Browsing by Author "Tayyaba Nawaz"

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    Bundlebox android application
    (University of Management and Technology, 2015) Arslan Tariq; Muhammad Ali; Tayyaba Nawaz; Usman Shafiq
    BundleBoxhelps ineasily accessingnetwork package information, management of those packages and their subscription. It is an offline application that can be accessed anywhere at any time through an android phone. Mobile phone packages, their information and scheduling have always have been a matter of nuisance for customers as they are based on different USSD codes,memorizing and management of these codes seems to be a key issue for a majority of mobile phone users hence the motivefor this application. BundleBox will assist its users by allowing them to subscribe, unsubscribe, custom manage and be notification oftheir subscribed packages as desired. BundleBox will serve as a packageinformation and managementsolution for users of alllocal mobile networks; it willespecially be usefulfor users with multiple SIM cards assisting themwith all theirvoice, SMSanddata packages.  
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    Cyber loafing, self-control, psychological detachment and academic burnout in gen z university students
    (UMT Lahore, 2025) Tayyaba Nawaz
    The present study examined the correlation between cyber loafing, self-control, psychological detachment and academic burnout in Gen Z university students. Particularly, examined mediating role of psychological detachment and moderating role of self-control in the relationship between cyber loafing and academic burnout. The research was rooted in CHAT (cultural historical activity theory) investigates how students interaction with digital technology influenced by broader social, cultural, and educational context. A cross-sectional correlational design was used, with 252 Gen Z university students including 120 men and 132 women participants. Non-probability purposive sampling was employed and in person data collection was conducted, using Cyber Loafing Scale (Akbulut et al., 2016), Brief Self-Control Scale (Tangney et al., 2007), Recovery Experience Questionnaire (Sonnentag & Fritz, 2007) and Academic Burnout Scale (Breso et al., 2007). Results revealed that cyber loafing, psychological detachment and academic burnout are positively correlated whereas, self-control and academic burnout are negatively correlated in Gen Z university students. Furthermore, cyber loafing and psychological detachment positively predicted academic burnout while, self-control negatively predicted academic burnout in Gen Z university students. Moreover, psychological detachment significantly mediated the relationship between cyber loafing and academic burnout. Further, self-control was not a significant moderator in the study. Lastly, institutional and gender differences were also discussed. Findings will be contribute in understanding how digital distractions affect academic wellbeing and provide insights in how to mitigate the negative effects of cyber loafing by enhancing self-control and psychological detachment.
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    Psychological empowerment
    (UMT.Lahore, 2023) Tayyaba Nawaz
    The present study examines the correlation between psychological empowerment, workforce agility and job satisfaction in university teachers. The purpose of the present study was to find correlation between psychological empowerment, workforce agility and job satisfaction in university teachers, to find Psychological empowerment and workforce agility as significant predictors of job satisfaction in university teachers and to find out gender and institutional differences in psychological empowerment, workforce agility and job satisfaction in university teachers. The total sample consisted of 180 teachers including 91 men and 89 women. Data was collected through non probability purposive sampling. The data was collected directly and it was collected using the psychological empowerment scale by Sprietzer (1995; 1996), Workforce agility scale (Muduli, 2016) And short index of job satisfaction (SIJS), introduced by Judge et al (2000). Pearson Product Moment correlation was computed which revealed that psychological empowerment; workforce agility and job satisfaction was positively correlated to each other in university teachers. Psychological empowerment and workforce agility was found to be positive predictor of job satisfaction in university teachers. Moreover, institutional differences were also revealed in university teachers. This study will be helpful in educational domain; this study has the potential to provide valuable insights into the factors that contribute to job satisfaction and workforce agility among university teachers, which can ultimately lead to improved educational outcomes for students.