سیدابوالاعلیٰ مودودیؒ ۲۵ ستمبر ۱۹۰۳ء کوحیدرآباد کے شہر اورنگ آباد ( محلی چپلی پورہ) میں پیداہوئے۔ آباؤاجداد کاوطن دہلی تھا ۔لیکن والد حیدرآباد دکن چلے آئے۔[[1]] آپ کاشجرہ نسب سلسلہ چشتیہ سے ملتا ہے۔ آپؒ ننھیال کی طرف سے ترکی الاصل ہیں ۔ددھیال کی طرف سے خواجہ قطب الدین مودودی چشتی کے نام سے منسوب ہوکر مودودی کہلائے ۔اس سلسلے سے ان کانام امام حسین ؓ تک جاپہنچتا ہے ۔آپؒ کی والدہ ماجدہ خواجہ ابومحمدچشتی کی ہمشیرہ اورخواجہ ابواحمد ابدال چشتیؒ کی دختر نیک اختر تھیں ۔[[2]]
مولانا مودودیؒ کے آباؤ اجداد نے نویں صدی میں ہجرت کی اورہندوستان آئے۔ پہلے پہل کرنال کے قریب قصبہ براس میں مقیم ہوئے ،یہ زمانہ سکندر لودھی کاتھا۔وہاں سے مغل بادشاہ شاہ عالم کے زمانے میں دہلی چلے گئے ۔ ان کےخاندان نے خاندان مغلوں کی خدمت کی اورخاص طورپر آخری مغل تاجدار بہادر شاہ ظفر کے دربارمیں بھی رسائی حاصل کی ۔ جنگ آزادی ۱۸۵۷ء کے نتیجہ کے طورپر سلطنت مغلیہ کے زوال کے ساتھ ہی مودودی کے خاندان کی حیثیت کوبھی شدید نقصان پہنچا۔[[3]]
مولانا مودودیؒ کے والدسید احمدحسن تھے جوپیشہ کے اعتبارسے وکیل تھے۔ چونکہ مذہبی گھرانے سے تعلق تھا اس لئے انھوں نے وکالت کاپیشہ ترک کردیا کہ یہ ان کے خیال میں جائز پیشہ نہ تھا ۔مولانا مودودی تیرہ برس کے تھے تووالد پرفالج کاحملہ ہوا اوروہ ۴سال بعد ۱۹۲۰ء میں وفات پاگئے ۔[[4]]
[[1]] اردو انسائیکلوپیڈیا ، فیروزسنز ،لاہور، ۱۸۹۴ء، ص ۹۶۰
[[2]] سلیم منصور، خالدجمیل احمدرانا ،تذکرہ سیدمودودی ،ادارہ معارف اسلامی ، لاہور ،۲۰۰۵ء، ص۷۔
Imbibing reading habits is an essential skill necessary in the acquisition of knowledge, which is highly demanding in the life of every student in the academic environment. However, as modern technological resources keep on advancing, the reading habits of students are also changing with reading on screen. This study examined the reading habits of college sophomore students as affected by technological resources. The survey instruments, distributed to 254 college sophomore students at the Ilocos Sur Polytechnic State College, allowed the respondents to assess their reading habits in terms of reading hours, reading purposes, reading content, and reading attitude, with the technological resources as their tool. The data gathered in the study was analyzed statistically using the simple frequency count and percentage, mean, and Pearson correlation. The findings revealed that the college sophomores achieved an average level in their English subjects. In addition, it was found that the technology resources were moderately adequate to be used for reading among the college sophomores. Despite this, the results still showed that college sophomore students spent 2-3 hours a day reading, primarily in preparation for their exams. In addition, they read the available reading content moderately often, and they perceive a positive attitude towards the use of technological resources for reading. Furthermore, it was revealed that there is a significant relationship between reading habits and academic achievements. The study's findings will be used to improve instructional approaches and to launch e-reading initiatives in colleges.
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