The purpose of the study was to examine the direct effects of psychological empowerment on psychological capital, employees’ job attitudes and behaviors and the direct effects of psychological capital and employees’ job attitudes and behaviors. This study further examined the mediating role of psychological capital between psychological empowerment and employees’ job attitudes and behaviors. In addition, the study also examined the moderating role of Core-self-evaluation on the relationship between psychological empowerment and psychological capital, whereas psychological contract types (relational and transactional contract) were moderators between psychological capital and employees’ attitudes and behaviors. Longitudinal research design was used in the current study and data were collected from employees working in different telecom sector organization. The data on psychological capital, psychological empowerment and psychological contract types (relational and transactional contract) were collected at time 1, after approximately two months data on CSE, employees’ attitudes and behaviors were collected at time 2 and whereas supervisory based employees performance data was also collected at time 2. The total sample size for analysis was 411. The findings revealed that psychological empowerment had a positive effect on psychological capital, employees’ attitudes, employees’ behavior and employees’ performance. However, psychological capital were also found to be positively related to employees attitudes, employees behaviors and employees performance. In addition, psychological capital mediated the relationship between psychological empowerment and employees satisfaction, employees commitment, employees turnover intension, counterwork productive behaviors, organization citizenship behavior and in-role performance. The result further shows that core-self-evaluation moderated the relationship between psychological empowerment and psychological capital. The results revealed that psychological contract types (Relational Contract and Transactional Contract) moderated the relationship between psychological capital and turnover intension, counterproductive work behavior and commitment of employees, whereas their as non-significant relationship of interactive effect psychological contract types (Relational Contract and Transactional Contract) and psychological capital was found with OCB, employees’ satisfaction and in-role performance. Future direction and implication of the study are also discussed. Key Words: Psychological Empowerment, Psychological Capital, Psychological Contract, Core-Self Evaluation, Job Attitudes and Behaviors
شاعر حضرات اپنی بات بعض اوقات علامتوں کے ذریعے بھی کہتے ہیں ۔ اسے مرصع سازی کہہ لیں یا صناعی مگر یہ ضرور ہے کہ ایک تو یہ شاعر کا فن ہے۔ جو خوبصورت علامات کا استعمال کرتا ہے اور دوسرا یہ کہ اس سے شاعری میں حسن و لطافت پیدا ہو جاتی ہے۔ بعض اوقات تو یہ بھی دیکھنے میں آیا ہے کہ علامتیں شاعروں سے منسوب بھی ہو جاتی ہیں ۔ دراصل شاعر کی یہ خوبی ہوتی ہے کہ وہ اپنے فن سے اپنی استعمال کردہ علامت کی اہمیت میں اضافہ کردیتا ہے اور اس کا مفہوم وسیع تر بنا دیتا ہے۔ پروفیسر عبد الحق کہتے ہیں: ” فن کار مروجہ لفظوں میں نئے مفاہیم پیدا کر کے ان کے قد و قامت کو وسیع تر ممکنات کا حامل بنا دیتا ہے“ (1) غالب نے اردو شاعری کو علامت نگاری کے نئے تصور سے متعارف کرایا اور نادر علامتوں سے اردو شاعری کی حدود کو وسعت عطا کی۔ زنجیر، صحرا، نقش پا، دیوار ، بیاباں ، وحشت ، موج وغیرہ کئی علامتیں ہیں جنہیں غالب نے نیا رنگ عطا کیا۔ احباب چارہ سازی و حشت نہ کر سکے زنداں میں بھی خیال بیاباں نورد تھا (2) غالب کے بعد زیادہ اہمیت اقبال کی ہے۔ اقبال نے ضرورت کے تحت علامات کو تخلیق کیا۔ اقبال نے جو علامتیں تخلیق کی ہیں غالب کے مقابلے میں وہ آسان ہیں اور ان کے مقاصد و مفاہیم کی وسعت بھی بے پناہ ہے۔ اقبال سے پہلے علامت نگاری کی روایت میں عام تشبیہ اور استعارے سے کام لیا جاتا تھا جس میں مقصدیت کا عنصر مفقود تھا۔غالب کے ہاں کچھ جرات مندی نظر آتی ہے جس کا سہارا لے کر اقبال نے بھی قدم آگے بڑھایا۔ ہاں یہ ضرور ہے کہ شعر و شاعری کی جتنی بھی روایات ہیں...
Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme
Organizational justice has gained considerable attention in last few decades and has been widely studied
because of its sensitive implications towards organization. Among other types of organizational justice,
procedural justice has its own distinct place. Procedural justice is the fairness of procedures used in decision
making. Organizational justice literature advocates that employees consider procedural justice more important
than other types of justice in the organization. However, the factors influencing procedural justice have been
underemphasized in literature. Current study strives to explore procedural justice with three factors including,
trust, subjective well-being and psychological contract.
Initially, a deep understanding of the topic is developed after studying a number of articles, books and other
literature. A competing quantitative model is then developed where psychological contract is taken as a
mediator. Data has been collected from a sample of 385 university teachers. The proposed model is then tested
using Structural Equation Modeling. For this, AMOS is used to find the model that best fits the data. As reported
in this thesis, the proposed model has undergone few modifications and results in a better model fit.
Analysis of the proposed model reveals that trust is positively related to procedural justice and psychological
contract. In addition, subjective well-being positively influences psychological contract but is not significantly
related to procedural justice. Furthermore, psychological contract doesn't mediate the relationship between
trust, subjective well-being and procedural justice.