Mindful Parenting as a Mediator in Parents' Perspective-Taking: Exploring the Roles of Causal Attribution and Self-Compassion.

Background: Existing literature has examined the link between parent causal attribution and self-compassion in parent perspective-taking, but the impact of mindful parenting as a mediator remains underexplored. Purpose: The present study examines the mediating effect of mindful parenting on the relationship between parental attribution and self-compassion in parents' perspective-taking. Methods: Using a cross-sectional design, 208 parents aged 30 to 59 (M = 42, SD = 4.3) with first-born adolescents aged 12-18 participated in the study. Results: The results revealed that mindful parenting fully mediated the relationship between parental causal attribution and perspective-taking while partially mediating the association between self-compassion and perspective-taking. Conclusion: These findings emphasize the crucial role of mindful parenting in explaining the relationship between parent causal attribution, self-compassion, and parent perspective-taking. Further research is needed to explore these relationships in more diverse and representative samples.

Adaptation of the Mental Health Inventory (MHI-38) for Adolescents - Indonesian Version.

Objective: This study validates the Indonesian version of the Mental Health Inventory-38 (MHI-38) for use among Indonesian adolescents. The adaptation process followed guidelines from the International Test Commission and involved translation, expert review, cognitive interviews, and psychometric evaluation. A total of 562 adolescents (mean age = 15.42, SD = 1.84) participated in the study. Results: The MHI-38 demonstrated dual factors: psychological well-being and psychological distress. Internal consistency was high for the MHI-38 (α = 0.892) and its factors: psychological well-being (α = 0.894) and psychological distress (α = 0.952). Confirmatory factor analysis indicated a good fit (RMSEA = 0.048, CFI = 0.945, NFI = 0.908, TLI = 0.929). Psychological well-being correlated moderately with the Satisfaction with Life Scale (r = 0.469, p = 0.00) and positive affect (r = 0.448, p = 0.00), but negatively with the Kessler Psychological Distress Scale (r = -0.230, p = 0.00). Psychological distress correlated strongly with the Kessler Psychological Distress Scale (r = 0.910, p = 0.00) and negative affect (r = 0.857, p = 0.00), but negatively with the Satisfaction with Life Scale (r = 0.556, p = 0.00). Conclusion: The Indonesian version of the MHI-38 demonstrated good psychometric properties and validity, making it a reliable tool for assessing mental health in Indonesian adolescents.

Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments.

Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at Early Childhood Education and Care (ECEC) in the Jatinangor district and followed the principle of simple random sampling. Children were given numeracy and vocabulary tests, parents were asked to fill out a questionnaire about sociodemographic aspects and the learning environment in their homes, and teachers were asked to fill out a questionnaire about preschool activities concerning numeracy and vocabulary. Data were analyzed using a structural equation model with numeracy and vocabulary as outcome variables. Covariates such as age, gender and social status were also included in the model. The results of this study show that numeracy is closely linked to vocabulary skills and that only a specific preschool activity can explain the variance of numeracy. On the other hand, both home numeracy activities and a specific preschool literacy activity are significant predictors of vocabulary skills.

Bien que de nombreuses études sur la petite enfance aient été menées, des recherches supplémentaires sur les compétences en calcul et en vocabulaire sont encore nécessaires, en particulier en Indonésie. Cette recherche vise à confirmer la corrélation entre les compétences en numératie et en vocabulaire chez les enfants d'âge préscolaire et à démêler les effets des facteurs environnementaux sur les compétences en numératie et en vocabulaire. Cette recherche a été menée à Early Childhood Education and Care (ECEC) dans le district de Jatinangor et a suivi le principe de l'échantillonnage aléatoire simple. Les enfants ont été soumis à des tests de numératie et de vocabulaire, les parents ont été invités à remplir un questionnaire sur les aspects sociodémographiques et l'environnement d'apprentissage à leur domicile, et les enseignants ont été invités à remplir un questionnaire sur les activités préscolaires concernant la numératie et le vocabulaire. Les données ont été analysées à l'aide d'un modèle d'équation structurelle avec la numératie et le vocabulaire comme variables de résultat. Des covariables telles que l'âge, le sexe et le statut social ont également été incluses dans le modèle. Les résultats de cette étude montrent que la numératie est étroitement liée aux compétences en vocabulaire et que seule une activité préscolaire spécifique peut expliquer la variance de la numératie. D'un autre côté, les activités de calcul à la maison et une activité spécifique de littératie préscolaire sont des prédicteurs significatifs des compétences en vocabulaire.

Anxiety towards COVID-19, Fear of Negative Appearance, Healthy Lifestyle, and Their Relationship with Well-Being during the Pandemic: A Cross-Cultural Study between Indonesia and Poland.

The COVID-19 pandemic has led to massive changes in almost all aspects of human life, including emotional states such as anxiety and fear, perspectives about healthy lifestyles, and psychological outcomes. This study aimed to disentangle the mechanisms that underlie the relationships of anxiety towards COVID-19 and fear of negative appearance with well-being, we also investigated the effects of cultural variations on levels of anxiety, fear of negative appearance, healthy lifestyles, and well-being. A total of 881 Indonesians (n = 172) and Poles (n = 709) participated in this study. Participants completed self-report measures of psychological well-being, anxiety, fear of negative appearance, compulsive exercise, and eating disorders. Multigroup structural equation modelling (SEM) was used. The results showed no statistically meaningful relationship between anxiety towards COVID-19 and well-being. However, it was found that, in the Polish sample, compulsive exercise and eating disorders mediated the relationship between fear of negative appearance and well-being. Cultural differences were also found in the mean scores of all examined constructs, with eating disorders being an exception. Therefore, this study highlights cultural aspects that determine emotional states, healthy lifestyles, and well-being.

Children with dyslexia in different cultures: Investigation of anxiety and coping strategies of children with dyslexia in Indonesia and Germany.

Hitherto the majority of research on anxiety and coping was undertaken on individuals with specific profiles (i.e., individuals with specific difficulties or in cross-cultural settings). However, to our knowledge, no studies have combined cross-cultural and specific difficulty settings to grant a complex analysis of this paradigm nor conducted an investigation of children to reveal the developmental trend in this phenomenon. This study investigates the anxiety profile and coping strategies of children with and without dyslexia from different cultures. A total of 124 children ranging from the age of eight to eleven from Indonesia (n = 64) and Germany (n = 60) were administered a coping and an anxiety scale. Around 50% of the sample were diagnosed with dyslexia and therefore were specifically asked what strategies they implemented in dealing with their difficulties in reading. Findings indicate that dyslexia and cultural factors have distinct contributions in explaining the variance of anxiety and coping strategies. Specifically, dyslexia has a significant effect on separation and generalized anxiety, while an incredible cultural effect is valid for the support-seeking coping strategy. Recommendations for future studies are also discussed.