A Hypermedia-Based Training Program for Developing Mothers’ Knowledge of the Psychological and Behavioral Problems of Middle Childhood (6–9 Years) | ||
| The Egyptian Science Magazine | ||
| Volume 9, Issue 1, December 2022, Pages 85-150 PDF (2.08 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/esm.2022.466200 | ||
| Authors | ||
| Shaimaa Ahmed Ali Elnggar* ; Abeer Yassin Ahmed Ebrahem* | ||
| Assistant Professor of Home Management and Family Economics - Department of Home Economics - Faculty of Specific Education - Alexandria University | ||
| Abstract | ||
| The research aimed to investigate the effectiveness of a training program based on hypermedia in enhancing mothers’ knowledge of the characteristics of middle childhood (6–9 years), as well as their knowledge of the causes and treatment of psychological and behavioral problems during this developmental stage. The main research sample consisted of: 255 mothers, selected randomly from different social, educational, and economic backgrounds in both rural and urban areas of Alexandria Governorate. From this sample, an experimental group of 30 mothers with the lowest levels of knowledge regarding the psychological and behavioral problems of middle childhood was chosen to implement the training program. The descriptive–analytical method and the quasi-experimental method were used. Research instruments included: a socioeconomic characteristics questionnaire of the respondents and their families; a questionnaire assessing mothers’ knowledge of the characteristics of middle childhood; a questionnaire assessing mothers’ knowledge of the causes and treatment of middle childhood problems (6–9 years); and the training program designed to improve mothers’ knowledge of both the developmental characteristics of middle childhood and the causes and treatment of its associated problems. The results showed that: knowledge of the characteristics of middle childhood was at medium to low levels, as well as their knowledge of the causes and treatment of problems at this stage, with percentages of 80.4% and 37.7%, respectively. Results also showed statistically significant differences in mothers’ knowledge of middle childhood characteristics according to their employment status, favoring non-working mothers. Similarly, significant differences were found in mothers’ knowledge of causes and treatment of problems, again in favor of non-working mothers. However, no significant differences were found in overall knowledge of developmental characteristics and causes/treatments of problems according to the mother’s field of work. Moreover, significant differences were found in mothers’ knowledge regarding the causes and treatment of childhood psychological problems, with mothers working in the medical field scoring higher than those in the educational and commercial fields. No significant differences appeared in mothers’ knowledge of behavioral problems overall, or specifically regarding lying and aggressiveness, according to their occupational field. Differences were found in mothers’ knowledge of psychological problems in general according to age, favoring those aged 30 to less than 35 years. Statistically significant differences were also found in mothers’ knowledge of middle childhood characteristics by family size, favoring smaller families (3–5 members). In addition, differences in mothers’ knowledge of the causes and treatment of problems such as stubbornness and enuresis were found according to family size, again in favor of smaller families. Significant differences also appeared in mothers’ knowledge of psychological problems in general and their dimensions (jealousy, shyness, stubbornness) according to educational level. The results further indicated significant correlations between mothers’ knowledge of middle childhood characteristics (6–9 years) and their knowledge of causes and treatments of childhood problems. Significant differences were also found in mothers’ knowledge scores regarding developmental characteristics and psychological (jealousy, shyness, stubbornness, enuresis) and behavioral (lying, sibling quarrels, aggressiveness, theft) problems, as well as their overall knowledge of middle childhood, at the 0.01 significance level before and after implementing the training program. Among the most important recommendations of the research is: The study recommends the production of simple awareness programs and media materials targeting mothers, addressing children’s psychological and behavioral problems and offering practical solutions. | ||
| Keywords | ||
| Psychological and behavioral problems; hypermedia; middle childhood; training program | ||
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