Department of Psychology
Permanent URI for this communityhttps://repository.cuilahore.edu.pk/handle/123456789/255
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Item Mindfulness, Emotional intelligence and Academic adjustment in college students(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2024) Ayesha Azam; Sp20-BPY-003; Ms. Zaeema Farooq; LHR TP 8892The purpose of the present study was to investigate the relationship between mindfulness, emotional intelligence and academic adjustment in college students. A correlational design was used, and the sample consisted of 400 college students, including males (n= 200) and females (n=200) with age range 16 to 18 with (M= 17.39, SD= 1.12) from public and private colleges in Lahore. The Mindful Attention Awareness Scale (MAAS: Brown & Ryan, 2003), Emotional Intelligence scale (EIS: Mayer & Salovey, 2002) and Academic Adjustment Scales (AAS: Anderson, 2016) were used to measuring attention to and awareness across several domains of experience in daily life. Results revealed that Mindfulness had a positive correlation with emotional intelligence, academic achievement, and academic motivation while negative correlation with academic lifestyle. emotional intelligence had a negative correlation with academic lifestyle while positive correlation with academic achievement and academic motivation. results showed that academic lifestyle had a negative correlation with academic achievement and academic motivation. Mindfulness was a positive predictor of emotional intelligence. Emotional intelligence was a negative predictor of academic lifestyle and positive predictor of academic achievement and motivation. Mindfulness has a negative indirect effect on academic lifestyle and significance positive indirect effect on academic achievement and motivation. While emotional intelligence mediates the relationship between mindfulness and academic lifestyle, motivation and achievement. This study highlights the importance of mindfulness and emotional intelligence in shaping positive academic outcomes, emphasizing their importance for fostering academic achievement, motivation, and effective adjustment among college studentsItem Parenting Styles, Birth Order and Emotional Intelligence in Young Adults(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2023) Hajra Javed; Sp20-BPY-022; Ms. Hamna Zahid; LHR TP 8865This study aimed to assess the role of different parenting styles (authoritative, authoritarian, permissive) and birth orders (only child, first-born, second-born, third-born, fourth-born) as predictor of emotional intelligence also assess the relationship of parenting styles (as perceived by the children) with emotional intelligence in young adults. It was hypothesized that there would be an association between parenting styles, birth order and emotional intelligence in young adults. Moreover, parenting styles, birth order are likely to predict emotional intelligence in young adults. The sample comprised of 300 university students (N=300), including males (n= 149) and females (n=151) with an age range of 19 to 25 years. Convenient sampling strategy was used to approach participants and data collection from different universities of Lahore. To assess the perceived style of parenting, Perceived Parenting Style Scale by (Divya, Manikandan 2013), birth order by (Larie, 2001) was used and to assess the level of emotional intelligence, Schutte’s Self-Report Emotional Intelligence Test (SSEIT) was used. Using SPSS 26 Pearson product-moment correlation, hierarchical regression analysis and t test as an additional analysis were applied to compute the results. The study found that there is a positive relationship between authoritative parenting and emotional intelligence and negative relationship between authoritarian and permissive parenting styles and emotional intelligence. Parents would be able to understand the importance of the parenting style they are using and how they are effecting their kid’s mental and emotional health.Item Emotional Intelligence, Resilience and Mental Health Problems in University Students(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2019) Amna Iftikhar; Sp15-bpy-002; Zainab Raza; LHR TP 5408The present study investigated that relationship between emotional intelligence, resilience and mental health problems in university students. Correlational study was conducted with sample size of n=250 both male (n=139) and female (111) from COMSATS university Islamabad Lahore campus. The data was collected by using convenient sampling. It was hypothesized that there is likely to be a relationship between emotional intelligence, resilience and mental health problems (stress, anxiety and depression) of university students. It was also hypothesized that emotional intelligence and resilience are likely to predict mental health problems of university students. 3 scales were used in the study Brief Emotional Intelligence Scale (Kirk, Schutte, & Hine, 2008), Nicholson McBride Resilience Questionnaire (Davies, Lane, Devonport & Scott 2010) and Depression, Anxiety and Stress Scale - 21 Items (DASS-21) (Lovibond & Lovibond, 1995). Pearson Product Moment Correlation was used to find out the relationship between emotional intelligence , resilience and mental health problems among university students. Moreover, Hierarchical Regression was used to evaluate that mental health problems are predicted by emotional intelligence and resilience. The results showed that there is a significant negative relationship between emotional intelligence, resilience and mental health problems. The results elaborates that if the emotional intelligence score is higher the student have less mental health problem and is resilient. The results also shows that when resilience is low mental health problems are more predicted. The study implies that more work can be done on students to make them more emotional stable and resilient to cope with hard situations and bounce back to the ordinary.