Equipped yet Reluctant: Comparing the Problem-Solving Skills across University Gen Z Students

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Published Aug 17, 2026
https://doi.org/10.62663/pjpprp.v17i1.300
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Vol. 17 No. 1 (2026): Pakistan Journal of Professional Psychology: Research and Practice (PJPPRP)

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Tehreem Fatima
Sehrish Yaqoob
UMT
Areeba Fatima

Abstract

This study examines the differences in metacognition, decisional procrastination, affiliated comfort, and problem-solving skills among Generation Z students enrolled in public and private universities. A quantitative cross-sectional design was used. Data was collected from 288 university students (135 males, 153 females) in Lahore through purposive sampling. Participants completed the Metacognition Self-Assessment Scale, Melbourne Decision-Making Questionnaire, Positive Relations with Others subscale, and Problem-Solving Inventory. Hierarchical regression and independent samples t-test were used. Results revealed gender significantly predicted problem-solving skills, explaining 5% of the variance, while metacognition contributed an additional 11.5% variance and private university students scored higher on the Problem-Solving Inventory as compared to public university students while no significant differences were found in metacognition, decisional procrastination, or affiliated comfort. Findings indicate that institutional social environment may play a role in shaping students’ problem-solving skills and meta-cognitive skills. Future research should include broader geographical sample to enhance generalizability.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Tehreem Fatima, Sehrish Yaqoob, & Areeba Fatima. (2026). Equipped yet Reluctant: Comparing the Problem-Solving Skills across University Gen Z Students. PJPPRP, 17(1). https://doi.org/10.62663/pjpprp.v17i1.300

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