INTERNATIONAL ISLAMIC UNIVERSITY, MALAYSIA

EDP 7102 ADOLESCENCE

TEST 2

PREPARED BY:

FAZLINA BINTI HARUN NARASID (G 1926784)

LECTURER:

DR. SITI RAFIAH BINTI ABDUL HAMID

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QUESTION 1:

1.0 INTRODUCTION

The ‘nature versus nurture’ is the argument between psychologists of different

branches concerned that human are the outcomes of whole unique genetics (nature) or the
environment they were raised in (nurture). Some said that our genetics have greatest
influences in our life and personalities while some said our environment and experience have
a greater control over our life. According to McLeod (2018), both give relative contributions
on humans’ behavior, such as personality, cognitive traits, temperament and
psychopathology. Thus, in this task, I will explain about the elements of nature and nurture as
well as how these elements shape adolescents’ behaviour and temperament.

2.0 ELEMENTS OF ‘NATURE’ AND ‘NURTURE’

The elements under the classification of ‘nature’ are the DNA that we were born with
or the genetic factor that dictates our life, physical appearances and biological influences.
Interestingly our genetics do not only determine our physical and biological elements but also
behaviour, personalities and so on. According to Cherry (2019), the genes have the greatest
influence over who we are, from the way we look to the way we behave, personality traits
and cognitive abilities. In Islam, Prophet Muhammad advised Muslims many times about
making wise decisions when choosing a partner, as a marriage will influence the development
of a new-born showing the importance of genetic factors (Abdullah, 2011).

Moreover, the first elements that can be classified under ‘nurture’ that affects us after
birth is the environmental variables such as our upbringing or how we were raised, the second
one is the experience by the individual, and the third one is the social relationship and
influences such as social interaction, school, peers, which all play a big roles in shaping an
individual (Cherry, 2019). The environment and experience can influence the expression of
the genetics predisposition. On the other hand, from the Islamic perspective, faith and
education play crucial roles in moulding human character and behaviour. "The example of a
good companion (who sits with you) in comparison with a bad one, is like that of the
musk seller and the blacksmith's bellows (or furnace); from the first you would either
buy musk or enjoy its good smell while the bellows would either burn your clothes or
your house, or you get a bad nasty smell thereof" (Sahih al-Bukhari, no 2101).

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3.0 HOW THESE ELEMENTS ARE STRONGLY SHAPING ADOLESCENTS’
BEHAVIOUR AND TEMPERAMENT AND EXAMPLES

Adolescence period is the most critical phase in the process of transformation of an

individual from childlike to adultlike either physically, emotionally, psychologically and
cognitively. Temperament is a behavioural style that are stable across situation and are
biological based (Kail, 2001). Some people act differently towards other people. Some are in
better mood than others and some are sensitive to noises. These sort of attributes are the
inborn quality that can be seen after birth. But how these elements under ‘nature’ and
‘nurture’ shape adolescent’s behaviour and temperament?

Firstly, the elements of ‘nature’ is the DNA or genetic that is biologically inherited
from the parents. Scientists believe that temperament is genetically based (Nature AND
Nurture, 2016). There is evidence that temperament and other behavioural aspects are
strongly in genetic origin as Allport (1961) reported that temperament has an inherited
biological basis and infants interact and react to the environment and experiences in different
ways are reflective of their temperament, or behavioural style. (p.34). For instance, the
identical twins study have similar temperament even though they are brought up in different
families (Abdul Hamid, 2021). Moreover, Asian infant are less emotional compared to
Europen (Kail, 2001). Intelligence and nervous system are hereditary. This will have different
temperament between people of different cognitive levels. Sex variation also play significant
roles. For example, “boys are typically a lot of more assertive and vigorous. They like
adventures while women are quieter and a lot of bruised by personal, emotional, and social
issues” (16 essential factors, n.d).

Although adolescence’s temperament is partially determined by genetics, other

nurture influences also contribute to the shaping of their behaviour and temperament. The
first element is the adolescent’s upbringing or family environment. Every individual learns
the first lesson from his or her family. For example, children are likely to follow how the
family teaches them and will adhere to the example shown by the family. They will learn the
likes and dislikes, favourites, stereotyping and expectations that build their temperament
through the experiences in the family (16 essential factors, n.d). Secondly is the environment
influences around them. For instance, children who resist control are less likely to have
bahaviour problem when mothers control over them (Kail, 2001). Thirdly, social relationship
is also closely related to adolescents’ temperament. This includes social and cultural

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relationship, as the cultural setting refers to the tie of cultural traditions and values and this
will leave permanent impression on the child’s temperament. For example, the Malays
traditional cultures are concerned with the ways the girls talk and walk. Moreover, school
environment plays a vital role since students spend most of their time at school. Influences
from the education, teachers and peers; all of those contribute their share in moulding
temperament. For instant, children who mingle with good characters peers with get the
influence to be good as well. “Education can affect personality because this is the most
powerful way to develop the personality” (16 essential factors, n.d).

4.0 CONCLUSION

In conclusion, nature and nurture both shapes how adolescence acquire certain
behaviours and temperament. Since science has spent a considerable amount of effort in
resolving the debate, it should be said that both factors come together with the same
weightage. This is an interesting topic to be discussed. Further studies on this might have
given more insights and suggestions towards this.

REFERENCES:

Abdul Hamid, R. (2021). Lecture on Temperament. Kuliyyah of Education,

International Islamic University Islam.

McLeod, S. (2018). Nature vs. Nurture in Psychology. SimplyPsychology.

https://www.simplypsychology.org/naturevsnurture.html

Cherry, K. (2019). Nature vs Nurture: Genes or Environment. Explore psychology.

https://www.explorepsychology.com/nature-vs-nurture/

Nature AND Nurture: Understanding Your Child’s Temperament. (2016). The urban child
Institute. http://www.urbanchildinstitute.org/articles/features/nature-and-nurture-
understanding-your-childs-temperament

Kail, R, V. (2001). Children and Their Development. Prentice Hall.

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 Spear, L.P. (2000). The adolescents brain and age relatable behavioural manifestation.
Neuroscience and behavioural review. 24 417-463.

16 Essential Factors Affecting Personality Development. (n.d). Bank of Info. Retrieved from:
16 Essential Factors Affecting Personality Development (bankofinfo.com)

QUESTION 2:

1.0 INTRODUCTION

Academic performance of students is influenced by various factors like

socioeconomic, residential locality of the students, status of the parents, age, gender, school
and class room environment and many more. Many studies have shown that economic status
and parental involvement give impacts on the academic achievement and behaviour of
adolescents (Fan and Chen, 2001; Jeynes, 2016). These two factors are important in assisting
adolescents towards positive achievement and behaviour in their life.

2.0 UNDERSTANDING OF ‘FAMILY SOCIO-ECONOMIC STATUSES’ &

‘PARENTAL INVOLVEMENT’

“Socioeconomic status (SES) is a term used by sociologists, economists, and other

social scientists to describe the class standing of an individual or group. It is measured by a
number of factors including income, occupation, and education, and it can have either a
positive or negative impact on a person's life” (Crossman, 2019). Thus, family social
economic statuses is referring to the family’s class or group based on their income, education,
occupation and other related economy factors.

Meanwhile, Harris and Goodall (2007) and Goodall and Montgomery (2014)
considered parental engagement or involvement as “active and meaningful involvement in
children’s learning”. The researchers asserted that “Such learning can take place in a variety
of settings including early learning and childcare settings, schools, the community, through

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family learning and learning at home. Parental engagement represents a greater ‘commitment,
ownership of action’ than parental involvement within educational settings such as early
learning and childcare settings or schools”. Moreover, the term parental involvement means
“the participation of parents in regular, two-way, meaningful communication involving
student academic learning and other school activities” (Definition for parental involvement,
n.d). Hence, it means parental involvement gives a big impact on their children education and
learning process.

3.0 DISSCUSS WITH EXAMPLE HOW THESE TWO FACTORS AND OTHER
FACTORS IMPLICATE ADOLESCENTS’ LEARNING PROCESS & ACADEMIC
ACHIEVEMENT

Jeynes (2002) claimed that the socio-economic status (SES) of a child is most
commonly determined by combining parents’ educational level, occupational status, and
income level. Bradley and Corwyn (2002) affirmed that there are constant discoveries of
educational studies on the effect of the students’ family socio-economic background on their
learning achievement. Thus, socioeconomic statues of a family is an important variable in
students’ achievement.

The first reason how SES (Socioeconomic statues) influence students’ learning and
academic performance is because parents from higher socio-economic background are able to
provide their children with financial supports and necessary resources for home or individual
learning. They are also capable of supporting the children with more stimulating environment
that can promote cognitive development (Schulz, 2005). In contrary, students from low SES
family are lack of financial support to get educational resources such as books, computers
and suitable areas to facilitate their learning process at home (Dunning Henley & Buckner,
2014). For instance, high income family can provide their children with devices during PdPR
so that the children are able to continue the lesson without any problem. Secondly, parents of
high SES are likely to send their children to better schools with better educational system
such as boarding schools or international schools with better facilities. As cited in Education
week 2004, low performing schools are usually in non-wealthy areas which will have limited
funding and resources and fewer well-qualified teachers (Dunning, Henley & Buckner,
2014). Additionally, as the SES represents the income, occupation and education, it shows
that parents with high academic and education are able to teach their children and the

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cognitive factor is also inherited. Mothers who are more educated and have higher self-
esteem have children who receive higher test scores (Baharudin and Luster 1998, Eamon
2005). While parents from low-income family will not have much time for the children and
unable to involve in their learning as asserted by Chloe (2002), “Only 36% of low SES
parents read to their kindergartners, compared to 62% in the highest SES students”. Most of
the parents work for long hours and the children spend most of the time watching TV instead
of involving in school activities and so on. Due to economic reasons, stresses and more, most
of the students who live in poverty did not graduate on time (Dunning, Henley & Buckner,
2014). Studies also show that students who get proper nutrients have better performance,
good behaviour and overall cognitive behaviour. The low income family are unable to
provide healthy food which is usually expensive thus there are free breakfast and lunch such
as RMT provided by the government to close the gap.

Moreover, parental involvement is contributed to the positive learning and academic

outcome. Rahman (2001) asserted that, “When parents get caught up with their children’s
studies, pupils carry out better”. Topor (2010) also stated that based on studies, children
whose parents are more involved in their education have higher levels of academic
performance than children whose parents are involved to a lesser degree. On the other hand,
there are numerous models and theories related to parental involvement. Epstein (1995)
offers six typologies of parents’ involvement which are; parenting support, facilitating
communication, encourage volunteerism. foster home learning, involve parents in decisions
and community activities. The first one is parenting support and helping offers by assisting
their children in learning and providing conducive environment for learning at home. It is
believed that “when parents monitor homework, encourage participation in extracurricular
activities, are active in parents –teacher associations, and help children develop plans for their
future; children are more likely to respond and do well in school” (Cotton & Wikelund,
2005). For instance, parents might teach the children to read at home, monitor homework
given by the teacgers and specify an area for learning thus help the children to progress
better. Secondly, parents facilitating communication and have effective communication about
the school programmes, their children academic progress. The two ways communication of
the parents and school helps the parents to understand and know the progress of the children.
For example, when the parents have good communication with the teacher asking progress
about their kids, the parents would be able to identify the problems and improvement that

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should be made to help their children. Thirdly, volunteering-organizing and participating in
activities initiated by school such as training, recruitment or helping with extra classes.
Parents can involve in parent-teacher association by supporting school programmes such as in
learning and motivation projects. Fourth is learning at home wherein parents get to know
about the school procedures like homework and grading, thus enable to help their children’s
academic activities. The fifth is the participation and involvement of parents in school
decision making helps school to improve and understand the parents and students. As a
matter of fact, McMillan (2000) noted that “parental pressure has a positive and significant
effect on public school performance. This becomes particularly obvious when the exactness
of the parental pressure is brought to bear on the children’s academic performance”. The last
one is collaborating with the community-identifying such as for fund and services and this
would benefit the students in school.

There are many other factors that can influence students’ academic performance such
as intrinsic and extrinsic motivation, teachers influence, cultures and surrounding, media and
so on.

5.0 CONCLUSION

To conclude, family socio-economic background and parental influences play vital

roles in an adolescent’s performance and academic achievement. Thus, measures should be
taken to solve the economic problem and close the gaps between students who come from
lower and higher socioeconomic background. Parents need to open up their mind and spend
time in parenting their children as they need a role model to follow. They need to get
involved in their children’s life for future success.

REFERENCES:

Baharudin, Rozumah and Tom Luster. 1998. Factors related to the quality of the home
environment and children’s achievement. Journal of Family Issues. 19(4), 375-403.

Bradley, R. H. and Corwyn, R. F. (2002). Socioeconomic Status and Child Development.

Annual Review of Psychology, 53:371-99.

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Cotton, K., & Wikelund, K. (2005). Parent involvement in education. Available at:
http:/www.nwrel.org/. Accessed 03/18/ 2005.

Crossmen, A. (2019). An Introduction to Socioeconomic Status. Thoughtco. Retrieved from:

https://www.thoughtco.com/socioeconomic-status-3026599 definition for parental
involvement. (n.d). www.state.nj.us/education/title1/tech/module2/definitions.pdf

Dunning, M., Henley, M., & Buckner, E. (2014). SocioEconomic Status: How does it

impact students?. https://www.slideshare.net/mldunning/socio-economic-status-

presentation

Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we

share. Phi Delta Kappan, v76(9),pp 701-712.

Fan, X. T., and Chen, M. (2001). Parental involvement and students’ academic achievement:
a meta-analysis. Educ. Psychol. Rev. 13, 1–22. doi: 10.1023/A: 1009048817385

Jeynes, W. H. (2016). A meta-analysis: the relationship between parental involvement and

African American school outcomes. J. Black Stud. 47, 195–216. doi:
10.1177/0021934715623522

Rahman, J. (2001). The Effects of Parent Involvement on Student Success. Retrived from
Sumaiti, R. (2012). Dubai School of Government Policy Brief No.3. Parental Involvement in
the Education Retrieved from
http://www.dsg.ae/en/Publication/Pdf_En/223201211810458340000.pdf

Schulz, W. (2005). Measuring the socio-economic background of students and its effect on
achievement in PISA 2000 and PISA 2003.
https://files.eric.ed.gov/fulltext/ED493510.pdf