This article wants to explain that the Coronavirus Disease or COVID-19 pandemic disrupts the structure of family life. Since the government suppressed physical distancing, it indirectly allowed almost 24 hours to be at home. The COVID-19 pandemic greatly tested family resilience. Positively, the impact of independent quarantine gives time to get to know each other deeply among family members. On the other hand, the more often family members meet increases boredom, which then causes friction to occur. This paper writes how the family communication management strategy when Pandemic COVID-19 to create a harmonious and prosperous family, conduct interpersonal communication, responsibility for the environment and family, intensity and direction of communication with a harmonious atmosphere, healthy parenting even in a physical atmosphere distancing or guarding the distance according to government recommendations. Keywords: family communication management, COVID-19 pandemic, family resilience AbstrakArtikel ini ingin menjelaskan bahwa pandemik Coronavirus Disease atau COVID-19 mendistrupsi tatanan kehidupan keluarga. Sejak pemerintah menekannya physical distancing atau penjagaan jarak secara tidak langsung memberikan waktu nyaris 24 jam berada di rumah. Pandemi COVID-19 sangat menguji ketahanan keluarga. Secara positif, dampak karantina mandiri memberi waktu untuk saling mengenal secara mendalam antar anggota keluarga. Disisi lain, semakin sering anggota keluarga bertemu meningkatkan rasa jenuh yang kemudian menimbulkan gesekan terjadi. Tulisan ini menulis bagaimana strategi manajemen komunikasi keluarga saat Pandemi COVID-19 sehingga tercipta keluarga yang harmonis dan sejahtera, melakukan komunikasi antar pribadi, tanggung jawab pada lingkungan dan keluarga, intensitas dan arah komunikasi dengan atmosfir yang harmonis, pola asuh hidup sehat walaupun dalam suasana physical distancing atau penjagaan jarak sesuai anjuran pemerintah. Kata kunci: manajemen komunikasi keluarga, pandemik COVID-19, ketahanan keluarga
Social anxiety is one of the most prevalent and chronic mental-health conditions in young adults. To date, no studies have been conducted about the relationships between the Big Five personality dimensions, courage, and social anxiety among Malaysian undergraduate students. Therefore, this study was designed to examine courage as a potential mediator of the association between the Big Five personality dimensions and social anxiety among Malaysian Undergraduates. In this study, 500 Malaysian undergraduate students (205 males and 295 females) completed a series of questionnaires. Structural equation modelling (AMOS-SEM) revealed that, of the Big Five, neuroticism and social anxiety were positively correlated. Extraversion, conscientiousness, openness to experience, and agreeableness, as well as courage, were negatively correlated with social anxiety. Courage mediated the relationship between the Big Five personality dimensions and social anxiety. The main contribution of the present research is to show how the Big Five personality dimensions may contribute to social anxiety. The findings of this study also could be implicated for counselling practice for undergraduate students in Malaysia as a collectivist setting and other collectivist settings around the world.
The prevalence of aggression in adolescents is on the rise, and it could be a serious public health concern. Studies have found positive relationships between perfectionism with anger, aggression, and hostility. However, the moderating role of self-compassion in the links between perfectionism with anger, aggression, and hostility has not been studied. To better understand the relationships between the three forms of perfectionism with anger, aggression, and hostility, this study aimed to explore the moderating role of self-compassion. Participants were 380 undergraduates selected using a multi-stage cluster sampling technique from three universities in Iran. Participants completed the Self-Compassion Scale, the Multidimensional Perfectionism Scale, and the Aggression Questionnaire Scale. The results from structural equation modelling analysis showed that other-oriented perfectionism and socially prescribed perfectionism positively predicted anger, aggression, and hostility. The results showed that self-oriented perfectionism significantly and positively predicted anger and hostility; but there were no observed statistically significant relationships of self-oriented perfectionism with verbal aggression and physical aggression. The findings showed that self-compassion played a moderating role in the relationships between other-oriented perfectionism and socially prescribed perfectionism with anger, aggression, and hostility; however, it did not play a moderating effect on self-oriented perfectionism with anger, aggression, and hostility. The findings provide a deeper understanding of the moderating role of self-compassion in the links between other-oriented perfectionism and socially prescribed perfectionism with anger, aggression, and hostility among undergraduates. The findings of this study could be applicable for psychologists and counselors who deal with aggressive behavior, anger, and hostility in undergraduate students to assess the three forms of perfectionism and self-compassion.
Since cultural aspects of language learning are not incorporated in some EFL materials and textbooks, this study can be important to investigate the impacts of using cultural-based instruction on developing the speaking skill of Indonesian EFL learners. In addition, this research tried to examine the effects of using cultural-based instruction on foreign language anxiety of Indonesian EFL learners. To reach these aims, the Oxford Quick Placement Test (OQPT) was given to 83 EFL learners, and 50 of them were selected for the target sample of the current investigation. The selected respondents were then randomly divided into two equal experimental and control groups. Afterward, the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was given to both groups. After providing the stated questionnaire, both groups were pretested by a speaking test. After that, the experimental group was instructed by applying a cultural-based instruction, while the control group received a noncultural-based education. After the instruction ended, the FLCAS questionnaire and the posttest of speaking were given to the respondents to determine the effects of the cultural-based instruction on their speaking skills and foreign language anxiety. The collected data were analyzed by using independent samples and paired sample t -tests. The results revealed that the experimental group had better performances than the control group on the speaking and anxiety posttests. Finally, based on the results, some conclusions and implications were suggested.
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