Project Research, Department of Psychology.

1. Title
Student Name:
Mubarha Ayoub
Zunaira Bahadur Sher
Supervisor Name:
Department of Psychology, University of Lahore.

2. Background of Study
Prior studies done on rejection sensitivity suggest that it effect the person physically and mentally. Most
research on rejection sensitivity has focused on the negative correlates of being highly sensitive to
rejection in later adolescence or adulthood, such as depressive affect and aggression. Rejection sensitivity
has been shown to have negative consequences over and above the impact of actual rejection experiences
(e.g., Sandstrom, Cillessen, & Eisenhower, 2003),
Also including impacting on loneliness, depression, aggression, dating violence, and relationship
breakdown (Ayduk, Downey, & Kim, 2001; Downey, Feldman, & Ayduk, 2000; Levy, Ayduk, & Downey,
2001; Zimmer-Gembeck & Wright, 2007). However, an important aspect of rejection sensitivity theory
suggests that acute and/or prolonged rejection experiences instigate rejection sensitivity (e.g., see Downey,
Bonica, & Rincon, 1999).

3. Introduction
1.Academic achievement:
Psychological correlates of university students’academic performance: A systematic review and meta-analysis. A current and comprehensive
review concerning the prediction of university students’performance, illustrating self-efficacy to be the strongest correlate of tertiary grade point
average (GPA). (Richardson, Michelle, Charles Abraham, and Rod Bond. 2012).
2. Rejection sensitivity
Yet for many years, few psychologists tuned into the importance of rejection. “It’s like the whole field missed this centrally important part of
human life,” says Mark Leary, PhD, a professor of psychology and neuroscience at Duke University. That’s changed over the last decade and a
half, as a growing number of researchers have turned their eyes toward this uncomfortable fact of life. “People have realized just how much our
concern with social acceptance spreads its fingers into almost everything we do,” he says.

4. Variables
• Self-efficacy
• Self-efficacy beliefs are an important aspect of human motivation and behavior as
well as influence the actions that can affect one's life. Regarding self-efficacy, Bandura
(1995) explains that it "refers to beliefs in one's capabilities to organize and execute the
courses of action required to manage prospective situations" (p. 2). More simply, self-
efficacy is what an individual believes he or she can accomplish using his or her skills
under certain circumstances (Snyder & Lopez, 2007). Self-efficacy has been thought to be
a task-specific version of self-esteem (Lunenburg, 2011). The basic principle behind Self-
Efficacy Theory is that individuals are more likely to engage in activities for which they
have high self-efficacy and less likely to engage in those they do not (Van der Bijl &
Shortridge-Baggett, 2002).

5. Literature Review
Academic Achievement. Yi-Chen Hung (2013) examined the relati
student achievement and self-concept of science/mathematics by us
model consisting of the internal/external frame of reference (I/E) an
little-pond effect (BFLPE) models in three high-performing East A
The Trends in International Mathematics and Science Study (TIMS
grade and fourth-grade student data in Taiwan, Japan, and Hong Ko
sample for study. It was find out that the effects of the BFLPE and
generally larger in grade 8.


6. • Rejection Sensitivity. Julie McLachlan et al., (2010) made a study on
Rejection Sensitivity in Childhood and Early Adolescence: Peer
Rejection and Protective Effects of Parents and Friends. Sample of this
study was 417 children and early adolescents of age 9 to 13. In a
multivariate analysis, there was an association of rejection by parents
and by peers with rejection sensitivity, with a stronger association
between peer rejection and sensitivity than between parent rejection
and sensitivity.

7. • self-efficacy. Martin M. Chemers, Li-tze Hu, and Ben F. Garcia (2001
conducted a longitudinal study of lst-year university student
adjustment examined the effects of academic self-efficacy and
optimism on students' academic performance, stress, health, and
commitment to remain in school. The participants in this study we
members of the lst-year class at the University of California, Santa
Cruz.

8. Rationale of the Study
The study would elicit how much rejection sensitivity
students have in their adolescence and adult period., types
of self-efficacy, either positive or negative that students use
and the effects of rejection sensitivity and self-efficacy on
academic achievement of students. Study will also reveal
the comparison of use of self-efficacy and the level of
rejection sensitivity and its effects on academic
achievement among male and female students. Study would
also compare adults and adolescents on these three
variables.

9. Aim of the Study
To determine the relationship of the main objective of the study
was to check the relationship between rejection sensitivity, self-
efficacy and academic achievement among students.

10. Objectives of the Study
• To identify theTo identify the relationship between rejection sensitivity and self-efficacy among students.
• To identify the relationship between rejection sensitivity and academic achievement among students.
• To identify the relationship between self-efficacy and academic achievement among students.
• To assess gender differences regarding rejection sensitivity, self-efficacy and academic achievement among students.
• To explore or to assess gender differences regarding rejection sensitivity, self-efficacy and academic achievement among students.
• To know the differences regarding rejection sensitivity, self-efficacy and academic achievement among adults and adolescents.

11. Hypotheses
Following hypotheses were formulated for current study:
There is likely to be a relationship between rejection sensitivity and self-efficacy among
students.
There is likely to be a relationship between rejection sensitivity and academic achievement
among students.
There is likely to be a relationship between self-efficacy and academic achievement among
students

12. Methodology
• Research Design:
• Correlational research design and comparative research design was used to assess the relationship between and
gender and age differences regarding rejection sensitivity, self-efficacy and academic achievement among students.
• Sampling Technique: Convenient sampling technique was used to select sample. Setting:The sample of (N=160) students
of different schools, colleges and universities, age ranging from 14 to 25 years, was taken.
• Sample size: N=
• Participants were further divided into sub samples of adults (n=80) and adolescents (n=80). There were 40 female and 40
males in both sub samples.
•
• Inclusion criteria

13. Inclusion criteria :
• School going students of matric level were included in the study.
•
• College students of intermediate level were included.
•
• Undergraduate university students were also the part.
• University students of MSc level were also included.
•
• Other students of equalant level such as students of professional
diplomas etc. were also participated.

14. • Exclusion Inclusion
Students of post graduate and doctorate level were excluded from the study.
Physically disabled and married students were also excluded.
Measures
Demographic Questionnaire:
Name ,age, gender ,Birth order ,Education institution name , Family : joint ,nuclear ,Employee or
unemployed , Medical history ,

15. Instrument Details “Self-compassion”
• Self-compassion (SCS) scale was used which was developed by Batool and
Jabeen in 2016 and scale consists of 27 items. It was 4 point Likert scale
includes three sub factors which includes Mindfulness, self-kindness and
spirituality. The reliability of self-compassion scale is .93.
• Add 2/3 items of the scale.

16. Perceived Social Support
• Social support was measured with the Multidimensional Scale of
Perceived Social Support (MSPSS) which was established by Zimet,
Dahlem, Zimet and Farley (1988). This scale consists of 12 items on a 7-
point Likert scale ranging from 1 (very strongly disagree) to 7 (very
strongly agree). The reliability of the scale is .88.
• Add 2/3 items of the scale.

17. Work-family Interference
• For measure the teacher’s interference of work and family related “Work-
Family Interference” (WFI) scale was used which was developed by
(Hafsa & Jabeen, 2017) and consists of 27 items. It was 4 point Likert
scale. Scale included different four dimensions, i.e. positive w/f & f/w
interference and negative w/f & f/w interference. The reliability of the
scale is .89.
• Add 2/3 items of the scale.

18. Procedure
• The tools used in the study were taken from online websites.
Scales were translated into Urdu after takin permission from authors
and Demographic Information Questionnaire was developed. After
receiving the permission letter from the head of department, we started
data collection. Different institutes were visited, according to selected
population.
• All the participants who were taken as a sample were agreed to
participate and who satisfied the inclusion criteria were informed about
the purpose of the study and were assured that their response will be
kept confidential and their identity will not be disclosed. Their consent
was obtained before filled up the questionnaire. Then they filled
questionnaires.
• T-test used for statical analysis .

19. Ethical Consideration
1-Formal permission of authors of tools to be used in the study was taken.
2-Permission for data collection was sorted by getting institutional letters signed
by the authorities of concerned institutes.
3-The participants were ensured of the confidentiality of the information
provided by them.
4-A formal consent form was signed by each participant before they become part
of the research.

20. Limitations of the Study
• Limitations and Suggestions
•
• Results are based on a small sample so they are unable to generalize
•
• Sample size should be extended to generate reliable results.
•
• Careless attitude of students toward filling questionnaire may influence
results.
•
• Data should be collected in more systematic and objective manner.

21. Implications :
The results of the study elicited information about how much rejection
sensitivity students have in their adolescence and adult period.
Some counselling programes should be designed to maintain the level of
rejection sensitivity among adolescents.
The present study explored the level of self-efficacy among adults and
adolescents, it may cause sense of self-worth among students.
Cross gender comparison and age differences among students on these
variables reflect the need for more exploration.

22. References