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'n Ondersoek na die verband tussen die Groot Vyf-persoonlikheidsfaktore en opleidingsprestasie by volwasse basiese opvoeding en opleiding leerdersDercksen, Sarita 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The aim of this study was to investigate the nature of the relationship between the Big
Five personality factors and practical and theoretical training performance in adult Basic
education and training (ABET).
The existing literature on the subject was surveyed; this is followed by a report on the
results of the empirical investigation. The experimental group consisted of 82 learners
who followed an ABET level-4 course. Personality was determined by means of the
Five-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skills
were measured with Raven's Standard Progressive Matrix.
By using the Pearson product moment correlation coefficient, multiple regression analysis
and factor analysis, it was established that, apart from IQ, there was a significant
positive correlation between agreeableness and practical training performance.
Although there was also a significant, but small, positive correlation between
neuroticism and practical training performance, the influence of the former factor on
practical training performance could not be confirmed by a regression analysis. Only
IQ and to a lesser extent neuroticism, conscientiousness and extroversion showed a
relation with theoretical training performance. Once again, the influence of the latter
three factors on theoretical training performance could not be confirmed by a regression
analysis. The conclusion is thus drawn in this study that only IQ has a significant
influence on theoretical training performance.
Results also indicate that characteristics such as trust, helpful behaviour and co-operative
behaviour, which indicate agreeableness, help to promote receptiveness in
training in practical work, especially with respect to skills training. It appears that the
role of personality factors with respect to training performance depends on: a) the nature
of the training programme being followed, b) the degree of difficulty of the training
programme, and c) the work or task objectives for which the training is being
undertaken.
The conclusion was drawn that the findings of studies on the relationship between
training performance and personality should be interpreted with circumspection and that
a great deal of research is required in this area. / AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek in te stel na die aard van die verband tussen
die Groot Vyf-persoonlikheidsfaktore en praktiese en teoretiese opleidingsprestasie by
volwasse basiese opvoeding en opleiding-leerders.
'n Oorsig van die bestaande literatuur oor die onderwerp is gelewer, gevolg deur die
rapportering van die resultate van die empiriese ondersoek. Die eksperimentele groep
het bestaan uit 82 leerders wat 'n VBOO-vlak 4 kursus gevolg het. Persoonlikheid is
deur middel van die Vyf Faktor - Nieverbale-Persoonlikheidsvraelys (FF-NPQ) bepaal
en kognitiewe vaardighede is met behulp van Raven se Standaard-Progressiewe Matriks
gemeet.
Met behulp van die Pearson-produkmoment-korrelasiekoëffisiënt, meervoudige regressieontleding
asook faktor-ontleding, is vasgestel dat, benewens IK, daar ook 'n
beduidend positiewe verband tussen welgevalligheid en praktiese opleidingsprestasie
voorgekom het. Hoewel 'n beduidende, maar klein, positiewe korrelasie ook tussen
neorotisisme en praktiese opleidingsprestasie voorgekom het, kon die invloed van die
laasgenoemde faktor op praktiese opleidingsprestasie nie deur die regressieontleding
ondersteun word nie. Slegs IK en tot 'n mindere mate neorotisisme, konsensieusheid en
ekstroversie het 'n verband met teoretiese opleidingsprestasie getoon. Weereens kon die
invloed van laasgenoemde drie faktore op teoretiese opleidingsprestasie nie bevestig
word deur die regressieontleding nie. Ten opsigte van die huidige ondersoek, word die
gevolgrekking dus gemaak dat slegs IK 'n beduidende invloed op teoretiese
opleidingsprestasie het.
Resultate dui daarop dat eienskappe soos vertroue, hulpverlende gedrag en samewerkende
gedrag, wat dui op welgevalligheid, bevorderlik is vir opleiding in praktiese verband
veral ten opsigte van vaardigheidsopleiding. Dit blyk ook asof die rol van persoonlikheidsfaktore
ten opsigte van opleidingsprestasie, afhang van die a) aard van die
opleidingsprogram wat gevolg word, b) die moeilikheidsgraad van die opleidingsprogram,
asook c) vir watter werks- oftaakdoeleindes die opleiding plaasgevind het. Daar word tot die gevolgtrekking gekom dat die bevindinge van studies rakende die
verband tussen opleidingsprestasie en persoonlikheid met omsigtigheid geïnterpreteer
moet word en dat heelwat navorsing op hierdie gebied nodig is.
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Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans)Schaap, Pieter 19 January 2007 (has links)
The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning motive dimension and a related deep, surface and achievement strategy dimension, as well as a self-efficacy and fear-of-failure dimension. The LAQs consists of a dependent, independent, co-operative and competitive learning approach dimension. The research results demonstrated that the LAQ displays content, factor and construct validity. The factor structures of the LAQ are stable for business and tertiary learning contexts. The research results also showed that the LAQ is a reliable and unbiased measure for various language groups. The results of the empirical investigation strongly supported the systems model of learning. The grouping of learning approaches according to particular views of what learning encompasses, the mutual relations between learning approaches, as well as the situational nature of learning approaches as depicted in the systems model, were confirmed. By using the systems model of learning, the LAQ can make an important contribution to the facilitation of effective learning in organizations. / Thesis (D Com (Human Resources Management))--University of Pretoria, 2007. / Human Resource Management / unrestricted
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