Anxiety Sensitivity (AS) is a useful psychological construct in understanding the development of general and clinical anxiety. An increased amount of research has recently been conducted in this area. Since the development of the 16-item Anxiety Sensitivity Index (ASI), there has been deliberation in the literature about the relationship of the AS construct and the ASI, to the personality construct of trait anxiety. Central to this discus sion is the notion that AS is nothing more than trait anxiety. This position brings into question the conceptual and empirical validity of AS. This study aimed to explore and describe the relationship between trait anxiety and anxiety sensitivity, through the use of an exploratory-descriptive correlational design. Levels of trait anxiety were determined through the use of subscales on the Sixteen Personality Factor Questionnaire (16PF) and anxiety sensitivity through the use of the ASI. Using a convenience sampling technique, 84 student volunteers completed the 16PF and ASI. Descriptive statistics and inferential statistics were employed for data analysis. The results indicate that the sample group had the capacity to express emotional energy along integrated channels and was thus well suited for exploring the relationship between the construct of trait anxiety and anxiety sensitivity. The relationship between trait anxiety and AS in the sample group was explored through the use of two statistical procedures. Firstly, the coefficient of determination (r²) was calculated and revealed that 24% of the variance among the ASI scores were attributable to variations in Factor QII scores of the 16PF and viceversa. Secondly, a multiple regression analysis technique revealed that 28% of the variance in the ASI score could be explained by the combination of factors Q4 (free- floating anxiety), O (guilt proneness), C (ego strength), L (suspiciousness), Q3 (ability to bind anxiety) of the 16PF. These key findings are in line with other research in that the constructs of trait anxiety and anxiety sensitivity showed a level of variance. As such, it was concluded that although the constructs may be related, they are not synonymous.

As learners progress through the educational system their interest in mathematics diminishes. Although mathematics is designed to challenge learners, it has produced a high number of failures. Mathematics is most often measured by speed and accuracy of learners’ computation with little emphasis on problem solving and pattern finding. Whilst there are not many opportunities for learners to work on rich mathematical tasks that require divergent thinking as well. Such an approach limits the use of creativity in the classroom and reduces mathematics to a set of skills to master and rules to memorise. In doing so, causes many learners to become anxious and apprehensive. Thus their curiosity and enthusiasm for mathematics disappear, as they get older. Keeping learners interested and engaged in mathematics by recognising and valuing their mathematical creativity may reverse this negative tendency. 97 learners from Riverview High School took part in the study. Three different instruments were used to collect data: Mathematics Anxiety Scale (MAS), Personal Report of Communication Apprehension (PRCA-24) and a focus group interview. The MAS questionnaire was used to measure the level of mathematics anxiety experienced by the learners. The PRCA-24 questionnaire is a self-report measure of communication apprehension. The underlying factors were established that were influential in determining the levels of maths anxiety and communication apprehension in individual learners. The results of the study suggest that learner’ ability and attitude played an important role that would lead to the large failure rate in mathematics. Analysis and interpretation of the findings lead to the following conclusions being reached: (a) perceptions of mathematics as being a difficult subject (b) learners negative attitude in mathematics (c) fear for the subject, (d) learners self-efficacy beliefs in mathematics, (e) peer behaviour and (f) teacher behaviour. The research study findings suggest that learner’ ability and attitude played an important role. These attitudes contribute directly to the existence of maths anxiety and communication apprehension in learners which impacts on their academic performance. The results of the study suggest that learners experience varying levels of maths anxiety and communication apprehension that impacts on their performance in Mathematics, which are barriers to learning mathematics. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

M.A. (Clinical Psychology) / The high incidence of suicide and medical boardings for psychological reasons in the South African Police Service necessitated an investigation into whether officers who seek medical help have been exposed to more traumatic violence than those who do not seek assistance. A Group of policemen who had sought psychiatric help was compared with a control group of officers who had not sought assistance in terms of the nature and seriousness of posttraumatic stress disorder. depression. anxiety and other stress factors. The experimental group revealed significantly higher levels of posttraumatic stress disorder. depression and anxiety than the control group. This was related to more exposure to situations of personal threat and a predisposition to trait anxiety. Other negative life experiences did not have a meaningful impact. Of importance is the fact that the control group that did not seek assistance. in comparison with the general population. nonetheless displayed significant levels of posttraumatic stress disorder. This group however responded more stable family relationships and social support than the officers seeking psychiatric help. These variables may play a moderating role in the prevention of psychiatric symptomatology in members of the South African Police Service who are exposed to traumatic stress.

M.A. (Social Work) / This dissertation centers on attachment. The focus is on four adolescent girls and how their attachment style is impacted by the experience of parental separation. A qualitative research process is applied by means of a two-part semi-structured interview. The first interview focuses more on the experience of the parental separation, and the second interview on the present social attachments of the adolescent girl. This study is informed by phenomenology as it analyses the adolescent experience of the parental separation by means of the change in the physical and emotional presence of her mother and father. It then explores her subjective experiences with and perception of her attachment to others. The study endeavours to reach a deeper understanding of how a break in the relationship with a parent as a consequence of a parental separation, even at the adolescent phase of development, can impact the adolescent's inner sense of security and in turn, other present social attachments. In light of the above, past literature together with attachment theory research on initial attachments with one's main care-givers is reviewed, looking at the development of a secure versus insecure attachment style. It is hoped that this dissertation serves to enrich the existing body of knowledge on attachment with regards to parental separation, and is of use to clinical professionals in the field.

The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles . / Mathematics Education / M. Ed. (Mathematics Education)

The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles . / Mathematics Education / M. Ed. (Mathematics Education)

MPH / Department of Public Health / Introduction: It has been noted that stress is considered a major global health challenge. This is because it affects the well-being of service providers, especially those working in the human service sector, such as educators. The sources of stress are attributed to social factors, discipline of students, occupational pressures and workload. Studies have shown that stress is a silent killer that affects the health and productivity of educators, leading to mental, physical, emotional and behavioral illnesses. Educators in the Malamulele North East Circuit are confronted with work challenges and continue experiencing stress. Purpose: The study aimed at finding out the experienced stressors by educators in public high schools of Malamulele North East circuit, Vhembe District. Method: The study was conducted in Malamulele North East public high schools. Malamulele North East is situated in Vhembe District, Limpopo Province, South Africa. A qualitative approach using explorative and descriptive design was adopted for the study. A sample of twelve educators was chosen from the target population by means of convenience sampling and data was collected through a face to face individual in-depth interview. Interviews and discussions were audio-recorded, transcribed and coded into larger themes, categories and sub-categories. Results: The following themes were derived from data analysis: factors considered to be sources of stress, perceived effects of stress among high school educators, strategies that educators use to cope with stress and strategies to manage the experiences of stress for educators. The study showed that different factors at schools have a great impact on educators. All the educators were affected by stressors in their work daily and adopted some coping strategies. However, these educators required continued intervention to manage the stress. Conclusions: The findings showed that all educators were experiencing stress in their work environment and were affected personally as well as professionally. Hence, the DOE needs to design strategies for continues support in order to manage the stress.