No abstract

Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at Early Childhood Education and Care (ECEC) in the Jatinangor district and followed the principle of simple random sampling. Children were given numeracy and vocabulary tests, parents were asked to fill out a questionnaire about sociodemographic aspects and the learning environment in their homes, and teachers were asked to fill out a questionnaire about preschool activities concerning numeracy and vocabulary. Data were analyzed using a structural equation model with numeracy and vocabulary as outcome variables. Covariates such as age, gender and social status were also included in the model. The results of this study show that numeracy is closely linked to vocabulary skills and that only a specific preschool activity can explain the variance of numeracy. On the other hand, both home numeracy activities and a specific preschool literacy activity are significant predictors of vocabulary skills.

Psychological well-being is fundamental for adolescents to be adaptive and fully functioning in the environment. For adolescents who stay in boarding school, even though they are away from their parents due to boarding school rules, parents still have a role to provide support and direct their behavior through parental control. On the other hand, adolescence is a period where children learn to be detached from their parents and strive for autonomy. The present study aimed to investigate the role of autonomy need frustration as a mediating variable between parental psychological control and psychological well-being for adolescents who stayed in boarding school. A survey was completed by 318 Islamic boarding school adolescents with an age range from 12–18 years old. The findings showed that autonomy need frustration fully mediated the relationship between parental psychological control and psychological well-being. Parental psychological control causes a decline in boarding school adolescents’ psychological well-being through the feeling of autonomy need frustration. These results support further development of studies regarding the psychological well-being of adolescents, especially in the boarding school context.