Main Article Content



The present research was designed to explore the relationship between positive and negative affectivity and school well-being among orphan and non-orphan children. The sample (N = 100) taken from orphan houses and from different schools of Lahore city by using purposive sampling technique. Positive affectivity and negative affectivity among orphan and non-orphan children was measured through Positive Affect and Negative Affect Scale and school well-being among orphan and non-orphan children was measured through School Well-Being Scale. Results of the study showed that positive affectivity is positively related to school well-being among orphan and non-orphan school going children. Although there is negative relationship between negative affectivity and school well-being among orphan and non-orphan school going children. Moreover it was found that orphan children were higher on negative affectivity whereas non-orphan children were higher on positive affectivity and school well-being. The results were discussed considering cultural context and past literature.

Article Details



Ackerman, P. L., Bowen, K. R., Beier, M. E., & Kanfer, R. (2001). Determinants of individual differences and gender differences in knowledge. Journal of Educational Psychology, 93, 797–825.

Bossaert, G., Doumen, S., Buyse, E., & Verschueren, K. (2011). Predicting children's academic achievement after the transition to first grade: A two-year longitudinal study. Journal of Applied Developmental Psychology 32(2), 47-57.

Bradburn, N. M. (1969). BRADBURN SCALE OF PSYCHOLOGIC WELLBEING (also known as the Affect Balance Scale). The structure of psychological well-being. Chicago: Aldine.

Case, A., Paxon, C., & Ableidinger, J. (2004).Orphans in Africa. Parental Death, Poverty, and School Enrollment, 41 (3), 483-508.

Chamorro-Premuzic, T., & Furnham, A. (2006). Intellectual competence and the intelligent personality: A third way in differential psychology. Review of General Psychology, 10, 251–267.

Chu, K. H. L. (2002). The Effects of Emotional Labor on Employee Work Outcomes. The Faculty of the Virginia Polytechnic Institute and State University in partial.

Cropanzano, R., James, K., & Konovsky, M. A. (1993). Dispositional Affectivity as a Predictor of Work Attitudes and Job Performance. Journal of Organizational Behavior, 14(6), 595 – 606.

DeRaad, B. & Schouwenberg, H. C. (1996). Personality in learning and education. A review. European Journal of Personality, 10(5), 303-336.

Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14, 49–66.

Furnham, A., Forde, L., & Cotter, T. (1998). Personality and intelligence. Personality and Individual Differences, 24(2), 187-192.

Kaplan, A. & Maehr, M. A. (1999). Achievement Goals and Student Well-Being. Contemporary Educational Psychology, 24(4), 330–358.

Lazarus, R. S. (1993). From Psychological Stress to the Emotions: A History of Changing Outlooks. Annual Review of Psychology, 44, 1-21.

Mafumbate, R. (2011). Academic Performance of Child Headed and Parent Headed Children. Leipzig: Lambert Academic.

Mahati, T. S., Chitiyo, G., Mashange, W., Chibatamoto, P., Mupambireyi, P. F & Chandiwana, B. (2006).Our Children, Our Future from Vision to Innovative Impact Community responses to orphans and Vulnerable Children. A Qualitative assessment of orphans and vulnerable children in two Zimbabwean Districts. Cape Town: HSRC Press.

Morris, J. A. & Feldman, D. C. (1996). The Dimensions, Antecedents, and Consequences of Emotional Labor. The Academy of Management Review, 21 (4), 986-1010.

O’Conno, M. C. & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971-990.

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychol Bull, 135(2), 322-338.

Riaz, M., Tariq, S., Hanif, R., & Riaz, M. (2013). Self‐esteem as predictor of belief in just world among university students: the moderating role of personality factors. Journal of the Indian Academy of Applied Psychology, 39(2), 205-212.

Stumm, S. V., Chamorro-Premuzic, T., & Hell, B. (2011). The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance. Perspectives on Psychological Science, 6(6), 574–588.

UNAIDS, UNICEF, USAID. (2004). Children on the brink 2004: The global impact of HIV/AIDS. Nature, 4(10), 96-108.

Wagt, P. & Connoly, T. (2007). Family and HIV AIDS: Cultural & Contextual Issues in Prevention and Treatment. Pringer Science, 4(10), 96-108.

Watson, D. & Clark, L. A. (1988). Positive and Negative Affectivity and Their Relation to Anxiety and Depressive Disorders. Journal of Abnormal Psychology, 97(3), 333-346.