Journal of Behavioural Sciences

Behavioral Determinants of Digital Financial Awareness and Literacy: The Role of Financial Risk Tolerance in Students in South India

J. Joshua Selvakumar, Shilpa Sarvani Ravi, G. Suganya, Gururaj K — Mon, 27 Jul 2026 00:00:00 +0000

This study investigates the mediating role of financial risk tolerance (FRT) in the relationship between digital financial literacy (DFL) and financial well-being (FWB) among students in South India. In a quantitative study, N = 387 respondents completed a structured questionnaire, and the data were analyzed using Structural Equation Modeling (SEM). The research measures the effect of digital financial knowledge (DFK), digital financial skills (DFS), and digital financial experience (DFE) on financial well-being, with financial risk tolerance (FRT) as a moderator. Findings indicate that digital financial literacy has significant effects on financial well-being, and that DFK is the strongest predictor. Despite the model’s strong overall statistical power, digital financial risk (DFR) showed no significant direct effect on FWB. Further, FRT has a significant but comparatively smaller moderating effect on the DFL–FWB relationship; these findings indicate that risk tolerance can influence, but does not by itself predict, well-being. This study contributes to the literature by incorporating financial risk tolerance as a moderating variable in the model of digital financial literacy and well-being. The findings can help policymakers, educators, and financial institutions design financial literacy training that accounts for variation in risk tolerance across individuals.

Effectiveness of Gratitude Intervention Program on Gratitude, Self Responsibility for Learning and Study Habits in Nursing Students: An Embedded Mixed-Method Study

Chris Thomas, Nagendra Prakash Mattur, Maneesh Kumar Sharma — Thu, 22 Oct 2026 00:00:00 +0000

A quasi experimental study was conducted to assess the effectiveness of a Gratitude Intervention Program on gratitude, self-responsibility for learning and study habits in nursing students of Rajhistan, India. Further, qualitative data from focus group discussions was also obtained from the participants in experimental group to understand students’ experiences of behavioral change after intervention The experimental group (n = 53) received a structured 30-day Gratitude Intervention Program followed by 15 reinforcement sessions over one month, whereas the control group (n = 55) continued routine academic activities. Outcomes were assessed using validated self-structured questionnaires measuring gratitude, selfresponsibility for learning, and study habits. Quantitative data were analyzed using repeated-measures mixed-design ANOVA Significant group-by-time interactions were observed for gratitude. The experimental group showed a marked increase in estimated marginal mean scores from pretest to posttest and at follow-up, whereas the control group showed minimal change over time. Qualitative data from focus group discussions were analyzed using reflexive thematic analysis. Qualitative findings indicated that students experienced gratitude as a transformative process that increased positive emotions, self-awareness, internal responsibility, and academic focus.. Integrating gratitude-based practices into nursing education may strengthen positive learning behaviors and support professional development.

The Relationship between Job Crafting and Burnout in University Teachers: Moderated Moderation by Social Load and Time Pressure

Irsa Fatima Makhdoom, Najma Iqbal Malik, Mohsin Atta — Mon, 27 Jul 2026 00:00:00 +0000

This study examined whether job crafting was associated with burnout and whether social load and time pressure jointly moderated the relationship of job crafting and burnout in a sample of university teachers. Using a cross-sectional research design, the researchers collected data from N=328 university teachers who completed the Job Crafting Questionnaire (JCQUT, Makhdoom, 2021), Challenging Job Demands Scale (CJDS, Makhdoom et al., 2022) and Oldenburg Burnout Inventory (OLBI, Demerouti et al., 2010). The primary objective of the study was to find out whether the moderated relationship of job crafting and burnout through social load changed across varied levels of time pressure. Model 3 of Hayes’ PROCESS Macro for SPSS (Hayes, 2022) applied moderated moderation on the data that revealed social load moderated the relationship between job crafting and burnout such that the negative relationship of job crafting and burnout was strengthened when there was high social load. Further, the results of moderated moderation were found significant as the social load moderated the relationship only when time pressure was low. In the end, the researchers discussed implications of these results for teachers and researchers working in fields of organizational behaviour and occupational health, as well as for the employers working in higher education institutes.

Attachment Styles, Dyadic Coping, and Relationship Satisfaction in Married Individuals

Naima Kiran, Rusha Sajid, Humna Saeed, Hifza Imran — Tue, 29 Sep 2026 00:00:00 +0000

The current research examined the relationship between Attachment styles, Dyadic Coping, and Relationship Satisfaction in married individuals. The study hypothesized a positive correlation between secure attachment and relationship satisfaction, and a negative correlation between anxious and avoidant attachment styles and relationship satisfaction. The research also predicted a role for dyadic coping in relationship satisfaction and assumed that females would report higher relationship satisfaction than males. The sample of the study consisted of N= 195 married individuals (n=92 males and n=103 females). Three measures, including the Adult Attachment Scale (AAS), Dyadic Coping Inventory (DCI), and Couple Satisfaction Index (CSI), were administered. The results showed that secure attachment style was positively correlated with relationship satisfaction, and anxious attachment style was negatively correlated with relationship satisfaction. Regression analysis indicated that dyadic coping was a positive predictor of relationship satisfaction. Moreover, the study highlighted that males are more satisfied in their relationships than females. New investigators will benefit from the current study by assessing the grounds and reasons behind attachment styles, dyadic coping, and relationship satisfaction.

Participation in Sports and Mental Health: Mediating Role of Cognitive Skills and Time Management

Muhammad Hassan Danish, Asma Amanatullah, Salman Azam Joiya — Mon, 27 Jul 2026 00:00:00 +0000

The current study aims to explore the impact of participation in sports on the mental health of male and female university students in Pakistan through the mediating roles of cognitive skills and time management. A cross-sectional design was employed to conduct the research. The sample comprised N = 327 (n = 174 male; n = 153 female) students from various public and private universities in Pakistan. A self-developed questionnaire was utilised to assess the study variables. Data were analysed through Structural Equation Modelling using Smart PLS 4. Among male students, sports participation has a significant direct effect on cognitive skills, time management, and mental health. Cognitive skills and time management have a direct positive impact on mental health. Additionally, time management partially mediates the relationship between sports participation and mental health. Moreover, sports participation has a significant indirect effect on mental health through cognitive skills and time management. In female students, participation in sports has a direct effect on cognitive skills. Cognitive Skills have a significant impact on time management and mental health. Cognitive skills partially mediate the relationship between sports participation and mental health. Permutation MGA results revealed a substantial difference in the effects of time management and cognitive skills on mental health. Findings can help academic institutions encourage participation in both indoor and outdoor sports and introduce learning activities to improve cognitive skills. These components of personal growth will enable the students to manage complex tasks effectively.