ABSTRACT
This study aims to understand how socioeconomic status and the family environment impact students' academic achievement through the mediation of parental involvement in rural China. To achieve this, a cross-sectional design was adopted, and a total of 525 parents of rural junior high school students from S province in southwest China were surveyed. The proposed conceptual framework was tested by structural equation modeling. The results claimed that both socioeconomic status and the family environment are important factors affecting the academic achievement of rural students, and the role of the family environment is more pronounced. Furthermore, parental involvement has a significant mediating effect between socioeconomic status and academic achievement, especially between the family environment and academic achievement. The findings highlighted the importance of the family environment and parental involvement to compensate for the negative impact of disadvantaged family socioeconomic status on academic achievement.
ABSTRACT
PRESENTS PROBLEM/FOCUS OF STUDY: The Covid-19 outbreak has had a staggering impact on the global economy, public health and safety, trade and education. In Malaysia, the government implemented the Movement Control Order (MCO) as a preventive measure against Covid-19. In education, the learning process has been transferred to online teaching. However, pandemic pedagogy is making learning into completely online either synchronous or asynchronous. Therefore, the current research aims to determine the secondary school teachers' psychological status, competencies in e-teaching and teachers work motivation as well as determine the relationship between secondary school teachers' psychological status and competencies in e-teaching during the Covid-19 outbreak. DESIGN/METHODOLOGY/APPROACH: Current research is a descriptive-correlational quantitative survey to determine teachers' psychological status, e-teaching competencies and working motivation during Movement Control Order (MCO) to contain the Covid-19 pandemic. The study sample consists of 595 secondary school teachers selected via convenient sampling. Quantitative data are collected from an online survey through the questionnaires with demographic, psychological status (stress, anxiety and depression), e-teaching competencies (teaching, monitoring and evaluation) and teaching motivation developed by the researchers were distributed during the MCO period. SPSS 25 is applied, Statistical measures such as Cronbach's alpha, means, percentage and standard deviation were employed to analyze the data to obtain the value of the school teachers' psychological status, e-teaching competencies and teaching motivation. Consequently, a Pearson correlation table was created to show the analysis of the school teachers' psychological status and competencies in e-teaching. FINDINGS: This finding indicated that the teachers' psychological factors in stress, anxiety and depressed are moderate, the teachers' competencies in e-teaching is moderate as well as teachers' working motivations is also the moderate level. However, the highest mean value was found among the variables, this is revealed that despite the challenges during the Covid-19 outbreak, teachers showed positive and strong motivation in conducting e-teaching. Additionally, the result showed a negative relationship between psychological status and e-teaching competencies (-0.286, p < 0.01), as well as reported a negative relationship between dimension of psychological status and competencies in e-teaching. LIMITATION & RECOMMENDATIONS: This study has its limitations. This study is included only Selangor teachers and given that the information obtained from the study was gather from secondary schools, the generalizability might be limited. future research may consider expanding the scope from secondary schools to primary schools' teachers and then to university lecturers. Perhaps the scope is expanding, so more information could be obtaining and help researchers understand the teachers' competencies in e-teaching, psychological status and work motivation.
ABSTRACT
Studies exploring excessive Internet use and gambling are rapidly expanding concerns regarding its impact on mental health, especially in young people due to the increased prevalence of Internet and gambling addictions. Research suggests that perceived peer support plays a significant role in adolescents' psychological well-being. However, no empirical study has dealt with the mediating effect of perceived peer support on the relationship between Internet and gambling addictions and psychological well-being. Thus, the present study aimed to examine whether perceived peer support mediates the relation between Internet and gambling addictions and psychological well-being of adolescents. A sample of 347 Iranian adolescents aged 14 to 18 (Mean age 16.14, 50.4% male) who were studying in Kuala Lumpur, Malaysia participated in this study. Subjective Vitality Scale (SVS), Compulsive Internet Use Scale (CIUS), Six-item Social Support Questionnaire (SSQ6), and The South Oaks Gambling Screen (SOGS) were used to collect data. Mediation analyses showed a significant indirect effect of compulsive Internet use and problem gambling on psychological well-being through perceived peer support. The total effects of compulsive Internet use and problem gambling on psychological well-being were negative. This study implies the significance of strengthening the knowledge about the impact of peer relationships among adolescents.
