: Polygamy has become common practice in many communities including Pakistan. Objectives: The study investigated the causes of polygamy, outcomes, and women's coping strategies to deal with co-wives’ relationships. Method: Exploratory qualitative method was used. Data was collected from 11 polygamous women who consented to an in-depth interview. The study was conducted in 2017 with approval from the institution and polygamous women. Results: Three themes emerged from the study based on findings. First theme: reasons of polygamy as findings indicated that majority of females allowed their husbands for co-wives due to infertility or having only female children, husband’s love marriage, and in-laws family pressure because they wanted to secure their marriage instead of divorce. Second theme: outcomes of polygamy as jealousy, unhappiness, and loneliness due to injustice, by the spouse were explored as potential pitfalls of polygamy. The advantages of polygamy were included sharing in-house responsibilities and child-rearing. Third theme: The coping strategies used by polygamous women have included faith in religion, fate role, and compromise with the co-wives. Conclusion Polygamous women though claimed that polygamy has disadvantages but to them, divorce is not an option. The policymakers and law enforcement agencies should pass laws for the welfare of polygamous women. They must be educated through different seminars and programs to cope with the stress and manage other consequences of polygamy. The study is not against polygamy but the need to improve the family structure of polygamous families is a major concern.

The main objective of the study was to explore the mediating role of students’ satisfaction with online learning between perceived teachers support and academic achievements during the pandemic of COVID-19 in Pakistan. It was hypothesized that Students’ Satisfaction with Online Learning is likely to mediate between Perceived Teachers’ Support and Academic Achievements of Medical and Non-Medical students. It was also hypothesized that non-medical students are likely to be more satisfied with online learning, perceiving more teachers’ support and having high academic achievements than the medical students. A sample of 400 students with the age range of 18-22 Medical Students (M=21.68, SD=1.58) and non-medical students (M=21.91, SD=1.53) was collected through convenient sampling strategy from the different institutions. It was a quasicorrelational study. Students’ satisfaction with Online Learning Questionnaire, Teachers’ Support Scale and Grade Point Average scores for academic achievements were used. Mediated hierarchical regression analysis revealed after controlling the effect of Students Satisfaction with Online Learning (M), the magnitude of Perceived Teachers’ Support reduces from the total effect which indicates partial mediation. Sobel z test was also run to check the indirect effect which is also significant. Findings of t test indicated that medical students significantly perceive less teachers’ support than non-medical students. Findings of the study are helpful for educational administration, policy makers, course designer, and curriculum developers for organizing the whole online setup new normal.