relationship of authoritarian parenting style and academic performance in school students

The purpose of the present study was to demonstrate the predictive relationship between authoritarian parenting style and academic performance in school students. The sample of 100 school students [50 male and 50 female] with an age range 9 to 17 years with mean age of 14.6 [±SD= 3.69] were recruited from various educational institutions of Karachi, Pakistan. The Authoritarian Parenting Style was assessed through subscale of Parental Authority Questionnaire [PAQ; Buri, 1991] whereas he Academic performance was assessed through last class achieved grade point. The Linear Regression analysis was employed for statistical analysis of the data. Results reveal authoritarian parenting style as a significant predictor of academic performance in school students. The authoritarian parenting style accounted for 38% variance in scores of academic performance. The implications and avenues for future studies are discussed

comparative study of intrapersonal skills

The purpose of the present research was to determine the effect of learning disabilities on Intrapersonal skills. It is hypothesized that the non learning disabled students will have higher Intrapersonal skills than the learning disabled students. The sample comprised 80 learning disabled and 80 non learning disabled students. The learning disabled group includes 51 boys and 29 girls. The non learning disabled group includes 41 boys and 39 girls. The learning disabled group was randomly selected from remedial schools and schools with screening psychologists and psychological clinics. The non learning disabled group was randomly selected from normal schools of upper middle and upper socioeconomic strata. In order to gain information regarding age, sex, qualification, parents, income and any other psychological problem Demographic Variable Form, and in order to measure the Intrapersonal skills the Intrapersonal subscale of the Bar-On Emotional Quotient Inventory, Youth Version was administered. For statistical analyses of the data t-test was applied. Findings suggest insignificant difference in the level of Intrapersonal skills between the two groups p>05 level

Comparison of positive affect among learning and non learning disabled students

The purpose of the present research was to determine the effect of positive affect on learning disabilities. It was hypothesized that the non learning disabled students will have higher mean scores on the variable of general mood than the learning disabled students. In order to measure the positive affect the General mood subscale of the Bar-On Emotional Quotient Inventory, Youth Version was administered. The sample comprised of 80 learning disabled and 80 non learning disabled students. The learning disabled group included 51 boys and 29 girls, randomly selected from remedial schools and schools with screening psychologists. The non learning disabled group includes 41 boys and 39 girls and randomly selected from normal schools of upper socioeconomic strata. In order to gain information regarding age, sex, qualification, parents' income and any other psychological problem a Demographic Variable Form was administered. For statistical analyses of the data t-test was applied. Findings suggest significant difference in the level of general mood between the two groups at p<0.05 level

Learning disabilities as a risk factor for interpersonal skills

The present research was conducted to assess the difference between learning and non learning-disabled students on the variable of interpersonal skills. A comparative study Place and duration of study: Different educational institutions, remedial schools for learning disabled students and different psychological clinics during the year 2004 and 2005. After detailed literature review it was hypothesized that non-learning disabled students would have higher mean scores on interpersonal skills than learning disabled students. The sample [N-160] consisted of two groups [80 - LDs and 80 - NLDs] of students from different normal and remedial schools and different psychological clinics. The mean age range of students was from 8 to 18 years. The interpersonal subscale of Bar-On EQ-i- YV was administered. In order to find the difference in interpersonal skills t-test for independent sample was applied. Results showed that LDs scored higher on interpersonal skills [t = 7.934, df = 158, p <.01] as compared to NLDs. LDs have higher interpersonal skills as compared to NLDs