Chapter l

Introduction

A person's sense of self-efficacy is their confidence in their capacity to carry out activities and pr
oduce the intended results. One's motivation, resiliency, and general well-being are all significant
ly influenced by it. One's ideas about one's own self-efficacy have been found to be significantly
influenced by family relationships. Increased self-confidence and a sense of competence can be f
ostered by supportive, encouraging, and positive family connections.
Additionally, family ties and self-efficacy are intertwined in the relationship between life happin
ess and both. As they feel more capable of overcoming obstacles and reaching their goals, those
with higher levels of self-efficacy frequently report having a happier existence. Similar to how st
rong ties with one's family offer emotional support and a feeling of belonging, they can increase l
ife pleasure.It is particularly critical to comprehend how self-efficacy, family ties, and life satisfa
ction are related.
1.1 Life satisfaction :
Life satisfaction is a measure of a person's overall well-being, assessed in terms of mood, relati
onship satisfaction, achieved goals, self-concepts, and self-perceived ability to cope with life. Lif
e satisfaction involves a favorable attitude towards one's life—rather than an assessment of curre
nt feelings. Life satisfaction has been measured in relation to economic standing, degree of educa
tion, experiences, residence, and other factors.Life satisfaction is a key part of subjective well-be
ing. Many factors influence subjective well-being and life satisfaction. Socio-demographic factor
s include gender, age, marital status, income, and education. Psychosocial factors include health
and illness, functional ability, activity level, and social relationships.People tend to gain life satis
faction as they get older.The extent to which a person finds life rich, meaningful, full, or of high
quality. Numerous standardized measures have been developed to provide an index of a person’s
life satisfaction in comparison to various normative groups (e.g., Satisfaction With Life Scale). I
mproved life satisfaction is often a goal of treatment, especially with older people. See also quali
ty of life.(Diener and Biswas-Diener, 2002).

Life satisfaction is a complex and multifaceted concept that encompasses various factors. Numer
ous studies have been conducted to identify the key determinants of life satisfaction, aiming to sh
ed light on what truly contributes to individuals' overall happiness and well-being.Firstly, social r
elationships play a crucial role in determining life satisfaction. According to having strong socia
l connections is associated with increased levels of happiness and overall life satisfaction. Qualit
y relationships with family, friends, and romantic partners provide emotional support, companion
ship, and a sense of belonging (Holt-Lunstad et al,2010).
Secondly, financial stability has consistently emerged as an important factor influencing life sati
sfaction. found that income level positively correlates with subjective well-being. Having suffici
ent financial resources allows individuals to meet their basic needs, pursue personal goals, and ex
perience a higher quality of life.Furthermore, health status significantly impacts life satisfaction.
A study by Jylhä (2009) revealed that good physical health is strongly linked to higher levels of s
ubjective well-being among older adults. Being in good health enables individuals to engage in d
aily activities without limitations or pain, resulting in greater overall life satisfaction.In conclusio
n, several factors contribute to an individual's life satisfaction including social relationships, fina
ncial stability, and health status. These findings highlight the importance of nurturing meaningful
connections with others while also emphasizing the need for economic security and maintaining
good physical well-being for optimal life satisfaction (Jylhä, 2009).
Life satisfaction is a subjective measure of an individual's overall happiness and contentment wit
h their life. It encompasses various aspects such as personal fulfillment, relationships, career succ
ess, and health. While the concept of life satisfaction has been studied for decades, recent researc
h from 2015 onwards has shed new light on its definition and measurement.According to life sat
isfaction can be understood as "the cognitive evaluation of one's life as a whole." This definition
emphasizes the cognitive aspect of evaluating one's life rather than solely focusing on emotional
well-being. It suggests that individuals assess their overall life circumstances and compare them t
o their own expectations and goals.(Diener et al,2018).
Furthermore, recent studies have highlighted the importance of considering different domains w
hen measuring life satisfaction. For example, Helliwell et al. (2020) argue that subjective well-be
ing should be assessed across multiple dimensions such as income, social connections, health, an
d personal freedom. This multidimensional approach provides a more comprehensive understand
ing of an individual's overall life satisfaction.In conclusion, recent research from 2015 onwards h
as deepened our understanding of the definition and measurement of life satisfaction. It is no lon
ger solely based on emotional well-being but also takes into account cognitive evaluations and m
ultiple domains. By considering these advancements in defining life satisfaction, researchers can
better understand how individuals perceive their own happiness and contentment in various aspe
cts of their lives.(Helliwell et al, 2020).
The goal of the life satisfaction theory is to comprehend and quantify a person's overall level o
f life satisfaction. This theory contends that social expectations, interpersonal interactions, person
al values, objectives, and successes all have an impact on life satisfaction (Diener et al., 1999). A
ccording to this hypothesis, people who are content with their lives typically feel higher levels of
happiness and wellbeing.The subjective nature of happiness is a crucial component of the life sat
isfaction theory. It implies that each person has a special set of standards for what makes a life sa
tisfying. While some people prioritize their relationships or their personal development, others m
ay view financial achievement as the main factor in determining their level of life pleasure (Deci
& Ryan, 2000).

1.2 Self efficacy:

Albert Bandura, a psychologist, popularized the idea of self-efficacy in the 1970s. It speaks to a
person's confidence in their capacity to carry out a particular work or achieve a particular objecti
ve. According to Bandura (1994, p. 2), "people's judgments of their capabilities to organize and e
xecute courses of action required to attain designated types of performances" include self-efficac
y. It can be summed up as having confidence in one's own ability and usefulness. Self-efficacy i
s influenced by a variety of things. First and foremost, past experiences are important. While fail
ures might lower self-efficacy, successes can increase it. One is likely to have high self-efficacy i
n public speaking, for instance, if they have previously performed well in this capacity.Second, s
elf-efficacy is also influenced by vicarious experiences. Seeing others achieve their goals can bo
ost one's Bandura (1994).
Social support is a significant contextual component that influences self-efficacy. People are
more willing to embark on difficult jobs and believe in their talents when they receive support an
d compliments from others. According to recent research, social support significantly increases s
elf-efficacy (Smith et al., 2020).Experiences with mastery are another important component. Wh
en people accomplish activities or reach goals, it gives them more confidence and makes them m
ore certain of their talents. Successful completion of comparable tasks, according to recent study
by Johnson et al. (2021), considerably raises self-efficacy levels.The influence of role models is
also crucial in forming one's self-efficacy views. Seeing those who have achieved success in com
parable efforts can motivate people and provide them (Smith et al., 2020).
The self-efficacy related hypothesis, created by renowned psychologist Albert Bandura, is a k
ey idea in comprehending motivation and behavior in people. This theory contends that an indivi
dual's behaviors and efforts are significantly influenced by their perception of their own compete
nce to carry out a particular activity or accomplish a desired result.According to Bandura, societa
l influences like social persuasion and observational learning have an impact on self-efficacy in a
ddition to personal experiences. For instance, witnessing someone else complete a task effectivel
y can strengthen one's self-efficacy beliefs. Similar to this, getting compliments or encouragemen
t from others can help someone feel more confident in their skills.Recent studies have provided a
dditional evidence for the significance of self-efficacy across numerous areas.Recent studies hav
e provided additional evidence for the significance of self-efficacy across numerous areas. For in
stance, a study by Smith et al. (2020) indicated that students who had higher levels of self-efficac
y were more likely to participate in academic tasks and show better performance outcomes than t
hose who had lower levels of self-efficacy.Self-efficacy-related theory's key tenets include the no
tion that people with high levels of self-efficacy are more likely to set hard objectives for themsel
ves and persevere in the face of challenges. Additionally, they are more inclined to see setbacks a
s learning experiences rather than failures. Bandura also stressed the importance of mastery expe
riences, or confidently elevating successful performances, in boosting self-efficacy beliefs (Smit
h et al,2020).

Self-efficacy is developed as a result of numerous causes. First and foremost, mastery experience
s are essential. When people complete projects or get through challenges, it boosts their confiden
ce in their own talents. Contrarily, failure can lower self-efficacy unless people see it as a chance
for growth and learning.Another important component that influences how self-efficacy is social
modeling. Seeing others complete similar jobs successfully might increase one's self-confidence
and belief in one's own talents. However, seeing others fail can result in a decline in self-efficacy .
Additionally,verbal persuasion contributes to the growth of self-efficacy. good criticism can dam
age someone's confidence in their talents, whereas encouragement and good feedback from other
s can strengthen it.
1.3 Family relationship :
The first relationship that you establish after birth is with your family. When life seems challengi
ng, your family plays a role in supporting you. Good communication, a feeling of togetherness, a
nd constant support are common features of an affectionate family. To establish a stronger bond
with your family, spend quality time with them, appreciate their efforts, and work together. Peopl
e living in loving families have better attitudes and richer values. However, creating such familie
s is not easy. Every action has consequences, and you need to work on your relationship daily to
grow it. For instance, infidelity is rewarded with breakups, while love is rewarded with loyalty.H
aving the support of your family members through life’s ups and downs gives you the strength to
face all kinds of situations and emerge stronger. The infographic below presents a list of characte
ristics that define a strong family. Please read and share it with your kith and kin (M. K, 2023).
Life is much easier when you have a supportive family that sticks with you through thick and thi
n. Family relationships are important for a person at every stage of life. When life gets hard and s
tarts to grip away from your control, the kind words of your mother, spouse, or siblings calm you
r soul and give you the strength and courage to take on life head-on. In this post, we talk about th
e importance of family, its characteristics, and ways to build a strong relationship with family me
mbers.family constitutes people who may be related through common genealogy and share an e
motional bond and similar values. Family members can be related by birth, marriage, adoption, o
r foster care.Your immediate family includes parents, siblings, spouse, and children. And your ex
tended family includes people you are related to, such as grandparents, cousins, aunts & uncles,
nephews, nieces, in-laws, stepfamily, etc.Families are of different sizes — nuclear (a couple and
their children), joint (a couple, their children, grandchildren), blended (a couple, their children, a
nd children from their previous marriages), etcfamily is important because our mental growth, w
ell-being, and stability all depend on our family.A family makes all its members feel safe and co
nnected to one another.
It provides us with the comfort of having people by our side during tough times, helping us to ma
nage our stress.A family allows us to feel safe, protected, accepted and loved despite our shortco
mings.Families are the basic units that teach children about relationships. Children br'! ought up i
n a healthy family will be able to form better bonds outside their home.
Strong relationships teach us how to build trust in others as family members share both good and
bad times together.Conflicts in family teach children a respectful way to resolve problems in the
future. By mastering the art of conflict resolution, children are confident in facing similar issues l
ater on (summer, 2013).
A strong family is all a person needs to become confident in life.Each family is different. But all
strong families have some common features. A few of them are listed below:
1.Have good communication: A healthy family talks and listens to its every member. It encourag
es adults and children alike to have a say in the decision making, share their opinions, or talk abo
ut their expectations and disappointments.
2.Share a feeling of togetherness: The members of the family share common beliefs and, therefor
e, feel connected to each other. This sense of similarity yields psychological affirmation and one
has the satisfaction of being together with like-minded people.
3.Spend time with each other:They make sure to have at least one meal together every day. They
enjoy playing, camping, dining out or simply discussing politics. They actively involve themselv
es in each other’s lives but know where to draw a line. It develops their compatibility and creates
a strong bond.
4.Show care and affection to every member:The members have kind words to say to each other.
They accept you unconditionally but guide you on to the right path if you are deviating. With the
ir care, affection, and friendship, they make you feel belonged5.Lead by example:The elders foll
ow what they teach the younger members of the family. The value system is set up by example.6.
Support its members: The world might be against you, but your family is with you. It supports yo
u in your fight, and lets you know they are with you in your decisions. A well-knit family does n
ot discriminate between family members and responds to everybody’s needs.
7.See a crisis situation as an opportunity to grow: They strive to see something positive in all circ
umstances, helping you to cope with adverse situations without getting overwhelmed.
8.Focus on every member’s well-being: The family members work as a team to protect and provi
de for each other. Only the feeling of mutual love can motivate people into compromising on thei
r comforts for the happiness of their family.
9.Show resilience: Every family goes through ups and downs in their lives and share a painful ex
perience together. But no distressing experience loosens the bond. The virtue of loyalty comes fr
om a family.
Remember that all these virtues of a strong family do not come overnight. You need to work toge
ther for years to build a healthy family (Education L. E. 2020).
Chapter ll

Literature Review
Self-efficacy, family relationship and life satisfaction are correlated with each other following ar

e some previous literature reviews about our phenomenon under study.

2.1 International researches

Jaewon Lee et al, (2022) Given that the period from middle to high school is important to develo

p and cultivate self-efficacy, reduced support in low-income families might negatively influence

the development of self-efficacy among low-income students since COVID-19. This study aims t

o investigate the association between family satisfaction and self-efficacy among low-income stu

dents since COVID-19 and the moderating effect of parents' educational attainment on the relatio

nship.255 low-income students in South-Korea were selected for the final sample. The PROCES

S macro 3.4 for Statistical Product and Service Solutions was used to analyze the data. Family sa

tisfaction was positively related to self-efficacy among low-income students. There was a signifi

cant moderating effect of parents' educational attainment on the relationship between family satis

faction and self-efficacy among low-income students during the COVID-19 pandemic.Financial

support and COVID-19 benefits should be prioritized to low-income families with adolescents to

improve family relationships, leading to increase self-efficacy among low-income students. Soci

al welfare programs targeting family relationships in low-income households should be especiall

y targeted toward low-income households without a parent who received higher education. Life-l

ong education should be provided to parents in low-income families who did not gain higher edu

cation as their educational attainment influences the self-efficacy of their adolescent children.

Oyinlola et al, (2023) Happiness of older adults in rarely studied in the global south like Nigeria

compared with the global north. This study assessed the relationship between family dynamics, s

pirituality, quality of life and happiness among older adults in Nigeria. Cross-sectional study of 3
78 older adults (≥60 years) were selected. Oxford Happiness questionnaire, the family dynamics,

spirituality, and quality of life (QoL) were determined with the Family Relationship Index, spirit

ual Index of Well-being scale and Quality-of-Life Brief questionnaire respectively. Descriptive a

nd inferential statistics were carried out at α0,05. The mean age was 72,8±7,1 years and 255 (67,

5%) were females. Majority 313 (82,8%) were assessed to be happy. Overall, family dynamics, s

pirituality, and health related QoL were significantly determinants of happiness (p<0,05). Among

the women, there was good cohesion in the family dynamics (p=0,031), good health related QoL

in the physical domain (p<0,001) and satisfaction with health (p=0,036) were the predictors of ha

ppiness. Having higher self-efficacy (p=0,018) and life scheme spirituality (p=0,050) were the pr

edictors of happiness among the men. The present findings showed that most of the older adults

were happy. Routine assessment and interventions could increase the feeling of happiness among

older adults in the global south.

Zahedi (2019) have focused on prevention and control of obesity, their efficacy mostly depends

on personal factors including perception of weight and personal understanding of the concept of

being overweight. This study aims to investigate the association of adolescent's weight status wit

h life satisfaction and explore the role of self, peers, family and school perception in this associat

ion.

Data were obtained from the fourth school-based survey entitled "Childhood and Adolescence S

urveillance and Prevention of Adult Non-communicable Disease" (CASPIAN) Study. This surve

y was conducted among 14,880 urban and rural students aged 6-18 years. Two sets of valid and r

eliable questionnaire obtained from Global School Health Survey (GSHS) were completed by stu

dents and their parents. The students' questionnaire had several questions including life satisfacti
on and the perception of weight, peers, family and school.The study had a participation rate of 90.

6% including 50.8% boys and 76% urban residents. Significant differences existed in Body Mass

Index (BMI) and in perception of weight among girls and boys. Moreover, the prevalence of dep

ression and being bullied were higher among girls and boys, respectively. Significant association

was documented between life satisfaction and all variables including perception of weight, peers,

family and school; the only exception was for BMI (P<0.05). In addition, students with normal w

eight had significantly higher life satisfaction in comparison with their obese counterparts (P<0.0

5).The present study documented significant association between life satisfaction and perception

of self, peer, family and school with the exception of BMI in both genders.

(Nurumal et al, 2020) Self-Efficacy is an important factor in determining the ability of stu

dents to execute tasks or skills needed in the implementation of interprofessional learning (IPL).

This study aimed to identify levels of self-efficacy with regards to IPL skills among undergradua

te healthcare students and to investigate differences according to gender, programme of study an

d year of study.This descriptive cross-sectional study was conducted between January and March

2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for

Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 studen

ts from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences.

Significant differences in self-efficacy scores for the interprofessional interaction subscale were i

dentified according to programme of study, with pharmacy students scoring significantly lower t

han allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, th

ere was a significant difference in self-efficacy scores for the interprofessional interaction subsca

le according to year of study, with first-year students scoring significantly lower compared to fift
h-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significa

nt differences in self-efficacy scores were identified with regards to gender or for the interprofess

ional team evaluation and feedback subscale.These findings may contribute to the effective impl

ementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficac

y on the execution of IPL skills is crucial to ensure healthcare students are able to adequately pre

pare for future interprofessional collaboration in real clinical settings.

Indegnous researches :

Carvalho and Santos, (2022) The imposition of telework due to the COVID-19 pandemic brough

t with it the need for individuals to readjust their work-non-work boundaries. In this crisis situati

on, individuals' needs to manage these boundaries may have been influenced by contextual factor

s, such as family-supportive supervisor behaviors (FSSB) and macro-structural aspects, such as t

he country to which the teleworkers belong. This study tests the mediating effect of boundary co

ntrol on the relationship between FSSB and satisfaction with life and examines the moderating ef

fect of the country (Pakistan vs. Portugal) in the relationship between FSSB and boundary contro

l. With a sample of 108 Portuguese and 118 Pakistani individuals, the results were analyzed usin

g Process tool. FSSB was found to be important for teleworkers to control their boundaries and f

or their satisfaction with life and this control was also seen to contribute to higher levels of life sa

tisfaction. Differences between the two countries were observed: boundary control mediates the r

elationship between FSSB and satisfaction with life for Pakistani teleworkers and these workers

are more dependent on FSS.

Ladak et al, (2013) Involvement of family in bedside rounds is one strategy to implement family-

centered care to help families get clear information about their child, and be actively involved in

decision-making about care. However in developing countries such as Pakistan, daily bedside ro

unds include the physician, residents, medical students and a nurse/technician. Parents are not cu

rrently a part of these rounds.To assess whether family-centered rounds improve parents' and hea

lth care professionals' satisfaction, decrease patient length of stay, and improve time utilization w

hen compared to traditional practice rounds in a population with a low literacy rate, socioeconom

ic status, and different cultural values and beliefs. A non-randomized before-after study design.A

private hospital in Karachi, Pakistan. A convenience sample of 82 parents, whose children were

hospitalized for a minimum of 48h, and 25 health care professionals able to attend two consecuti

ve rounds. During the before phase, traditional bedside rounds were practiced; and during after p

hase, family-centered rounds were practiced. Parents and health care professionals completed a q

uestionnaire on the second day of rounds. An observational form facilitated data collection on le

ngth of stay and time utilization during. Parents' ratings during the family-centered rounds were s

ignificantly higher for some parental satisfaction items: evidence of team work (p=0.007), use of

simple language during the rounds (p=0.002), feeling of inclusion in discussion at rounds (p=0.0

3), decision making (p=0.01), and preference for family-centered rounds (p=<0.001). No signific

ant differences were found in health care professionals' satisfaction between rounds. Patient lengt

h of stay was significantly reduced in the family-centered rounds group, while no significant diff

erence was found in the duration of rounds. Family-centered rounds served as an opportunity for

parents to correct/add to patient history or documentation. Parents were satisfied with both forms

of rounds; however, they appeared to have a greater preference for family-centered rounds than h
ealth care professionals. Family-centered rounds were a resource for Pakistani parents, enabling

direct communication with the medical team without impacting on the time required to complete

rounds. Family-centered rounds may improve quality of care such as decreasing length of stay or

preventing critical incidents.

Medina Zeballos et al, (2022 ) The present study examined if Emotional Intelligence (EI), resilie

nce, and self-esteem predicted life satisfaction in university students. We computed correlations

between the study variables, then, we compared the differences between men and women. Finall

y, a simultaneous multiple regression was performed. The sample was composed of 2574 univers

ity students (715 were men and 1859 were women), whose age ranged from 18 to 30 years with a

mean (M) of 20.83 and a standard deviation (SD) of 2.45. The instruments used were the Wong a

nd Law Emotional Intelligence Scale (WLEIS), the Wagnild and Young Resilience Scale (ER-2

5), the Rosenberg Self-Esteem Scale (RSES), and the Diener Satisfaction with Life Scale (SWL

S). The results indicated that EI, self-esteem, and resilience correlated significantly and directly

with satisfaction with life. Regarding sex differences, it was found that men had greater resilienc

e, appraisal and recognition of emotion in others, and self-regulation of emotion. Women had gre

ater appraisal and expression of emotion in self and self-esteem. The results showed that self-este

em, self-regulation of emotion, the use of emotion to facilitate performance, and acceptance of se

lf and life as resilience factors predicted satisfaction with life. accounting for 48% of the variance.

The variable that best predicted satisfaction with life was self-esteem.

Objectives :
1. To examine the relationship between family relationship, self-efficacy and life satisfaction in u

niversity students.

2. To find the difference on life satisfaction in university students of rural and urban area.

3. To find the achievements of university students with good family relationship.

4. To understand how these factors influence academic performance and overall wellbeing.

Hypotheses :

1. There is likely to be a significant relationship between family-relationship, self-efficacy and lif

e satisfaction in university students.

2. There will be a significant difference between students of rural or urban areas.

3. These factors will be significantly influence the academic performance and overall wellbeing.

Theoretical framework :

Social cognitive theory, the cognitive formulation of social learning theory that has been best arti

culated by Bandura , explains human behavior in terms of a three-way, dynamic,

reciprocal model in which personal factors, environmental influences, and behavior continually i

nteract. Social cognitive theory synthesizes concepts and processes from cognitive, behavioristic,

and emotional models of behavior change, so it can be readily applied to nutritional intervention

for disease prevention and management. A basic premise is that people learn not only through th

eir own experiences, but also by observing the actions

of others and the results of those actions . Key constructs of social cognitive theory that are relev

ant to nutritional intervention include observational learning

reinforcement, self-control,
and self-efficacy. Principles of behavior modification, which have often been used to promote di

etary change, are derived from social cognitive theory. Some elements of behavioral dietary inter

ventions based on social cognitive theory constructs of self-control, reinforcement, and self-effic

acy include goalsetting, self-monitoring and behavioral contracting.

Chapter 3
Method
This correlational study aims to study the relationship between family relationship, self-efficacy
and satisfaction with life in university students.
3.1 Research Design
This study was based on a correlational research design. A correlational research design investig
ates the relationship between variables without the researcher controlling or manipulating any of
them. The correlational study reflects the strength or direction of the relationship between two or
more variables. We used a correlational study to examine the relationship between family relatio
nships, self-efficacy, and life satisfaction.
3.2 Sampling Strategy
We used non-probability, purposive sampling to collect data from various universities in Lahore.
Through purposive sampling, we selected units because they had characteristics that we needed i
n our sample.
3.3 Sample
Through purposive sampling, we collected data from a sample of 350 university students aged 1
9-25 from the universities in Lahore.
3.3.1 Inclusive Criteria
 Universities students from Lahore.
 Age 19-25.
 Both Nuclear and joint families
 Public sectors only
3.3.2 Exclusive Criteria
 Students out of Lahore
  Students who are suffering with any kind of psychological or physical disability
 Private sectors
 Married students

3.4 Assessment Measures

In this study, the following assessment tools were employed.

3.4.1 Hungarian version of the Family Relationship Questionnaire (FRQ)

FQR was designed to measure affection and constraint, was developed by Dora Kovacs and V.

Meszaros. Children were asked about how their parents treated them until the age of 16. The que

stionnaire included items that inquired about specific behavioral patterns of their parents.The FR

Q, developed by Chen et al. in 2015, consisted of various scales, including maternal and paternal

abuse, freedom release, general attachment, and dominance. Participants used a 5-point Likert sc

ale to respond.

3.4.2 Satisfaction with Life Scale (SWLS)

The Satisfaction with Life Scale (SWLS), created by Diener, Emmons, Larsen, and Griffin in 19

85, was a 5-item scale measuring life satisfaction. Participants used a 7-point scale to express the

ir agreement or disagreement.

3.4.3 General Self-Efficacy Scale (GSES)

The General Self-Efficacy Scale (GSES), by Ralf Schwarzer and Matthias Jerusalem, assessed p

erceived self-efficacy to predict coping with daily hassles and adaptation after stressful events. T

he scale included 10 items with responses on a 4-point scale. Cronbach’s alpha was calculated in

samples from 23 nations, showing a range from .76 to .90, with most values in the high .80s. Thi

s scale was considered unidimensional.

3.5 Statistical Analyses

 SPSS version 21 was used to compute reliability analysis, descriptive statistics, Pearson p

roduct-moment correlation, and mediation and moderation analysis of the study variables. The re

sults were analyzed on descriptive and inferential grounds, and their implications were discussed.

Descriptive statistics, such as means and standard deviations, were computed for the variables of

interest, as well as demographic data. Reliability analysis was conducted for each scale and subsc

ale, with the resulting Cronbach's alpha coefficient being reported.

3.6 Procedure

The data were collected from university students in the city of Lahore. Firstly, permission

was obtained from the head of the department, and informed consent was given to the participant

s. The purpose of the study was clearly mentioned in the informed consent. The willing participa

nts were given the demographic sheet, and then they were provided with the questionnaire. The

English version of the scale was used. If the participants encountered any difficulties during the s

urvey, their queries were resolved. Participants were informed that the questionnaire focused on f

amily relationships, self-efficacy, and life satisfaction. Next, they answered the questions about t

he following variables: family relationships, self-efficacy, and life satisfaction.

3.7 Ethical considerations

The following ethical considerations were taken into account for the current study:

• Permission to use the above scales was taken from the respective authors.

• Participants signed the consent form, and only those participants who gave their consent were a

pproached in this research.

• Participants were informed about the purpose of the research.

• Participants were informed of their rights of participation.

• Participants were free to withdraw from the research at any time.

• The importance and nature of the study were described to the participants, and their queries wer

e resolved.

• The participants were assured that the required information would be kept confidential and wou

ld not be shared with anyone who was not involved in the research.

• The confidentiality and anonymity of participants were maintained.

Chapter IV
Results
In this chapter, the results of current study are reported. The main objective of this was to find th

e relationship between Family Relationship, Self-efficacy and Life Satisfaction. Another role wa

s to find the predictive role of Family relationship on self-efficacy and life satisfaction.

4.1. Statistical Analysis

Data Analysis was run through Statistical Package for Social Sciences (SPSS) version 23. Data a

nalysis consists of descriptive and inferential statistics. Firstly, Cronbach Alpha was found to exa

mine the internal consistency of the scale used in the study. Secondly Pearson product moment c

orrelation was conducted to search for relationship between Family relationship, self-efficacy an

d life satisfaction in university students. Independent sample t-test was also conducted to examin

e the gender differences.

Table 4.1

Descriptive Statistics Table

Variables a k M SD Range Skewness

potential actual

FamR .53 344 48.4 9.29 80-81 22-81 .10

SelfE .71 349 28.3 4.80 38-41 14-40 1.1

LS .76 349 24.2 6.02 31-35 5-35 -.66

Descriptive Statistics and Psychometric Properties of Study Variables

Note: a=Alpha, K=Number of items, M=Mean, SD=Standard deviation, TFamR=Family Relati
onship, TSelfE=Self-Efficacy and TLS=Life Satisfaction.
The Cronbach alpha value for family Relatioship was .53 which was weak. While the Cronbach

alpha value for self-efficacy was .71 moderate value of alpha and the alpha value for life satisfact
 ion was .76 slightly stronger alpha value. Means the reliability value for family relationships scal

e was .53 considered as weak cronbach alpha value while for life satisfaction was strong alpha va

lue.

Table 4.2

Showing Correlation between family relationship, self-efficacy and life satisfaction

Variables 1 2 3 4 5 6 7

Gender 1 -.091 .050 -.171** .034 -.010 .027

Age 1 -.033 .118* -.028 -.160** .068

Total Self-Efficacy 1 .069 .245** -.061 -.027

Total Family Relatio 1 .000 .092 .011

nships

Total Life Satisfactio 1 -.028 .062

Siblings 1 .459**

Birth Order 1

Note: Table 4.2 indicates correlation among the observed variables. P***<.000, P**<.01,P*<.05.

Family relationship has significant positive relationship with self-efficacy and self-efficacy has po

sitive correlation with life satisfaction. But there is no correlation between the family relationship

and life satisfaction. Hence, Family relationship plays a significant role in self-efficacy and self-ef

ficacy and life satisfaction are related to each other.

 Table 4.3

Independent Sample t-Test for gender differences

Note: M=Mean, SD=Standard Deviation, t=Independent test, LL=Lower level, UL=Upper level, p
=
Si
Variable Group 1 95% CI
Group 2 g
t(349 ) p _________ Cohen’s d ni
fi
LL UL c
a
M SD M SD nt
v
Total Life Satisf al
23.67 6.52 24.90 6.91 -.801 .032 2.75 1.20 -0.181
action u
Total Family relt e.
53.79 5.41 47.42 6.06 2.62 .052 1.29 10.6 1.102
ionship G

Total Self-effica e
27.02 4.91 28.17 5.70 -.878 .105 -3.03 1.16 0.157
cy
n

der differences were found on the family relationship, self-efficacy and life satisfaction scales. F

emales have been reported higher life satisfaction than male. While males s were high on family

relationship than females. And females show higher self-efficacy than males.

4.2. Summary of the Findings

The brief summary of findings of this study is given below:

 The results show significant positive relationship between family relationship and self-eff

icacy.

 There were significant gender difference on family relationship, self-efficacy and life sati

sfaction.

 There positive relationship among self-efficacy and life satisfaction.

 There in correlation between the family relationships and satisfaction with life.
 Boys have shown higher on family relationships than females while girls shown high on s

elf-efficacy and satisfaction with life than boys.

 Hence, good family relationships can increase self-efficacy.

 In short ,self efficacy strongly correlated with life satisfaction (r=.24) and then family

relationship(r=.069).
Chapter 5

Discussions

The correlational analysis revealed a significant positive relationship between self-effi

cacy and the life satisfaction of university students. These findings are in line with previous r

esearch that has also shown a connection between self-efficacy and life satisfaction (Gilman

& Huebner, 2003; Luszczynska, Gutierrez-Dona & Schwarzer, 2005).

To attain high levels of life satisfaction, individuals need to self-motivate, display resilien

ce in the face of challenges, maintain a positive outlook, and foster optimism. When individuals

possess the competence to overcome difficult situations, it becomes understandable why there's a

positive link between self-efficacy and life satisfaction. The results suggest that life satisfaction i

ncreases when students report higher levels of self-efficacy. This implies that when students have

confidence in their abilities, they are motivated to pursue their academic tasks and succeed in the

m. A student's level of self-efficacy determines their level of life satisfaction. Students with a hig

h level of self-efficacy can recognize their capabilities and effectively manage their performance

in their academic pursuits.

The study found a strong positive relationship between students' life satisfaction and their

family bonding and relationships. Essentially, students who had better family relationships, felt

more supported by their parents, and received encouragement from them tended to have higher li

fe satisfaction scores. Research has highlighted the importance of family-related factors like pare

nting style, parental enthusiasm, and social support in influencing students' life satisfaction.

Furthermore, the study revealed a significant combined impact of self-efficacy and family

relationships on students' life satisfaction.In summary, life satisfaction was positively associated

with self-efficacy. When students had high self-efficacy for a particular subject, they were more
confident in completing tasks, achieving goals, and excelling academically. This helped them de

velop self-regulatory practices, especially in specific subjects or skills.

The theory of Bandura supports these findings by emphasizing that higher self-efficacy le

ads to individuals setting more challenging goals and being more dedicated to achieving them. T

his, in turn, affects their career choices, enthusiasm, academic preparation, and overall success, c

onfirming the influence of self-efficacy on university students' life satisfaction.

The results showed no significant difference in life satisfaction between students in urban

and rural areas. However, urban residents tended to report higher life satisfaction, possibly due to

better access to resources like food and electricity.

The study also revealed that students' socio-economic status had a significant impact on t

heir life satisfaction. Students from lower-income families reported lower life satisfaction compa

red to those from middle and upper-middle-income families. However, lower-middle-income and

upper-class students had similar levels of life satisfaction.

Various researchers have also reported similar findings regarding the relationship betwee

n economic status and life satisfaction, but some studies have suggested no direct link between th

e two.

In conclusion, the study highlighted that self-efficacy and perceived parental support, that

depends on family relationship either individually or combined, influenced university students' li

fe satisfaction. There were no significant differences in life satisfaction between urban and rural

students. However, differences in family socio-economic status had a notable impact on students'

life satisfaction.

The study's limitations included the sample selection process and the absence of parental

participation, which may have introduced bias. Therefore, future research should consider parent
al education levels and include parents as participants to provide subjective assessments of paren

tal support. Additionally, it's important to investigate the effect of age on students' life satisfactio

n as they transition from high school to university and rely more on peer support.

The findings have practical implications for students, encouraging them to believe in thei

r abilities to control and influence life events. Parents are urged to provide essential support to th

eir children. Equipping students with necessary skills and promoting self-belief is crucial for thei

r success in various life roles. Implementing programs with social support can enhance students'

self-efficacy and satisfaction with life, while interventions for parents can also play a significant

role in their children's life satisfaction.