The impact of Social Networking Sites (SNS), especially, Facebook in marital relationships is increasing in Pakistan. A model based on negative-effect hypothesis about SNS use was designed to test the effect of Facebook use intensity on marital satisfaction among married Facebook users. Sample comprised of 302 married Facebook users from capital city of Pakistan. Data were conveniently collected through using Urdu versions of Interpersonal Electronic Surveillance Scale (Tokunaga, 2011), Trust in Close Relationships Scale (Rempel, Holmes, & Zanna, 1985), Facebook Jealousy Scale (Muise, Christofides, & Desmarais, 2009), Comprehensive Marital Satisfaction Scale (Blum & Mehrabian, 1999), and six items for Facebook Use Intensity. Marital satisfaction as assumed was found to have significant positive relationship with trust in relationship and significant negative relationship with Facebook related jealousy and online surveillance. Findings revealed a process whereby Facebook related jealousy and online surveillance were the mediators for the trust and Facebook use intensity as predictors in predicting marital satisfaction. Men were found to be more satisfied and have more trust on their wives as compared to women. Women possessed more jealous feelings and indulged in more surveillance of their spouses on Facebook as compared to male counterparts. This conceptualization showed the causal relationship between intensity of Facebook usage and marital satisfaction that can help in studying the impact of growing technology upon marital relationships in Pakistani context.

The present study aimed to explore the role of metacognitive awareness of reading strategies, research anxiety, and attitude towards research in research self-efficacy among students at university currently conducting research as part of their degree requirement. The role of perceived supervisor’s satisfaction from research and intensity of reading as moderators was also analyzed. Research Self-Efficacy Scale (Rezaei & Zamani-Miandashti, 2013), Metacognitive Awareness of Reading Strategies (Mokhtari & Reichard, 2002), Research Anxiety Scale (Rezaei & Zamani-Miandashti, 2013), and Attitude towards Research Scale (Rezaei & Zamani-Miandashti, 2013) were used to collect data from purposively drawn sample of 300 university students who were conducting research as part of their degree requirement. Regression analysis revealed metacognitive awareness of reading strategies to be the strongest predictor of research self-efficacy, with research anxiety and attitude towards research being mediators. Further analysis revealed supervisor’s satisfaction for research anxiety and intensity of reading for metacognitive awareness of reading strategies to be significant moderators in effecting research self-efficacy. The study findings have been discussed in detail, alongside the implications of the study as well as suggestions for further research in the area.

The purpose of the present study was to translate Gender Minority Stress & Resilience Scale (GMSR; Testa, 2014) into Urdu language for construct validity of the scale for gender nonconforming individuals living in Pakistani culture. This purpose was accomplished in two phases. In the first phase, the GMSR Scale was translated in to Urdu language by following the steps of back translation method suggested by Brislin (1972).To establish the construct validity of GMSR Scale, data was collected in two phases, first from transgender community to determine convergent validity of the scale, in second stage from gender nonconformist individuals living in general population, a total of 420 gender nonconformist individuals, males(n =215) and females (n = 205) from different cities including Rawalpindi, Islamabad, Lahore, Gujrat, Sialkot and surrounding of these cities. Data was collected through snowball sampling from all these cities. Study participants were informed about the nature of the study and signed consent was obtained. Data was analyzed to establish construct validity of Urdu version of GMSR Scale. Results indicate that all scales and respective items of the Urdu version of original GMSR Scale show good fit. Reliability analysis through SPSS also indicated satisfactory values of Cronbach alpha. This study facilitated us to establish a valid and reliable measure for upcoming studies on Gender diversity and gender nonconformity in Pakistan using GMSR Scale. Keywords: Gender Diversity, Gender Nonconformity, Gender minority stress, resilience, Pakistan

Purpose The purpose of this paper is to establish the reliability and validity of an expended scale with translation, adaptation and cross-language validation of the student: thinking about my homework (STP) (Bareno, 1997; Hoover-Dempsey et al., 1999; Hoover-Dempsey and Sandler, 2005). Design/methodology/approach Response items rating are made from four-point Likert-type scales ranging from the 1 (never) to 4 (always). This study includes two versions of the scale: mother’s school involvement version (STPM) and father’s school Involvement version (STPF). Both versions have been translated from English language into Urdu language with a sample of 200 students. Standard back translation method was used for translation and adaption of the scale (Brislin, 1976; Hambleton, 1994). The ages of the students ranged from 12 to 18 years. Findings The overall scale has good internal consistency reliability. Exploratory factor analysis was performed to explore covert and novel configuration of these versions (father’s school involvement and mother’s school involvement). Results revealed that mother’s school involvement consisted of 21 items, and father’s school involvement consisted of 22 items. Originality/value The investigated scale provides assessment of father’s and mother’s school involvement, respectively, in order to achieve better understanding of family’s role in academics.

The purpose of the study was to explore modes, strategies, and consequences of cyberbullying perpetration and victimization among university students. In-depth interviews of 14 volunteer university students (8 male and 6 female) were conducted who volunteered to participate in the study in which 10 participants were “cybervictims” whereas 4 were “cyberbully-victim”. Interview guide was used for conducting unstructured interviews. Thematic analysis of the interviews revealed different experiences in cyberspace with respect to gender and role (cybervictim and cyberbully-victim) in experiencing cyberbullying and cyber-victimization. Three themes emerged that is psychological consequences (emotional, behavioral, and cognitive), social consequences (family and peers), and change in lifestyle (online, offline, and academic). Facebook was found to be the most prevalent mode of cyberbullying. The cyberbully-victim participants derived more happiness while bullying and had revengeful attitude; whereas, cybervictims experienced more depression, increased family surveillance, social isolation, and became aware of negative consequences of social networking sites, became more vigilant and conscious in cyberspace. Moreover, the consequences reported by cyberbully-victim were distrust on security settings, low academic achievement, and their peers learnt from their cyberspace experience. Perception of cyber-victimization was different across gender and its psychological impact was more pronounced for girls than boys. The results and implications were discussed in Pakistani context.

The present study aimed to evaluate the effectiveness of an art based intervention program on reducing emotional and behavioral problems by improving life skills and self-esteem of institutionalized children. Pre-test Post-test control group design was used for the purpose of the study. Scales used were the English caregiver version of the Strengths and Difficulties Questionnaire (Goodman, 1977), Urdu self-report version of the Strengths and Difficulties Questionnaire (Younis, Jami, & Masood, 2016) and Rosenberg’s Self-Esteem Scale (Rosenberg, 1965). The Life Skills Assessment Scale was developed and validated. The study was conducted at Child Protection Bureau, Rawalpindi containing a sample of 28 boys aged 11 to 17. After screening based on the assessment of the teacher on The Life Skills Assessment Scale and SDQ, children were randomly assigned to control and experimental groups. Pre-test was conducted with the children using SDQ and Rosenberg’s Self-Esteem Scale while the teacher had filled SDQ and the Life Skills Assessment Scale. The experimental group received four weeks of an art based intervention while the control group received regular classroom lectures on life skills. After post-test and analysis in SPSS 21, results confirmed that life skills and self-esteem of the experimental group improved significantly while emotional and behavioral problems decreased.

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