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This cross-sectional study addressed the question of how peer rejection
sensitivity may contribute to the relationship between teacher rejection
sensitivity and psychological maladjustment among adolescents. Data
were collected through Urdu version of Children Rejection Sensitivity
Questionnaire (CRSQ; Shujja et al., 2017) and Personality Assessment
Questionnaire (PAQ; Naz & Kausar, 2013) from the conveniently drawn
sample including boys (n =140) and girls (n = 160) of 14-18 years.
Moderation analysis was carried out and results revealed that peers’
angry reaction to ambiguously intentioned rejection positively moderated
the relationship between teachers’ angry reaction to ambiguously
intentioned rejection and psychological maladjustment. It means that that
the nature of relationship between teachers’ angry reaction to
ambiguously intentioned rejection and psychological maladjustment
becomes positive when peers’ angry reaction to ambiguously intentioned
rejection is low. Partially inconsistent with the existing literature, girls
were high on peer and teacher rejection sensitivity but low on
psychological maladjustment compared to boys. Findings were discussed
within indigenous perspective.
* Sultan Shujja, PhD, Farah Malik, PhD, Adnan Adil, PhD. (2019) Teacher Rejection Sensitivity and Psychological Maladjustment among Adolescents: Moderating Role of Peer Rejection Sensitivity, Journal of Behavioural Sciences, Volume 29, issue 2.
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