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Investigating and measuring motivation in collaborative inquiry-based project settingsChow, Yin, Angela., 周燕. January 2008 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training EnvironmentCatino, Robert J. 08 1900 (has links)
This study applied components of Csikszentmhalyis flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learners perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions defined in flow theory to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents flow experiences and flow dimensions, and developed an on-line instrument to collect data on students learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT users and instructional designers perspective, is likely to be beneficial to the rapidly emerging field of WBT.
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'n Ondersoek na die verband tussen die Groot Vyf-persoonlikheidsfaktore en opleidingsprestasie by volwasse basiese opvoeding en opleiding leerdersDercksen, Sarita 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The aim of this study was to investigate the nature of the relationship between the Big
Five personality factors and practical and theoretical training performance in adult Basic
education and training (ABET).
The existing literature on the subject was surveyed; this is followed by a report on the
results of the empirical investigation. The experimental group consisted of 82 learners
who followed an ABET level-4 course. Personality was determined by means of the
Five-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skills
were measured with Raven's Standard Progressive Matrix.
By using the Pearson product moment correlation coefficient, multiple regression analysis
and factor analysis, it was established that, apart from IQ, there was a significant
positive correlation between agreeableness and practical training performance.
Although there was also a significant, but small, positive correlation between
neuroticism and practical training performance, the influence of the former factor on
practical training performance could not be confirmed by a regression analysis. Only
IQ and to a lesser extent neuroticism, conscientiousness and extroversion showed a
relation with theoretical training performance. Once again, the influence of the latter
three factors on theoretical training performance could not be confirmed by a regression
analysis. The conclusion is thus drawn in this study that only IQ has a significant
influence on theoretical training performance.
Results also indicate that characteristics such as trust, helpful behaviour and co-operative
behaviour, which indicate agreeableness, help to promote receptiveness in
training in practical work, especially with respect to skills training. It appears that the
role of personality factors with respect to training performance depends on: a) the nature
of the training programme being followed, b) the degree of difficulty of the training
programme, and c) the work or task objectives for which the training is being
undertaken.
The conclusion was drawn that the findings of studies on the relationship between
training performance and personality should be interpreted with circumspection and that
a great deal of research is required in this area. / AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek in te stel na die aard van die verband tussen
die Groot Vyf-persoonlikheidsfaktore en praktiese en teoretiese opleidingsprestasie by
volwasse basiese opvoeding en opleiding-leerders.
'n Oorsig van die bestaande literatuur oor die onderwerp is gelewer, gevolg deur die
rapportering van die resultate van die empiriese ondersoek. Die eksperimentele groep
het bestaan uit 82 leerders wat 'n VBOO-vlak 4 kursus gevolg het. Persoonlikheid is
deur middel van die Vyf Faktor - Nieverbale-Persoonlikheidsvraelys (FF-NPQ) bepaal
en kognitiewe vaardighede is met behulp van Raven se Standaard-Progressiewe Matriks
gemeet.
Met behulp van die Pearson-produkmoment-korrelasiekoëffisiënt, meervoudige regressieontleding
asook faktor-ontleding, is vasgestel dat, benewens IK, daar ook 'n
beduidend positiewe verband tussen welgevalligheid en praktiese opleidingsprestasie
voorgekom het. Hoewel 'n beduidende, maar klein, positiewe korrelasie ook tussen
neorotisisme en praktiese opleidingsprestasie voorgekom het, kon die invloed van die
laasgenoemde faktor op praktiese opleidingsprestasie nie deur die regressieontleding
ondersteun word nie. Slegs IK en tot 'n mindere mate neorotisisme, konsensieusheid en
ekstroversie het 'n verband met teoretiese opleidingsprestasie getoon. Weereens kon die
invloed van laasgenoemde drie faktore op teoretiese opleidingsprestasie nie bevestig
word deur die regressieontleding nie. Ten opsigte van die huidige ondersoek, word die
gevolgrekking dus gemaak dat slegs IK 'n beduidende invloed op teoretiese
opleidingsprestasie het.
Resultate dui daarop dat eienskappe soos vertroue, hulpverlende gedrag en samewerkende
gedrag, wat dui op welgevalligheid, bevorderlik is vir opleiding in praktiese verband
veral ten opsigte van vaardigheidsopleiding. Dit blyk ook asof die rol van persoonlikheidsfaktore
ten opsigte van opleidingsprestasie, afhang van die a) aard van die
opleidingsprogram wat gevolg word, b) die moeilikheidsgraad van die opleidingsprogram,
asook c) vir watter werks- oftaakdoeleindes die opleiding plaasgevind het. Daar word tot die gevolgtrekking gekom dat die bevindinge van studies rakende die
verband tussen opleidingsprestasie en persoonlikheid met omsigtigheid geïnterpreteer
moet word en dat heelwat navorsing op hierdie gebied nodig is.
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Kreatiewe probleemoplossingsvaardighede by leergestremde junior primêre kindersSmuts, Delene 20 November 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans)Schaap, Pieter 19 January 2007 (has links)
The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning motive dimension and a related deep, surface and achievement strategy dimension, as well as a self-efficacy and fear-of-failure dimension. The LAQs consists of a dependent, independent, co-operative and competitive learning approach dimension. The research results demonstrated that the LAQ displays content, factor and construct validity. The factor structures of the LAQ are stable for business and tertiary learning contexts. The research results also showed that the LAQ is a reliable and unbiased measure for various language groups. The results of the empirical investigation strongly supported the systems model of learning. The grouping of learning approaches according to particular views of what learning encompasses, the mutual relations between learning approaches, as well as the situational nature of learning approaches as depicted in the systems model, were confirmed. By using the systems model of learning, the LAQ can make an important contribution to the facilitation of effective learning in organizations. / Thesis (D Com (Human Resources Management))--University of Pretoria, 2007. / Human Resource Management / unrestricted
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Stereotypes of U.S. College Music Majors: An Exploratory Study with Q methodologyYoon, Clara January 2023 (has links)
Literature on stereotypes and implications of stereotype threat has grown considerably over the past decade. While numerous studies examine college major biases, they predominantly focus on STEM and business students. For Music Majors (MMs), some of the conventional musician stereotypes include susceptibility to heavy drinking, drug use, and their nonpecuniary advantages as artists. In this study, Q methodology, which incorporates a combination of quantitative and qualitative properties, was used to identify Non-Music Majors’ (NMMs) shared subjectivity among their opinions of MMs.
The primary research questions were as follows:
(a) What current stereotypes do Non-Music Majors hold regarding the Music Majors?
(b) Which themes emerge based on Non-Music Majors’ detailed descriptions of Music Majors?
The researcher additionally sought to explore the impetus behind dominant musician stereotypes, including their portrayals as perpetual starving artists, overly emotional, prone to heavy drinking and drug use, and financially irresponsible. The study had two main objectives: (a) to identify NMMs’ current stereotypes of MMs; and (b) to explore ways in which NMMs and MMs can implement a more close-knit alliance and cross-disciplinary partnerships and collaborations in college settings.
The study was conducted in Spring 2023 with 30 NMMs from a large U.S. graduate school of education. The participants comprised only graduate-level students who had formally declared one primary major and participated remotely using an online Q Method Software. The study findings, which utilized Q analyses, thematic analyses of post-Q-sort surveys and interviews, provided a nuanced yet wide-ranging validation of the cross-disciplinary biases in college settings. The research revealed that NMMs viewed MMs as being born with innate talent/gift, who were eclectic, disciplined, and coming from high-income backgrounds. NMMs also perceived MMs as being perfectionists with many hobbies outside of music, who were endlessly curious but more prone to recreational drug use compared to NMMs. All participants shared that musician stereotypes, whether positive or negative, were pervasive in college settings.
Stereotypes are universal: however, discussions of lesser-known stereotypes, such as college major biases, are seldom considered. Q methodology, in this respect, facilitates a comprehensive understanding of the diverse perspectives within a social group. When combined with post-Q-sort surveys and interviews, Q can be a powerful tool to help elucidate subjective perspectives—for educators and students alike—in dynamic and evolving educational contexts. The researcher hopes this study will encourage others to explore, analyze, and optimize the use of Q in the field of music and music education.
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The influence of an experimental Ropes Course Development programme on the self-concept and self-efficacy of the young career officerStadler, Karien 04 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The tendency to use adventure-based training as an intervention medium for
the improvement of the self-concept has grown rapidly over the past few
years. However, research results on the effect of adventure-based training on
participants' self-concepts are very contradictory. Some studies revealed
significant positive improvements, while others revealed no significant
differences in pre- and post-measures.
The effect of adventure training on the self-concept in the military context has
so far not yet been investigated in South Africa. A sound self-concept is of
critical importance to young career officers, as it enables them to function with
self-confidence in both their work environment and their community roles.
They enter the military environment as late adolescents, which implies that
the successful mastering of specific developmental tasks such as the
formation of identity or self-concept, is a prerequisite for their dynamic
functioning in the world of work.
The aim of this study was to determine whether adventure training can indeed
be utilised to enhance the self-concepts and self-efficacy of young career
officers in the South African National Defence Force.
A quasi-experimental design with a pre-test, post-test and post-post-test was
used to determine the effect of a Ropes Course Development Programme on
the self-concepts of young career officers. Subjects for the experimental
group were selected from the young career officer population at the Military
Academy (n=33) and subjects for the control group were selected from the
young career officer population at the SA Army Gymnasium (n=32). Two
measuring instruments were administered, during three time intervals, namely
the Self-description Questionnaire III and the General Self-efficacy Scale. From the results it can be concluded that the control group did not change
much during the eight-week-period of the study. Only three significant withingroup
changes occurred, namely in the scores of the mathematical skills selfconcept
sub-scale, in the scores of the total academic self-concept and the
GSE scale. All three measurements showed a significant increase for the pretest
to post-post-test time interval.
The experimental group showed a number of changes between pre-test and
post-test, as well as pre- and post-test to post-post-test time intervals. The
SOOIII sub-scales with declining scores were the participants' self-concept
regarding their verbal skills (post- to post-post-test) and academic ability (preand
post-test to post-post-test). The total academic self-concept score was
also significantly lower from post-test to post-post-test measurement. Scores
that were positively affected over time were their self-concepts regarding their
relations with parents (for pre-test to post-test), religion (for pre-test to posttest
and maintained to post-post- test), the total non-academic self-concept
(pre- to post-test) and the total general self-concept score (from pre- to posttest).
The experimental group did not change with regard to their GSE scores.
The most evident between-group differences were observed during the postpost-
test on the verbal skills, academic ability, and total academic selfconcept
scores (control group> experimental group), and relations with same
sex self-concept scores (experimental group> control group).
A significant relationship between the total SOOIII score and the GSE scale
over the three time periods was observed. Highly significant r-values were
obtained for both groups on all but one measurement.
The final conclusion is that the Ropes Course Development Programme was
not an effective intervention medium to enhance the self-concepts and selfefficacy
of young career officers. There is still a need for scientific research to
motivate adventure-based programmes as training intervention in the South
African military context. / AFRIKAANSE OPSOMMING: Die neiging om avontuurgerigte opleiding as ingreep vir die ontwikkeling van
die selfkonsep te gebruik, het die afgelope paar jaar ingrypend toegeneem.
Navorsingsresultate rakende die invloed van avontuurgerigte opleiding op
deelnemers se selfkonsepte is egter teenstrydig. Sekere studies het
beduidende positiewe verbeteringe aangedui, terwyl ander weer geen
beduidende verskille in voor- en na-toetse getoon het nie.
Die uitwerking van avontuuropleiding op die selfkonsep, is tot dusver nie
binne militêre konteks in Suid-Afrika ondersoek nie. 'n Positiewe selfkonsep
is van kritiese belang vir jong beroepsoffisiere, aangesien dit hulle bemagtig
om met selfvertroue in sowel hul werksomgewing as hul gemeenskapsrolle te
funksioneer. Hulle betree die militêre omgewing tydens adolessensie, wat
impliseer dat die suksesvolle bemeestering van bepaalde ontwikkelingstake
soos identiteitsvorming of die vorming van 'n selfkonsep 'n voorvereiste is om
effektief in die werksomgewing te funksioneer.
Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding wel
gebruik kan word om die selfkonsepte en selfdoeltreffendheid van jong
beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder.
'n Kwasi-eksperimentele ontwerp met 'n voortoets, na-toets en na-na-toets is
gebruik om die invloed van 'n Toubaan Ontwikkelingsprogram op die
selfkonsep en selfdoeltreffendheid van die jong beroepsoffisiere te bepaal.
Proefpersone vir die eksperimentele groep is geselekteer vanuit die groep
jong beroepsoffisiere by die Militêre Akademie (n=33) en proefpersone vir die
kontrolegroep is vanuit die jong beroepsoffisierpopulasie by die SA
Leërgimnasium geselekteer (n=32). Twee meetinstrumente is tydens drie
geleenthede geadministreer, naamlik die "Self-description Questionnaire III"
(SDQIII) en die General Self-efficacy Scale (GSE).
Van die resultate kan afgelei word dat die kontrolegroep nie veel verander het
tydens die agt weke periode van die studie nie. Slegs drie beduidende binne- groep veranderinge het plaasgevind, naamlik in die wiskundige vaardigheid
selfkonsep subskaal, in die totale akademiese selfkonsep en die Algemene
Selfdoeltreffendheidtelling. AI drie tellings dui op 'n beduidende toename vir
die voor-toets tot na-na-toets tydsinterval.
Die eksperimentele groep het 'n beduidende aantal veranderinge getoon
tussen voor- en na-toets, sowel as voor- en na-na-toets. Die SDQIII subskale
wat 'n afname in tellings getoon het, was die deelnemers se selfkonsepte
aangaande hulle verbale vaardighede (na-toets tot na-na-toets) en
akademiese vaardigheid (voor en na-toets tot na-na-toets). Die totale
akademiese selfkonseptelling was ook beduidend laer tussen die na-toets en
na-na-toets meting. Tellings wat positief oor tyd beïnvloed was, was hulle
selfkonsepte ten opsigte van verhoudings met ouers (vir voor-toets tot natoets,
godsdiens (vir voortoets tot na-toets en in stand gehou tot na-na-toets),
die totale nie-akademiese selfkonsep (voor- tot na-toets) en die totale
algemene selfkonseptelling (van voor- tot na-toets). Die eksperimentele
groep het nie ten opsigte van hulle GSE tellings verskil nie.
Die mees klaarblyklike tussen-groep verskille in tellings is waargeneem
tydens die na-na-toets met betrekking tot verbale vaardighede, akademiese
vermoë, en totale akademiese selfkonseptellings (kontrole groep >
eksperimentele groep) en selfkonsep betreffende verhoudinge met dieselfde
geslag (eksperimentele groep> kontrole groep).
'n Betekenisvolle verband tussen die SDQIII en die GSE skale is oor die drie
tydperke heen waargeneem. Hoogs beduidende r-waardes is vir albei
groepe op alle metings waargeneem, met die uitsondering van een meting.
Die finale bevinding dui daarop dat die Toubaan Ontwikkelingsprogram nie 'n
effektiewe ingreep was om die selfkonsepte en selfdoeltreffendheid van jong
beroepsoffisiere te verbeter nie. Daar bly dus steeds 'n behoefte aan
wetenskaplik gefundeerde navorsing om die waarde van avontuurgerigte
opleidingsprogramme in die Suid-Afrikaanse militêre konteks te motiveer.
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A phenomenographical study of the qualitative variation of adventure / wilderness programme experiences among adolscent high school participants in the Western CapeZygmont, Conrad Stanislaw 04 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: South African adolescents live in a transitional society during a life stage in which they seek to
stabilise their identity. They face a heritage of widespread violence and poverty, the lived impact of
HIV/AIDS and substance abuse, incessant bombardment by media modelling leisure and vice, an
erratic education system, and strained family and social bonds. Noting these challenges South
African psychology seeks to become more socially relevant and provide formalised opportunities
for positive youth development, supporting the growth of strengths and virtues, and making high
human potential actual. Psychologists should seek to provide interventions that can turn the tide of
social degeneration towards individual and community flourishing. Schools provide an optimal
context for such interventions, with adventure programmes providing a valuable mechanisms by
which holistic development, flow, interdependence, competence, and modelling of pro-social values
can be experienced. This study sought to investigate the different ways in which one such school-based
wilderness adventure programme was experienced and the specific aspects of the programme
responsible for variation in outcomes using the methodology of phenomenography.
Phenomenography is a research method used to map the qualitatively different ways in which
people understand, perceive, or experience various aspects of a specific phenomenon. By
understanding the different ways a phenomenon can be experienced, and identifying the critical
aspects responsible for more or less powerful ways of experiencing the phenomenon,
phenomenography provides a powerful tool for improving educational delivery but had yet to be
used as a method to study psychological interventions. Phenomenographic analysis of the
descriptions of the 27 day adventure programme, in which participants covered 360km on foot,
bicycle and canoe, and engaged in group debriefs, journalling, and a 30 hour solo, revealed four
conceptions of the programme: (a) long gruelling school hike, (b) school initiation / rites of passage programme, (c) once-in-a-lifetime group adventure, or (d) multifaceted learning and development
opportunity. These categories of description are structured hierarchically, from least to most
powerful, and are directly related to the perceived outcomes of the programme. At the lowest level,
perceived processes and outcomes are largely physical, whereas at the highest level participants
descriptions are more complex, and focused more on learning and developmental change that was
accrued during the programme and could be transferred to the participant's home and social context.
There are six major dimensions of variations that were identified in the data that help to understand
the hierarchical relationships between the four identified categories of description. These include (a)
the overall characterisation of the programme, (b) the nature of group interactions and processes, (c)
the nature of the interactions and emotional connection participants had with their adult leaders, (d)
the depth with which participants engaged with their experiences on the programme, (e) the
personal relevance that trials, interactions and accomplishments had for participants, and (f) the
type of growth and learning that was perceived to have accrued as a result of the wilderness
adventure programme. These findings have important implications for both adventure programming
design and implementation, and for research on psychological interventions. / AFRIKAANSE OPSOMMING: Suid-Afrikaanse adolessente leef in ‘n oorgang samelewing gedurende ‘n lewensstadium waarin
hulle poog om hul identiteit te stabiliseer. Hulle staar ‘n erfenis van wydverspreide geweld en
armoede in die gesig, die geleefde impak van MIV/VIGS en dwelmverslawing, die aanhoudende
bombardement deur die media wat ontspanning en onsedelikheid modelleer, ‘n wisselvallige
onderwyssisteem, en gespanne gesins- en sosiale verbintenisse. Suid-Afrikaanse sielkunde het
kennis geneem van hierdie uitdagings en poog om meer sosiaal relevant te word, en om
geformaliseerde geleenthede te verskaf vir positiewe jeugontwikkeling wat die ontwikkeling van
sterktes en deugde ondersteun, sowel as om hoë menslike potensiaal te aktualiseer. Sielkundiges
behoort te streef om intervensies te verskaf wat sosiale agteruitgang kan verander in individuele- en
gemeenskapsflorering. Skole verskaf ‘n optimale konteks vir so ‘n intervensie, met avontuur
programme wat ‘n waardevolle meganisme verskaf deur middel waardeur holistiese ontwikkeling,
vloei, interafhanklikheid, bevoegdheid, en die modellering van pro-sosiale waardes ondervind kan
word. Hierdie studie het gepoog om die verskillende maniere te ondersoek van hoe so ‘n skoolgebaseerde
wildernis avontuur program ondervind was, asook die spesifieke aspekte van die
program wat verantwoordelik was vir die variasie in uitkomste deur middel van die gebruik van
fenomenografiese metodologie. Fenomenografie is ‘n navorsingsmetode wat gebruik word om
kwalitatief verskillende maniere te karteer van hoe mense verskillende aspekte van ‘n spesifieke
fenomeen begryp, waarneem, of ondervind. Deur die verskillende maniere te verstaan van hoe ‘n
fenomeen ondervind kan word, en deur die kritiese aspekte te identifiseer wat verantwoordelik is vir
die òf meer òf minder kragtige maniere van hoe die fenomeen ondervind kan word, verskaf
fenomenografie ‘n kragtige instrument wat aangewend kan word vir verbeterde onderwyslewering
alhoewel die metode tot dusver nog nie aangewend is om sielkundige intervensies te bestudeer nie. Fenomenografiese analise van die beskrywings van ‘n 27-dag avontuur program, waarin deelnemers
360 km te voet, per fiets en kanoe gedek het, en deelgeneem het aan groepontlontings, dagboekhou,
en ‘n 30-uur solo, het vier opvattings van die program onthul: (a) ‘n lang, uitmergelende skool
staproete, (b) ‘n skool inwyding- / passasierite program, (c) ‘n eenmalige groep avontuur, of (d) ‘n
veelsydige leer- en ontwikkelingsgeleentheid. Hierdie beskrywingskategorieë is hierargies
gestruktureerd, van die mins tot die mees kragtig, en is direk verwant aan die waargenome
uitkomste van die program. Op die laagste vlak is waargenome prosesse en uitkomste grootliks
fisies, teenoor die hoogste vlak waar die beskrywings van deelnemers meer kompleks is, en meer
gefokus is op leer- en ontwikkelingsverandering wat oploop tydens die program, en oorgedra kan
word tot die deelnemer se huis- en sosiale konteks. Daar is ses hoof variasie dimensies wat
geïdentifiseer is in die data wat lei tot ‘n beter begrip van die hierargiese verhoudings tussen die
vier geïdentifiseerde beskrywingskategorieë. Hierdie sluit in (a) die algehele karakterisering van die
program, (b) die aard van die groep interaksies en prosesse, (c) die aard van die interaksies en
emosionele verband wat deelnemers gehad het met hulle volwasse leiers, (d) die diepte waarmee deelnemers geskakel het met hul ondervindings van die program, (e) die persoonlike relevansie wat
beproewings, interaksies en prestasies gehad het vir die deelnemers, en (f) die tipe groei en leer wat
ervaar is en vermeerder het as gevolg van die wildernis avontuur program. Hierdie bevindings het
belangrike implikasies vir beide die ontwerp van avontuur programmering, die implementering
daarvan, en vir navorsing op sielkundige intervensies.
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Sensation-seeking, locus of control and self-efficacy correlates of adventure-based trainees : a comparative studyLe Roux, Hermias Nel 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: There has been an increase in the popularity of adventure programming over the past few years, with the result that the practice of high-risk recreational activities is growing phenomenally. This study examined how students who are enrolled in a full time adventure education programme involving high-risk recreational activities would differ in terms of sensation-seeking, locus of control and self-efficacy when compared to their non-participative peers. The research group devoted a whole year towards an adventure-based gap year programme that utilises high-risk recreational activities as a core aspect of the programme’s curriculum. It was hypothesised that the research group will measure higher in sensation-seeking, locus of control and self-efficacy when compared to the research equivalent group. For this cross- sectional quantitative study, the research group consisted of 25 students participating in the high-risk iALA recreational adventure programme. The research equivalent group consisted of 34 first year university students. The two sample groups were assessed in terms of their attribute differences on Zuckerman’s Sensation-Seeking Scale, Sherer’s General Self-efficacy Scale, and Rotter’s Internal-External Locus of Control Scale.
MANOVA and ANOVA analyses were performed in order to analyse the data. The study indicated that there was a significant difference in sensation-seeking between the two samples. There was, however, no significant difference in levels of locus of control and self-efficacy between the two samples. The study’s significant findings support trends in previous studies concerning greater sensation-seeking among participants of high-risk recreation activities. Important considerations for the results obtained are provided together with implications for further research in this field. / AFRIKAANSE OPSOMMING: Avontuurprogramme het die afgelope paar jaar in gewildheid toegeneem en het tot gevolg dat daar al hoe meer van hoë-risiko ontspanningsaktiwiteite gebruik gemaak word. Hierdie studie ondersoek hoe studente wat aan hoë-risiko ontspanningsaktiwiteite deelneem, verskil ten opsigte van die soeke na sensasie, lokus van kontrole en self-effektiwiteit in vergelyking met hul niedeelnemende portuurs. Die eksperimentele groep het vir ʼn jaar deelgeneem aan ʼn gapingsjaar-avontuurprogram met hoë-risiko ontspanningsaktiwiteite wat ʼn kernsaspek van die kurrikulum uitmaak. Die hipotese was dat die eksperimentele groep hoër sou meet in die soeke na sensasie, lokus van kontrole en self-effektiwiteit as die kontrolegroep. Vir die doel van hierdie kwantitatiewe studie het die eksperimentele groep uit 25 studente bestaan wat aan hoë-risiko ontspanningsaktiwiteite deelgeneem het gedurende die gapingsjaar-avontuurprogram. Die kontrolegroep het uit 34 eerstejaar universiteitstudente bestaan. Ten einde die verskil tussen die twee groepe te assesseer, is Zuckerman se Sensation-Seeking Scale, Sherer se General self-efficacy scale, en Rotter se Internal external locus of control scale gebruik.
ʼn MANOVA en ANOVA is gebruik om die data te analiseer. Die studie het getoon dat daar ʼn betekenisvolle verskil tussen die twee groepe was ten opsigte van die soeke na sensasie. Daar was egter geen betekenisvolle verskil in die vlakke van lokus van kontrole en self-effektiwiteit tussen die twee groepe nie. Bevindings van die huidige studie oor die soeke na sensasie het bevindings van vorige studies rakende die soeke na sensasie en hoë-risiko ontspanningsaktiwiteite ondersteun. Belangrike afleidings kan gemaak word uit die resultate wat verkry is wat moontlikhede bied vir verdere navorsing in hierdie veld.
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First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological FactorsZeisman, Gabrielle Shoshana 01 January 2012 (has links)
As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.
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