Journal of Child, Family, and Consumer Studies

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

Abigail Olukemi Olugbamigbe — Thu, 31 Oct 2024 13:50:33 +0700

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, Neti Hernawati — Fri, 01 Nov 2024 00:17:27 +0700

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, Neti Hernawati, Nur Islamiah — Thu, 14 Nov 2024 09:50:28 +0700

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.

ADOLESCENT’S RESILIENCE IN INDONESIA: WHAT CAN WE LEARN FROM PANDEMIC OF COVID-19?

Alfiasari Alfiasari, Syifa Salsabila, Yasmin Khairunisa — Mon, 30 Dec 2024 10:42:15 +0700

Resilience plays a crucial role in adolescent development, particularly during crises such as the Covid-19 pandemic, which disrupted education, family dynamics, and social interactions. This study aimed to investigate the impact of social support from friends and teachers, as well as mother-child communication, on adolescent resilience during the pandemic. An explanatory design with a quantitative approach was employed, with data collected online from 202 adolescents across Java Island through questionnaires distributed via social media platforms. The study sample consisted of junior and senior high school students participating in distance learning during the pandemic. The findings indicated that 67.3% of adolescents showed moderate resilience, while 6.9% displayed high resilience. Correlation analysis revealed significant relationships between social support from friends (r = 0.146), social support from teachers (r = 0.270), and mother-child communication (r = 0.206) with adolescent resilience. Regression analysis showed that social support from teachers had the most significant positive effect on resilience, explaining 8% of the variance in adolescent resilience. These findings suggest that enhancing teacher support and improving family communication are key strategies to foster adolescent resilience during crises such as the Covid-19 pandemic.

BECOMING A GREAT PARENT: PARENT-CHILD COMMUNICATION IN ANTICIPATION OF GADGETS ADDICTION

Susri Adeni, Machyudin Agung Harahap — Tue, 31 Dec 2024 11:01:26 +0700

The impact of gadget use on children poses significant challenges, necessitating effective parental intervention to prevent gadget addiction. This qualitative descriptive study was conducted within the Taklim Keluarga Sakinah (TKS) group in Bengkulu City. The research aimed to explore how parents and children communicate to anticipate and manage gadget addiction within the family. Data were collected from five informants who are members of TKS using online questionnaires and interviews. The findings revealed that parents play a pivotal role in fostering effective communication with their children, employing strategies such as setting clear rules for gadget use, engaging in gentle and empathetic dialogue, and consistently implementing agreed-upon boundaries. While children occasionally exhibited emotional reactions such as anger or frustration when restricted, these were effectively mitigated through constructive parental communication and engaging children in alternative activities. The study underscores the importance of parental mediation and supports integrating digital literacy education in schools to reinforce responsible gadget use. This research provides valuable insights for families and educators in promoting healthy digital habits and mitigating the risks associated with excessive gadget use.

FACTORS ASSOCIATED WITH BULLYING BEHAVIOUR IN ADOLESCENTS AGED 13-15 YEARS OLD

Hartati, Mikawati, Rizky Pratiwi, Suryani, Weni Sia'tang — Wed, 01 Jan 2025 14:17:27 +0700

Bullying behavior is a form of negative aggressive behavior exhibited by individuals or groups of children, involving physical or psychological disturbances. This phenomenon frequently occurs in schools and other places where children interact and can develop in any social context where human interaction exists. This study aimed to identify factors associated with bullying behavior at SMP YP PGRI Disamakan Makassar. A quantitative approach was employed using a cross-sectional design in an analytical survey. The sample was selected using proportional stratified random sampling. Subject characteristics data were collected through questionnaires, and data analysis was performed using the Chi-Square test. The results revealed significant associations between self-control and bullying behavior (ρ = 0.000, α = 0.05), peer influence and bullying behavior (ρ = 0.000, α = 0.05), as well as social media usage and bullying behavior (ρ = 0.000, α = 0.05). The study concluded that self-control, peer influence, and social media usage significantly influence bullying behavior at SMP YP PGRI Disamakan Makassar. This study recommends that the school organize educational programs to raise students' awareness of the impacts of bullying behavior.