No description available.

This study investigated the psychodemographic determinants of family values among undergraduate students in a South African University. Psychodemographic variables in this study include gender, age, emotional distance and family support. Data was collected using a family value validated questionnaire administered on a sample of 100 male and 100 female undergraduate students, giving a total of 200. All participants were randomly sampled. The validated questionnaire has four sections (demography, family value scale, family support, and emotional distance). Five hypotheses were stated based on gender, age, emotional distance, family support and interaction effect and anchored on a 4-Way ANOVA. The results showed that all the three way interactions were significant. Specifically, gender, age and emotional distance have interaction effects on family values (F(14, 1); 3.81; p<.01). Also, gender, age and family support have interaction effects on family values (F (14, 1); 3.31; p<01 ). Similarly, age, emotional distance and family support have significant interaction effects on family values (F (14, 1); 4.79; p<.01). The results also showed that all the two way interactions were not significant (i.e. gender * age; gender * emotional distance; gender * family support; age * emotional distance; age * family support; emotional distance * family support). Therefore, hypotheses one to four were not upheld. Only hypothesis five was upheld. Some of the results are particularly important for young adults and their parents in terms of family management and conflict issues. In conclusion, some recommendations were made for the formulation of relevant strategies that might help undergraduate students in adopting stronger family values. / Thesis (M.Soc.Sc.(Clinical Psychology) North-West University, Mafikeng Campus, 2012

An amplified emphasis on global competency and a projected demographic shift toward an increasingly diverse population necessitates that businesses and organizations prepare adequately to remain competitive and effective. Training to enhance employees' multicultural competence is often used by organizations to address these impending changes; however, there is little research documenting the degree to which these trainings are effective. Using archival training evaluation data, the purpose of this study was to examine participant estimations of the effectiveness of one such training and also to determine if participant demographic variables including gender, age, ethnicity, sexual orientation, and employee classification (faculty or staff) held any predictive value in relation to training ratings. The results indicated that overall most participants found the training effective. Staff, female, or non-White participants were significantly more likely to rate the training favorably. These results suggest that diversity training may be a viable method of addressing changing organizational demographics and provides some insight as to how training group demographics could be used during the training planning and implementation process to individualize the curriculum.