Bibliography / Thesis (MEdPsych))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Background: ‘Self-esteem development’ is an outcome in the South African education curriculum. However, it does not appear to be underpinned by (a) clear and/or comprehensive understanding(s), potentially endangering its realisation. Rationale: In developing (a) contextualised understanding(s) in cosmopolitan South Africa, extant scholarship offers a limited resource. It is largely ‘westernised’, quantitative, and privileges the often conflicting understandings of academics thereby marginalising ‘non-academic’ role players. Gaining currency, inclusive Mode 2 hybrid trans-disciplinary research aims to augment understandings by bridging the academic – practice disconnect, championing epistemological contextualisation, democratisation and collaboration between different role players. Furthermore, Shavelson, Hubner and Stanton’s (1976) classic review of ‘self-concept’ scholarship which generated a landmark new model, and Marsh and O’Mara’s (2008) declaration of its multidisciplinarity, resonate with this study’s approach. Main Research Question: Focusing on the frequently associated concept of ‘self-esteem’, this study asked the main research question: “What is/are a trans-disciplinary collaborative team’s facilitated understanding(s) of ‘self-esteem’ and ‘selfesteem development in the (South African) educational context(s)’?” Aim: This study involved hybrid trans-disciplinary collaboration between the voices of scholarship and ‘non-academic’ and ‘local’ voices aiming to develop a ‘new’ inclusive and contextually sensitive model. This study’s hybrid EMDC or local education authority trans-disciplinary collaborative team consisted of school, intern or educational psychologists, social workers, learning support advisors, life orientation curriculum advisors, life orientation educators, and the voices of literature (scholarship and ‘non-academic’ and/or local literature). Design and Implementation: A hybrid qualitative, participatory ‘action’ research design employed four workshops and inter-workshop periods with action including within the team and somewhat within their contexts. ‘Transgogy’ based on trans-disciplinary collaboration principles and Mezirowean and Freirean andragogic theories, facilitated the process. Data Constructions: A ‘self-ecosystemic model of ‘self-esteem’ and ‘self-esteem development in the (South African) educational context(s)’’ was developed, with the process and ‘product’ concept of ‘meta selfesteem’ or ‘the evaluation of the evaluation or self-esteem’ at the apex of a novel self-esteem hierarchy conceptualisation. The ‘optimal’ meta self-esteem ‘product’ or nature status is a ‘high healthy self-esteem’ and with the concomitant process, provide the prime aims of self-esteem development. An intact ‘core self-esteem’ or ‘I matter no matter what’ is a sine qua non of the metastatus of ‘healthy’, as is evenly dovetailing individualism with, for example, the African collectivistic philosophy of ‘ubuntu’. Discussion of the Data and ‘Concluding’ the Journey: This data, model, the implications, recommendations, and evaluation of this study are presented and discussed. This journey is then ‘concluded’. / AFRIKAANSE OPSOMMING: Alhoewel ‘self-agtingsontwikkeling’ as ‘n leeruitkoms in die Suid-Afrikaanse Lewensoriënteringkurrikulum geformuleer is, wil dit voorkom of dit nie geanker word in ‘n duidelike en/of omvattende begripsverklaring nie wat dus potensieel die verwesenliking daarvan bedreig. Bestaande navorsingsliteratuur bied beperkte verklaring van die konsep vir gebruik binne die multikulturele konteks van Suid-Afrika. Die verklarings is grootendeels ‘verwesters’, kwantitatief, en bevoordeel die dikwels teenstrydige verduidelikings van akademici wat in die proses ‘nieakademiese’ rolspelers marginaliseer. Die transdissiplinêre benadering volg ‘n Modus 2 formaat deur verskeie rolspelers te betrek wat saam kennis konstrueer met die doel om die begrip epistemologies te konstekstualiseer en die diskrepansie tussen akademiese en praktykkonnotasies te oorbrug. Die studie steun veral op Shavelson, Hubner en Stanton (1976) se klassieke oorsig van selfkonsep en Marsh en O’Mara (2008) se verklaring van multidissiplinariteit. Die navorsingsvraag wat hierdie studie gerig het was: “Wat is ‘n trans-dissiplinêre kollaboratiewe span se gefasiliteerde begrip van self-agting en self-agtingontwikkeling in die Suid-Afrikaanse onderwyskonteks?” Die doel van die studie was om met interaksie tussen die stemme in die navorsingsliteratuur oor selfkonsep en die singewing van die lede van die span ‘n werkbare model te ontwikkel om die konsep self-agting in die plaaslike konteks beter te verstaan. Die trans-dissiplinêre samewerkende span het bestaan uit sielkundiges, maatskaplike werkers, leerondersteuningsadviseurs, lewensoriëntering kurrikulumadviseurs, lewensoriënteringopvoeders van ‘n plaaslike OBOS, asook die stemme van die literatuur (akademiese en nieakademiese en/of plaaslike literatuur). ’n Kwalitatiewe, deelnemende aksienavorsingsprojek is ontwerp wat vier werkswinkels met tussenposes insluit. ‘n Transgogiese benadering gegrond op transdissiplinêre kollaboratiewe beginsels en andragogiese teorie van Mezirow en Freire is gevolg om die groep se prosses van begripsbou te fasiliteer. Die produk van die werkswinkels was ‘n ‘Selfekosistemiese model van ‘self-agting’ en ‘self-agtingontwikkeling in die Suid-Afrikaanse onderwyskontek’. Hierdie model kan as raamwerk gebruik word in die praktykmaak van die uitkomste rakende selfagting in die Lewensoriëringkurrikulum.

In the present study, mediating effects of parenting dimensions between parent values and parent-child value similarity were examined along with the relationships between values, value priorities, parent-child value similarity, and self-evaluations. In the first study, Portrait Values Questionnaire (Schwartz, et al., 2001) was adapted to Turkish in a university sample, and its construct validity was investigated together with its psychometric qualities. In the second study, in both high-school and university samples, hypothesized relationships and mediation models were tested in, in which the mothers, fathers, and students served as the participants. Results indicated that value priorities of parents were systematically related to parenting dimensions. Parental acceptance mediated the relationship between parents&rsquo / Self- Transcendence values and parent-child value similarity, and parental control mediated the relationship between parents&rsquo / Self-Enhancement values and parentchild value similarity in both samples. Moderations effects were obtained in the university sample. Mothers&rsquo / socialization goals moderated the relationship between maternal control and mother-child value similarity in the Conservation domain. In addition, perceived importance of Self-Transcendence and Conservation values moderated the relationships between fathers&rsquo / parenting dimensions and father-child value similarity within the same domains. Value priorities were also found to be systematically related to self-esteem in the university sample per se, whereas relationships between parental congruence on value priorities, self-concept clarity and self-esteem were not significant. Results were discussed with reference to relevant literature together with implications and the limitations of the study. Contributions to current socialization research were elaborated and future research directions were highlighted.

<p dir="ltr">This dissertation explores the intricate dynamics between the self-perceptions of undergraduate mathematics (UM) educators and their conceptions of excellent teaching practices conducive to student learning. Employing a sequential mixed methods approach, the study addresses two primary research questions. First, it investigates educators' self-perceptions within the realm of UM teaching, examining potential variances based on educators' Professional Status and Educational Institution (PSEI) affiliations and experience levels. Second, it delves into educators' perspectives on aspects of excellent UM teaching, scrutinizing potential disparities rooted in PSEI affiliations and experience levels, while also exploring the manifestations of Mathematics Teachers' Specialized Knowledge (MTSK) and teaching self-concept within these descriptors.</p><p dir="ltr">Drawing upon Shavelson's self-concept (1976) framework and Carrillo and colleagues' (2018) MTSK framework, data collection involved a Likert-style questionnaire augmented by open-ended inquiries, followed by qualitative case studies featuring eight participants from diverse Carnegie classifications. Findings demonstrate educators' overall confidence in their teaching abilities, with notable discrepancies observed among educators from associate's colleges and doctoral universities. Through thematic analysis, key dimensions of excellent teaching emerged, including active learning, student engagement, problem-solving, and positive learning environments.</p><p dir="ltr">This study yields implications for educational practice and institutional policy. Educators can leverage identified themes to inform professional development initiatives tailored to enhance UM teaching effectiveness. Furthermore, the validated instrument offers institutions a means to assess educators' confidence levels, facilitating targeted support within mathematics departments.</p><p dir="ltr">In conclusion, this dissertation contributes valuable insights into the multifaceted interplay between educators' self-perceptions, teaching practices, and student learning outcomes within the context of UM instruction.</p>