Relationships between technology usage, curiosity, self-efficacy and misbehaviour among preschoolers from teachers’ perspectives in Selangor, Malaysia

Misbehaviour is a significant problem among preschoolers. This problem is common and frequently reported by the preschool teachers. Past studies found that preschoolers who misbehave are at high risk of emotional behavioural disorder and often facing difficulties in study. Understanding the factors contributing to preschooler’s misbehavioural is vital for effective intervention. Therefore, this study was designed to investigate the relationships between technology usage, curiosity, and misbehaviour among preschoolers from teachers’ perspectives in Selangor, Malaysia. In addition, this study also examined the role of self-efficacy as mediator on the relationships between technology usage and curiosity on preschooler’s misbehaviour. The present study employed Bandura’s social cognitive theory and the ecological techno-subsystem in providing a valid basis for explaining and predicting misbehaviour among preschoolers in Selangor, Malaysia. A multistage cluster sampling method was used to choose a total of 420 preschoolers aged 5 and 6 from Selangor, Malaysia. However, only 400 preschoolers’ data can be used. This study is a quantitative research with correlational research design. A total of 84 preschool teachers were involved in this study to access 420 preschoolers. Each teacher accessed five preschoolers by completing a set of questionnaire that comprised four measurement scales (Behaviour Rating Index for Children, Curiosity and Exploration Inventory (II), Self-Efficacy Questionnaire for Children (SEQ-C) and Technology Usage). Findings from this study illustrated that preschoolers with high technology usage, more misbehaviours. In addition, older preschoolers tend to show more misbehaviour from teachers’ perspectives. However, there was no significant relationship between preschoolers’ number of siblings and misbehaviour from teachers’ perspectives. Furthermore, from teachers’ perspectives, there was a significant difference in misbehaviour between male and female preschoolers. However, no significant differences in technology usage, curiosity, and self-efficacy between male and female preschoolers. There were also significant differences in curiosity and misbehaviour between preschoolers aged 5 and 6, but no significant differences for technology usage and self-efficacy between preschoolers aged 5 and 6. In terms of number of siblings that preschoolers have, there was a significant difference in their misbehaviour, but no significant differences in their technology usage, curiosity, and self-efficacy. Self- efficacy is found to be the strongest predictor for misbehaviour among preschoolers from teachers’ perspectives. Self-efficacy mediated the relationship between technology usage, curiosity, and misbehaviour. This present study increases the understanding on the technology usage, curiosity and self-efficacy as protective factors of misbehaviour among preschoolers from teachers’ perspectives. The findings of this present study are useful for teachers, parents, counsellors, and policy makers to implement programmes or interventions in preventing misbehaviour among preschoolers.

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