Examining the relationship between religiosity and happiness in Medan,Indonesia: The mediating role of self-control,self-regulation,and life satisfaction

Social harmony and community wellbeing can be addressed by promoting life satisfaction and happiness within society. As part of the attempts to understand and promote life satisfaction and happiness within society, this study examined how religiosity can contribute to these two outcome variables. More specifically, this study examined the mediating effect of self-control, self-regulation, and life satisfaction on the relationship between religiosity and happiness. Six hundred and twenty-eight middle (628) adults from Medan, Indonesia were recruited through stratified sampling. They completed five self-report scales on Subjective Happiness Scale; Satisfaction with Life Scale; Centrality of Religiosity Scale; brief Self-control Scale and Self-regulation Scale. Data were analyzed by applying Structural Equation Model (using the LISREL software 8.80), which provides simultaneous examination of variance between endogenous and exogenous variables. Results revealed that people who reported higher level of religiosity also scored high on self-control and self-regulation scales, life satisfaction, which, in turn, are related to more happiness. The finding provides evidence for more specific mechanism in which religiosity contributes to life satisfaction and happiness of the individuals and consequently society wellbeing. Theoretical and practical implications related to the findings are discussed.     

Preparing Black and Latinx children for police encounters: Caregiver response profiles and child self-regulation

We hypothesized that the goodness-of-fit between profiles of observed, caregiver-provided ethnic–racial socialization (ERS), and child self-regulation (i.e., inhibitory control) would differentially associate with child behavioral outcomes. Conversations between 80 caregivers (45% Latinx; 55% Black) and their children (M _age  = 11.09; 46% female) were rated for ERS. Measures included an inhibitory control composite (ages 2.5–3.5) and the Child Behavior Checklist (CBCL; age 12). Three profiles were determined: Comprehensive (n  = 34), Reactive (n  = 8), and Pragmatic (n  = 38). Only youth with low inhibitory control in preschool appeared to benefit from Pragmatic ERS, whereas youth with normative or high inhibitory control in early childhood displayed lower internalizing and externalizing behaviors when they had Comprehensive or Reactive rather than Pragmatic caregivers.