Final Project Opm

OPERATIONS AND PRODUCTION MANAGEMENT
Effects of Perceived Cultural Preference for Sons on Happiness and Self-

Esteem -Children’s Perspective
FINAL PROJECT
BAHRIA UNIVERITY ISLAMABAD

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EFFECTS OF PERCEIVED CULTURAL PREFERENCE FOR SONS ON HAPPINESS AND SELF-ESTEEM -
CHILDREN’S PERSPECTIVE
A RESEARCH REPORT SUBMITTED IN FULFILLMENT OF THE FINAL

PROJECT OF OPERATIONS AND PRODUCTION MANAGEMENT IN
REQUIREMENT FOR BACHELORS OF BUISINESS ADMINISTRATION
DEGREE IN THE DEPARTMENT OF BBA, BAHRIA UNIVERSITY
ISLAMABAD.
Submitted to : Sir Firdous Shehri
Submitted by:
Neha Asif
Hira Gul
Fahad Asif
Obaid Bokhari
Hamza Shehzad
Dated : 18-5-2017
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TABLE OF CONTEXT
Abstract…………………………………………………………………..5
SECTION 1
INTRODUCTION
1.1. Background of the Study ........................................................................................... 6
1.2. Problem statement ...................................................................................................7
1.3. Gap analysis...............................................................................................................7
1.4. Research Questions .................................................................................................. 7
1.5. Research objectives………………………………………………..………………………7
1.6. Significance of the Study ................................................................................. ……8
Theoretical Framework……………………………………………………………..........9
Hypothesis………………………………………………………………………………..10
Definations of the terms …………………………………………………………………10
SECTION 2
2.1. Literature Review……………………………………………………………11

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SECTION 3
METHODOLOGY
3.1. Sampling…………………………………………...……………………..22
3.2. Type of study…………………………………………..…………………22
3.3. Scales and measurement…………………………………...……………...22
SECTION 4
4.1. Results……………………………………………………… …………….23
SECTION 5
5.1 Conclusion………………………………………………………………….25
5.2 Future Recommendation……………………………………………............25
APPENDICES
Appendix I: References………………………………………………………...26
Appendix II : Questionnaire…………………………………………...……….27
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ABSTRACT
This study examines parents’ sex discrimination through the perspectives of their children and its
relationship to their daughter’s happiness and self-esteem. Questionnaires were collected from
805 secondary school students at eight Chinese Independent Schools in Malaysia. The results
showed that perceived parental sex discrimination (PPSD) was negatively correlated with
happiness and self-esteem. Importantly, this relationship only occurred among female but not
male respondents. These results suggest that significantly negative psychological impact is
possible due to PPSD, and, thus, the introduction of laws to ban the abuse of the sex-selection
techniques is not enough to tackle this complicated phenomenon.
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INTRODUCTION
1.1. BACKGROUND OF THE STUDY
South Asian developing countries like Pakistan, there’s a general perception regarding
preferences for sons over daughters is very significant. It plays a significant role on the
developmental stages of children (aged: 12-16) and resultantly it have an effect on their
happiness and self esteem also. The transition from childhood to adolescent is considered by the
need to establish an identity from parents as suggested by Eriksonian Crisis of identity versus
identity confusion. Developing a sense of self in relation to others and to one’s own internal
thoughts and needs.
Self esteem is one of the most researched topics in the study of human nature (Owens, Stryker, &
Goodman, 2001). The significant people who have influence on children are their parent’s,
teacher’s and sometimes their siblings . It is represented to the extent that , low self esteem is
cause of all bad whereas high self esteem is the cause of all good in individual’s
personality.(McLeod, 2012). Mostly self esteem is amalgamated with depression, anxiety,
motivation and general satisfaction of one’s life. It is believed that raising an individual’s self-
esteem (especially that of a child or adolescent) would be beneficial for both the individual and
society as a whole. Self esteem basically is self actualization or determination of self worth of
one self (Morse, & Gergen, 1970, pp. 148-156). Reasoner (2005), has defined self-esteem as the
experience of being capable of meeting life challenges and being worthy of happiness. (Joshi, &
Banaras, 2009, pp.35-39). Previous studies have also indicated that secure attachment to parents
also facilitates emotional and social adjustment and promote self esteem whereas senses of
rejection develop loneliness (Tariq, & Masood, 2011, pp 217-232)
The research will be conducted in children’s perspective, on the basis of how happiness is
formed in sons because of more cultural importance and on the other hand girls who are being
neglecting in the process of son’s cultural preference how one of the situations affect their self
esteem.
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“Based on previous studies that revealed negative psychological impact associated with low self-
esteem and low happiness it is expected that there are more negative psychological impacts of
PPSD on daughters and [it] needs to be explored further,” DrSiah (Siah, 2015, pp. 314-320).
1.2. PROBLEM STATEMENT
In this comparative study, we would be conducting surveys from 100 students . This would be
done in order to determine how Cultural Preference for Sons effects On Happiness And Self-
Esteem. Moreover, we would also determine the facts that how the emotions are being affected
by this. The preference for sons means that parents would rather raise sons than daughters, and,
thus, they invest more resources on sons than on daughters ( Goodkind, D. (1996). On
substituting sex preference strategies in East Asia: Does prenatal sex selection reduce postnatal
discrimination? Population and Development Review, vol.22, pp. 111–125).When children,
especially daughters, perceive their parents differently when they prefer sons then daughters
happiness is relevant to self-esteem (Siah,C. (2013). A survey on the discrepancy in adolescents’
perception towards ideal and actual parents who have a preference for sons. Journal of Social,
Evolutionary, and Cultural Psychology, vol.7, pp.270–284).
1.3. GAP ANALYSIS
We chose to do a research on childhood and self esteem ,in this series we started off by a journal
“Vulnerable Children and Youth Studies” from which we took future recommendations from the
article “Perceived parental sex discrimination, happiness and self-esteem: Children’s
perspective” . Future recommendation was such that it recommends us that we could further
more access the consequences of cultural preferences for sons, besides this for further more
research we can include parents as participants to explore this issue (Siah, 2015,pp. 314-320).
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1.4. RESEARCH QUESTIONS
The following research questions are addressed in this research:
1. How education moderates the relationship between perceived cultural preference for sons and
self esteem and happiness among children?
2. What is the effect of perceived cultural preference for sons on happiness and self esteem of
children?
1.5. RESEARCH OBJECTIVES
Objectives of our research are as follows:
1.to evaluate the relationship between perceived cultural preference for sons and self esteem and
happiness among children
2. Computing the effect of education on self esteem and happiness in children
1.6. SIGNIFICANCE OF THE STUDY
DrSiah found that perceived parental sex discrimination (PPSD), happiness and self-esteem
were negatively and significantly related, but, crucially, just for girls. Simply put, daughters
who felt their parents preferred sons were less happy and had lower self-esteem.
Conversely, parents' perceived sex preferences had no effect on boys' reported happiness or
self-esteem (Siah, 2015,pp. 314-320).
The transition from childhood to adolescence is characterized by the need to establish an identity
that calls for autonomy and independence from parents, as suggested in the Eriksonian crisis of
‘identity versus identity confusion.Resolution of the crisis results in developing a sense of self in
relation to others and to one’s own internal thoughts and desires. The global evaluative
dimension of the self is self-esteem. Traditionally, self-esteem has been viewed as global,
unidirectional and independent of sources of influence like individual and contextual factors,
particularly the impact of relationships with significant others. However, previous studies have
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emphasized that secure attachment to parents may buffer emotional distress, facilitate social
competence and enhance self-esteem. Pubertal changes have been implicated in girls having a
lower self-esteem than boys, which reaches a low point between ages 12-13 years. The
perception of being an incompetent or rejected person may manifest into feelings of loneliness.(
McLeod,S. (2013) .Erik Erikson. Retrieved from http://www.simplypsychology.org/Erik-
Erikson.html)
Parental attitude towards their children also have a strong impact on the child’s developing sense
of sell and self-esteem , with parental warmth and support being key factor for the child.
Messages or attention about what is acceptable for each gender. Such gender based preferences
can be so strong that even when children are exposed to different attitudes and experiences, they
normally revert to stereotyped choices. These attitudes are particularly strong for the young girls.
Theoretical Frame Work
PERCIEVED SELF ESTEEM &

CULTURAL
PREFERENCE FOR
SONS HAPPINESS
INVESTMENT IN
,EDUCATION
Independent variable- percieved cultural preference for sons
 Dependent variable- self esteem & Happiness

 Moderator- investment in ,education
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HYPOTHESIS:
On the basis of the theoretical framework outlined above, following hypothesis is formulated:
H1 : perceived cultural preference for sons have a positive effect on happiness and self esteem of
children
H2 : Investment in education significantly moderate the relationship between perceived cultural

preference for sons and happiness and self esteem
DEFINITION OF TERMS
Self esteem- Self-esteem is how we value ourselves; it is how we perceive our value to the world
and how valuable we think we are to others. Self-esteem affects our trust in others, our
relationships, our work – nearly every part of our lives. Positive self-esteem gives us the strength
and flexibility to take charge of our lives and grow from our mistakes without the fear of
rejection.
High self- esteem characteristics- • Confidence • Self-direction • Non-blaming behavior • An

awareness of personal strengths • An ability to make mistakes and learn from them • An ability
to accept mistakes from others • Optimism • An ability to solve problems • An independent and
cooperative attitude • Feeling comfortable with a wide range of emotions • An ability to trust
others • A good sense of personal limitations • Good self-care • The ability to say no
Low self esteem- Low self-esteem is a debilitating condition that keeps individuals from
realizing their full potential. A person with low self-esteem feels unworthy, incapable, and
incompetent. In fact, because the person with low self-esteem feels so poorly about him or
herself, these feelings may actually cause the person’s continued low self-esteem.
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SECTION 2
2.1. Literature review
This study examines parents’ sex discrimination through the perspectives of their children and its
relationship to their daughter’s happiness and self-esteem.The results showed that perceived
parental sex discrimination (PPSD) was negatively correlated with happiness and self-
esteem.Studies also revealed that parents invest more resources on sons than on daughters.In
addition to this ,it is believed that introducing laws does not help to solve the problems of
prenatal sex selection since technological advances are not the cause of the preference.Hence it
wa sproved through the studies that self esteem is a very dominant indicator towards
happiness.Self esteem can be provided to the children by means of appreciation and rewards.Its
very important for parents to accept and love both the sexes; the daughters and the sons.
Williams, and Siener-Ciesla (2015) compared attachments to both the mother and father and they
reported that children were more likely to use the mother a safe haven when they were distressed
or threatened and more likely to use the father as a secure base for exploration.Both the mother
and father play a significant role towards the upbringing of children.Mostly, the daughters are
attached to the fathers and sons to mother.This is due to the fact that they realize the roles of the
opposite sex and try to overcome their insecurities by observation. A balance of both the roles is
very crucial towards the development of a healthy child.
The aim of the present study was to investigate the relationship between social competence,
parental promotion of peer relations, and loneliness among adolescent.Parents play a significant
role in the life of their children. When children come into this world they are totally dependent
on their parents for the fulfillment of their needs. Peers are also important in the child's life. The
term peer can be differentially interpreted; that is, peers may consist of a group of same age
mates that may or may not be friends. In other instance, it may refer to people with whom we
work who may or may not be the same age fellows. A peer group is very much significant
towards the healthy up bringing of a child.Parents who allow their children to socialize let them
to be more confident and competent.As a result these competent children lead to a happy
individual.
The present study was undertaken to investigate the self-esteem and academic achievement of
urban and rural adolescents, and to examine the gender differences in self-esteem and academic
achievement.Academic achievement is considered as a key criterion to judge ones’ total
potentialities and capabilities. Therefore it is more pressing for the individuals/ students to have
high academic achievement. The term achievement refers to the degree or the level of success
attainted in some specific school tasks especially scholastic performance, in this sense academic
achievement means the attained ability to perform school tasks, which can be general or specific
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to a given subject matter. Academic achievement could be defined as self-perception and self-
evaluation of one’s objective academic success. Academic achievement generally indicates the
learning outcomes of pupil. Achievement of those learning outcomes requires a series of planned
and organized experiences. Good (1973), has defined, academic achievement as knowledge
attitude or skill developed in the school subject usually designed by test scores or by marks
assigned by teacher or by both. Consequently, academic achievement could be defined as self
perception and self evaluation of one’s objective success.
Empirically, the link between perceptions of discrimination and poorpsychological well-being

has been found in many studies,and all recent reviews conclude that there is a negative
relationship between perceived discrimination and well-being (e.g., Paradies, 2006b; Williams,
Neighbors, & Jackson, 2003). In a meta-analytic review, Pascoe and Smart Richman (2009)
found that perceived discrimination was negatively correlated with both psychological and
physical health. In addition, Pascoe and Smart Richman found that discrimination was related to
two plausible pathways to poorer health—increased stress and unhealthy behaviors. Of particular
relevance to the current article is Pascoe and Smart Richman’s analysis of 110 studies that
examined the relationship between perceived discrimination (based on race, gender, sexual
orienta- tion) and psychological well-being. Perceived discrimination was negatively related to
psychological well-being for both women and men, across ethnicities, and for depressive
symptoms, psychiatric distress, and a composite variable of general well-being.
For groups of relatively disadvantaged status, discrimination is by definition more pervasive

than it is for groups of relatively advantaged status. In addition, discriminatory events are likely
to be more severe for members of disadvantaged groups than discrimination encountered by
members of advantaged groups (Branscombe, 1998). Because perceptions of discrimination are
likely to reflect greater pervasiveness and severity for members of disadvantaged groups,
Schmitt and Branscombe (2002b) predicted that perceptions of discrimination would be more
harmful for members of disadvantaged groups than for advantaged groups.
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1. Understanding our students: does high self-esteem produce good academic achievement
among undergraduate :
The reported study focused on students suffering from dyslexia, a developmental reading
complication, which may have in essence created the low self-esteem among the investigated
students.
Participants were 71 students from subject 1, 142 students from subject 2 and 145 students from
subject 3.
Results from each subject were categorized under four areas of top tier scoring students, bottom
tier scoring students, top tier self-esteem students and bottom tier self-esteem students.
The first subject and its top tier scoring students category results indicated that the top fifteen
students has a self-esteem score that ranged from 14 to 24.
The number of high self-esteem scores students were five students.
The lowest scoring student in this category has the lowest Rosernberg Self-esteem score of 15
among the bottom group of students.
The Rosernberg Top Tier Student Group had a group of 15 students with a score of 23 and
above.
A total of 9 students in this group of 15 students scored in the ranged of 70 to 76.
9 students in this group had a average to middle average mark of 55 to 65, which formed the
majority of amongst the group of students with the lowest Rosernberg Self-Esteem scores.
The second subject also yielded information in regard to the four category of Top Tier Scoring
Students, Bottom Tier Scoring Students, Rosernberg Top Tier Student Group and Rosernberg
Bottom Tier Student Group.
Among the group of students taking this second subject, a total of 8 students were found to have
a relative low Rosernberg Self-Esteem score of 14 to 12.
A total of 4 students achieved a middle high examination score of 70 while the remaining 3
students had a average high examination score between 62 and 65.
4 of the students had a similar score of 18 in the Understanding Our Students: Does High Self-
Esteem Produce Good Academic Achievement among Undergraduate 23 Impact Factor(JCC):
1.1783 - This article can be downloaded from www.
A group of student with high Rosernberg Self-Esteem score were also grouped to form the
Rosernberg Top Tier Student group.
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Students with the lowest Rosernberg Self-Esteem score were grouped and numbered at 12
students.
Among the students with the lowest Rosernberg Self-Esteem score, 1 student scored a very high
examination mark of 86.
6 students in this group had an examination mark of 60 to 65, making them the majority of
having average examination mark among the low Rosernberg Self-Esteem student group.
As apparent from this study, the top scoring students from all three subjects did not show any
significant amount of students with high self-esteem.
In the first subject, among the top scoring group of students, only 5 students were reported to
show high self-esteem.
The second subject's top scoring students also showed that 4 student having high self-esteem
scores of 20 and above in the Rosernberg Self-Esteem Scale.
Again, at the third subject, only 4 students were found to have high self-esteem across the top
scoring group in all three subjects, students with high self-esteem numbered at a similar 4 or 5
student in a total group of 12 to 15 students.
The second subject group of 14 lowest scoring students, also produced 3 students that had high
self-esteem with Rosernberg Self-Esteem score of 20,21 and 23.
Only a single student did obtain a very Rosernberg Self-Esteem score of 11 among this group of
lowest scoring students.
Across the three groups of lowest scoring student, there were no majority of students with low
self-esteem.
The second subject's high self-esteem group of students did not produce any high examination
scoring students.
2. Factors affecting students’ quality of academic performance:
A case of secondary school level :
The quality of Factors Affecting Students' Quality of Academic Performance: A Case of

Secondary School Level 2 students' performance remains at top priority for educators.
These variables are inside and outside school that affect students' quality of academic
achievement.
These factors may be termed as student factors, family factors, school factors and peer factors.
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Socioeconomic status is one of the most researched and debated factor among educational
professionals that contribute towards the academic performance of students.
Most of the experts argue that the low socioeconomic status has negative effect on the academic
performance of students because the basic needs of students remain unfulfilled and hence they do
not perform better academically.
The school personnel, members of the families and communities provide help and support to
students for the quality of their academic performance.
The relationship between gender and the academic achievement of students has been discussed
for decades.
The students with high level of SES perform better than the middle class students and the middle
class students perform better than the students with low level of SES.
Low SES level strongly affects the achievement of students, dragging them down to a lower
level.
Factors Affecting Students' Quality of Academic Performance: A Case of Secondary School

Level 4 Krashen concluded that students whose parents are educated score higher on
standardized tests than those whose parents were not educated.
The home environment also affects the academic performance of students.
The school authorities can provide counseling and guidance to parents for creating positive home
environment for improvement in students' quality of work.
The academic performance of students heavily depends upon the parental involvement in their
academic activities to attain the higher level of quality in academic success.
There is a range of factors that affect on the quality of performance of students.
The main objectives of the study were to: analyze the effect of socio-economic status, parental
education and occupation on quality of students' academic performance.
Find the difference in quality of students' achievement in relation to their gender.
Null Hypotheses: There is no significant effect of socio-economic status, parental education and
occupation on quality of students' academic performance.
There is no significant difference in quality of students' achievement in relation to their gender.

Level 6.
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DATA ANALYSIS AND INTERPRETATIONS :
The collected data were analyzed by applying descriptive and inferential statistical measure.
The significant effect of different factors on students' achievement was explored through
multiple comparisons by applying ANOVA using SPSS 16.
Comparison of effect of SES levels on students' achievement scores in the subjects of

Mathematics, English & Cumulative achievement indicated that students belonging to high SES
level overall perform better in the subjects of Mathematics and English as well as show better
performance in cumulative achievement scores.
The null hypothesis that there is no significant difference in academic performance of students
due to their socio-economic status is therefore rejected.
The students with high and average SES exhibit better quality of performance than the students
with low level of SES.

Level 10| The null hypothesis that there is no significant difference in the quality of academic
performance of students in relation to their gender is therefore rejected.
The key aspect for the educators is to educate their students effectively so that they may be able
to show quality performance in their academics.
Family characteristics like socio economic status are significant predictors for students'
performance at school besides the other school factors, peer factors and student factors.
Higher SES levels lead to higher performance of students in studies, and vice versa.
Student's gender strongly affects their academic performance, with girls performing better in the
subjects of Mathematics, and English as well as cumulatively.
Further research is needed to explore the problem on a large sample from more scattered
geographical regions including other student factors, family factors, school factors and peer
factors.
3. Self-esteem and Academic Achievement of Adolescents:
Self-esteem continues to be one of the most commonly research concept s in social psychology
(Baumeister, 1993; Wells & Marwell, 1976; Wylie, 1979). Teachers, administrators and parents
are commonly concerned about student’ s self-esteem. It s significance is often exaggerated to
the extent that low self-esteem is viewed as the cause of all evil and high self-esteem as the cause
of all good (Manning, Bear & Minke, 2006). Self-esteem is associated with depression, anxiety,
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motivation and general satisfaction with one’s life ( Harter, 1 986; Rosenberg, 1986). Given
these associations, children and adolescents who lack self-esteem m ay b e more dependent on
their parents and have lower academic and vocational goals. Moreover the belief is widespread
that raising an individual’s self-esteem (especially that of a child or adolescent) would be
beneficial for both the individual and society as a whole.
Self-esteem can be defined as an individual’s attitude about him or herself, involving self-
evaluation along a positive negative dimension (Baron & Byrne, 1991). Most generally self-
esteem refers to an individual’s overall positive evaluation to the self (Rosenberg, 1990;
Rosenberg, Carmi, & Carrie, 1995). It is composed of two distinct dimensions, competence and
worth. The competence dimension (efficacy based self esteem) refers to the degree to which
people see themselves as cap able and efficacious. The worth dimensions (worth based self
esteems) refer to the degree to which individuals feel they are the persons to be valued. In the
words of Nathaniel Branden, (1992) self-esteem is the disposition to experience oneself as
competent to cope with the basic challenges of life and as worthy of happiness. Similarly,
Reasoner (2005), has defined self-esteem as the experience being of capable of meeting life
challenges and being worthy of happiness.
Academic achievement is considered as a key criterion to judge one’s total potentialities and
capabilities. Therefore it is more pressing for the individuals/ students to have high academic
achievement. The term achievement refers to the degree or the level of success attainted in some
specific school tasks especially scholastic performance, in this sense academic achievement
means the attained ability to perform school tasks, which can be general or specific to a given
subject matter. Academic achievement could be defined as self-perception and self-evaluation of
one’ s objective academic success. Academic achievement generally indicates the learning
outcomes of pupil. Achievement of those learning outcomes requires a series of planned and
organized experiences. Good (1973), has defined, academic achievement as knowledge attitude
or skill developed in the school subject usually designed by test scores or by marks assigned by
teacher or by both. Consequently, academic achievement could be defined as self perception and
self evaluation of one’s objective success.
During the last three decades, the general trend in the research literature suggests that certain
types of socio-cultural environment s are generally associated with lower level of aspiration,
language deficiencies and minimal occupational and social adjustment. DuBois, Burk, Braston,
Swenson, Tevendale and Hardesty (2002) revealed that environment has been shown to play
important role in determining trajectories of adolescent s’ selfesteem. Researchers have noted the
particular vulnerabilities of rural youth, who tended to more isolated and have to fewer
educational, recreational and other public health resources (Apostal & Bilden, 1991; Markstrom,
Marshall & Tryon, 2000; Hurray & Keller, 1991). In addition, relative to urban and suburban
communities, rural settings are characterized by greater isolation, fewer educational and public
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health resources, and higher levels of poverty (Apost al & Bilden, 1991; Markstrom, Marshall &
Tryon, 2000; Hurray & Keller, 1991). This, in turn, may lead lower aspiration, self-esteem, s elf-
concept and fewer opportunities for success (Housley, Martin McCoy & Greenhouse, 1987;
Markstrom e t a l. 2 000). Devi and Prashani (2004) reported that pupils staying in rural area
generally suffer from social and cultural deprivation in comparison with urban pupils. There are
indications from research that the environment plays a determining role student in self-esteem.
Student come from urban environment are found to be superior as compared to the student s
from the urban environments. The important social changes in the adolescent s included
increased peer group influence, more mature patterns of social behavior new social groupings
and social acceptance. For the proper development of child, organized and effective environment
in the family and his social world are pre-requisites. An absence of these means in deprived
environment affects their mental health.
The relationship of socio-cultural environments of student s and academic achievement has been
explored b y m any researchers. Joshi (1988) found that rural and urban students do not differ in
academic achievement whereas Grewal and Singh (1987) found rural students significantly
higher on the level of academic performance. In Singh’s (1970) study , significantly larger
percentage of low achievers came from rural area. The figure being of low achievers 62.11 as
against 46.5 percent for high achievers. Again 51.35 percent high achievers belonged to cities as
against 37.89 percent of low achievers. Roscigno, and Crowley (2001) note that the academic
performance of rural children typically lags behind that of urban and suburban children. This
claim has been borne out the more recent work suggesting that contextual factors can contribute
to low esteem and poor academic performance.
Gender can also affect the level of self esteem and academic achievement. Girls experience low
self-esteem as compared to boys (Carlson, Uppal & Prosser 2000; DuBois et al., 2002). O’Brien
(1991) examined sex difference in self-esteem and reported that men scored significantly higher
in global self esteem than women. A majority of other researchers (Kelikangas-Jarvimen, 1990,
Sekaran, 1983) have also observed that male students’ scored higher on the self-esteem than
female students. Kling, Hyde, Showers and Bus well (1999) and Rabbins et al. (2002) have also
reported that adolescent s’ boys have higher self-esteem than adolescent’ s girls. In the terms of
academic achievement girls were better than boys. Dornbusch etal. (1987) reported that girls
student s tended to get higher grades than Boys. Tinku and Biswas (1994) found that girls are
more involved in their studies than boys and get more marks.
4.Self-esteem and gender
Many people believe that males and females experience problems in different areas of their lives
.There is no consensus regarding whether boys or girls have higher selfesteem. There is also a
strong empirical evidence indicating differences in the conceptualization of self and academic
performances according to sex and age (Awad, 2007, Thomson and Zand, 2007, Tolman et al,
2008)
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Ahmavaara and Houston conducted a study using 856 English secondary school pupils in grade 7
and grade 10.The study focused on the relationship between sex and self concept, and the
research found that boys report higher level of self-concept than girls regardless of their school
type (i.e. selective or non-selective) or age (Ahmavaara and Houston ,2007). Another study
examining sex differences in matters of performances, competence beliefs and value beliefs in
2,053 fifth grade students in Bavaria, Germany, found that boys reported higher level of
enjoyment and pride in Maths compared to girls. In addition, the researchers showed that girls
reported lower domain value in Maths than boys, even though there was no significant difference
in Maths achievement of both boys and girls (Frenzel & Pekrun, 2007). In Kenya, research
conducted in 1990 to examine the relationship between self-concept and academic performance
in Maths and English for high schools was based on the self description Questionnaire (SDQ).
The SDQ III assesses domain of academic self- concept and a general self domain derived from
the Rosenberg (1960, 1979) self-esteem scale. After establishing SDQ’S goodness of fit,
univariate analysis of variance indicated that boys and girls differed significantly on the self
concept scales with the exception of physical appearance. Boys rated themselves significantly
higher than girls on most scales of self concept. A similar univariate analysis of variance grade
indicated significant differences on self – concept scale with the exception of physical ability
looking at general self esteem, the 12th grade Boys and the higher general esteem while the 9th
and 11th grade girls rated themselves low on general esteem. From this study conducted, there
seemed to have been a gap left as there was an over generalization of grade levels. The
researchers, mainly compared
12 students’ grades e.g. 9th grade and 11th grade, 10th grade and 12th grade e.t.c. In this study
therefore, the concentration was on one grade level i.e. Form IV Students only as they were more
or less homogenous.
5. Self – esteem and academic achievement
According to Nina (1996), students’ statistic function with the self followed on the heels of
academic success. The influence may come through socio- cognitive progress such as
internalization of social opinions and social comparisons. Earlier studies on social perception and
academic achievement in Kenya High School students found that Kenyan parents and teachers
tend to encourage and support males to achieve higher academic goals compared to females
(Frank 2009; Merish et al, 1999). Examining students self concept by grade level, the research
findings showed that students in advanced grades had higher self concepts. As students advance
in years and grade levels, their perceptions of the various aspects of self concept went up. A
possible explanation was that students improve in verbal and problem solving skills as they take
20
more academic subjects in school (Nelson et al, 2006). As the above study mainly focused on
boarding schools there was need to investigate if day schools also had the same concept or not
6. The Importance of Self Esteem
Self Esteem is the very important factor that plays a very important role in every child's life. So it
is the duty of every teacher and every parent to build self esteem in every child. Parents play a
very important role in developing self esteem in their children, so they should always motivate
their children in a positive way. Self Esteem starts to develop in children in a very early age.
Children always learn from the people they like, so parents are the most important figure in their
life. They will learn whatever their parents teach them. Parents should develop confidence in
their children, so that they have a full confidence on themselves and they take their life decisions
confidently. So only a good bringing up can lead to a healthy, emotionally whole and successful
individual.
7. Parental preference for boys damages girls’ self-esteem and happiness
This study deals with the effects of cultural preferences for sons, over the daughters, and how it
affects the daughters self esteem , confidence level and other aspects of life. The study had been
conducted on Chinese Malaysian children. As sons are preferred over daughters, this act of the
society hinders the women progress in this world. Daughters are not considered as important as
sons, this effects their confidence level. This preference has no specific effect on boys but it has
psychological impact on daughters, so more efforts should be done to study the consequences of
cultural preferences for sons.
8.Time Use: Labor Market Participation and Time Spent with Children
The study suggests that fathers spent more of their non-work hours with sons as compared to
daughters. Many researchers have studied that fathers spend more time with sons, they find the
increased time spent with sons is compensated by a reduction in the father’s leisure. However,
the increased time spent with daughters comes from an increase in watching television together
and that's why it may be of limited value. Lundberg et al. (2007) suggests that if the increased
paternal time with sons stems from sons requiring more parental time, then one would suspect
that single mothers also spend more time with their sons relative to daughters. However, she
21
finds the opposite; single mothers with only one child spend more time with daughters than sons.
Unlike fathers, this increased time that single mothers spend with daughters stems from
decreased labor market participation as opposed to leisure.
9.Additional Areas of Gender Differences
Many researchers have studied that how parents invest in their children, this also shows the
gender differences. According to time diaries of older children, household chores are mostly
done by girls but as far as education is concerned parents are more likely to concentrate on boys'
education. Parents think that boys are going to stay at home for the rest of their life and they are
also an income source for the family so they prefer to invest for sons more than daughters.
10.Education
Girls education are not given much importance as compared to boys' education. Many
researchers have found through their studies that girls cannot continue their studies from middle
or secondary level and they drop their studies. Many campaigns were conducted to overcome
this gender difference and arrangements were done to promote female education like female
teachers were appointed to teach girls, separate washrooms were built for girls and many other
such arrangements were held, but female education ratio did not improved much. Parents think
girls' education as a waste of money. The gender gap in relation to education persists more in
secondary and higher level as compared to middle level.
11.Low Self Esteem
Self Esteem can be high, medium and low. Both high and low self esteem are harmful for an
individual. An optimum level of self esteem lies in middle level, so individuals with middle self
esteem are more socially and emotionally stable in relationships. People with low self esteem
face many troubles they always try to minimize their mistakes. This leads towards
dissatisfaction, depression and they feel unhappy. This may cause health problems and they feel
lack of confidence towards themselves. Children with low self esteem are afraid to try new
things. Though they have a huge friend circle but they remain shy and easily give up. Self esteem
continuous to decline during adolescence specially in girls. It's due to body language and other
problems associated with puberty.
22
SECTION 3
METHODOLOGY
3.1. Sampling:
The research is been conducted in Education sector from Rawalpindi/Islamabad region. It is a
survey conducted at school level including children aging from 13 to 16.
The sample for this study was selected from the students of JS school & college , there were
about 60 students (30 girls + 30 boys) selected to participate in the analysis of this study.
3.2. Type of study:

This is a type of descriptive study .This study used the survey research design. The design was
ideal for collection of data from a large number of respondents through a questionnaire. It also
allowed statistical analysis of large data base.
It is a convenient sampling technique with purposivness, in which we will be marking 20

questions on a five liker scale.
3.3. Scale and measurement:
We had used nominal and ordinal scales.
Nominal scales are used for labeling variables, without any quantitative value. “Nominal”
scales could simply be called “labels.” Notice that all of these scales are mutually exclusive (no
overlap) and none of them has any numerical significance. a sub-type of nominal scale with only
two categories (e.g. male/female) is called “dichotomous.”
With ordinal scales, it is the order of the values is what’s important and significant, but the
differences between each one is not really known. Ordinal scales are typically measures of non-
numeric concepts like satisfaction, happiness, discomfort, etc.“Ordinal” the order that matters,
but that’s all you really get from these.
The best way to determine central tendency on a set of ordinal data is to use the mode or median;
the mean cannot be defined from an ordinal set.
23
SECTION 4
RESULTS
We used Pearson’s correlation to examine the relationships between the respondents’

background (children’s ages and the highest education levels of parents) and PPSD (see Table 1).
PPSD was negatively correlated with parental highest education level, but had no relationship to
respondents’ ages. No significant difference was found in PPSD between the male (M = 2.14, SD
= 0.73) and female respondents (M = 2.11, SD = 0.85), t (754.165) = 0.67, p = 0.504. PPSD,
happiness, and self-esteem Again, a Pearson correlation was used to examine the relationships
between PPSD, happiness, and self-esteem .As expected, PPSD was negatively correlated with
happiness and self-esteem. These significantly negative correlations still emerged after using
partial correlation to parse out the highest education level achieved by a respondent’s father or
mother.
Gender differences
The multiple correlation programs were used to examine the gender differences in the
relationships among PPSD, happiness, self-esteem, and demographic factors (children’s ages and
parental education; see Table 2). For male respondents, PPSD was not relevant to their happiness
and self-esteem. However, for female respondents, PPSD was negatively correlated with their
happiness [r (381) = −0.183, p < 0.001] and their self-esteem [r (381) = −0.158, p = 0.002].
24
25
SECTION 5
5.1.conclusion
This report examines the relationships between PPSD, happiness, and self-esteem through
children’s perspective. Firstly, the results showed negative relationships between parental
education level (i.e., the higher of two parents) and PPSD. These results are not surprising since
Pakistani parents are more likely to be influenced by the cultural preference for sons, which is an
important value in traditional subcontinent culture. Secondly, the results showed significant
negative correlations among these variables: the stronger the PPSD, the lower one’s self-esteem
and happiness. Importantly, this relationship only occurred among female and not male
respondents
5.2.future recommendation
We note, however, that some limitations of this research deserve to be mentioned. First, although
we did our best to keep as many potentially confounding factors constant as possible. . Based on
previous studies that revealed negative psychological impact associated with low self esteem and
low happiness (Di Paula & Campbell, 2002; Myers &Diener, 1995; Seery, Blascovich,
Weisbuch, & Vick, 2004; Shackelford, 2001), it is expected that there are more negative
psychological impacts of PPSD on daughters and needs to be explored further. In conclusion,
this report suggests that parental preference for sons did have significant psychological impact
on daughters, so more effort should be invested to analyze the consequences of the cultural
preference for sons in the micro system and ecosystem (Bronfenbrenner, 1977, 1986). Besides
assessing reports from children, future studies could use multiple approaches to explore this
issue, such as the use of interviews and observation and the inclusion of parents as participants.
26
APPENDIX 1
REFRENCES
 (Owens,T , Stryker,S. & Goodman,N. (2001). Extending self-esteem theory and research.
Newyork : Cambridge University Press).
 (McLeod,S. (2012) .Self-concept. Retrieved from http://www.simplypsychology.org/self-
concept.html)
 (Morse,S. & Gergen,K. (1970). Social Comparison, Social comparison and the concept of
self. Journal of Personality and Social Psychology , vol.16 pp. 148-156)
 (Joshi,S. & Banaras,R. (2009) . Self-esteem and academic achievement of adolescents .
Journal of the Indian academy of applied psychology ,vol. 35 , pp. 35-39)
 (Tariq,T. & Masood,S. (2011). Social Competence, Parental Promotion of Peer Relations,
and Loneliness among Adolescents . Pakistan Journal of Psychological Research, 2011,
Vol. 26, pp 217-232)
 (Poh-Chua Siah,P. (2015) Perceived parental sex discrimination, happiness and self-
esteem: children’s perspective. Vulnerable Children and Youth Studies, vol.10,pp. 314-
320)
 (Blascovich, J., &Tomaka, J. (1991). Measures of self-esteem. In J. P. Robinson, P. R. Shaver,
& L. S. Wrightman (Eds.), Measures of personality and social psychological attitudes (pp.
115–160). San Diego, CA: Academic Press.)
 Rosenberg, M. (1979). Conceiving the self. New York, NY: Basic Books.
 Rosenberg, M. (1989). Society and the adolescent self-image (Vol. xxxii, rev. ed.).
Middletown, CT: Wesleyan University Press.
27
APPENDIX 2
QUESTIONNARE
INTRODUCTION:
We , students of Bahria University , Islamabad are conducting a research on the topic “effects of
Perceived cultural preference for sons on happiness and self esteem ; children’s perspective” .This will
help us make improvements to the existing research. The survey should only take 10 minutes, and your
responses would be kept completely confidential.
If you have any questions about the survey, please email us at: nehaasif56@yahoo.com
We really appreciate your input!
DEMOGRAPHIC INFORMATION
a. Name (optional) :
b. Age:
c. Gender: male/female
d. Organization:
e. What is your present grade (class) in school/university?
f. Father’s age: education:
g. Mother’s age: education:
h. Position as sibling: first born/ middle born/ last born
i. Favourite teacher: Male/ Female
j. favourite Subject:
k. 2 qualities of that teacher :
28
Instructions: Listed Below is a list of statements dealing with your general feelings about
yourself. For each statement, tick appropriately that how strongly you agreed or disagreed to the
statement.
STATEMENTS Strongly Agree Neutral disagree Strongly

Agree Disagree
On the whole, I am satisfied with
myself.
At times, I think I am no good at all
I feel that I have a number of good
qualities
I am able to do things as well as most
other people
I feel I do not have much to be proud
of
I certainly feel useless at times
I feel that I’m a person of worth, at
least on an equal plane with others
I wish I could have more respect for
myself
All in all, I am inclined to feel that I
am a failure
I take a positive attitude toward myself
A girl should always be respected

Only boys are a hope for parents
getting old.
Boys should have more importance in
having regular and healthy food as
compared to girls.
Girls have to face more struggle in our
society if she wants to stand on her
feet.
Boys get more advantages over girls.
My teacher does not consider gender in

delegating assignments
My gender influence my academic

capabilities
My education has an impact on my

confidence
There are wide opportunities to meet

my needs through education
I am satisfied with my current
capabilities
29

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OPERATIONS AND PRODUCTION MANAGEMENT

Effects of Perceived Cultural Preference for Sons on Happiness and Self-

BAHRIA UNIVERITY ISLAMABAD

A RESEARCH REPORT SUBMITTED IN FULFILLMENT OF THE FINAL

Submitted to : Sir Firdous Shehri

1.1. Background of the Study ........................................................................................... 6

1.2. Problem statement ...................................................................................................7

1.3. Gap analysis...............................................................................................................7

1.4. Research Questions .................................................................................................. 7

1.5. Research objectives………………………………………………..………………………7

1.6. Significance of the Study ................................................................................. ……8

2.1. Literature Review……………………………………………………………11

3.2. Type of study…………………………………………..…………………22

3.3. Scales and measurement…………………………………...……………...22

4.1. Results……………………………………………………… …………….23

5.2 Future Recommendation……………………………………………............25

1.1. BACKGROUND OF THE STUDY

1.2. PROBLEM STATEMENT

1.3. GAP ANALYSIS

1.4. RESEARCH QUESTIONS

The following research questions are addressed in this research:

1.5. RESEARCH OBJECTIVES

Objectives of our research are as follows:

2. Computing the effect of education on self esteem and happiness in children

1.6. SIGNIFICANCE OF THE STUDY

Theoretical Frame Work

PERCIEVED SELF ESTEEM &

Independent variable- percieved cultural preference for sons

 Dependent variable- self esteem & Happiness

H2 : Investment in education significantly moderate the relationship between perceived cultural

High self- esteem characteristics- • Confidence • Self-direction • Non-blaming behavior • An

2.1. Literature review

Empirically, the link between perceptions of discrimination and poorpsychological well-being

For groups of relatively disadvantaged status, discrimination is by definition more pervasive

The number of high self-esteem scores students were five students.

A total of 9 students in this group of 15 students scored in the ranged of 70 to 76.

2. Factors affecting students’ quality of academic performance:

A case of secondary school level :

The quality of Factors Affecting Students' Quality of Academic Performance: A Case of

Factors Affecting Students' Quality of Academic Performance: A Case of Secondary School

The home environment also affects the academic performance of students.

There is a range of factors that affect on the quality of performance of students.

Find the difference in quality of students' achievement in relation to their gender.

There is no significant difference in quality of students' achievement in relation to their gender.

Factors Affecting Students' Quality of Academic Performance: A Case of Secondary School

DATA ANALYSIS AND INTERPRETATIONS :

Comparison of effect of SES levels on students' achievement scores in the subjects of

Factors Affecting Students' Quality of Academic Performance: A Case of Secondary School

3. Self-esteem and Academic Achievement of Adolescents:

4.Self-esteem and gender

5. Self – esteem and academic achievement

6. The Importance of Self Esteem

7. Parental preference for boys damages girls’ self-esteem and happiness

9.Additional Areas of Gender Differences

11.Low Self Esteem

3.2. Type of study:

It is a convenient sampling technique with purposivness, in which we will be marking 20

3.3. Scale and measurement:

We had used nominal and ordinal scales.

We used Pearson’s correlation to examine the relationships between the respondents’

We really appreciate your input!

STATEMENTS Strongly Agree Neutral disagree Strongly

A girl should always be respected

My teacher does not consider gender in