Procrastination has been seen as a dysfunctional and an unproductive behavior, which impacts the psychological well-being negatively. However, a study by Chu and Choi (2005)
The purpose of this study was to explore the perceptions of regular and special education teachers towards inclusion of special needs children into mainstream schools and to account for any differences in those perceptions. The study also aimed to investigate how these teachers' attitudes impact the implementation of inclusion into the regular education classroom. This study sampled 55 teachers from several elementary schools in Karachi. The instrument utilized for the study was the Opinions Relative to Integration of Students with Disabilities (ORI), a six-point Likert attitudinal scale, developed by Antonak and Larrivee (1995). The main finding of the study revealed that there was no significant difference in the perceptions of special education teachers and regular teachers with regards to the benefits of inclusion.
Research in CSR has generated a clear understanding on the role of and expectations from sustainable corporations. However, little attention has been directed towards non-corporate institutions such as universities, whose purpose and responsibilities are too ambiguous for any evaluations on them. The aim of this study is to contribute to the sparse literature on University Social Responsibility. This aim is achieved by investigating internal stakeholders' perception of their university's social responsibility initiatives to learn the initiatives that most impact their satisfaction with the institution. The first stakeholder group included 229 undergraduate students and were categorized on basis of their gender, degree program and semester. The second stakeholder group included 75 employees, both administrative and teaching faculty and were categorized on gender, age, tenure and education level. Results showed that students, especially from Business programs and employees were most satisfied when they perceived their university providing quality education, strong industry linkages and equal opportunities to all stakeholders. Specifically, for employees satisfaction levels and USR perceptions grew positively as their university tenure increased. However, after a tenure of 10 years, there was a slight decrease in employee satisfaction and USR perceptions. Both stakeholder groups gave little importance to their university's initiatives on research and innovation, implicating that future research should probe into the cross-cultural relevance of research work at universities.
This study examined the relationship between parental involvement and academic performance of students from grade 7 to 10. The sample consisted of 100 literate parents who were at least high school graduates (Inter or A levels), 50 mothers and 50 fathers who were randomly selected. Before conducting the research, two things were hypothesized. Firstly, parental involvement promotes students academic success and secondly mothers tend to be more involved than fathers. Correlation was used to examine the relationship between parental involvement and academic performance. The results showed that there was a strong positive correlation of .751 between parental involvement and academic performance. Regression analysis was used to determine how strong the relationship between parental involvement and academic performance was and significance level was found out to be less than 0.05 showing significant relationship. Independent t test was used to evaluate the difference between the participation of mothers and fathers and the results showed a significant level of 0.01 which was less than 0.05 showing significant variation in the participation of mothers and fathers with mothers participation was greater than the fathers. For both the hypotheses, null hypothesis was rejected and alternate hypothesis was accepted.
This research compares the friendship quality of young adults between same ethnicity and cross ethnicity in Karachi. The participants were 200 in total and were divided into 100 majority ethnicity group and 100 minor ethnicity group. They answered the McGill Friendship Questionnaire-Responder's (MFQ-RA). The results showed that there was no significant difference in the same ethnicity friendship quality between ethnic majority and minority groups. However the comparison of same ethnicity and cross ethnicity friendship quality by gender shows a significant difference in both positive feelings and satisfaction. Females got significantly higher friendship satisfaction in cross ethnicity but no significant difference in positive feeling.
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