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The high cost of living and prolonged lockdowns due to the COVID-19 pandemic made the financial well-being of individuals vulnerable, especially young adults. This paper examines the impact of financial behaviour on financial well-being (FWB) among young Malaysians during the COVID-19 pandemic. The study collected variable data on financial literacy, financial behaviour, financial socialisation, self-control, financial technology and FWB. To collect a representative sample of Malaysian young adults, a multi-stage random sampling method was used, and 360 young adults aged 18-29 years old completed the questionnaires. Structural equation modelling was adopted to investigate the factors influencing young adults' FWB. The empirical findings revealed a significant mediating effect of financial behaviour in the relationships between financial literacy, financial socialisation, self-control, financial technology, and FWB. The research concluded that the mediation analysis yields a clear and firm conclusion that financial behaviour is important in empowering young adults' FWB. Thus, the present study adds value to the existing literature on the relationship between financial behaviour and FWB. Furthermore, the paper's findings will assist government agencies and non-governmental organisations in developing outreach programmes for young adults per the strategies outlined in the Twelfth Malaysia Plan and the aspirations pledged in the Malaysian Youth Policy 2015-2035.
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While higher education institutions promptly responded to the transition to online or blended practices as a result of COVID-19, there is limited current understanding of how first-year PhD students committed themselves to various online networking experiences during their initial stage of professional development. By drawing on Kolb's experiential learning cycle, this chapter elicits two first-year international PhD students' professional trajectories of forming our professional identities in academia during the COVID-19 pandemic. Despite engaging with different professional socialisation activities, we both underwent three transformative stages which we classify as acquiring knowledge, establishing networks, and gaining validation. Our findings indicate that our dynamic and consecutive professional identity formation transitioned through three stages: a doctoral student, an institutional member, and an early career researcher. This chapter reveals how this linear three-stage process respectively unfolds for different international doctoral students. In this regard, relevant implications are proposed for current and prospective international doctoral students and their institutions to refer to in better facilitating international doctoral students' professional identity development during and beyond COVID-19 pandemic. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
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Objectives: To analyse the relationship of knowledge, anxiety and stress with the practice of coronavirus disease-2019 guidelines among nursing students. Method: The cross-sectional study was conducted in June-July 2020 after approval from the ethics review board of Universitas Nahdlatul Ulama, Surabaya, Indonesia, and comprised undergraduate nursing students in their second, third and fourth years of studies at various universities in the East Java region. Data was collected using the Depression, Anxiety, Stress Scale-21 questionnaire. Knowledge about coronavirus disease-2019 guidelines was assessed using a self-developed questionnaire in line with World Health Organisation advisory. Data was analysed using SPSS 25. RESULTS: Of the 227 subjects, 204(90%) were women and 23(10%) were men. The overall mean age was 20.10±1.5888 years. There was no significant association of knowledge, anxiety and stress with the practice of coronavirus disease-2019 guidelines (p>0.05). CONCLUSIONS: Adequate knowledge of coronavirus disease-2019 did not make the nursing students follow the relevant guidelines.
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COVID-19 , Education, Nursing, Baccalaureate , Students, Nursing , Male , Humans , Female , Adolescent , Young Adult , Adult , Cross-Sectional Studies , Anxiety , DepressionABSTRACT
PurposeGiven the sharp rise in the adoption of digital onboarding in employment relations and human resource management practices, largely caused by the continuing COVID-19 pandemic, this study explores the impact of digital onboarding on employees' wellbeing, engagement level, performance, and overall outcomes.Design/methodology/approachThis study uses an interpretive qualitative research methodology, undertaking semi-structured interviews with 28 participants working in the UK services industry.FindingsThe study finds that digital onboarding has a significant impact on employee outcomes, following the perceptions of "dwindling social connectedness and personal wellbeing”, "meaningful and meaningless work”, and "poor employee relations” among employees and their employers in the workplace.Practical implicationsDue to the increased adoption of digital onboarding, human resources teams must focus on having considerable human interaction with new hires, even if this means adopting a hybrid approach to onboarding. Human resources teams must ensure that they work together with line managers to promote a welcoming culture for new hires and facilitate organisation-driven socialisation tactics and the "quality” information necessary for supporting new employees. For new employees, besides acquiring the digital skills that are essential in the workplace, they must accept the changing digital landscape in order to practice effective communication and align their goals and values with those of their organisation.Originality/valueQualitative research on the influence of digital onboarding on employee outcomes is limited, with much of the research yet to substantially consider the impact of digitalisation on the human resources function of onboarding employees as full members of an organisation.
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Technology has brought unprecedented changes in the financial realm, and its benefits were evident during the times of COVID-19. Nonetheless, digital divide has kept fintech out of the reach of many. Digital financial exclusion needs practical solutions to bring positive attitudes and confidence to use fintech among these segments. This is an original work that suggests reverse fintech socialisation as a tool to create such confidence within the digitally excluded. Employing a cross-sectional design, a sample of 349 middle-aged mothers was drawn from Kerala, India to examine the relationships between attitude, reverse socialisation, and confidence to deal in fintech. Findings supported the hypothesised relations between these variables and revealed that attitude predicts reverse fintech socialisation, which has a very high influence on confidence. Age, income, and income earner in the family too were found significant for confidence. Findings imply that policymakers can formulate interventions that make use of the youth to create confidence within the digital immigrants to use fintech.
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This text addresses one of the terms applied to describe spaces of experimentation, namely third place. This concept refers to new places that connect the functions of working, living, and socializing. These three functions had been separated by capitalism under a Fordist mode of regulation. However, since the 2000s, various space-based initiatives have reunited them. In this context, third places represent reference points for community life that favor broader and more creative exchanges at the local level and thus help to maintain sociability, especially in the post-COVID-19 era. Third places offer the opportunity to rethink the link between the workplace and mobility, to review spatial planning practices, and to re-examine the relationship between the local and the global.
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Purpose>This paper aims to explore articulations of how individuals internalise official demands on handling COVID-19 and the function of social media in this process, and further to discuss this from a human rights’ perspective.Design/methodology/approach>A thematic analysis of qualitative data from an international survey on COVID-19 and social media. The analysis was inspired by Berger and Luckmann's theory of reality as a social construction.Findings>Articulations expressed an instant internalisation and externalisation of the officially defined “new normal”. However, negotiations of this “new normal” were articulated, whereby everyday life activities could proceed. Resistance to the “new normal” appeared, as routines and common sense understandings of everyday life were threatened. Health-care professionals were put in a paradoxical situation, living in accordance with the “new normal” outside work and legitimately deviating from it at work. The “new normal” calls for individuals’ “oughtonomy” rather than autonomy. Social media were used to push individual’s re-socialisation into the “new normal”. The latter both promoted and challenged human rights as the individual's right to self-determination extends beyond the self as it risks threatening other people's right to life.Originality/value>With the means of a theoretically based thematic analysis inspired by Berger and Luckmann, the current study shows how articulations on COVID-19 and social media can both support and challenge human rights and reality as a facticity as dictated by dominant organisations and discourses in society.
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Purpose: Given the sharp rise in the adoption of digital onboarding in employment relations and human resource management practices, largely caused by the continuing COVID-19 pandemic, this study explores the impact of digital onboarding on employees' wellbeing, engagement level, performance, and overall outcomes. Design/methodology/approach: This study uses an interpretive qualitative research methodology, undertaking semi-structured interviews with 28 participants working in the UK services industry. Findings: The study finds that digital onboarding has a significant impact on employee outcomes, following the perceptions of “dwindling social connectedness and personal wellbeing”, “meaningful and meaningless work”, and “poor employee relations” among employees and their employers in the workplace. Practical implications: Due to the increased adoption of digital onboarding, human resources teams must focus on having considerable human interaction with new hires, even if this means adopting a hybrid approach to onboarding. Human resources teams must ensure that they work together with line managers to promote a welcoming culture for new hires and facilitate organisation-driven socialisation tactics and the “quality” information necessary for supporting new employees. For new employees, besides acquiring the digital skills that are essential in the workplace, they must accept the changing digital landscape in order to practice effective communication and align their goals and values with those of their organisation. Originality/value: Qualitative research on the influence of digital onboarding on employee outcomes is limited, with much of the research yet to substantially consider the impact of digitalisation on the human resources function of onboarding employees as full members of an organisation. © 2022, Emerald Publishing Limited.
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The article will consider the challenges that pastoral care in education faces to ensure that it continues to make a positive contribution to the learning experience of children and young people living in the 21st century. It will discuss how in recent years the purpose of education has been questioned by writers and the implications this may have for developing effective pastoral structures and systems and for the priorities of staff in their pastoral roles in the future. It will reflect on why there has been a need for pastoral care in education and why it is needed to support the academic achievement and personal development of children and young people in the future. The article will examine the important contribution pastoral care makes to the socialisation process and how this has been highlighted by the experience of the pandemic. In conclusion, four recommendations are made about how pastoral care in education can respond to the challenges of the 21st century and ensure that children and young people are provided with the support they need to succeed in their education, face the challenges of the modern workplace and in their future lives and make a positive contribution to society. [ FROM AUTHOR] Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The Multiannual Financial Framework for 2021—2027 was adopted during the severe crisis caused by the ongoing coronavirus pandemic. In the face of a rapidly deteriorating economic situation, EU countries took unprecedented steps radically changing the principles of resource allocation in the Union. These included the recovery plan for Europe, making the EU budget conditional on respect for the rule of law and the new EU resources system. This article seeks to identify the essential characteristics of the decisions made within the Multiannual Financial Framework and define their significance for advancing integration. The study attempts to answer two questions: do these decisions mark the transition to a new stage of integration and to what extent do they comply with the law of the Union. Several EU initiatives related to debt redistribution are analysed, along with the impact of these initiatives on Eastern European countries, particularly those of the Baltic Sea region. The research explores the decisions from the standpoint of legal and political science. In particular, it is stressed that, when reaching a compromise on making the budget conditional on respect for the rule of law, the EU and its member states had to use a mechanism for postponing the execution of an act of the Union, which contradicts the basic principles of EU law. From a political point of view, the adoption of a package of legislative acts within the Multiannual Financial Framework means growing dependence of the member states and an increase in solidarity and loyalty within the Union. © Entin, M. L., Entina, E. G., Voynikov, V. V., 2022
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BACKGROUND: The internalisation of gender stereotypes has long-term impacts on the aspirations, opportunities and psychosocial well-being of people. The main objective of this study is to measure the adherence to gender roles among children, analysing the link between their roles' internalisation, the family context and the socioeconomic environment. METHOD: During the Spring 2021, a survey was carried in Rome on children aged 8-11 through a structured questionnaire. The explanatory dimensions of the analysed topics were identified and a survey questionnaire with an ad hoc administration method were developed. RESULTS: The results show a widespread internalisation of traditional gender roles among the respondents and differences by sex were found, since their acceptance is higher among boys for male roles and among girls for female roles. As the age increases, the adherence to male roles decreases for both boys and girls, while high levels of prosociality resulted in a lower adherence to female roles among boys. No significant relations were found with family and environmental variables. CONCLUSIONS: These findings show how the internalisation of gender stereotypes is already traceable at this age, and due to a different path of primary socialisation, boys and girls develop their gender identity consistent with social expectations. The lack of significant relations with environmental variables could be related to the age of the respondents, as the process of primary socialisation imbued with gender stereotypes still does not overlap secondary socialisation. These trends should be monitored during late childhood since at this age children are cognitively plastic, but also vulnerable and influenceable by surrounding stimuli. This research approach, especially if extended to a wider geographical scale, can provide important knowledge to support the relational well-being of children and equal opportunities of society as a whole.
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Gender Role , Socialization , Child , Female , Gender Identity , Humans , Male , MenABSTRACT
In this study, we examine how TIS education unfolds within an all-encompassing digital education context that has been dramatically intensified by the sudden switch over to online-only instruction during the COVID-19 pandemic in major universities in Turkey. We surveyed 17 instructors (four were later interviewed) and 46 undergraduate students in order to find out how pedagogical relationships are impacted by the online-only distance education modalities. The disruptive effects as well as emancipatory potentials of these changes for TIS pedagogy were probed. In addressing these issues, the conceptual framework of the threefold division of educational purposes into qualification, socialisation, and subjectification was deployed. The analysis of our data suggests a lack of concerted attempts to address subjectification as a central issue in the online-only learning environment in TIS education. Both instructors and students have concerns regarding the domain of subjectification. Yet, instructors seem mostly focused on qualification- and socialisation-related issues rather than the needs of their students in terms of their subjectification. In this context, the so-called platform capitalism promotes pedagogical relationships that are not conducive to fostering the domain of subjectification and therefore poses a risk to the development of students' personal and professional identity. © 2021 University of Roehampton. All rights reserved.
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BACKGROUND: Studying prosociality in children is a complex but relevant issue related to the qualitative development of human interactions. The main objective of the present study is to identify the psychosocial factors that most promote or inhibit the adoption of prosocial behaviours among children. METHOD: In Spring 2021, a survey was conducted amongst primary school children through a structured paper questionnaire. The data analysis has been carried out through bivariate and multivariate statistical techniques. Path analysis has been used. RESULTS: The results highlight the role played by the parental education level, the perception of positive and negative emotions, the adherence to gender roles and the involvement in cyberbullying actions in predicting prosocial tendencies among children. On the other hand, adopting prosocial behaviours affects the screen-time as well as the devices' interference in face-to-face interactions and the attitude towards school. CONCLUSIONS: The results are relevant and useful for the study of trends in prosocial behaviours among children. Family education level, individual status, peer interactions and social conditionings are variables that highly influence this multidimensional phenomenon. Further research is needed, including the definition of new measures and indicators concerning the context where children live and interact with others, with the aim of designing interventions aimed at facilitating relational well-being of children.
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Altruism , Socialization , Child , Humans , Peer Group , Schools , Social Behavior , StudentsABSTRACT
Video calls using software such as Skype, Zoom and FaceTime can improve socialisation among older people and family, however it is unknown if video calls are able to improve socialisation among older people and their peers. Twenty-two residents across three British care homes engaged with each other using 'Skype quiz' sessions with the support of staff once a month over an eight-month trial. Video calls were accessed via a 'Skype on Wheels' intervention that comprised a wheeled device that could hold an iPad, or through Skype TV. Residents met other residents from the three care homes to build new friendships and participate in a thirty-minute quiz session facilitated by eight staff. Staff were collaborators who recruited older people, implemented the intervention and provided feedback that was analysed using thematic analysis. Residents enjoyed being able to see other residents' faces and surroundings. Analysis of the field notes revealed five themes of: residents with dementia remember faces not technology, inter and intra connectedness, re-gaining sense of self and purpose, situational loneliness overcome and organisational issues create barriers to long-term implementation. Inter-care home connection through video calls to reduce feelings of loneliness in residents seems acceptable and a feasible, low cost model, especially during times of public crisis such as COVID-19.