Angel Lee

This study aimed to examine the predictive role of frustration tolerance and social competence in body image satisfaction among adolescents with physical disabilities. This research utilized a correlational descriptive design with a sample of 350 adolescents with physical disabilities, selected based on Morgan and Krejcie’s sample size determination table. Participants completed standardized self-report measures assessing body image satisfaction (MBSRQ), frustration tolerance (FDS), and social competence (SSRS). Data analysis was conducted using Pearson correlation to explore associations between variables and linear regression to determine the predictive power of frustration tolerance and social competence on body image satisfaction. All statistical analyses were performed using SPSS-27, and assumptions of normality, linearity, and multicollinearity were confirmed before conducting the regression analysis. Descriptive statistics showed that participants had a mean body image satisfaction score of 74.56 (SD = 9.87), a frustration tolerance score of 62.34 (SD = 8.23), and a social competence score of 68.21 (SD = 7.95). Correlation analysis revealed significant positive relationships between body image satisfaction and frustration tolerance (r = 0.52, p < 0.01) and body image satisfaction and social competence (r = 0.61, p < 0.01). The regression model was statistically significant (F(2, 347) = 90.75, p < 0.01, R² = 0.46), indicating that frustration tolerance (B = 0.42, β = 0.39, t = 5.25, p < 0.01) and social competence (B = 0.56, β = 0.47, t = 7.91, p < 0.01) were both significant predictors of body image satisfaction. The findings suggest that higher frustration tolerance and greater social competence are associated with increased body image satisfaction in adolescents with physical disabilities, with social competence playing a slightly stronger role. These results highlight the importance of resilience-building and social skills interventions to enhance body image satisfaction in this population.

Objective: This study aimed to explore how parents in mixed heritage families in Malaysia engage in ethnic-racial socialization and transmit cultural identity to their children within the context of a multicultural society. Methods: Using a qualitative grounded theory approach, data were collected through semi-structured interviews with 25 parents from diverse mixed heritage backgrounds residing in Malaysia. Participants were selected through purposive sampling and theoretical saturation guided the endpoint of data collection. Interviews focused on participants’ practices, challenges, and perspectives regarding cultural identity transmission in the home. Verbatim transcripts were analyzed using NVivo software, employing open, axial, and selective coding to generate a conceptual framework grounded in participants’ narratives. Findings: Five main categories emerged: Cultural Identity Transmission, Language and Communication, Navigating Racial Bias, Family Dynamics, and Community and Social Engagement. Parents engaged in intentional practices such as storytelling, celebration of traditions, and bilingual upbringing to reinforce cultural heritage. They also described emotional and strategic responses to racial bias, as well as negotiation between co-parenting and intergenerational influences. Language was both a bridge and a barrier, shaping identity and familial cohesion. Parents sought external support through cultural events and digital communities to validate and enrich their children’s mixed identities. These findings highlight the emotional labor and adaptive strategies involved in raising bicultural children in socially stratified environments. Conclusion: Ethnic-racial socialization in mixed heritage families is a complex, multifaceted process involving intentional practices, emotional negotiations, and contextual adaptations. Parents act as cultural mediators, balancing heritage preservation with societal integration.

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.