Occupational Stress: Associated Factors, Related Symptoms, and Coping Strategies Among Secondary School-heads

This study examined occupational stress, its related symptoms, associated factors, and coping strategies among heads of secondary schools in Kohat Division, Pakistan. A sample of 101 secondary school-heads was taken using a multistage sampling technique. Occupational Stress Index (Shrivastava & Singh, 1981) followed by four open-ended questions was used to investigate the study variables. Findings revealed that heads of secondary schools were occupationally stressed in their workplace. The most associated factors causing occupational stress were poor compensation, work overload, lack of effective advancement and promotion policy, poor implementation of education policy, lack of basic facilities, political interference, and under-participation. Several symptoms such as headaches, alterations in blood pressure, and digestive problems, were found to be associated with an increased risk of occupational stress. Furthermore, various related perceived physiological, psychological, and behavioral consequences were found to be caused by stress at work. Findings suggest that a comprehensive strategy promoted by the education department should be recommended for reducing stress among secondary school-heads and improving their wellbeing and other health-related conditions at the workplace.

Examining Ease and Challenges in Tele-Assessment of Children Using Slosson Intelligence Test

As the world came to terms with the longevity of the COVID-19 crisis, there came a mass migration towards tele-health services which included tele-assessments. Practitioners argued that delaying assessments would mean a delay in provision of services. Therefore wherever possible, assessment procedures were modified to cater to an online setting including assessment of cognitive abilities. With its many advantages tele-assessment brings many unpredictable challenges. In this study we tried to explore those by administering the Slosson Intelligence Test-third edition (Slosson, 2006) on a sample of 29 school going children ranging in age from 6 to 16 years old, via Zoom. Observations were divided into two categories, that is, logistical and practical. Results showed that technology improves accessibility of services and solves many logistical problems such as availability of testing venues, and makes communication easier. However, practicality was hindered as the testing environment was less controlled and factors such as internet disruptions, limitations in observations, and presence of other people and things in the household may adversely affect the scores. Moreover, virtual fatigue could be a factor that practitioners need to consider.

Adaptation and Validation of Short Test of Music Preference Scale for Students With Music and Non-Music Majors

Music is a universal phenomenon however, despite its unified properties, the taste and preference of music may still vary as a function of ethnicity and culture. So, the present study aimed to adapt and validate the short test of music preference scale for music and non-music Pakistani students. In Phase I, the cultural adaption of the scale was carried out while the content validity index (Lawshe, 1975) was also established. However, in phase II, the Short test of Music Scale (STOMP) was validated, yielding confirmatory factor analysis. For the empirical evaluation, a sample of 561 students, including both 286 music and 275 non-music students of undergraduate level with the age range of 18-26 years were recruited. The psychometric evolution of STOMP turned into excellent validity and reliability estimates for first-order constructs. Moreover, strict measurement invariance was established for STOMP across music and non-music students. The validation of this scale would be a little effort to pave the way for music psychology to make research available to measure the construct indigenously.

Social Isolation, Illness Anxiety, and Quality of Life in Corona Survivors

The aim of this study was to investigate the relationship between social isolation, illness anxiety and quality of life in corona survivors. This paper focuses on moderating role of illness anxiety on the relationship between social isolation and quality of life of COVID-19 survivors who faced this disease in past 6 months. The sample comprised of 110 survivors of COVID-19. Purposive sampling was used to assess the participants with the help of Google forms. Social isolation was measured by using Lubben Social Network Scale (Lubben et al., 2006), quality of life was measured by WHOQOL-BREF (World Health Organization, 1996), and to measure illness anxiety Hamilton Anxiety Rating Scale (Hamilton, 1959) was used. Correlational analysis revealed that social isolation had positive relationship with illness anxiety. Illness anxiety had negative relationship with physical health, psychological health environment and overall quality of life. Moreover, moderation analysis revealed that illness anxiety significantly moderated the relationship between social isolation and quality of life. This research attempted to explore the social isolation during lock down and illness anxiety corporate in low quality of life in COVID-19 pandemic. This study has variety of clinical implications as this research gave us insight into the role of social isolation and illness anxiety on quality of life especially in this pandemic so it will help psychologists to take measurements accordingly.

Mediating Role of Locus of Control in Achievement Goals and Self Handicapping Strategies Among University Students

The present study aimed at finding the mediating effect of locus of control in the relationship between achievement goals and self handicapping strategies among university students. The sample consisted of 300 university students (150 females and 150 males) from public and private educational institutes of Islamabad. The sample was selected through convenient sampling technique. Self Handicapping Scale (Jones & Rhodewalt, 1982), Multidimensional Multi-Attribution Causality Scale (Lefcourt, Baeyer, Ware, & Cox, 1979), and Academic Goal Questionnaire (Elliot & Murayama, 2008) were used to explore the study variables. Meditational analysis was done using process macro. Results revealed the partial mediating role of external locus of control in the relationship between performance achievement goals and self handicapping strategies; while, internal locus of control partially mediated the relationship between mastery achievement goals and self handicapping strategies.

Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

The purpose of this research was to assess first year students’ social competency and coping strategies against their overall first semester academic achievement (GPA) at Arsi University. A sample (N = 360) of first year students was selected for the study. Slightly adapted versions of Social Competency Scale (Silvera, Martinussen, & Dahl, 2001) and Coping Strategy Scales (Carver, 1999) were used to assess these aspects. The results revealed that the majority students were good and some of them were identified as average on social competency dimensions. On the other hand, it was noted that majority of the students use avoidance coping strategies. Social competency has strong positive connection with student’s GPA but coping strategy has nonsignificant negative correlation with GPA. Both social competency and coping strategy slightly contributed to the variations in first semester GPA among first year students. Only college had a mediating role with partial mediation effect between social competency total and GPA. A significant difference was observed between male and female students in their GPA and social competency. Gender and religion had no mediation role between social competency, coping strategy, and first semester GPA of the students. In conclusion, it was implied that university students’ personnel should work on first year students’ adaptive coping strategies and social competencies.

Association of School Engagement, Well-being, Resilience, and Growth Mindset Among Adolescents in High School

The present study was designed to examine the relationship between school engagement and well-being through a sequential mediating role of growth mindset and resilience among adolescents. A sample of 350 adolescent students (male = 150) (females = 200) age ranged between 13-17 years participated from three main schools in Islamabad and Rawalpindi. Results indicated that present study variables including growth mindset, resilience, school engagement, and well-being were found to have positive associations with each other. Moreover, the sequential mediation path analysis showed that resilience and growth mindset acted as significant mediators between school engagement and well-being among adolescents. Furthermore, gender differences were also calculated indicating that female students showed greater school engagement, higher levels of growth mindset, and psychological well-being in comparison to male students. Findings of the present study emphasized understanding the key positive role school environment could have in enhancing resilience and growth mindset among students resulting in their greater well-being.

Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan

The present study was an attempt to validate the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990) for high school students of Afghanistan, with 81 items in Dari language. From different government and private high schools, 356 students (183 girls and 173 boys) participated in the study. SPSS Amos version 23 was used to confirm the psychometrics, using goodness of fit estimates from the data of 356 students. Out of the 15 subscales of the original MSLQ, six subscales that is Intrinsic Goal Orientation, Extrinsic Goal Orientation, Control of Learning Beliefs, Test anxiety, Effort regulation, and Help seeking got were not retained. Therefore, in the present context nine subscales of the MSLQ were found to be valid and reliable for assessing self-regulated learning strategies and using it on the children for planning educational interventions.

Psychological Well-being as a Predictor of Resilience Among University Students

The concept of psychological well-being and resilience shares common psychological features involved in positive human functioning. The theoretical dimensions of psychological well-being are deeply rooted in the philosophical approach to humanistic, existential, developmental, and clinical psychology. The present study was aimed to examine the predictable relationship of psychological well-being and resilience among undergraduate university students of Karachi. Secondly, it differentiates the functioning of male and female university students on the construct of psychological Well-being and resilience. The sample was comprised of 300 undergraduate students, purposively selected; with a mean age of 21.89 years belong to different universities of Karachi. The Scales of Psychological Well-being (Ryff, 1989) and The Connor-Davidson Resilience Scale (Connor & Davidson, 2003) were used as measures of this study. Findings indicated that psychological well-being was positive predictor of resilience. In the Scales of Psychological Well-being, the domain of autonomy and environmental mastery were the significant positive correlates of resilience. In addition, psychological well-being and resilience were found to be greater among female students as compared to male students. The findings of this study provide implications for positive education that enables students to robust their strengths and capabilities to increase their well-being and effective management of university life challenges.