SOSIOEKONOMI KELUARGA SEBAGAI FAKTOR PENDORONG GEJALA GENGSTERISME MURID INDIA PENDIDIKAN MORAL DI SEKOLAH MENENGAH [FAMILY SOCIOECONOMIC STATUS AS AN IMPULSE FACTOR OF GANGSTERISM AMONG INDIAN MORAL EDUCATION STUDENT IN SECONDARY SCHOOL]

This study is aimed to examine the family’s socioeconomic status which drives the symptoms of gangsterism among Indian Moral Education students from the Kuala Lumpur Federal Territory National Secondary Schools. This study was conducted via survey design using the Parent and Peer Attachment Inventory (IPPA) questionnaire. Using purposive sampling technique a total of 234 students were selected as respondents. The data collected were analysed using SPSS version 23.0, and descriptive and inference methodology was presented to the results. The results of one-way ANOVA revealed significant relationships and strong correlations between components such as residential social environment, family income, level of parental education, family institution, self and peers influence. High mean scores suggest these six components contribute to the involvement of gangster symptoms. The finding indicates that a major relationship exists between the family’s socioeconomic status as a driving factor in the symptoms of gangsterism among Indian Moral Education students from the National Secondary Schools. These results also have consequences for students, teachers, parents, community leaders, ministries of education, and NGOs in general. Nevertheless, a more extensive study should be carried out in all the states of Malaysia to examine the degree of "threat" to social, economic and political stability of these symptoms.

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Children Development and Socioeconomic Status of Parents: An Analysis of Families in the Far North Region of Cameroon

European Scientific Journal ESJ ◽

10.19044/esj.2017.v13n26p331 ◽

2017 ◽

Vol 13 (26) ◽

pp. 331

Author(s):

Galy Mohamadou

Keyword(s):

Socioeconomic Status ◽

Parental Education ◽

Family Income ◽

Occupational Status ◽

Well Being ◽

Family Characteristics ◽

External Support ◽

The Social ◽

Children Development ◽

Socioemotional Outcomes

Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents. For children, SES impacts well-being at multiple levels, including both family and neighborhood. Its effects are moderated by children’s own characteristics, family characteristics, and external support systems.

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Family Socioeconomic Status and Exposure to Childhood Trauma: Racial Differences

Children ◽

10.3390/children7060057 ◽

2020 ◽

Vol 7 (6) ◽

pp. 57 ◽

Cited By ~ 6

Author(s):

Shervin Assari

Keyword(s):

Socioeconomic Status ◽

Educational Attainment ◽

Racial Differences ◽

Childhood Trauma ◽

Parental Education ◽

Family Income ◽

Polynomial Regression ◽

Structured Interview ◽

Protective Effects ◽

Parental Educational Attainment

Background: Minorities’ diminished returns (MDRs) refer to weaker effects of socioeconomic status (SES) indicators such as parental educational attainment and family income in generating tangible childhood outcomes for racial and ethnic minorities compared to the majority group, a pattern prevalent in the US. Our existing knowledge is minimal, however, about diminished returns of family SES on reducing exposure to childhood trauma. Aim: To determine if there was a difference between non-Hispanic whites (NHW) and non-Hispanic blacks (NHB) in the effect of SES on exposure to childhood trauma among children ages 8–11 years old. Materials and methods: In this cross-sectional study, we analyzed data from 4696 NHW or NHB American 8–11-year-old children who were participants in the Adolescent Brain Cognitive Development (ABCD) Study. The independent variables were parental educational attainment and family income. The primary outcome was exposure to 1 or 2+ childhood traumas, measured by the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS) semi-structured interview. Polynomial regression was used for data analysis. Results: Parental education and family income had statistically significant protective (negative) effects on childhood trauma, indicating children from high income and highly educated families were exposed to a lower level of childhood trauma. However, race/ethnicity showed statistically significant interactions with parental education and family income on exposure to childhood trauma, indicating weaker protective effects of parental education and family income on reducing exposure to trauma for NHB compared to NHW children. Race-specific models showed protective effects of parental education and family income on exposure to childhood trauma for NHW but not NHB children. Conclusion: The protective effects of parental education and family income against exposure to childhood trauma are systematically diminished for NHBs compared to NHWs. To minimize the racial/ethnic health gaps, diminished returns of parental education and family income should be addressed. There is a need for programs and interventions that equalize not only SES but also the marginal returns of SES for ethnic groups. Such efforts require addressing structural and societal barriers that hinder NHB families from translating their SES resources into tangible outcomes. There is a need for studies that can minimize MDRs for NHB families, such that SES can similarly secure tangible outcomes in the presence of SES resources.

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Stunting Was Associated with Reported Morbidity, Parental Education and Socioeconomic Status in 0.5–12-Year-Old Indonesian Children

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176204 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6204

Author(s):

Moesijanti Y. E. Soekatri ◽

Sandjaja Sandjaja ◽

Ahmad Syauqy

Keyword(s):

Socioeconomic Status ◽

Parental Education ◽

Family Income ◽

Disease Incidence ◽

Z Score ◽

Severe Stunting ◽

Child Morbidity ◽

Respiratory Tract Illnesses ◽

Study Population ◽

Height For Age

Stunting is highly prevalent in Indonesian children. The objective of this study was to identify the associations of stunting with morbidity, parental education and socioeconomic status (SES) in Indonesian children. The study population was part of the South East Asian Nutrition Surveys (SEANUTS). A total of 2236 Indonesian children aged 0.5 to 12 years, who had participated in the SEANUTS, were included in this study. Stunting was defined as height for age Z-score (HAZ) ≤ −2 using WHO criteria and severe stunting as HAZ ≤ −3. Information on morbidity, parental education and family SES were collected by structured questionnaires. ANOVA was used for evaluating differences across groups, with or without correction for confounders. The results showed that the overall prevalence of stunting was 31.4%. HAZ in stunted children was associated with disease incidence, including frequency, parental education and family income. There were no significant differences in HAZ values in stunted children with one or more bouts of infectious, digestive tract or respiratory tract illnesses compared to stunted children with no reported illness. The prevalence of stunting in Indonesian children was high and was strongly associated with child morbidity, parental education and SES.

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Socioeconomic status inequalities in low-grade inflammation during childhood

Archives of Disease in Childhood ◽

10.1136/archdischild-2016-310837 ◽

2016 ◽

Vol 101 (11) ◽

pp. 1043-1047 ◽

Cited By ~ 18

Author(s):

Kammi K Schmeer ◽

Aimee Yoon

Keyword(s):

Socioeconomic Status ◽

Chronic Stress ◽

Parental Education ◽

Family Income ◽

Future Research ◽

Low Grade ◽

Tobit Regression ◽

Low Grade Inflammation ◽

Child Age ◽

Family Ses

BackgroundFamily socioeconomic status (SES) is an important source of child health disparities in the USA. Chronic stress is one way SES may impact children's physiology with implications for later health inequalities. These processes may work differently across childhood due to differences in exposure and susceptibility to stressors at different ages. We assess associations between family SES and one biomarker of chronic stress exposure—low-grade inflammation detected by elevated C reactive protein (CRP)—and evaluate differences in the associations by child age.MethodsWe used nationally representative data from the National Health and Nutrition Examination Survey and Tobit regression models to estimate SES associations with CRP and the moderating effects of age for children age 2–18 years. Our sample was limited to CRP ≤10 mg/l to focus on low-grade inflammation (N=13 165).ResultsChildren whose parent had less than a high school degree had 35% higher CRP than those with a college graduate parent; and, poor children had 24% higher CRP than those with high family income, net of controls. When children's body mass index was accounted for, low education and poverty associations were reduced to 19% and 15%, respectively. Child age interactions were negative and significant for both parental education and family income.ConclusionsThis study provides new evidence that SES is associated with low-grade inflammation in children, and that these associations may be particularly strong during early and mid-childhood. Future research should further our understanding of stressors related to low family SES that may lead to immune system dysregulation during childhood.

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The Effect of Socioeconomic Disparities on Prefrontal Activation in Initiating Joint Attention: A Functional Near-Infrared Spectroscopy Evidence From Two Socioeconomic Status Groups

Frontiers in Human Neuroscience ◽

10.3389/fnhum.2021.741872 ◽

2021 ◽

Vol 15 ◽

Author(s):

Keya Ding ◽

Chuanjiang Li ◽

Yanwei Li ◽

Hongan Wang ◽

Dongchuan Yu

Keyword(s):

Socioeconomic Status ◽

Infrared Spectroscopy ◽

Joint Attention ◽

Near Infrared Spectroscopy ◽

Low Socioeconomic Status ◽

Parental Education ◽

Near Infrared ◽

Family Income ◽

Mediating Effect ◽

Functional Near Infrared Spectroscopy

Low socioeconomic status (SES) may generally have a long-lasting negative effect on cognitive development, and show deficits in the development of executive functions. However, it is unclear whether there is an SES-dependent disparity in the functional brain development of the prefrontal cortex. By collecting task-related functional near-infrared spectroscopy (fNIRS) data and behavioral data (e.g., intelligence, language, home reading environment (HRE), family income, and parental education level), the current study aimed to detect whether the SES of preschool children (N = 86) is associated with prefrontal activation during the joint attention task. Results verified that low-SES children show lower right prefrontal activation during joint attention than Relatively High-SES children. In addition, our findings confirmed the mediating effect of HRE on the association between SES and brain activation during joint attention, as well as that between SES and language ability. These results suggest that SES contributes to functional development of the prefrontal regions, and the improvement of HRE could be a potential strategy to intervene SES-related disparities on child development.

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SOCIOECONOMIC STATUS (SES) DIFFERENCES IN PRESCHOOLERS’ SOCIAL SKILLS

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol5iss2pp303-328 ◽

2020 ◽

Vol 5 (2) ◽

pp. 303-328

Author(s):

Jamaliah Kassim ◽

Fonny Dameaty Hutagalung

Keyword(s):

Socioeconomic Status ◽

Social Skills ◽

Emotional Development ◽

Parental Education ◽

Maternal Education ◽

Family Income ◽

Parental Income ◽

Average Analysis ◽

Significant Difference ◽

Ses Differences

Background and Purpose: Socioeconomic status (SES) exert different influences on child development. However, very few studies had examined the effects of SES on positive socio-emotional development including social skills. Thus, this study aims to examine the level of social skills and explores the differences across SES. Methodology: Parents of 339 preschoolers in Selangor, Malaysia were selected through stratified random sampling. The questionnaires were distributed to parents through pre-school children. In this study, the 34-items of social skills scale from Preschool and Kindergarten Behavioural Scale-Version 2 (PKBS-2) was used and descriptive and one-way Welch’s F-tests analysis were conducted. Findings: The study showed that the level of social skills was average. Analysis found that the preschoolers’ social skills were differed significantly across maternal education, Welch’s F (2, 78.95) = 19.88, p < .0001 and paternal education, Welch’s F (2, 78.95) = 19.88, p < .0001. Moreover, there was a significant difference in social skills across parental income, Welch’s F (2, 83.48) = 13.59, p < .0001. Contributions: Knowledge of the level of pre-school social skills and the differences across SES can provide basic information and recommendations to the parents, teachers and authorities to improve preschoolers’ social skills. Keywords: Family income, parental education, preschoolers, social skills, Socioeconomic status (SES). Cite as: Kassim, J., & Hutagalung, F. D. (2019). Socioeconomic status (SES) differences in preschoolers’ social skills. Journal of Nusantara Studies, 5(2), 303-328. http://dx.doi.org/10.24200/jonus.vol5iss2pp303-328

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PENGARUH MINAT BELAJAR, CARA BELAJAR DAN PENGGUNAAN WEB E-LEARNING UNP TERHADAP HASIL BELAJAR MAHASISWA PENDIDIKAN EKONOMI FAKULTAS EKONOMI UNP

Jurnal Ecogen ◽

10.24036/jmpe.v1i1.4717 ◽

2018 ◽

Vol 1 (4) ◽

pp. 19

Author(s):

Maisa Putri ◽

Syamwil Syamwil ◽

Rita Syofyan

Keyword(s):

Learning Outcomes ◽

Sampling Technique ◽

Economic Education ◽

Education Student ◽

Economics Education ◽

Business English ◽

Education Students ◽

Learning Achievement ◽

Analysis Technique ◽

E Learning

The problem of this research is the low of study result of Economic Education Student in Business English course. but there are several factors that influence learning outcomes. This study aims to analyze the influence of Learning Interests, How to Learn, and Use of Web E-Learning in Economic Education Students Faculty of Economics UNP.The type of research used is descriptive and quantitative. The population in this study amounted to 90 people. While the number of research samples determined based on Slovin formula as many as 73 people and selected by using proportional random sampling technique. The analysis technique used is multiple regression analysis, determination, F test and t test.The result of research shows 1) interest in learning, way of learning, and the use of E-Learning have a significant effect on the learning outcomes of students majoring in economics education in Business English courses 2) interest in learning have a significant effect on the students' learning achievement majoring in economic education in Business English, 3) how learning has a significant effect on the students 'learning achievement in the field of economics education in Business English, 4) the use of E-Learning has a significant effect on the students' achievement in economics education at the Business English course. Keyword: Interest learning, How to Learn, and Use of UNP E-Learning Web

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POSITIONING MIE SEDAAP MELALUI IKLAN TV DAN PENGARUHNYA TERHADAP PEMBELIAN ULANG MAHASISWA PENDIDIKAN EKONOMI STKIP PGRI SUMATERA BARAT

Jurnal Pelangi ◽

10.22202/jp.v7i1.192 ◽

2014 ◽

Vol 7 (1) ◽

Author(s):

Sri Wahyuni

Keyword(s):

Sampling Technique ◽

Economic Education ◽

Primary Data ◽

Education Student ◽

Education Students ◽

Tv Advertising ◽

Quality Aspects ◽

West Sumatra ◽

Repeat Purchase ◽

Education Of Students

This study aimed to determine 1) how much influence the positioning of Mie Sedaap Through TV commercials based on the attributes, price and quality, aspects of the use or manufacture, the uniqueness of the product with the intention of buying a competitor to the education of students of Economics STKIP West Sumatra PGRI 2) how much influence the positioning Mie Sedaap based on attributes through the intention to buy TV ads Economic education students STKIP PGRI West Sumatra 3) the influence of positioning Mie Sedaap through TV advertising rates are based on the intention to buy the education of students of Economics STKIP PGRI West Sumatra 4) how much influence the positioning of Mie Sedaap based aspects of the use or way through the making of the TV ad buy against the purpose of education student STKIP Economic PGRI West Sumatra 5) how much influence the positioning of Mie Sedaap based uniqueness of products through TV ads against the intention to buy the education of students of Economics STKIP PGRI West Sumatra. Type of research is descriptive quantitative. The population of this research is the education of students of Economics STKIP PGRI West Sumatra. While the size of the sample of 92 people with the sampling technique in this study is purposive sampling. This type of data is the primary data by using questionnaire data collection techniques. The analysis technique used is descriptive analysis consisting of: classical assumption test, multiple regression analysis, T test and Test F. The results of this study were 1) Positioning Mie Sedaap through TV ads jointly influence the purchase of re-education student STKIP Economic PGRI West Sumatra. 2) Positioning Mie Sedaap based attributes through repeated TV ads influence purchase STKIP Economic education students PGRI West Sumatra. 3) Positioning by price Mie Sedaap through TV advertising influences repeat purchase STKIP Economic education students PGRI West Sumatra 4) Positioning Mie Sedaap based aspects of the use or manner of making purchases through repeated TV ads affect the education of students of Economics STKIP PGRI West Sumatra. 5) Positioning Mie Sedaap based uniqueness of the product through TV advertising influences repeat purchase STKIP Economic education students PGRI West Sumatra

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Comparing Emotional Intelligence and Self-esteem in Secondary School Students of Punjab

UMT Education Review ◽

10.32350/uer.21.04 ◽

2019 ◽

Vol 02 (01) ◽

pp. 63-80

Author(s):

Nazir Haider Shah ◽

Nadia Nazir ◽

Shazia Zamir ◽

Keyword(s):

Emotional Intelligence ◽

Secondary Schools ◽

Family Income ◽

School Administrators ◽

Sampling Technique ◽

Self Esteem ◽

School Students ◽

Policy Makers ◽

Significant Difference

This study was intended to explore the correlation between emotional intelligence and self-esteem of students studying in the secondary schools of Pakistan. The study explored the role of various demographic variations among students such as gender, grade and family’s socioeconomic status in defining their levels of self-esteem and emotional intelligence. The study used the Emotional Intelligence Scale (EIS) and Self-esteem Questionnaire (SEQ) to measure emotional intelligence and self-esteem, respectively. Using multistage random sampling technique, 300 students studying at various secondary schools located in four districts of Punjab including Rawalpindi, Sargodha, Attock and Mianwali were selected. The findings revealed that there is a strong and positive correlation between self-esteem and emotional intelligence. The results of t-test revealed that there is a significant difference between emotional intelligence and self-esteem scores of boys and girls. Similarly, ANOVA results also showed differences in scores of emotional intelligence and self-esteem with respect to grades and family income. The findings of this research are beneficial for school teachers, psychologists, counsellors and school administrators and highlight the need of preparing the psychological profile of students. Both self-esteem and emotional intelligence are deemed crucial for learning and personality building of young adolescents. Therefore, policy makers, school administration, parents and teachers must expend collective efforts to create a healthy social and psychological capital for Pakistan.

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The Effect of ICT-based Classwide Peer Tutoring (CWPT) Application and Motivation to Biology Education Student Creativity in ICT Learning

BIODIK ◽

10.22437/bio.v4i2.6177 ◽

2018 ◽

Vol 4 (2) ◽

pp. 105-113

Author(s):

Evita Anggereini ◽

Retni S Budiarti ◽

M Erick Sanjaya

Keyword(s):

Data Analysis ◽

Peer Tutoring ◽

Rapid Development ◽

Biology Education ◽

Sampling Technique ◽

Experimental Treatment ◽

Education Student ◽

Education Students ◽

Classwide Peer Tutoring

Abstract. The rapid development of ICT, especially in learning, could not be parted from ICT intervention. Many benefits obtained from ICT developments, if this technology is utilized optimally in learning, there will have an impact on improving the quality of learning in particular and the quality of education in general. The lack of student knowledge and motivation for ICT technology can have an impact on students' creativity in using this technology optimally in learning. Peer tutoring can be an alternative solution to this problem. Peers who have more understanding and skill in using existing applications in ICT can be empowered to overcome these problems. Peer Tutoring type Classwide Peer Tutoring (CWPT) will be able to help students who are lacking in knowledge, understanding, skills and creativity. The aim of this study is to find out the influence of the application of ICT-based Classwide Peer Tutoring (CWPT) and Motivation towards the creativity of Biology education students in ICT learning.This research is an experimental study with a 2x2 factorial design. The independent variable in the form of experimental treatment, namely: Peer Tutoring strategy consisting 2 factors, namely CWPT and conventional type, while for attribute variables namely motivation, also consists of 2 factors, namely: high motivation and low motivation. Both of these independent variables will be examined for their influence on the dependent variable, namely student creativity in ICT learning. The population is 6th semester biology education students and the sample was taken by Total Sampling technique. The data analysis technique uses descriptive data analysis and inferential statistics of 2-ways ANOVA.The results of the study show that 1. There is no effect of the CWPT model on student creativity. 2. There is a motivational influence on student creativity in learning ICT. 3. There is no interaction between the model and the motivation to learn ICT with student creativity. Thus, the role of motivation is very large in influencing student creativity. Keywords: Classwide Peer Tutoring (CWPT) model, motivation, creativity Abstrak. Perkembangan ICT yang begitu pesat, dunia pendidikan khususnya dalam pembelajaran juga tidak luput dari intervensi ICT ini. Banyak manfaat yang diperoleh dari perkembangan ICT yang kalau teknologi ini dimanfaatkan secara maksimal dalam pembelajaran maka akan berdampak pada peningkatan kualitas pembelajaran khususnya dan mutu pendidikan umumnya. Kurangnya pengetahuan mahasiswa dan motivasi mahasiswa akan teknologi ICT ini dapat membawa dampak terhadap kreatifitas mahasiswa dalam menggunakan teknologi ini secara maksimal dalam pembelajaran padahal banyak manfaat yang dapat diperoleh dari teknologi ini.Peer Tutoring dapat menjadi alternatif pemecahan masalahnya. Teman sebaya yang memiliki pemahaman yang lebih dan terampil dalam menggunakan aplikasi yang ada dalam teknologi ICT ini dapat diberdayakan untuk mengatasi permasalahan tersebut. Peer Tutoring tipe Classwide Peer Tutoring(CWPT) akan dapat membantu mahasiswa yang rendah pengetahuan, pemahaman, skill dan kreativitasnya. Tujuan pene;itian ini adalah untuk mengetahui pengaruh penerapan Classwide Peer Tutoring (CWPT) berbasis ICT dan Motivasi terhadap kreativitas mahasiswa pendidikan Biologi dalam pembelajaran ICT. Penelitian ini merupakan penelitian eksperimen dengan desain faktorial 2x2. Variabel bebas berupa perlakuan eksperimen yaitu: strategi Peer Tutoring yang terdiri dari 2 faktor yaitu tipe CWPT dan tipe konvensional, sementara untuk variabel atribut yaitu motivasi juga terdiri dari 2 faktor yaitu: motivasi tinggi dan motivasi rendah. Kedua variabel bebas ini akan diteliti pengaruhnya terhadap variabel terikatnya (variabel dependent) yaitu kreativitas mahasiswa dalam pembelajaran ICT. Populasinya mahasiswa pendidikan biologi semester 6 dan sampelnya diambil dengan teknik Total Sampling. Teknik analisis datanya dengan menggunakan analisis data deskriptif dan statistik inferensial anava 2 arah. Hasil penelitian memperlihatkan bahwa 1. tidak terdapat pengaruh model CWPT terhadap kreativitas mahasiswa. 2. Terdapat pengaruh motivasi terhadap kreativitas mahasiswa dalam belajar ICT. 3. Tidak terdapat interaksi antara model dengan motivasi belajar ICT siswa dengan kreatifitas mahasiswa. Dengan demikian peranan motivasi sangat besar sekali dalam mempengaruhi kreatifitas mahasiswa. Kata kunci: Model Classwide Peer Tutoring (CWPT), motivasi, kreativitas

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