Intervensi Teknologi Digital dan Integrasi Sokongan Sosial Terhadap Kesejahteraan Psikososial Remaja
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UNIVERSITI MALAYSIA SARAWAK
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This study focuses on the intervention of digital technology in the psychosocial development of adolescents with appropriate social support approaches in the digitalization era. Based on Erik Erikson's theory, this study assesses the psychosocial development of adolescents in secondary school. The objective of this study is to study the issue of social problems based on the psychosocial development of adolescents in schools, analyse the appropriateness of forms of social support for adolescent development, and analyse the relationship between digital technology capabilities as an adolescent social support intervention. This study uses a convergent approach that combines qualitative and quantitative methods. The qualitative component involved a semi-structured interview with eight (8) respondents selected through targeted sampling, consisting of disciplinary teachers and school counsellors. The quantitative component involved a survey of 120 students chosen with the consent of the school and the Ministry of Education Malaysia (MOE). Atlas.Ti and thematic methods and software are used to analyse qualitative findings, while descriptive analysis and inference are done through the Statistical Package for Social Science (SPSS) software. The findings of the study show that there are various social problems among school students, and teachers strive to provide interventions to provide social support in shaping students' personalities. The integration of qualitative and quantitative data through a convergent approach reinforces the justification of this study. The cross-data results showed that digital technology has the potential to be used as a medium of social support, with Fisher's accuracy test showing significant values of 0.039 for emotional support and 0.001 for conversational support, physical comfort, such as hugging, as well as digital technology interventions. The vi study also emphasised the appropriateness of the use of digital technology interventions as well as the integration of social support that can be applied by teachers in schools. Therefore, follow-up studies are proposed with a more specific sample selection in potential areas in Malaysia. The results of this study are expected to contribute to the corpus of knowledge on the role of digital technology in the psychosocial development of school adolescents, as well as guide educators and policymakers in strengthening the social support system in schools.