Authors:
Hira Jamshed [1], Dr. Ume Kalsoom [2], Hira Nauman [3],
DOI: https://doi.org/10.37605/pjhssr.v8i1.1
DOI: https://doi.org/10.37605/pjhssr.v8i1.1
Abstract
Individuals with disabilities experience poorer mental health outcomes in comparison to their non-disabled counterparts; however, the degree to which disability impacts mental health remains ambiguous. This study employs this dataset to evaluate the correlation between disability and the diagnoses of depression and anxiety, in addition to assessing stress among adult populations. We measured the occurrence of mental health issues among 185 respondents. Chi square analysis estimated the odds of mental health diagnoses among physically disabled and not physically disabled samples. Gender differences were measured using the T test and for relationship among variables, Pearson Coefficient of correlation was used. Physically disabled people have significantly more probabilities of depression, anxiety and stress than nonphysically disabled people, χ 2 (4) = 46.86, p = .000, χ 2 (4) = 76.82, p = .000 χ 2 (4) = 16.79, p = .000 respectively. There are significant means differences for males (M = 15.12, M = 15.96, and M = 13.46) and females (M = 21.12, M = 22.05, and M = 20.42) on depression, anxiety and stress scales respectively. Results show significant correlation among anxiety and depression (r = .86, p = .000), stress and depression (r = .92, p = .000) and between stress and anxiety (r = .89, p = .000). Results support that physically disabled people have lower mental health than nonphysically disabled people.
Authors:
Shamsa Kanwal [1], Dr. Nazia Nawaz [2],
DOI: https://doi.org/10.37605/pjhssr.v8i1.2
DOI: https://doi.org/10.37605/pjhssr.v8i1.2
Abstract
This study explores the home- and school-related factors contributing to learning difficulties among primary school students in District Peshawar, Khyber Pakhtunkhwa, Pakistan. Adopting a cross-sectional quantitative design, data were gathered from 1,000 students (Grades 3–5) and 150 teachers across 20 randomly selected public and private schools. Stratified random sampling ensured balanced representation across Union Councils and school types. A validated Learning Difficulties Checklist was used to assess students’ academic challenges, while data on class size, teacher qualifications, and parental education were collected through questionnaires and school records. The analysis revealed a significant relationship between class size and learning difficulties, with larger classes associated with more pronounced academic challenges. Parental education also showed a strong inverse correlation with learning difficulties, indicating that children of more educated parents tend to face fewer academic issues. However, teacher qualification did not have a statistically significant effect on learning outcomes (p = 0.102). These findings underscore the critical roles of class size and parental involvement in addressing learning difficulties, while suggesting that qualifications alone may not reflect a teacher’s effectiveness without considering additional factors like experience and instructional methods.
Authors:
Dr. Muhammad Zia-ur-Rehman [1], Sheraz Afzal [2],
DOI: https://doi.org/10.37605/pjhssr.v8i1.3
DOI: https://doi.org/10.37605/pjhssr.v8i1.3
Abstract
This study examines as to how EL (Ethical Leadership) and EI (Emotional Intelligence) affect employees' pro-environmental behavior in their organizations on voluntary basis, and how emotional intelligence amplifies the impact of EL on voluntary PEB of Employees. To conduct the research, quantitative tools and techniques were employed. Data were collected through adapted questionnaires. Systematic random sampling technique was adopted to draw a sample from population of a Public Sector University from Islamabad. Out of 500 questionnaires, 200 were properly filled, and returned. Based on theory of Social learning, it could be concluded tentatively, that EL and EI positively influenced the voluntary PEB of the employees. Smart PLS Software 4.0 was used to analyzed the results which were consistent with the literature. Moreover, future recommendations have also been put across.
Volume No. 08
Issue No. 01
