The Effects of Perceived Teacher Favoritism on Academic Achievement and Self-Esteem Among Students at the University of Azad Jammu and Kashmir
DOI:
https://doi.org/10.63468/Keywords:
Instructor Favoritism, Academic Performance, Psychological Well-being, Undergraduate Students, Self-EsteemAbstract
Favoritism represents a widespread phenomenon observable across various societal domains, with particular prevalence in academic settings. This investigation examines instructor partiality and its consequences on scholastic achievement and psychological well-being among undergraduate students at the University of Azad Jammu and Kashmir. Utilizing a quantitative research design, the study employed random sampling to select 200 participants. Data collection involved a structured questionnaire featuring 54 items measured on a five-point Likert scale, incorporating three validated instruments: the Academic Performance Rating Scale, Indigenous Perceived Favoritism Scale, and Rosenberg Self-Esteem Scale. The study's primary aims included assessing the prevalence of faculty favoritism within the institution and evaluating its academic and psychological impacts on the student population.
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