Journal of Child, Family, and Consumer Studies

CONSUMER EDUCATION, FAMILY AND REFERENCE GROUP INFLUENCE IN ASO EBI SELECTION IN SOUTHWEST NIGERIA

Abigail Olukemi Olugbamigbe — 2024-10-31

In Nigeria, the selection of aso ebi, a traditional attire worn for special occasions, is influenced by various social and familial factors. This study examined the relationship between family influence, reference group influence, and consumer education in the selection of aso ebi in Southwest Nigeria. Two research questions were posed, and two hypotheses were tested at a 0.05 level of significance. A correlational design was employed to collect data from 1200 adult individuals (aged 18 years and above) in the Southwestern geopolitical zone of Nigeria, covering Ekiti, Lagos, Ogun, Ondo, Osun, and Oyo states. A validated, reliable, self-structured questionnaire titled "Consumer Education and Behaviour in the Choice of Aso Ebi Questionnaire (CEBCAQ)" was used for data collection. Data analysis was conducted using Pearson’s r and Fisher's Z statistics. Findings revealed a positive but low correlation between consumer education and both family (r = 0.10) and reference group purchasing behaviour (r = 0.14) in aso ebi selection. The relationship between consumer education and consumer behaviour was significantly stronger among male adults than female adults (r_males = 0.62, r_females = 0.49, Z_cal > Z_tab); and significantly stronger among older adults than younger adults (r_old =0.59, r_young = 0.48, Z_cal > Z_tab). The study concludes that the complex interplay of social pressure, family dynamics, reference groups, and economic factors influencing aso ebi choices aligns with consumer behaviour surrounding clothing articles globally. Future research could explore how consumer education programs may be tailored to target families and address social influences in aso ebi selection.

THE EFFECT OF PARENTS’ ROLE AND SCHOOL CLIMATE ON ACADEMIC STRESS OF MADRASAH ALIYAH’S STUDENTS IN RURAL AND URBAN AREA

Meta Dwi Pramesti — 2024-11-01

Adolescence is a period of transition from childhood to adulthood, marked by a “storm-and-stress” phase due to heightened susceptibility to conflicts and mood swings, making adolescents particularly vulnerable to stress. One prevalent form of stress among adolescents is academic stress, influenced by various factors. This study aims to analyze the impact of adolescent characteristics, family dynamics, parental roles, and school climate on the academic stress experienced by Madrasah Aliyah students in both rural and urban areas. The research was conducted across five schools, each representing a different sub-district, namely MA Mathlaul Anwar Barengkok, MA Mathlaul Anwar Cidokom, MA Al-Mukhlisin Ciseeng, MAN 1 Kota Bogor, and MAN 2 Kota Bogor. A purposive sampling approach was used to select 180 students, comprising 86 from rural and 94 from urban settings. Data were analyzed using correlation tests, regression analysis, and independent t-tests. The findings indicated that adolescent girls experience higher levels of academic stress than boys. Additionally, the dimensions of support and pressure showed a significant positive correlation with academic stress, while dimensions related to frequency and school climate did not demonstrate any influence in this study. This research offers important implications for educators and policymakers in developing targeted interventions aimed at alleviating academic stress, particularly through enhancing support systems and managing academic pressures for adolescents in diverse environments.

THE INFLUENCE OF MOTHER-CHILD ATTACHMENT AND CAREGIVER-CHILD INTERACTION ON PRESCHOOL CHILDREN’S SOCIAL-EMOTIONAL DEVELOPMENT

Alifah Nur Izzati — 2024-11-14

In dual-earner families, the mother's role in fostering social-emotional development in children must be complemented by support from other caregivers, such as daycare staff. This study examines the impact of child and family characteristics, mother-child attachment, and caregiver-child interactions on the social-emotional development of preschool children attending daycare. Utilizing a quantitative approach with a cross-sectional design, the research was conducted in a daycare facility located in Bogor and included 40 mothers and their children, along with 20 caregivers. The findings revealed a significant positive relationship between mother-child attachment and children’s social-emotional development. Conversely, negative interactions between caregivers and children—particularly those characterized by harassment and detachment—were found to have a significant detrimental effect on children’s social-emotional development. Additionally, the analysis indicated that a secure mother-child attachment positively influences children’s social-emotional development, while negative interactions, such as harassment, detachment, and permissiveness among caregivers, adversely affect this aspect of development.