are characterized as image schemas, which structure and provide sensory-motor grounding for abstract concepts. Then, I concerned on the directionality (the second issue) and automaticity (the third issue) of metaphoric mappings. According to conceptual metaphor theory, metaphoric mappings have the directionality from the concrete domain to the abstract domain, which is an automatic and obligatory process with neither effort nor awareness. However, directionality and automaticity were debated by recent research. In this article, by focusing on the three important issues I provided a comprehensive review which would help deepen our understanding about the nature of metaphoric mappings.

Causes and Self-regulatory Mechanisms of Frustration: A Qualitative Exploration of Rock Climbers

In recent years, rock climbing has become increasingly popular around the world. However, due to its challenging and competitive nature, it is common for rock climbers to encounter frustration. It leads to negative emotions, reducing participation, and withdrawal behavior, which requires effective self-regulation. Therefore, the purpose of this study was to explore the causes and self-regulatory mechanisms of frustration in rock climbing. Using qualitative methods, 15 rock climbers were interviewed, and 6 themes were identified by thematic analysis. Task comparison and social comparison are the main causes of frustration in rock climbing. The self-regulatory mechanism of task comparative frustration includes focusing on tasks and habitual reflection. The self-regulatory mechanism of social comparative frustration involves emotion regulation and changing goal orientation. It is suggested that future rock climbers, especially beginners, deal with frustration through the self-regulatory mechanisms that can help them enjoy and pursue rock climbing.

How Long a Motivation May Last?

Motivation is a kind of goal which ones could have over short or long terms in life. It could include both intrinsic and extrinsic types. Intrinsic motivations are composed of long term goals which associated with the internal individual‘s motivation whereas extrinsic motivations are empowered by external environments. Correspondingly, with considering the individual endurances, the type of hardships in different types of motivations is varied. In this between, the individual devotion in relation to their goal is determinate factors. Some people devoted their entire life to their goals, so how determinate you are?

On the Role of Cholecystokinin (CCK) in Fear and Anxiety: A Review and Research Proposal

Cholecystokinin (CCK) is found in high concentrations in cortical and limbic structures including the amygdala of rodents, and evidence has been gathered supporting a role for CCK in the neurobiology of anxiety. A variety of animal models have been used to study a central state of fear or anxiety, state that appears to produce a complex pattern of behaviors highly correlated with each other. It is now well established that the amygdala in particular is a critical link in the pathway through which sensory stimuli come to acquire fear evoking properties. The purpose of the proposed experiments is to study the role of the putative neurotransmitter CCK in fear and anxiety in vivo by means of a methodology coupling electrochemical and electrophysiological measurements in various brain areas. Indeed, the association of in vivo differential pulse voltammetry (DPV) with in vivo extracellular single unit recording could be able to provide concomitant physiological and neurochemical indications and to relate them to behavioral events. To further study and support the initial observations pharmacological experiments will also be performed by means of CCK receptor agonists and antagonists. This may eventually lead to development of more effective pharmacological strategies for treating clinical anxiety disorders.

The Relation between Sports Participation and Academic Achievement: The Mediating Role of Parental Support and Self-Esteem

Sports participation reported in a positive relationship with health and academic achievement. Sports participation may improve cognitive health leading to improved academic achievement. Some other factors may also be involved in this regard including parental support and self-esteem. In this study, we examined the relationship between sports participation, parental support, self-esteem and academic achievement due to concern about reduced education level of students and serious lack of research regarding this issue in Pakistan. We hypothesized that sports participation would influence students’ academic achievement. We further conceptualized a mediation model in which sports participation enhanced academic achievement through enhancing parental support and self-esteem. 248 students from three universities of Pakistan (male = 188; mean age = 17.5, SD = 1.15; female = 60; mean age =17.3, SD = 1.18) participated in the study, in which questionnaires were used to measure parental support, sports participation, and self-esteem. Two scales were used to measure parental support (school based parental support and sports participation based parental support). Sports participation level was measured using an adapted version of The Physical Activity Index (PAI) Scale consisting of 3 items. Rosenberg self-esteem scale assessed self-esteem. Data analysis was performed using the structural equation modelling.We found no direct relationship between sports participation and academic achievement. We found parental support and self-esteem as mediators in the relationship between sports participation and academic achievement. The mediational models suggested focus on vital role of parental support and self-esteem to have better academic performance.

Causative Factors behind an Efficacious Teacher: Evaluating Teacher Efficacy

In the third world school dropout rates are the highest, which is largely attributable to a dearth of efficacious teachers. The present research is an analysis of the teacher efficacy based on the teaching milieu. The Ohio State Teacher Efficacy Scale was used for data collection. Probability sampling design was used to select 171 secondary school teachers. As per the results, subject specialization affects teacher efficacy the most whereas, institution type influences teacher efficacy the least. The less experienced teachers have a greater self-efficacy than the experienced teachers, teachers teaching uncrowded classes are more efficacious than those teaching crowded classes.

Prevalence of Psychological Distress in Suriname In Urban and Rural Areas: The Suriname Health Study

Objective: To describe the presence of mental distress in a representative sample of the Surinamese ethnic groups in the population, across urban and rural areas. Design and Methods: The Kessler Psychological Distress Scale was applied to data from the Suriname Health Study (n=5,434 (15 to 65 years)) designed according to WHO Steps guidelines,to determine prevalences for mental distress in all living areas. Calculations were made in subgroups of sex, age, ethnicity, education, income, marital and employment status. The Odds Ratio (OR) for Sex and Ethnicity was estimated for mild-moderate and severe mental distress. Results: An overall prevalence of 3.8% (95%CI, 3.3-4.4) was observed for severe mental distress, 4.9% (95%CI, 4.4-5.5) for moderate mental distress and 10.8% (95%CI,10.0-11.6) for mild mental distress. The OR for mild-moderate and severe mental distress was 0.7 and 0.5 for men compared to women and higher prevalence of all categories of mental distress were found in women compared to men. Respondents with lower education and lower income showed higher prevalence of all categories of mental distress. Prevalence was also higher among respondents living in urban versus rural coastal areas, among singles versus people living with a partner and in unemployed versus employed. Maroons had higher Odds for mild-moderate and severe mental distress compared to Hindustani. Amerindian and Javanese had lower Odds for mild-moderate mental distress and Creole had lower Odds for Severe mental distress compared to Hindustani. Conclusions: Overall 19.5% of respondents reported mental distress. The main risk factors were female gender, Maroon ethnicity, low level of education and income, living in urban areas, unemployment and being single.

Where Do You Sit in Class? A Study of Spatial Positioning During Two Courses of Different Duration

The objective of this study was to study the selection of seat location by individuals in a group in a confined environment and to identify the factors leading people to prefer one location to another. We analyzed the seating location of students in a lecture hall over the course of two academic programs of different durations (19 days and 44 days). The goal was to determine the rate at which participants would settle into a specific seat location. Unobtrusive photography was used to collect objective data on an hourly basis. Results showed that in both courses participants began to settle into a specific location from the second day of class. Twenty percent of the participants had settled after 4-7 days or 15.5 hours in class. Settling continued for the duration of the shorter course. However, in the longer course settling stopped after 28.5 days on average. The plateau in the number of settlers depended on the number of days, not on the time actually spent in class. At the end of the longer course 52.5% of the participants had settled, compared to 38.9% in the shorter course. Settling into the same seat location can be interpreted as a strategy to establish a personal territory. These results indicate that about half of a cohort expresses the need for establishing a personal territory when in a confined and crowded environment, and this process takes about one month.