Psychology and Education Journal 2024-04-17T00:58:54+00:00 Open Journal Systems <h2><strong>PSYCHOLOGY AND EDUCATION (ISSN: 1553-6939)<br /></strong></h2> <div class="row" style="border: 1px solid grey; padding: 5px; text-align: justify;">Dear Authors and Researchers,<br />We would like to inform you that the U.S. ISSN Center at the Library of Congress has confirmed that the correct ISSN number of the Journal <strong>Psychology and Education</strong> is ISSN 1553-6939. This ISSN is to be used instead of ISSN 0033-3077 which is the ISSN that belongs to the former title, “<strong>Psychology</strong>.” Each time a journal undergoes a major change of title a new ISSN is assigned. <strong>Psychology and Education</strong> also has been assigned a Linking ISSN (ISSN-L). The ISSN-L is available for use when there is a need to identify and link to a continuing resource without regard to format, for example in services such as OpenURL, library catalogues, search engines or knowledge bases. The next issue of <strong>Psychology and Education</strong> will be published with ISSN 1553-6969. But the previous ISSN will be also available in the ISSN Portal to retrieve the record for <strong>Psychology</strong> because it remains the identifier for the former title <strong>Psychology</strong> and the articles published under that title.</div> <div class="row"> <p style="text-align: justify;"> </p> <p style="text-align: justify;">Arts and Languages, Humanities, Social Sciences, Management and Economics, Law and Political Sciences, Sports Sciences, Psychology, Education Sciences, Biological and Medical Sciences, History, Philosophy, Media and Communication, Science and Technology, Engineering.</p> <p style="text-align: justify;"><strong>Psychology and Education</strong> <strong>(ISSN: 1553-6939)</strong> is a quality journal devoted to basic research, theory, and techniques and arts of practice in the general field of psychology and education. <strong>Psychology and Education</strong> is published bimonthly. There are numerous papers on important aspects of psychology and education which can find no place in the professional literature. This journal is dedicated to filling this void.<br />Preparation of manuscripts: In formal aspects, the manuscripts should follow closely the general directions given in the Publication Manual of the American Psychological Association (6th Edition). EXCEPTIONS: All data in photographs, tables, drawings, figures and graphs must be simplified and stated in the RESULTS section of the paper. All papers must be formatted in MSWord, typed, Times New Roman font #12, double-spaced, with 1 inch margins, and submitted electronically or printed manuscript in original copy. Manuscripts must be accompanied by an abstract of about 70-100 words. The manuscript and abstract should conform to the American Psychological Association Manual Style, 6th Edition.<br />Given the present trends in the publishing industry and to reach the global audience without any restrictions, we have opted to move the journal from subscription-based to Gold open access.<br />A shift in this mode has certain benefits:</p> <ul> <li>Increased usage and citation</li> <li>Easy compliance with institutional and funder mandates</li> <li>Retention of copyright by authors</li> <li>Greater public engagement</li> <li>Faster impact</li> </ul> <p style="text-align: justify;"><strong>Psychology and Education</strong>, the Editor, nor the Board of Editors (individually or collectively), assumes no responsibility for statements of fact or opinion in the papers printed. Authors are responsible for obtaining copyright permissions. Advertising rates supplied on request. Books for review should be sent to the Editor.<br />Articles in <strong>Psychology and Education</strong> are listed in PsycINFO, American Psychological Association (APA), Scopus,, and shared with other websites, and numerous gratis copies are mailed to the Library of Congress, EBSCO subscription services, and universities in developing countries overseas.</p> </div> Influence of Online Work on Social Media Relations of Higher Education Teachers before and during COVID-19 pandemic 2024-04-17T00:58:54+00:00 Prof. Sajid Jamal, Dr. Naushad Husain, Dr. B.L. Meena, Dr. Afaque Nadeem Khan <p>This ex-post facto study was carried out to explore the social media relationships of higher education teachers before and during the unprecedented COVID-19 lock-down. A descriptive survey method was followed to achieve the predetermined objectives. Random sampling technique was used to gather the data from higher education teachers. Researchers’ self-constructed questionnaire (Google Form) was administered on the selected sample. The obtained data was analyzed with the help of frequencies, percentages, Pearson’s chi-square test and Wilcoxon signed-ranks test. The findings revealed that <em>before</em> the COVID-19 lockdown, 59.75% of the higher education teachers were active on social media platform and Whatsapp was the major social media platform as almost three-fourth (75.61%) of them used it. A majority (i.e. 57.32%) of the higher education teachers learnt and applied new soft-wares and ICT tools during the lockdown on the cost of social relationships. Almost one-third (i.e. 32.93%) of them felt that their active participation on social media platforms has reduced in lockdown and they couldn’t spare the time for interaction on social media due to over involvement in online programs during the lock-down. Almost one-fourth (i.e. 24.39%) of them perceived that their closely friends and relatives complaint them regarding their non-availability on social media during COVID-19 lock-down. During the lockdown, the percentage of higher education teachers spending their time up to one hour, two hours and three hours daily on social media platform were 32.93%, 30.49% and 36.58% respectively. This was a significant increase in time devoting social media platforms during the COVID-19 lock-down among higher education teachers. Gender was significantly associated with social media activeness <em>before</em> lockdown and male teachers were found to be more active on social media <em>before</em> the lockdown. No significant Association of Teachers’ Relationships through Social Media with Type of Institution was found before as well as during the lock-down. Also, gender was not associated with Teachers’ Relationships through Social Media during the lock-down. The findings of the study may help to develop an insight to the teachers, social-health workers, psychologists, administrators and policy-makers to strengthen the social relationships by reducing their workloads during such types of exceptional conditions.</p> 2024-04-16T00:00:00+00:00 Copyright (c) 2024