SOCIOECONOMIC STATUS (SES) DIFFERENCES IN PRESCHOOLERS’ SOCIAL SKILLS

Background and Purpose: Socioeconomic status (SES) exert different influences on child development. However, very few studies had examined the effects of SES on positive socio-emotional development including social skills. Thus, this study aims to examine the level of social skills and explores the differences across SES.   Methodology: Parents of 339 preschoolers in Selangor, Malaysia were selected through stratified random sampling. The questionnaires were distributed to parents through pre-school children. In this study, the 34-items of social skills scale from Preschool and Kindergarten Behavioural Scale-Version 2 (PKBS-2) was used and descriptive and one-way Welch’s F-tests analysis were conducted.   Findings: The study showed that the level of social skills was average. Analysis found that the preschoolers’ social skills were differed significantly across maternal education, Welch’s F (2, 78.95) = 19.88, p < .0001 and paternal education, Welch’s F (2, 78.95) = 19.88, p < .0001. Moreover, there was a significant difference in social skills across parental income, Welch’s F (2, 83.48) = 13.59, p < .0001.   Contributions: Knowledge of the level of pre-school social skills and the differences across SES can provide basic information and recommendations to the parents, teachers and authorities to improve preschoolers’ social skills.   Keywords: Family income, parental education, preschoolers, social skills, Socioeconomic status (SES).   Cite as: Kassim, J., & Hutagalung, F. D. (2019). Socioeconomic status (SES) differences in preschoolers’ social skills.  Journal of Nusantara Studies, 5(2), 303-328. http://dx.doi.org/10.24200/jonus.vol5iss2pp303-32

THE EFFECTS OF DRAMATIC PLAY ON VOCABULARY LEARNING AMONG PRESCHOOLERS

Background and Purpose: Studies have documented the value of dramatic play in enhancing vocabulary development.  However, very few studies in Malaysia have examined the effects of dramatic play on vocabulary development among preschoolers. Hence, the purpose of this study is to investigate the effects of dramatic play on the enhancement of vocabulary learning among preschoolers in Malaysia.   Methodology: The research was a quasi-experimental study with a pretest and post-test design. Preschoolers from two government preschools participating in a vocabulary instruction with dramatic play for eight weeks were compared with preschoolers who did not participate in vocabulary instruction with dramatic play. Comparison of vocabulary scores between the experimental and control groups was gathered using the Curriculum-Based Measurement (CBM) instrument. Data were analysed using SPSS version 23. Descriptive statistics of mean and standard deviation, and inferential statistics using t test were utilised to analyse the target vocabulary pre-test and post-test scores between the control and experimental groups.   Findings: The study showed there were significant differences in the vocabulary scores after the use of vocabulary instruction with dramatic play in the experimental group compared to the control group. In addition, there were significant differences in the vocabulary scores for female preschoolers in the experimental group compared to the control group.   Contributions: This study is hoped to be useful for early childhood educators in the employment of effective vocabulary instruction to suit preschoolers’ learning preferences in order to develop their vocabulary learning.   Keywords: Curriculum-based measurement, dramatic play, language development, pre-schoolers, vocabulary.   Cite as: Hutagalung, F., Lai, L., & Adams, D. (2020). Effects of dramatic play on vocabulary learning among preschoolers in Kuala Lumpur.  Journal of Nusantara Studies, 5(1), 294-314. http://dx.doi.org/10.24200/jonus.vol5iss1pp294-31

Sexual harassment: a predictor to job satisfaction and work stress among women employees

Abstract This study examines the predictions on sexual harassment experience towards job satisfaction and work stress among female employees at three universities in the Klang Valley, Malaysia. A questionnaire consisting of four sections has been used for this research. The four sections measured sexual harassment experience, job satisfaction, work stress and respondents information. A total of 1423 participants were selected through simple random sampling technique. Results show that more than half of the sample has had sexual harassment experience. Female employees aged between 26 to 39 years, married, and having length of service less than 5 years had more sexual harassment experiences. Another result showed a significant negative relationship between sexual harassment experience with job satisfaction and significant positive relationship between sexual harassment experience with work stress. Results also indicate that sexual harassment can be a predictor of job satisfaction and work stress

TECHNOPHOBIA, MOTIVATION, AND ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING FOR GRADE 6 STUDENTS IN ABU DHABI, UNITED ARAB EMIRATES

Background and Purpose: Limited research has explored the perceptions of technology use in distance learning education among grade six students and its potential influence on academic achievement. Addressing this gap, this study aims to investigate the relationship between technophobia, motivation and academic achievement in the context of distance learning for sixth-grade students in Abu Dhabi, United Arab Emirates.                                                   Methodology: Data were collected through a questionnaire distributed among grade six students in Abu Dhabi resulting in 399 responses. The respondent pool comprised 173 female students and 269 male students. The collected data underwent analysis using both SPSS and Structural Equation Model through SMART-PLS.   Findings: The study found that technophobia negatively impacts students’ academic achievement in distance learning, while motivation positively affects technophobia and academic achievement in distance learning.   Contributions: The findings provide insights for educational stakeholders, teachers, and leaders in the Ministry of Education to develop policies and support students in their distance education experience. Keywords: Technophobia, motivation, distance learning, educational technologies, academic achievement.   Cite as: Arabi, N., Ismail, W. M., & Hutagalung, F. D. (2024). Technophobia, motivation and academic achievement in distance learning for grade 6 students in Abu Dhabi, United Arab Emirates. Journal of Nusantara Studies, 9(1), 345-367. http://dx.doi.org/10.24200/jonus.vol9iss1pp345-36

TEACHER SELF-EFFICACY AS A MEDIATOR OF THE RELATIONSHIP BETWEEN EMOTIONAL COMPETENCE AND PRESCHOOL TEACHERS’ COMMITMENT

Background and Purpose: Since preschool education is the cornerstone of change and overall development of children, it is a very important phase that prepares them before they enter the school world. Thus, the development and expansion of preschool programs need to be given further attention and improvement of the quality of services to the community. Teachers' emotional competence and self-efficacy are closely related to teacher commitment. Therefore, it is important for us to identify the relationship between preschool teachers’ emotional competence and teachers' commitment as well as to investigate the mediating effect of teachers’ self-efficacy to perform their role toward developing children's potential holistically. This study aims to examine the mediating effect of teachers’ self-efficacy between the relationship of emotional competence and self-efficacy of teachers with the commitment of preschool teachers in the state of Selangor, Malaysia. This study was based on the Emotional Competency Theory developed by Goleman (2001), the Self-Efficacy Model by Tschannen-Moran and Hoy (2001) as well as the Teacher Commitment Model by Thien et al. (2014).   Methodology: The methodology used was a survey study involving 428 preschool teachers in the state of Selangor who were selected through cluster sampling and convenient sampling to answer a set of questionnaire through Google Forms. The instrument was validated by six experts and a pilot study was conducted on 75 samples of preschool teachers in the Klang district. Data collected were analyzed quantitatively using IBM SPSS V23.0 & Smart-PLS 3.0.   Findings: The results of structural model analysis showed that the relationship between emotional competence, self-efficacy and commitment was positively significant and teacher self-efficacy served as a partially mediating effect in the relationship between emotional competence and teacher commitment.   Contributions: The previous studies of emotional competence, self-efficacy, and commitment were in the field of education in general and did not focus on preschool education. Based on the issues and long-term implications of the quality of preschool education, this study provided an improved new model to fill the research gap in the field of early childhood education to improve the quality of continuing education.   Keywords:  Commitment, early childhood education, emotional competence, mediator, preschool teacher, self-efficacy.   Cite as: Phaik Im, K., Fong Peng, C., & Hutagalung, F. D. (2023). Teacher self-efficacy as a mediator of the relationship between emotional competence and preschool teachers’ commitment. Journal of Nusantara Studies, 8(2), 1-26. http://dx.doi.org/10.24200/jonus.vol8iss2pp1-2

A Conceptual Paper: Moderating Effects of Metacognition and Gender on the Association between Emotion Regulation and Self-Efficacy Among Pre-Service Teachers

Pre-service teacher’s self-efficacy plays a vital role in Malaysia educational transformation. Emotion regulation influences one’s ability to cope with the stress and challenges. This research focuses on the two variables which determine pre-service teacher’s self-efficacy and emotion regulation. Metacognition enables pre-service teachers to rationally evaluate their own capability. It serves as an important tool in emotional regulation to engage pre-service teacher in cognitive re-appraisal process. Gender differences lead to different thinking style and emotion regulation strategies. Metacognitive Awareness Inventory (MAI), Emotion Regulation Questionnaire (ERQ) and General Self-Efficacy (GSE) will serve as the instruments in this study. 133 pre-service teachers from Institute of Teacher Education Campus Bahasa Melayu will be selected using clustered random sampling method. The findings of this research can serve as a reference in teacher preparation process. Keywords: metacognition, emotion regulation, self-efficacy, pre-service teacher, gender difference

The Influence of Gratitude on Body Image Among Male Adolescents

Adolescence is one of the important periods in human life. During this period, adolescents experience various changes, including physical changes. These physical changes can have an impact on the adolescent’s perspective of the body, known as body image. Body image is related to gratitude. This study aimed to examine the impact of gratitude on body image in male adolescents. A correlational quantitative research method was used. The study sample consisted of 314 males aged 12-21 years old who were living in Malang City. The research instruments consisted of a gratitude scale and a body image scale made by the researchers. Data validity was examined by three psychologists and item difference tests. Data reliability was calculated using Cronbach’s Alpha formula with a coefficient of 0.9. Data were analyzed using simple linear regression analysis. The results showed that gratitude had a significantly positive influence on body image. Male adolescents should be supported to understand the importance of gratitude so as to minimize the occurrence of negative body image. Keywords: gratitude, body image, male adolescent

TRAUMA REMAJA KORBAN KONFLIK BERSENJATA DAN TSUNAMI DI ACEH: TRAUMA AMONG ADOLESCENTS VICTIM OF ARMED CONFLICT AND TSUNAMI IN ACEH

Kajian trauma dalam kalangan remaja mangsa konflik dan tsunami di Aceh dilakukan kerana beberapa asumsi iaitu Aceh dalam sejarah yang berpanjangan telah berlaku konflik bersenjata, selain itu juga telah terjadi gempa yang maha dahsyat yang dibarengi dengan tsunami. Peristiwa tersebut telah membuat ramai masyarakat terutama remaja mengalami kesan trauma pada taraf yang sederhana, dan terdapat perbezaan yang signifikan pada setiap wilayah, sumber trauma dan jantina yang memerlukan pengkawalan secara profesional terutamanya wilayah-wilayah yang hasil ujian post hoc sangat berbeza seperti di Bireun, Aceh Selatan dan Abdya agar remaja yang mengalami trauma dapat hidup secara munasabah dan dapat merancang kehidupan yang selesa dimasa hadapan melalui layanan kaunseling trauma. Kajian ini menggunakan manual standar Trauma Symptom Inventory (TSI) yang sudah diubah pakai sesuai dengan bahasa tempatan. Manual ini dibahagi kedalam dua sakala iaitu Skala Validiti dan Skala Klinikal. Remaja yang merespon indikator tersebut dengan skor tinggi maka dapat dikatakan mereka mengalami trauma dan memerlukan pengkawalan yang serius agar tidak menjadi Post Traumatic Syndrome Disorder (PTSD). Trauma ini sangat membahaya kerana dapat menggangu kesehatan fizikal dan psikis dan bila berpanjangan akan menyebabkan sakit mental

A Comparison Study of Curriculum between TESOL in the United Kingdom and TCSOL in China

This research analyses 10 universities from the United Kingdom and China respectively to make a comparison between TESOL and TCSOL curriculum. Based on the analysis, the compulsory courses, and optional courses, some similarities and differences have been analyzed. By referring to the curriculum of TESOL, some suggestions have been put forward. This research aims to inject broader approaches to the study of Master of Teaching Chinese to Speakers of Other Language (TCSOL), which would result in an enhanced understanding and enlargement of the subject matter, provide new thinking direction, promote the development of TCSOL, and reduce the possible confusion on the future development