This study seeks special education teachers’ perception of visually impaired students’ social adjustment in inclusive settings with qualitative & exploratory design. The sample of the study included 20 teachers working in inclusive schools in the Lahore district. A self-developed semi-structured interview protocol was administered to collect data with a purposive sampling technique. The instrument’s validity was assured by expert opinion (N=02). The instrument's reliability was confirmed through an extensive literature review. Four major themes were drawn from the thematic analysis of data i.e., teachers’ perception, problems of visually impaired students, peers influence, and teachers’ efforts. Findings revealed teachers perceive orientation and mobility, supportive behaviour, the least restrictive environment, assistive technology, and motivational support as major requirements for social adjustment of visually impaired students in an inclusive set-up. The study recommended appropriate training should be provided to teachers of inclusive settings about the social adjustment of visually impaired 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.

This present study has focused on the problems in the assimilation of English words for undergraduates in Hazara University. A survey descriptive design was used to collect data from fifty undergraduates selected through convenient-non probability sampling technique who were asked to comprehend the assimilation process in certain words in the selected clips from English movies. To measure the problems in assimilation for the students, the students were asked to reproduce the same speech. The statistical analysis of the data shows that undergraduates did not have any major issues in the comprehension of the assimilated sounds in English words as they identified the assimilated sounds from the available lexical items and the speech context itself. The findings of the study show that students had fewer issues regarding the comprehension of the assimilated speech by native speakers than the issues they had while reproducing the same speech in spoken form themselves. In light of the findings of the study, it is suggested that due attention should be given to speaking skills in order to eliminate issues of assimilation in connected speech.

In an important way, this study investigates various aspects of community development and social support among participants in computer technology-enhanced distance education programs. The current analysis focuses on the characteristics that define communities and how students build and maintain them. Drawing on a series of interviews with 17 students, the study highlights the importance of community and its contribution to supporting them. This process is very important in developing a sense of community among students. Students derive satisfaction from the temporal intimacy of live lectures and the associated whisper facility for socializing in Web Relay Chat. They also exploited the near-simultaneous use of email and the timing of assignment submissions to subtly initiate email exchanges among themselves, as observed in the study. Overall, the interviews conducted in the study indicated that a strong sense of community benefits both individuals and programs, supporting educators' efforts to create such communities for online learners.

The study determined the connection between teachers' affective commitment along with emotional exhaustion among students with the mediation of students' self-efficacy, intrinsic motivation, and extrinsic motivation in Pakistan. 309 responses have been collected from the students of HEIs in Karachi whereas PLS-SEM was employed to analyze data. Teachers’ affective support positively impacts students' self-efficacy and intrinsic and extrinsic motivation, whereas students' self-efficacy and extrinsic motivation harm students' emotional exhaustion. Regarding mediation analysis, the study revealed that Teachers' affective support harms students' emotional exhaustion with the mediating effects of students' self-efficacy as well as extrinsic motivation. Practitioners or educational psychologists must realize the likelihood that students' motivation and self-efficacy are possible approaches in which teacher affective support is associated with emotional exhaustion when administering such
interventions.

Past literature has shown that academic procrastination shares a negative association with an internal locus of control and self-variables, including self-esteem, self-regulation and self-efficacy. These self-variables may even have a negative effect on students’ academic performance. The aim of the current study is to explore whether students who have higher creative self-efficacy are less likely to experience academic procrastination. A correlational research design is used. Hence, the current research determines the relationship between academic procrastination, locus of control, and creative self-efficacy in Pakistani undergraduate students. Pearson's Product Moment Coefficient of Correlation is calculated. There are significant correlations between the three variables. Regression analysis indicates that both variables make a significant contribution towards academic procrastination. Results are discussed in light of the literature review.

This was an experimental study that has been conducted while taking BS Physics students from a Public sector university based in Lahore. The independent variable for the study was the Metacognitive skills development strategy (Thinking Aloud) enhanced with Cooperative Learning whereas the students' Metacognitive skills were the dependent variable. The sample (two groups, comprising 35 students in each) for the study has been selected with the help of Convenient Sampling. One of them was the experimental whereas the other was a controlled group. The Quasi-Experimental nonequivalent pretest-posttest control group design was used for the conduction of this research. The researcher used a performance test named "Metacognitive Skills Assessment Tool" (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) for the data collection. The results show that the intervention has a
considerable impact on the development of university students' metacognitive abilities.

This research was done to explore the head teachers’ transformational leadership style, to see its impact on students’ achievement. The descriptive quantitative and survey approach was applied to conduct this research. The data were attained from secondary school teachers about the transformational leadership style of their heads through a five-point questionnaire. The matriculation results of students from sampled schools were also taken to see the effect of the head's leadership style on students' achievements. The purposive sampling method was used to collect data. Eight representative schools were selected from the district Lahore cantonment area and fifteen teachers were selected from each school to collect data and analyse SPSS. The data is presented in frequency distribution tables. Descriptive and influential statistics were applied to infer from data. It revealed that school heads with transformational leadership styles and strict rules regulations clear goals and values had a high effect on students’ achievements.

The purpose of this study was to analyze the relationship of emotional intelligence with academic resilience. A sample of 400 students were taken from 10 different departments of the university of Malakand. These 10 departments were further accumulated into 3 faculties i.e. 1. Faculty of Physical Sciences, 2. Faculty of Social Sciences, 3. Faculty of Arts and Humanities.  Among these, 4 of the departments were taken from physical sciences, 3 from social sciences and 3 from arts and humanities. The data was collected through simple random sampling technique. The first instrument was an emotional intelligence scale which was self-report consisting of 45 items of Likert scale, second instrument was academic resilience scale of 27 items, self-report, Likert scale was used. Data was analyzed through SPSS by applying descriptive statistics and correlation between variable i.e. emotional intelligence and academic resilience. The study found positive correlation between emotional intelligence and academic resilience.  

"How does our minds connect to dissatisfaction in relationship with others and the mindset that arises at a result hereof a connection?" is a question that needs an answer. The researchers aimed to survey university students. Examining the interplay between anxiety, mental wellness, and happiness, this research used an overall correlational methodology. Three hundred individuals, comprising both undergraduates and graduates, were selected from a variety of schools using a purposive sampling approach. The collected data was sorted and evaluated using SPSS (26). There was a negative link between interacting anxiety and both cognitive health and life happiness, according to the findings of the correlational analysis. On the other side, living a fulfilled life was positively correlated with psychological well-being. Anxiety about social interactions and overall pleasure are both influenced by an individual's mental health, according to model-wise regression with lines analysis.