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International Journal of Public Health Science (IJPHS)
Vol. 11, No. 3, September 2022, pp. 800~1x
ISSN: 2252-8806, DOI: 10.11591/ijphs.v11i3.21405 800
Journal homepage: http://ijphs.iaescore.com
Impact of VUCA world on children’s emotional development
during online learning
Afiq Azri Mohd Ghani1, Lim Seong Pek1, Rita Wong Mee Mee1, Md Rosli Ismail2, Uzzairah Nabila
Ahmad Tazli3, Tengku Shahrom Tengku Shahdan4, Fatin Syamilah Che Yob1
1Faculty of Education and Social Sciences, Universiti Selangor, Selangor, Malaysia
2Cluster of Education and Social Sciences, Open University Malaysia, Selangor, Malaysia
3Faculty of Human Development, Sultan Idris Education University, Perak, Malaysia
4School of Education and Human Sciences, Albukhary International University, Kedah, Malaysia
Article Info
ABSTRACT
Article history:
Received Oct 5, 2021
Revised May 20, 2022
Accepted Jun 20, 2022
Living in a world of unstable and fluctuating economy has put children’s
development at risk particularly children from low-income families. Hence
their development should be on alert. The concern regarding online learning
is crucial towards children’s emotional development as it can positively or
negatively affect them. In the volatility, uncertainty, complexity, and
ambiguity (VUCA), no other performance is relevant due to high-speed
change. Children as young generations today have more disruptive
behaviours causing adults to be fearful in dealing with their unruly
behaviour. This study discovered the impact of the current environmental
situation of uncertainty and parent-child relationship on children’s emotional
development. In view of the COVID-19 pandemic restrictions and
preventive measures, the study was conducted with parents’ consent using
an online survey tool administered using Google Form. The quantitative
survey comprised general population-CORE (GP-CORE) and perceived
stress scale (PSS) questionnaires from 108 respondents studying in primary
schools around urban areas in Selangor, Malaysia. The findings were
analysed and described descriptively. Findings showed that children are
greatly affected by parents’ job loss and low-income households’ instability,
causing emotional stress when learning from home. Therefore, the study can
be the mechanism to aid the educational system in emphasising emotional
learning in school.
Keywords:
COVID-19
Emotional stress
Emotional well-being
Home-based learning
Parental involvement
This is an open access article under the CC BY-SA license.
Corresponding Author:
Afiq Azri Mohd Ghani
Faculty of Education and Social Sciences, Universiti Selangor
Bestari Jaya Campus, Selangor Darul Ehsan, Malaysia
Email: afiqazri@unisel.edu.my
1. INTRODUCTION
Generally, emotional development is the acknowledgment and acceptance of an individual towards
the growth of self-competence, intellectual achievement, and self-understanding. Additionally, emotional
development is the root of mental health or psychopathology due to the importance of emotion towards the
organisation and regulating one’s behaviour [1]. Concentrating on children’s emotional development, the
definition is closely relatable to individuals as the ability of a child to acknowledge, express, and cope with
their feelings at different stages of life and empathise with their closest individuals or surroundings [2].
Furthermore, children’s emotional development is crucial at an early age, and it is greatly
influencing their future lives. Thus, providing and maintaining children’s healthy environments and social
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relationships are important as their development is shaped by their experience and significant relationships
with their closest individuals. According to Mohamed et al. [3] every experience matters to children as they
engage with everything around them without filtering the positive and negative influences. Therefore,
emotional development is emphasised by implementing and exposing children to emotional development
learning.
However, nowadays, the uncertain living environment no longer gives people access to comfortable
surroundings due to many changes, including the vital sector for children’s optimal development. The
profound effects of the volatile environment on education globally have disrupted 1.58 billion students from
all levels of education [4] in terms of the teaching and learning environment. Even though the changes from
physical or face-to-face classes to distance learning and the wide usage of technology are a measure
implemented to curb the spread of the disease, it also resulted in several problems towards children
pertaining to their emotional development.
Addressing the changes in teaching and learning environment, the current implication of online
learning did not affect children in Malaysia equally as it added on additional weight towards the children
from B40 households. Due to limited technological infrastructure, most of the B40 cannot afford adequate
devices and connections to continue joining the home-based teaching and learning (PdPR). According to the
Ministry of Education (MOE), 37%, which equals 900,000 students, do not own personal devices, including
computers or tablets. These circumstances occurred within the households that majorly experience financial
problems. Even worse, households with limited devices have to share with family members either for work or
study purposes [5].
The concern regarding online learning negatively affects students generally, including the children.
According to Student Voice Matter 2021 survey conducted by Project ID [6], two out of five students
experience a worsening condition in emotional health since online learning has become the primary method
in continuing teaching and learning. The survey findings also highlighted that the students have to brace
themselves with the stress they experience during online learning. It is also stated that living in unstable
households, technical and financial issues, and not having own’s space are a few causes of stress.
Concerning B40 children, the environment, readiness, and condition to adapt to the changes during
the volatile era hold the key to their positive development. The consequences of the adverse situations that
they experience are detrimental towards their emotional development. Hence, it is important to highlight the
issues rises during the vulnerable environment of online learning as positive development can influence the
children’s lives in many ways. Damirchi [7] mentioned that children can succeed academically and socially
only if their development is not neglected. Consequently, this study is carried out to discover the impact of
parental socio-economic during the pandemic on children’s emotional development and learning abilities.
2. LITERATURE REVIEW
2.1. Emotional well-being
Emotional well-being is one of the essential factors that should be considered as it is related to one’s
success in life, focused amongst children for their academic performance. A brief explanation states that
schools should focus on academic outcomes per se and on producing learners as a whole [8]. Tnay et al. [9]
also stated that promoting teachers to engage in children’s social and emotional guidance during this
pandemic affects their well-being. In another aspect, maintaining strong and positive interpersonal
relationships along the way of virtual class between the teacher and children plays a massive role in mental
health and well-being [10]. Therefore, as this study addresses, it is important to emphasise children’s
emotional well-being to mitigate emotional stress [11].
Previous studies had considered many perspectives to develop factors that affect children’s
emotional well-being during online learning. To discover the in-depth, the research had discussed that the
first six months when COVID-19 attacked the whole nation were concluded as a life-changing phase where it
tremendously affects well-being, especially for the children, shifting from physical to online class [12]. In
research, Daniel et al. [12] administered the questionnaires to the students through a survey to discover how
online learning affected their emotional well-being back then. One of the items was “the distractions from
this pandemic has made it harder to focus”. The result showed that students’ significant problems in online
classes are staying focused and keeping up with the mood to finish the remainder semester.
2.2. B40 households
In Malaysia, the household incomes were assigned into three categories, and B40 represented the
bottom 40% income group. The term B40 is a synonym for the low-income households living in urban areas,
and it could also be defined as urban poor. According to the Department of Statistics Malaysia [13], B40 has
its income range, which had increased from RM 4,360 to RM 4,850 in 2019. The digit changes supported the
fact that this group of B40 households could not accommodate the current cost of living in urban areas as
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802
their monthly income is insufficient [14]. Moreover, a previous study from Hamid et al. [15] stated that most
of the B40 group had lower educational qualifications, working in minor skill jobs with limited earning
potentials. In line with the study, B40 focused not only on the parents’ stress but also highlighted the
consequences of the children living in the households, particularly in the volatile environment.
2.3. Volatility, uncertainty, complexity, and ambiguity (VUCA) on children well-being
A criminal proceeding means a person who has attained the age of criminal responsibility as
prescribed in Section 82 of the Penal Code Act 574. In Malaysia, Section 2 of the Child Act 2001 defines
‘child’ as under 18 years. On the other hand, Section 2 (1) The Guardianship of the Infant Act 1961 defines
‘child’ or ‘infant’ as a person who has not attained majority. Besides, Subsection 2 (a): i) further explains that
for this act, every person professing the religion of Islam shall be deemed to have attained his majority when
he shall have completed his age of eighteen (18) years and not before; ii) every other person shall be deemed
to have attained his majority when he shall have completed his age of 21 years not before [16].
Corresponding to the pandemic issue, COVID-19 has driven economic downturn and volatile
condition, specifically towards the low-income families. With the current uncertain environment, children
has are also drastically being exposed to parents’ job retrenchment and income instability [17]. Both low-
income and instability in income are detrimental to children’s well-being [18]. Findings from recent study
found that COVID-19 increases stress and caused depression among the parents who had experienced job
loss and loss of earning. In addition, parents condition due to both job and income loss eventually developed
parents’ harsh parenting behaviours towards their children [19]. This resulted in disruption of childcare and
educational programmes and further challenges parents’ current or future employment and children’s
learning and development [17].
3. RESEARCH METHOD
Quantitative research has been chosen to present this study. The approach seemed to be an
appropriate way to be applied because of its strength in addressing the research questions and objectives. He
[20] stated that Quantitative research requires descriptive, proper logical reasoning, verifiable observation,
and an investigation of the studies. This research method attempts to investigate the answers to the questions
starting with how many, how much, to what extent Rasinger’s study [21], [22] from sampling methods and
sending out questionnaires. It is commonly said as a hypothesis examination process.
3.1. Participants
There was a total of 108 respondents who took part voluntarily in this survey. As part of the
selection criterion, all respondents aged between 10 and 12 years of age study in local primary schools
around Petaling Jaya, Malaysia. Besides, the respondents from B40 income group families were selected to
elicit their responses on their emotional well-being studying from home after school lockdown [23] since the
first quarter of 2020.
3.2. Procedures
In view of the lockdown, the study was conducted using an online survey tool to maintain social
distancing due to COVID-19. Firstly, the Google Form survey was created as an online platform to
administer the questionnaires to the respondents. Secondly, the links were sent to teachers and housing
community representatives in the targeted area before putting the link into parents’ and communities’
WhatsApp groups. The survey was administered for at least two weeks, between May-June, 2021. Finally, a
text describing the research purpose was written before the questions to ensure the child’s voluntary
participation by including the “I agree to participate in the research voluntarily” button.
3.3. Instruments
The adapted general population-CORE (GP-CORE) is derived from the CORE-outcome measure
(CORE-OM) which consists of 14-item measure. The items are applicable to general population including
students. Conversely, GP-CORE [24] incorporates low-intensity, low- risk items and most of the items are
positively keyed. These facets have a higher chance to be accepted in a non-clinical population. The Likert
scale was used to analyse the emotional well-being of children studying from home; options ranging from
‘1-Not at all’ to ‘5-Most or All of the time’ for each question. Sample items included for the GP-CORE
included ‘I felt tense, anxious or nervous’, ‘I felt I have someone to turn to for support when needed’, and ‘I
felt okay about myself’.
In addition, the perceived stress scale (PSS) by Cohen et al. [25] is the most widely used
psychological instrument for measuring the perception of stress. It is a measure of the degree to which one’s
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life situations are appraised as stressful. All questions used the Likert Scale; ranging from ‘1 - Not at all’ to
‘5-Most or All of the time’. Hence, 10 items were designed to explore how the respondents’ view their
unpredictable, uncontrollable, and overloaded lives. Sample items distributed to the respondents were ‘I often
feel upset because of something that happen unexpectedly’, ‘I often feel nervous and stressed’ and ‘I often
found that I could not cope with all the things I had to do it’.
4. RESULTS AND DISCUSSION
Table 1 shows the GP-CORE questionnaire in measuring children’s well-being. The descriptive
statistics for ‘I felt tense, anxious or nervous’ showed a mean=3.53 (SD=1.045). The descriptive statistics for
‘I felt I have someone to turn to for support when needed’ scored a mean=3.46 (SD=1.256). As for ‘I felt
okay about myself’ showed a mean=3.36 (SD=1.080). The descriptive statistics for ‘I felt I am able to cope
when things go wrong’ revealed a mean=3.34 (SD=1.069).
Table 1. General population-CORE questionnaire
Items
Mean
Std. deviation
I felt tense, anxious or nervous.
3.53
1.045
I felt I have someone to turn to for support when needed.
3.46
1.256
I felt okay about myself.
3.36
1.080
I felt I am able to cope when things go wrong.
3.34
1.069
I have been troubled by aches, pains or other physical problems.
3.35
1.285
I have been happy with the things I have done.
3.70
.930
I have had difficulty getting to sleep or staying asleep.
3.50
1.377
I felt warmth or affection for someone.
3.37
1.257
I have been able to do most things I needed to.
3.51
1.081
I felt criticised by other people.
3.54
1.164
I felt unhappy.
3.28
1.084
I have been irritable when being with other people.
3.21
1.231
I felt optimistic about my future.
3.60
1.168
I have achieved the things I wanted to.
3.03
1.054
The descriptive statistics for ‘I have been troubled by aches, pains or other physical problems’
indicated a mean=3.35 (SD=1.285). The item, ‘I have been happy with the things I have done’ showed a
mean=3.70 (SD=0.930). While the descriptive statistics mean score for ‘I have had difficulty getting to sleep
or staying asleep’ revealed a mean=3.50 (SD=1.377). For ‘I felt warmth or affection for someone’, it showed
a mean=3.37 (SD=1.257). The descriptive statistics for ‘I have been able to do most things I needed to’
showed a mean=3.51 (SD=1.081). The item ‘I felt criticised by other people’ scored a mean=3.54
(SD=1.164). The descriptive statistics for ‘I felt unhappy’ scored a mean=3.28 (SD=1.084). The item ‘I have
been irritable when being with other people’ indicated a mean=3.21 (SD=1.231). The descriptive statistics for
‘I felt optimistic about my future’ showed a mean=3.60 (SD=1.168). The item, ‘I have achieved the things I
wanted to’, revealed a mean=3.03 (SD=1.054).
Table 2 shows the perceived stress scale of how children felt during the pandemic of COVID-19.
The descriptive statistics for ‘I often felt upset because of something that happened unexpectedly’ indicated a
mean=3.94 (SD=0.926). The descriptive statistics for ‘I often felt I was unable to control the important things
in my life’ revealed a mean=4.02 (SD=1.004). As for ‘I often felt nervous and stressed’, the descriptive
statistics indicated a mean=3.71 (SD=1.094). The descriptive statistics for ‘I often felt confident about my
ability to handle my personal problems’ revealed a mean=3.14 (SD=1.300).
The descriptive statistics for ‘I often felt that things were going my way’ and ‘I often found that I
could not cope with all the things that I had to do it’, revealed a mean=3.01 (SD=1.098) and mean=3.34
(SD=1.104) respectively. In addition, the descriptive statistics for ‘I often able to control irritations in my
life’ indicated a mean=3.05 (SD=0.880). As for ‘I often felt that I was on top of things’, the descriptive
statistics indicated a mean=2.64 (SD=1.172). The descriptive statistics score for ‘I often felt angry because of
things outside of my control’ showed a mean=3.66 (SD=1.043). While the item, ‘I often felt difficulties were
piling up so high that I could not overcome them’, indicated a mean=3.73 (SD=0.992).
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Table 2. Perceived stress scale
Items
Mean
Std. deviation
I often felt upset because of something that happened unexpectedly.
3.94
.926
I often felt I was unable to control the important things in my life.
4.02
1.004
I often felt nervous and stressed.
3.71
1.094
I often felt confident about my ability to handle my personal problems.
3.14
1.300
I often felt that things were going my way.
3.01
1.098
I often found that I could not cope with all the things that I had to do it.
3.34
1.104
I often able to control irritations in my life.
3.05
.880
I often felt that I was on top of things.
2.64
1.172
I often felt angry because of things outside of my control.
3.66
1.043
I often felt difficulties were piling up so high that I could not overcome them.
3.73
.992
The findings proved that the current environment is one factor that strongly affects children’s
emotional well-being. The COVID-19 had led to a new educational era where teaching and learning were
aggressively conducted online learning [26]. Pedagogical and technological tensions happened because of the
rapid transitions from a face-to-face class to learning at home online. In addition, students’ views in a study
by Alghamdi [27] indicated negative consequences of inadequate online education, specifically for practical
learning during the spread of pandemic COVID-19. Moreover, the weak internet connection and persistent
interference strained to synchronise pedagogy in conducting live teaching through video conferencing [28].
The unfavourable conditions during online learning have resulted in students’ loss in learning and encourage
absenteeism among the students.
Apart from that, Yesilyrut [29] has stated that children face challenges adapting to the new learning
environment. Liu [30] defined readiness as children preparing to adapt to meaningful activities in the new
learning norm. The readiness stage identified by previous researchers is technology, human, courses, and
institution, closely associated with [31]. Regardless of the challenges the children face, there are still positive
outcomes from online learning as findings from Alghamdi [27] revealed that the primary impact of online
education during the pandemic was that students could strengthen the students’ social interaction among
them. Therefore, the undetermined impact of online learning on the students, specifically young learners’
emotional development, proved that the effectiveness of assessing technology is not guaranteed [31] and
affected emotional development could have different causes and situations.
In correspondence with the focus on children’s well-being, it is significant for parents to play an
essential role in building positive children’s emotional well-being development, thus not affecting their
learning outcomes. This is where the children’s emotional development during childhood is affected due to
the proximal processes they went through within the household environment [32]. These processes include
children’s relationship with parents, making interaction with the environment possible as children tend to feel
less socially supported during online studies [33]. In line with the focus of the study, the parents from B40
households were unfamiliar and had limited knowledge of technology. Hence, they could not supervise and
encourage their children during online learning. The condition occurred within the B40 households because
the parents were inexperienced and resisted familiarising themselves with online learning [34].
Besides, parents’ perceptions towards online learning are varied as some of them could engage with
their children’s schools while others could view the need for supervision as a burden [35]. Despite that, some
parents are able to spend their valuable time during online learning and act as an instructor for their children
[36]. As parents’ involvement is crucial in ensuring children’s school achievement in traditional school
settings, Borup et al. [37] revealed that supportive parents positively affect children’s success during virtual
learning.
A study conducted in Brazil were in line with the findings as it showed a higher behaviour problem
within children from public elementary school that have a background of low-income family and parents
with a low education level [38]. Besides the family environment, sociodemographic factors namely socio-
economic status, parents’ education level, and conflict between parents could also be associated with
children’s problematic and incompetence behaviours during childhood [38], [39]. Children with behaviour
problems might throw tantrums, but it is necessary to control their tantrums. On that account, it is crucial to
acknowledge and understand emotions as children could manage their emotions even under all circumstances
if they have emotional understanding and regulation skills, even so, many internal or external factors may
lead to negativity in emotional regulation [40].
Nevertheless, it is essential for the children to learn to handle solid reactions and find ways to
express appropriate emotions. As an adult, we need to provide different levels of support to cater to
individual differences among children. Some of them may be temperamentally sensitive compared to others.
Depending on the circumstances, children will face difficulties to self-regulate. Therefore, children’s need to
be equipped with proper support aligned with their needs and relevant intervention in which could aid the
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children to constructively build their skills in controlling their feelings, thought and behaviour [41] that help
to minimizing stress levels. Thus, helping children from the said low socio-economic income group regulates
their emotions for academic engagement.
5. CONCLUSION
The study revealed that children are greatly affected by parents’ job loss and low-income
households. Their way of living is different from other people. In this scenario, environments and parent-
child relationships become the main factors that bring them to face negative consequences for their emotional
well-being. As a whole, socio-economic status should not be taken lightly, as it is significant to children’s
social and emotional development. Therefore, emotional learning is crucial for children to build themselves
to greater well-being, which shows a remarkable result where emotional learning heightens their social
development. A greater children’s emotional development aids improve their learning ability. Thus,
academic engagement and positive educational outcomes could be obtained.
ACKNOWLEDGEMENTS
We would like to thank the Malaysian Ministry of Higher Education for funding this study under
Fundamental Research Grant Scheme with Grant Nos. FRGS/1/2020/SS0/UNISEL//1. Our appreciation to
the full support of Universiti Selangor (UNISEL) in conducting this study. Special thanks to Bright Atfal as
our Industrial Partner in this study.
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BIOGRAPHIES OF AUTHORS
Afiq Azri Mohd Ghani is currently the Head of Department (Department of
Social Sciences) at Faculty of Education and Social Sciences, Universiti Selangor (UNISEL).
He specialised in Stress Management, Burnout and Emotional Exhaustion. He can be
contacted at email: afiqazri@unisel.edu.my.
Lim Seong Pek is a TESL Lecturer at faculty of Education and Social Sciences,
Universiti Selangor (UNISEL). He specialised in Media Literacy, Multimodality and Teacher
Education. He can be contacted at email: limsp@unisel.edu.my.
Int J Public Health Sci ISSN: 2252-8806
Impact of VUCA world on children’s emotional development during … (Afiq Azri Mohd Ghani)
807
Rita Wong Mee Mee is a TESL Lecturer at faculty of Education and Social
Sciences, Universiti Selangor (UNISEL). She specialised in Materials Development, Game-
Based Learning and Early Childhood Literacy. She can be contacted at email:
ritawong@unisel.edu.my.
Md Rosli Ismail is a Senior Lecturer at the Cluster of Education and Social
Sciences, Open University Malaysia (OUM). He specialised in Educational Sociology and
Entrepreneurship Management. He can be contacted at email: mdrosli@oum.edu.my.
Uzzairah Nabila Ahmad Tazli is a Lecturer at Fakulti Pembangunan Manusia,
Universiti Pendidikan Sultan Idris (UPSI). She specialised in Children Psychology and
Toddler Development. She can be contacted at email: uzzairah@fpm.uspi.edu.my.
Tengku Shahrom Tengku Shahdan is an Assoc. Prof. at Albukhary
International University (AIU). He specialised in Instructional Design and e-Learning
Systems. He can be contacted at email: shahrom.shahdan@aiu.edu.my.
Fatin Syamilah Che Yob is currently a Graduate Research Assistant funded
under Fundamental Research Grant Scheme by Malaysian Ministry of Higher Education. Her
study is on Children Emotional Regulation. She can be contacted at email:
fatinsyamilahcy@gmail.com.
