It is crucial for students to lessen the academic stress with improving their study habits as they both are important for their academic achievement. Thus, the objective of the research was to explore the relation of academic stress and study habits with academic achievement of undergraduates in universities of Lahore. Research design of study was quantitative approach, followed by correlation research to obtain the objectives. Total population (undergraduate students of education departments), 1721 students; 1214 were from public universities and 507 were from private sector universities. Data was collected by using two questionnaires. The results of research showed that academic stress predicts 54.6% variance in the academic achievement whereas study habits contribute 53.2% variation in academic achievement. Results also showed that academic stress has significant but negative relation with academic achievement of students. It was observed that study habit had significant and positive relationship with academic achievement.
The objective of the study was to identify the relationship of different dimensions of perceived quality of home environment and self-concept of undergraduate university students. Correlational research was selected as the research design. The population of the study was university students of the education department of public and private universities of Lahore. The total population was 1760. A proportionate stratified random sampling technique was used to select the sample. The strata were formed on the basis of the nature of the universities. The total number of students selected as the sample was 528. The instrument consisted of three parts; the first part consisted of demographic information (gender, nature of institution). The second part consisted of the Home Environment Inventory, designed by Misra (1983) to measure the quality of the home environment and the third part consisted of the Self-Concept Scale by Rastogi (1979) to measure self-concept. Multiple regression analysis was used to determine the relationship between the variables. The results indicated a significant relationship between the home environment and the self-concept of university students.
The present study was an attempt to understand how emotions are related to academic stress. Emotions are an integral part of a human’s life. The nature of this study was correlational. Students from Education department at the undergraduate university level were selected as a population from both public and private sector universities in Lahore, Pakistan. Questionaries were used to collect data. To explore the relationship between emotional intelligence and academic stress multiple regression analysis was applied. For comparison between two groups like gender independent sample t-test was used and for comparison between more than two groups like different age groups, one-way ANOVA was applied. The results revealed that students with higher EI suffer less academic stress than others as they are more cognizant of their emotions.
The landscape of teaching has been changed due to online learning experiences. Due to its potential for greater flexibility, access, and responsiveness to learning experiences, it has many benefits for learners as well as higher institutions. Thus, the objective of the study was to investigate students self-regulation in online learning and its effect on their academic achievement at the undergraduate level. The study was quantitative in nature; a causal comparative research design was used. A questionnaire (SOL-Q-R) revised by Jansen et al. (2017) was used to measure the self-regulation of students. The total population was 1790 students, 1180 from public and 610 from private universities. A sample of 450 respondents was selected by using a stratified random sampling technique. The result showed that self-regulation has a significant effect on academic achievement. Students who have a high level of self-regulation were shown higher academic achievement.
The objective of the study was to find out relationship between perceived parenting styles of mothers and emotional intelligence among undergraduate students. Correlational research was selected as research design. The population of the study was undergraduate students of education department of public and private universities of Lahore. The total population was 1760. Proportionate stratified random sampling technique was used to select the sample. The strata were formed on the basis of nature of the university. The total number of students selected was 528. The instrument consisted of three parts; first part consisted of demographic information (gender, nature of institution, education of mother and working status of mother). The second part consisted of Parenting Authority Questionnaire (PAQ), designed by Buri (1991) which was used to measure parenting styles and the third part consisted of Emotional Intelligence questionnaire (EI) by Schutte (1998) which was used to measure emotional intelligence. Data was collected individually from participants through questionnaires by survey method. Both inferential and descriptive statistics were applied to analyze the data. Multiple regression analysis was used to determine the relationship between the variables and Independent sample t-test was used to determine the difference between the demographic variables.
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