Impact of Parenting Styles on Emotional Maturity and Self-esteem among Special Needs Students

2026-05-10T16:40:22+05:00

This study examined the impact of parenting styles on emotional maturity and self-esteem among special needs students in Southern Punjab, Pakistan. The study specifically focused on authoritative, authoritarian, permissive and neglectful parenting styles among students from Bahawalpur, Multan and Dera Ghazi Khan divisions. Parenting styles play an important role in shaping the emotional and psychological development of children, particularly special needs students. Positive parenting practices contribute to emotional stability, confidence and self-worth, whereas negative parenting behaviors may create emotional and psychological difficulties among students. The study used a quantitative research design and survey method. The population consisted of special needs students from Southern Punjab, while 320 students were selected through multistage sampling using the G*Power sample size determination method. A structured questionnaire containing 60 items was used for data collection. Data were analyzed through SPSS-27.0 and SmartPLS using descriptive statistics, Pearson correlation, regression analysis and hypotheses testing.
The findings revealed that authoritative parenting style had a significant positive relationship with emotional maturity and self-esteem. Authoritarian, permissive and neglectful parenting styles showed significant negative relationships with emotional maturity and self-esteem. Emotional maturity also showed a significant positive relationship with self-esteem. Regression analysis further confirmed that supportive parenting positively influenced psychological well-being among special needs students. The study recommended that parents should adopt supportive and positive parenting practices to improve emotional maturity and self-esteem among special needs students. Educational institutions should also provide counseling services and parent awareness programs to strengthen students’ emotional and psychological adjustment.

Impact of the Information and Communication Technologies (ICTS) on Academic Achievements: A Study of Undergraduate Students

2026-05-14T01:02:05+05:00

This study examines the impact of ICTs on undergraduate students’ academic achievement at LUAWMS. In countries like Pakistan, ICTs have really become a significant part of higher education, especially since the goal is to make teaching and learning better. But the whole thing about whether it actually boosts performance is not clear, mostly because of problems with infrastructure and lack of training to use digital stuff well. We used a quantitative approach for this. Data was collected from 335 undergraduates; the tool questionnaire was employed based on a five-point Likert scale was used for this study. Then SPSS version 25 handled the analysis, and reliability was checked out with a Cronbach's alpha of 0.70. The findings show that ICTs use has a positive link to academic achievement, something significant. Students mentioned that better learning understanding, and more engagement in classes, and easier access to resources enhances their academic achievement. On the other hand, barriers, like unreliable internet, low digital literacy among students, and weak infrastructure overall make it hard to really benefit from ICTs. Universities in Pakistan need to focus on fixing the ICTs setup and making internet more dependable. Training for digital literacy seems crucial too, along with better policies to support all this.

Pakistan Social Sciences Review

Impact of Parenting Styles on Emotional Maturity and Self-esteem among Special Needs Students

Impact of the Information and Communication Technologies (ICTS) on Academic Achievements: A Study of Undergraduate Students