M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / Please refer to full text to view abstract.

M.Ed. (Educational Psychology) / The dynamic and rapidly changing society of the R.S.A. has brought about such urgent requirements/need for change in the teaching profession that the present adult image has been subjected to scrutiny. This image calls for urgent analysis and evaluation so that the problems which surround education can really be addressed. This study has formed part of a project in which an analysis and description of "Adulthood" has been made. This could give direction for education in the R. S. A. The aim of this empirical investigation was explicitly directed at the importance of the different pre-identified facets in the evaluation of adulthood namely responsibility, moral and religious values, labour-orientation and self-sufficiency, responsibility towards fellow human beings, self-concept (image) and self acceptance, time orientation, citizen expectations and duties, family responsibility, perspective of future and family planning conservation as well as the economic demands and financial management and duties. This specific examination concerns the sense of responsibility as a facet of adulthood. As a result of sense of responsibility being such a complex concept, the investigator was compelled to select certain aspects and the importance thereof in an empirical manner. These aspects of the sense of responsibility were examined and are as follows : liability, integrity, conscientiousness, trustworthiness, loyalty, liberty and self-control. After the theoretical basis of the sense of responsibility was established, the research subject used in the examination was stipulated and the development of the empirical examination was stated. The following conclusion could be drawn from these statistics : regardless of the independent differences ego sex, language, qualifications, vocations, lecturers, age, permanent homes, religious ties, marital status, children and income, few differences in the view points of the respondents with regard to the importance of the sense of responsibility as a facet of adulthood occurred. The differences in the perception of adulthood which appeared were between the different sexes; qualification groups and religious groups (Christians and those with no religious ties) were statistically indistinct and thus did not influence the perception of the sense of responsibility. The analysis of the empirical information reveals that the sense of responsibility and more specifically the essence thereof namely: the human ability of trustworthiness, honesty, sincerity as well as responsibility, were viewed as important by all respondents. The aspects regarded as very important were: trustworthiness, integrity and conscientiousness. Through this, those approaching adulthood can be prepared to play their role in life so that they can eventually be well-adjusted, happy adults in the new R.S.A.

D.Ed. / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

M.A. (Educational Psychology) / A research team from the Department of Educational Sciences of the Rand Afrikaans University has recently engaged in a project to evaluate the concept "Adulthood". The aim with this project is to formulate guide-lines (directions) which could be used in the education of all children in South Africa. Each member of the team has done research on a specific facet of adulthood. This scription focuses on religiousity as a facet of adulthood with the purpose of determining whether or not religiousity is essential for adulthood in a new South Africa. Politicians, businessmen and teacher trainers were amongst the respondents asked to complete the questionnaire. The respondents were chosen to be as representative as possible of all groups and decision makers in South Africa. The results of the empirical research show that in general a reasonably high premium is placed on religiousity as a facet of adulthood. Based on this fact one can recommend that the inclusion of religiousity in the curriculum of most schools in a new South Africa, should seriously be considered. The following specific findings have been made: - No significant differences have been found in the judging of religiousity as a facet of adulthood between men and women, married people and those with different marital statuses, lecturers at colleges and universities and between people of different age groups, family sizes and income groups. The above mentioned groups all consider religiousity as a necessity for adulthood. - However, significant differences have been detected in the views of the following: religious groups, language groups, trade groups, qualification groups and residential area groups. Groups of the Christian religion are positive about religiousity being a part of adulthood; other-believers are not as positive and unbelievers are entirely negative. Afrikaans-speaking people feel much stronger about religiousity than English-speaking people and other languagegroups; the latter still being more positive than English-speaking people. People with mere standerd 10 certificates or even lower scholastic qualifications consider religiousity more important than better qualified people do. People living in rural areas are more positive towards religiousity as a facet of adulthood than suburban people and urban people. It is thus quite clear that the positive and negative attitudes towards religiousity of different groups, should be given attention before the practical implementation of religious education in schools can be considered. To conclude: it is necessary to state that aspects such as devotion towards a religion, obtaining direction and goals from it, seeking knowledge about it and finding peace in it are aspects which must be emphasised.

M.Ed. (Psychology of Education) / The purpose of this study is to determine whether adulthood is indeed influenced by essential family responsibilities. Therefore, an investigation into this facet to adulthood is necessitated.The family unit is responsible for the child's development to adulthood. According to research literature, the responsible parent in the family unit should respectively see to the emotional and material needs of the family on both an individual level as well as a communal level. These responsibilities also include : the creation of a secure environment based on u~conditional love, respect and acceptance; the setting of a good moral example which children may identify with; the emphasis of faithfulness in the marital role; and the creation of and participation in constructive, recreational family activities.These responsibilities will enable parents to fulfill their multi-dimensional educational role. The problem investigated was to ascertain how important these family responsibilities are deemed to be for the development to acceptable adulthood in the Republic of South Africa. Research was therefore undertaken to investigate certain family responsibilities featured prominently in the literature studied. The empirical component of the investigation was based on the implementation of a questionnaire. Concerning validity and reliability, a principal component analysis (PCA) was followed by a principal factor analysis (PFA) in the first order analysis. This was followed by a second order PCA and PFA...

M.Ed. (Educational Psychology) / Please refer to full text to view abstract