The present study examined the role of self-enhancement and self-criticism in the relationship between physical activity and anxiety. A total of 305 students from Chinese universities, ranging in age from 18 to 36, completed a questionnaire package comprising a physical activity questionnaire, a self-enhancement strategies scale, a level of self-criticism scale, and a short form of state and trait anxiety scale. Findings highlighted that physical activity had a significant negative correlation with anxiety (r = −0.31, p < 0.01), a significant positive association with self-enhancement (r = 0.43, p < 0.01), and a significant negative relationship with self-criticism (r = −0.14, p < 0.05). It was also found that anxiety was significantly predicted by self-enhancement (−0.21, p < 0.01) and self-criticism (0.44, p < 0.01). Moreover, the mediation model supports the mediation of self-enhancement and self-criticism between physical activity and anxiety in university students. The findings suggest that interventions aimed at promoting physical activity and enhancing the self-system should be worthy strategies for reducing students’ anxiety.

The purpose of this study was to explore individual, interpersonal, and organizational factors that may influence the physical activity of adolescents (ages 10–14) in Pakistani schools. A set of questionnaires that included individual, interpersonal, and organizational factors and PA behavior was completed by the 618 students selected from Pakistani schools. Stepwise forward regression model was applied to check the possible effects of multilevel variables on physical activity and to extract the stronger predictors. The results showed that physical activity was significantly predicted by individual level factors such as self-efficacy, motivation, and attitude. Among the demographic correlates, gender, age, and BMI did not affect physical activity, while socioeconomic status and geographic characteristics had a meaningful association with PA. At the interpersonal level, adolescents’ perception of family support had a potential influence on physical activity, while there was no impact of friends/peers and teachers support on adolescents’ PA. A school environmental characteristic, such as PA facility, was positively related to PA; however, the impact of PA equipment, safety, and policy and PA culture were statistically non-significant. The findings suggest that public health intervention strategies aimed at promoting PA in adolescents should recognize multiple levels of influences that may either enhance or impede the likelihood of PA among adolescents.

This study aimed to develop an intervention strategy based on the social-ecological model’s individual, interpersonal, and organizational levels for increasing adolescents’ physical activity in Pakistan. Based on the social-ecological model, an 8-week intervention was conducted for 618 school students in Rawalpindi, Pakistan. A quantitative method with a quasi-experimental design was adopted, administering self-report measures before and after the intervention. Intervention materials were delivered by leaflet once a week to the intervention group. Repeated measure analysis of variance was applied to verify the intervention effects at pre- and post-test conditions. The results show that a significant intervention effect was identified from the repeated measure analysis of variance for the intervention group’s physical activity participation compared to the control group from baseline (M = 12.01, SD = 0.136) to the 8-week post-test (M = 16.30, SD = 0.125). The intervention based on the social-ecological model has sufficiently and effectively improved physical activity among school adolescents in Pakistan.

Cognitive and interpersonal factors play an important role in the social adjustment of students. Factors affecting the social adjustment of university students have been verified in different cultures. However, no study has tested a concurrent model with the study variables in the Pakistani context. This study aimed to investigate the effect of personal and interpersonal factors on the social adjustment of university students in Pakistan. Three hundred participants from the Azad Jammu and Kashmir regions of Pakistan responded on a questionnaire package containing self-reported measures on social self-efficacy, social anxiety, teachers’ social support, and peers’ social support. The results indicate that self-efficacy, teachers’ support, and peer support have a significant positive effect on the social adjustment of university students, suggesting that an enhanced self-efficacy, and increased teachers’ and peers’ support would increase social adjustment. However, academic anxiety is inversely associated with social adjustment, suggesting that a higher anxiety level would result in a reduction in social adjustment. Students should be given more opportunities to enhance self-efficacy, obtain social support, and reduce social anxiety.

The major goal of this study was to analyze the relationship between moral atmosphere of school and moral development of students and secondary school teachers. The study was quantitative in nature, and data was gathered through a survey. All secondary school teachers and students made up the study's population. Simple random sampling technique was utilized for selecting the sample of instructors (107) and students (300). School moral climate questionnaire was administered on teachers and students at secondary school level. Data were examined by utilizing statistical software for social sciences (SPSS), Pearson correlation was utilized for finding the association. The findings indicate a strong correlation between secondary school students' moral development and the moral climate of the school. Teenagers' moral growth is significantly influenced by their school environment. It is proposed that education should improve children ‘s morality rather than to educate them merely academic information.

This research was conducted to find the effect of classroom design on students learning at secondary level. The objective of the study were to identify the classroom design used at secondary level, to find the effect of classroom design on students learning at secondary level. The study was delimited to Government Girls Secondary Schools City Kotli AJ&K and Female Students. The study was quantitative in nature and descriptive method was used to conduct the study. In order to gather data cross-sectional survey technique was used. Seventy nine teachers of government girls’ secondary level were selected as the population of the study. Due to small population size universal sampling technique was used for the selection of sample. The questionnaire was formulated as research instrument of the study. Five point Likert scale was used for gathering the responses from the respondents. The questionnaire was validated from three educational experts of the Department of the Education. Researcher conducted pilot testing to check the accuracy and usability of the instrument. The reliability of the instrument was checked by Cronbach’s’ alpha statistical Technique with the help of SPSS version 27. The reliability of the instrument was 0.80, which was acceptable for the research. The researcher personally visited the selected schools to collect the data from SSTs. Data were analyzed by using SPSS Software version (27). The researcher used simple Regression, mean, frequency, percentage for the analysis of data.