Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

The phenomenon of social isolation among school children in most instances goes unnoticed by both teachers and parents and this oversight could have serious negative restraints on the socially isolated child's cognitive, affective, moral, personality and social development. Social isolation can be caused either through being rejected or neglected by the peer group. This study was carried out among primary and secondary school learners to detei:,mine the extent to which these children are socially isolated; and to identify factors contributing to learners' social isolation. The aim of the study is to provide teachers and parents with a foundation and rationale for effective intervention. A literature study was done to identify the factors influencing social isolation. Some of the factors identified were: social competence, self-esteem, psychological well-being, intelligence, academic achievement, moral values, physical disability, sports participation, self-perceived physical attractiveness, self-perceived physical disability, marital status of parents, parental supervision, parental acceptance, parental autonomy granting and parental conflict. All aspects of development (namely, physical, cognitive, affective, personality, moral and social) were studied in relation to the phenomenon of social isolation. By means of an empirical investigation, it was found after a regression analysis that self-esteem, obedience and social competence accounted for most of the variance in social isolation for primary school learners and in the case of secondary school learners, social competence, family supervision and self-esteem. The two most common factors were social competence and selfesteem. From the empirical findings it was also noted that learners' home language and grade were also associated with social isolation. The educational implications of the findings of the literature and the empirical study are discussed and guidelines given to assist teachers and parents to identify and eliminate the factors contributing to the development of isolation among school learners. If both parents and teachers take cognisance of these recommendations and try to implement them, it should help children in their self-actualisation and facilitate their attainment of adulthood with the least developmental restraints. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)