The focus of this study was to explore the experiences of secondary school educators concerning the educator-learner relationship. The study hopes to add value in developing sustainable support to enhance the quality of life and well-being of South African educators. The study highlights specific aspects of the educators’ perspective (Koomen et al., 2011; Philip, 2008; Skaalvik & Skaalvik, 2011; Easter et al., 2008), such as cultural perspective, attachment perspective, career satisfaction perspective and academic perspective. According to Philippson (2009) it is important to understand educators’ holistic experiences concerning the educator-learner relationship. The following research question arose: What are the experiences of secondary school educators in the Gauteng area, South Africa, of the educator-learner relationship? This research was conducted within a Positive Psychology framework and a qualitative method was used. Data were collected via personal interviews and focus group discussions as research techniques. Purposeful sampling was used and six secondary school educators from various secondary schools in the Gauteng Province of South Africa were participants of this study. The objective of this study was to understand and interpret holistic experiences of secondary school educators in the educator-learner relationship that contribute to the educators’ phenomenology. Data were gathered through individual interviews during which each participant was motivated through visual mapping to express his/her hierarchy of ideas contributing to the phenomenon. The collected data were audio-recorded and a narrative analysis was conducted in which trustworthiness was obtained through member checking to ensure that the recorded and observed data were correctly transcribed and evaluated accordingly. Findings of this study are presented by means of the following themes: Different aspects of the supportive educator-learner relationship; awareness of differences in the educator-learner relationship; important perspectives of “a calling” in respect of the educators’ experiences; role of emotions in an educator-learner relationship; challenges for the educator in the educator-learner relationship; role of discipline and values in an educator-learner relationship; phenomenology of the educators’ experiences. Results indicate that educators’ positive experiences of the educator-learner relationship can be viewed as an investment in the well-being and positive functioning of both the educator as well as the learners. A recommendation for future research is to develop a support system for secondary school educators to encourage them in a psycho-social, emotional and spiritual way towards sustainable well-being. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The focus of this study was to explore the experiences of secondary school educators concerning the educator-learner relationship. The study hopes to add value in developing sustainable support to enhance the quality of life and well-being of South African educators. The study highlights specific aspects of the educators’ perspective (Koomen et al., 2011; Philip, 2008; Skaalvik & Skaalvik, 2011; Easter et al., 2008), such as cultural perspective, attachment perspective, career satisfaction perspective and academic perspective. According to Philippson (2009) it is important to understand educators’ holistic experiences concerning the educator-learner relationship. The following research question arose: What are the experiences of secondary school educators in the Gauteng area, South Africa, of the educator-learner relationship? This research was conducted within a Positive Psychology framework and a qualitative method was used. Data were collected via personal interviews and focus group discussions as research techniques. Purposeful sampling was used and six secondary school educators from various secondary schools in the Gauteng Province of South Africa were participants of this study. The objective of this study was to understand and interpret holistic experiences of secondary school educators in the educator-learner relationship that contribute to the educators’ phenomenology. Data were gathered through individual interviews during which each participant was motivated through visual mapping to express his/her hierarchy of ideas contributing to the phenomenon. The collected data were audio-recorded and a narrative analysis was conducted in which trustworthiness was obtained through member checking to ensure that the recorded and observed data were correctly transcribed and evaluated accordingly. Findings of this study are presented by means of the following themes: Different aspects of the supportive educator-learner relationship; awareness of differences in the educator-learner relationship; important perspectives of “a calling” in respect of the educators’ experiences; role of emotions in an educator-learner relationship; challenges for the educator in the educator-learner relationship; role of discipline and values in an educator-learner relationship; phenomenology of the educators’ experiences. Results indicate that educators’ positive experiences of the educator-learner relationship can be viewed as an investment in the well-being and positive functioning of both the educator as well as the learners. A recommendation for future research is to develop a support system for secondary school educators to encourage them in a psycho-social, emotional and spiritual way towards sustainable well-being. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this qualitative study was to explore and describe the experiences and needs of mothers of sexually abused children. A conceptual framework outlined the theoretical underpinnings of this study which focused on the core theoretical concepts of Gestalt therapy theory and the field of child sexual abuse with particular focus on the impact that the child’s trauma has on the mother. Semi–structured interviews were conducted with a sample of five mothers in order to gain rich data from their phenomenological experience. These interviews were transcribed into text and analysed. Several themes and categories emerged and were explored with the use of a literature control. These themes included the mother’s phenomenological experience of the sequence of disclosure, their awareness of the impact of their child’s sexual abuse on their holistic sense of self, their intra and interpersonal contact making styles, their need to facilitate a healthy sense of self and lastly their phenomenological knowledge gained through their field experience. The disclosure of their child’s sexual abuse signifies the start of the secondary trauma experienced by mothers, and the start of the cycle of a new experience that they struggle to bring to closure. This knowledge that their child has been sexually abused has an immediate negative impact on the mother’s field and their sense of self. Their process of healthy self–regulation is hindered due to the strong negative polarities in the self being formed and the self–blame that the mothers experience. This study therefore concluded and strongly recommended that mothers of sexually abused children receive support in the form of therapeutic intervention and education while their child receives therapy. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

The aim of this qualitative study was to explore and describe the experiences and needs of mothers of sexually abused children. A conceptual framework outlined the theoretical underpinnings of this study which focused on the core theoretical concepts of Gestalt therapy theory and the field of child sexual abuse with particular focus on the impact that the child’s trauma has on the mother. Semi–structured interviews were conducted with a sample of five mothers in order to gain rich data from their phenomenological experience. These interviews were transcribed into text and analysed. Several themes and categories emerged and were explored with the use of a literature control. These themes included the mother’s phenomenological experience of the sequence of disclosure, their awareness of the impact of their child’s sexual abuse on their holistic sense of self, their intra and interpersonal contact making styles, their need to facilitate a healthy sense of self and lastly their phenomenological knowledge gained through their field experience. The disclosure of their child’s sexual abuse signifies the start of the secondary trauma experienced by mothers, and the start of the cycle of a new experience that they struggle to bring to closure. This knowledge that their child has been sexually abused has an immediate negative impact on the mother’s field and their sense of self. Their process of healthy self–regulation is hindered due to the strong negative polarities in the self being formed and the self–blame that the mothers experience. This study therefore concluded and strongly recommended that mothers of sexually abused children receive support in the form of therapeutic intervention and education while their child receives therapy. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to explore the assets that are available in the context of the school of industries that will promote the youth at risk’s psycho-social development using the asset based approach. The researcher followed a qualitative research approach guided by an interpretivist epistemology and employed a case study design in the natural environment. Multiple data collection methods (interviews, focus groups and documentation) were used in order to gain rich descriptions of the participants’ perceptions of assets available for the enhancement of the adolescent’s psycho-social development. Results indicate that many assets for example, human as well as physical resources, structures and procedures are currently used and can be effectively mobilized in the future at schools of industries to promote the development of the adolescent on personal, social and moral levels. Placement at a school of industries is beneficial to the youth at risk because he can continue his schooling and therapeutic counseling is available which will empower him to successfully return to the community. Dysfunctions in the system involved with the placement of youth at risk at schools of industries are currently preventing the use of the school of industries, involved in this research, as a community asset for the child- and youth care system. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

The purpose of the study was to attain a deeper sense of understanding of the teacher’s stress experience during interactions with a learner suffering from behavioural and emotional problems. The study was undertaken within the interpretive paradigm. A qualitative research design of three case studies (schools, with two participants per school) was used. The case studies were carried out per school since the school establishes the context for the narrative of the stress experiences. Data capturing was conducted by means of semi-structured interviews. The main themes that emanated from the interviews were: the emotions of the teachers, the handling of stress resulting from the relation to the learner and own stresses, and a general reflection of the teachers regarding their own stress experiences. An overall view was taken of the relationship between the context and participants’ stress experiences. The main findings showed a clear correlation between the intensity of the stress experience on the one hand, and the individual’s perception of an incident and his/her need for control on the other. The headmaster’s leadership style and the organizational culture can influence the participants’ experience and their handling of class incidents. Professional and personal stressors have a mutual influence on one another. Reflections appear to play a major part in how stress is dealt with. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

Please read the abstract in the section dissertation. Copyright / Dissertation (MSW)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

Emotion research is an important research topic, thus making the measurement of emotion in the workplace crucial. In attempting to study, understand and measure the role of emotions in the human condition, various researchers have identified different theoretical models to manage the information they have gathered and the observations they have made. In order to study or scientifically investigate any human behaviour, it is essential that such behaviour can be measured, if not quantitatively, then at least qualitatively. However, what one finds with regard to emotion research and measurement are two–dimensional models. The existing affect has been described with a choice of two dimensions and structures, i.e. circumplex, positive and negative affect, tense and energetic arousal, and eight combinations of pleasantness and activation. These two dimensions and structures measure a person’s experiences and, thereafter, report them. The question is if these two–dimensional emotion models are sufficient to cover the broad and often complex dynamics of emotions. The start of multiple–emotion dimension models were reported by researchers, who identified a three–dimensional structure in the emotion domain that is suggestive of the Evaluation–Potency– Activation (EPA) dimensions in the connotative or affective meaning of words. However, in recent studies the sufficiency of two–dimension models to comprehensively investigate emotions was questioned. The three–dimensional emotion model was replicated in cross–cultural similarity sorting studies by other researchers. The similarity sorting studies also indicate the importance of studying emotions in specific cultural contexts. Studying emotion in different cultures is especially relevant in a country such as South Africa that has a variety of cultures and eleven official languages. Researchers followed an approach that studied the meaning of emotion in different cultural groups in the context of 144 emotion features using a componential emotion theory approach. Researchers argue in the groundbreaking research that was published in Psychological Science that emotion meaning has more than only two dimensions. The approach postulated by researchers was tested in a student population of three language groups, namely Dutch–, Englishand French–speaking students. According to researchers this is an empirical and theoretical method to study the meaning of emotions across cultures. However, apart from studying the meaning of emotions in specific cultural groups, research also attempts to determine the meaning of emotion in the natural contexts in which they occur. The relevant natural contexts for the field of Industrial Psychology are the work contexts. It is therefore also important to investigate the categories of emotion episodes in the work environment. The general goal of this study was therefore a) to investigate the emotion lexicon in the white Afrikaans–speaking working adult language group, b) to determine the cognitive emotion structure of this cultural group, c) to investigate the meaning of emotion as comprehensively as possible (multidimensional models of the meaning of emotion), and d) to determine the meaning and content of emotion episodes in the workplace. Research Article 1 The research was subsequently presented in two independent phases. Firstly, a free listing of emotion terms was compiled, and secondly the emotion terms were prototypically rated by Afrikaans–speaking people in South Africa. Both of these were then used as measuring instruments. A survey was designed to explore the research objectives utilising availability samples in two studies. The participants in the free–listing (N=70) and in the prototypicality (N=70) study consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnic group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North–West and KZN provinces and use was made of an availability sample. After conducting the research, the emotion terms with the highest frequency, as identified during the first study, the free listing task, were to be happy (gelukkig wees), be sad (hartseer wees), love (liefde), anger (kwaad) and hateful (haatlik). The emotion terms with the lowest scores as identified during the free listing were uncomfortable (ongemaklik), painful (seer), be hurt (seergemaak wees), sympathetic (simpatiek) and shout/yell (skreeu). Correspondingly, the five (5) prototypical terms with the highest scores in Afrikaans were nice (lekker), fed–up/had enough (gatvol/“genoeg gehad”), loveable (liefdevol), anger (kwaad) and to be scared (om bang te wees). The five (5) least prototypical terms from the list generated in the free listing task were: unstable (onvas), bashfulness (skugterheid), captivation (geboeidheid), envy (naywer) and delight (opgetoënheid). From the information obtained in this research it was revealed that the emotion terms nice (lekker), fed up/had enough (gatvol/“genoeg gehad”) and loveable (liefdevol) are at this stage unique to the white Afrikaans language group. These terms had not been reported in any previously conducted prototypical studies. The results of this study contribute to a cross–cultural understanding of the emotion concepts within the Afrikaans–speaking language groups in South Africa. Research Article 2 A survey design was used to achieve the research objectives utilising availability samples in a series of one study. The participants of the Similarity study (N=131) consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North– West, KZN and Northern Cape provinces and use was made of an availability sample. Results of Multidimensional Scaling revealed a three–dimensional cognitive emotion structure. The first dimension was the evaluation–pleasantness dimension. This dimension evaluates the pleasantness versus the unpleasantness of an emotion. This dimension is characterised by intrinsic appraisals of pleasantness and goal conduciveness and action tendencies of approach versus avoidance. The second dimension that emerged was a power–control dimension. This dimension is characterised by appraisals of control, how powerful or weak a person feels when a particular emotion is experienced. This includes feelings of dominance or submission, the impulse to act or withdraw and changes in speech and parasymphatic symptoms. The third dimension which emerged was an activation–arousal dimension. According to other researchers this arousal dimension is characterised by sympathetic arousal, e.g. rapid heartbeat and readiness for action. This study produced a cognitive emotion structure in a white Afrikaans–speaking working adult population in South Africa. To add value to the field of Industrial Psychology, the threedimension structure (evaluation–pleasantness, power–control and activation–arousal dimension) that was found, is very important and valuable when studying the meaning of emotion and can consequently be used as a reference for other emotion research constructs. If it is accurate as stated in literature, there are three and not only two emotion dimension structures, and researchers are missing out on a bigger picture for not drawing on the experience of emotion sufficiently. Research Article 3 A survey design and an availability sample (N=120) in the Eastern Cape, Free State and Gauteng provinces in South Africa was utilised for this study. The Meaning Grid was translated and backtranslated and adapted for use in Afrikaans. The Cronbach's alpha coefficients were obtained for the emotion terms. According to the results of the Meaning Grid instrument, the following emotion terms were the highest: disgust (afkeur) 0,95; pleasure (plesier) 0,94; stress (stres) 0,92; happiness (blydskap) 0,91; joy (vreugde) 0,91; fear (bang) 0,91; anger (angstig) 0,91 and hate (haat) 0,90. The emotion terms that scored the lowest with the Meaning Grid instrument were compassion (medelye) 0,79; pride (trots) 0,79 and contempt (minagting) 0,74. Out of the 24 emotion terms of the Meaning Grid instrument, 8 terms were above 0,90 and 13 were between 0,80 and 0,89. Only 3 terms were between 0,74 and 0,79 [compassion (medelye), pride (trots) and contempt (minagting)]. A three–factor solution was found which represented four emotion dimensions (evaluation, arousal/unpredictability and power) that were universal to the emotion structures found in European samples. Factor scores of the 24 Meaning Grid emotions indicate a three–factor solution that explained 62,2 % of the total variance. The first factor was labelled evaluation and explained 43,0% of the variance, the second factor was labelled arousal/unpredictability as it was a combination of arousal and unpredictability and explained 11,0% of the variance, and the third factor was labelled power and explained 8,2% of the variance. This study followed an approach that investigated the meaning structure of emotion in the sample group in the context of 144 emotion features using a componential emotion theory approach. Different researchers argued that emotion meaning has more than only two dimensions. A three–dimensional emotion structure was found that was universal to the emotion structures of three language groups in a European sample. Therefore, the meaning of emotions for this sample group is far more complex than the two–dimensional emotion models that are found in literature. According to the componential emotion theory approach, the 144 emotion features are very important building blocks for Industrial Psychology when studying the meaning of emotion. Research Article 4 A survey design was used in this research study. The Episode Meaning Grid was administered and participants reported on the two intense emotion experiences at work (in total 358 episodes). Employees rated their emotion experiences on features based on the componential emotion theory and also described the emotion events in their own words. The participants in the emotion episodes (N=179) study consisted of native white Afrikaans–speaking working adults. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Free State and North–West provinces and use was made of an availability sample. The results indicated a three–dimensional structure (evaluation–pleasantness, activation–arousal and power–control dimension) was identified within a white Afrikaans–speaking working adult language group. The first dimension was an evaluation–pleasantness dimension. The second dimension was an activation–arousal dimension. The third dimension was a power–control dimension. Regarding the reporting of emotion episodes one hundred and ninety seven respondents reported 84 satisfying emotion episodes and 267 less satisfying emotion episodes that took place at work. Nine different categories of episodes for satisfying emotions experienced were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, goal achievement, receiving recognition, workplace policy, task recognition, personal incidents, emotion involvement and subordinate behaviour. The three highest categories of satisfying emotions episodes were “Goal Achievement” (N=31), “Receiving Recognition” (N=20) and “Personal Incidents” (N=10). Goal achievement describes situations where job related targets or goals were met, and receiving recognition refers to positive feedback from managers, supervisors and work colleagues on meeting targets. Nineteen different categories of episodes for less satisfying emotion episodes were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, lack of goal achievement, lack of receiving recognition, workplace policy, task requirement, personal incidents, emotional involvement, subordinate behaviour, workload, work mistakes, customer behaviour, external environment, lack of control, physical well–being, involvement in disciplinary action, workplace strikes, wellness of colleagues and unfairness in the workplace. In the categories of less satisfying emotions episodes, the three highest were “Behaviour of Work Colleagues” (N=58), “Acts of Boss/Superior/Management” (N=47) and “Task Requirement” (N=33). The first two categories are appraised less satisfying behaviour towards oneself or others by work colleagues, managers, supervisors and customers. In terms of the categories of satisfying and less satisfying emotions episodes, less satisfying emotion episodes outnumbered satisfying emotions episodes by three to one. By making use of a multi–componential emotion model, the results confirm that the four factors of pleasantness, power, arousal, and unpredictability, in that order of importance, are essential to satisfactorily determine the emotion experience and meaning of emotion terms. A threedimensional emotion structure (evaluation, arousal and power) was found after determining the meaning of emotion in the natural contexts in which they occur. The answer to the question if these two–dimensional emotion models, as stated in literature, are sufficient to cover the broad and often complex dynamics of emotion, is certainly no. Recommendations for the organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Emotion research is an important research topic, thus making the measurement of emotion in the workplace crucial. In attempting to study, understand and measure the role of emotions in the human condition, various researchers have identified different theoretical models to manage the information they have gathered and the observations they have made. In order to study or scientifically investigate any human behaviour, it is essential that such behaviour can be measured, if not quantitatively, then at least qualitatively. However, what one finds with regard to emotion research and measurement are two–dimensional models. The existing affect has been described with a choice of two dimensions and structures, i.e. circumplex, positive and negative affect, tense and energetic arousal, and eight combinations of pleasantness and activation. These two dimensions and structures measure a person’s experiences and, thereafter, report them. The question is if these two–dimensional emotion models are sufficient to cover the broad and often complex dynamics of emotions. The start of multiple–emotion dimension models were reported by researchers, who identified a three–dimensional structure in the emotion domain that is suggestive of the Evaluation–Potency– Activation (EPA) dimensions in the connotative or affective meaning of words. However, in recent studies the sufficiency of two–dimension models to comprehensively investigate emotions was questioned. The three–dimensional emotion model was replicated in cross–cultural similarity sorting studies by other researchers. The similarity sorting studies also indicate the importance of studying emotions in specific cultural contexts. Studying emotion in different cultures is especially relevant in a country such as South Africa that has a variety of cultures and eleven official languages. Researchers followed an approach that studied the meaning of emotion in different cultural groups in the context of 144 emotion features using a componential emotion theory approach. Researchers argue in the groundbreaking research that was published in Psychological Science that emotion meaning has more than only two dimensions. The approach postulated by researchers was tested in a student population of three language groups, namely Dutch–, Englishand French–speaking students. According to researchers this is an empirical and theoretical method to study the meaning of emotions across cultures. However, apart from studying the meaning of emotions in specific cultural groups, research also attempts to determine the meaning of emotion in the natural contexts in which they occur. The relevant natural contexts for the field of Industrial Psychology are the work contexts. It is therefore also important to investigate the categories of emotion episodes in the work environment. The general goal of this study was therefore a) to investigate the emotion lexicon in the white Afrikaans–speaking working adult language group, b) to determine the cognitive emotion structure of this cultural group, c) to investigate the meaning of emotion as comprehensively as possible (multidimensional models of the meaning of emotion), and d) to determine the meaning and content of emotion episodes in the workplace. Research Article 1 The research was subsequently presented in two independent phases. Firstly, a free listing of emotion terms was compiled, and secondly the emotion terms were prototypically rated by Afrikaans–speaking people in South Africa. Both of these were then used as measuring instruments. A survey was designed to explore the research objectives utilising availability samples in two studies. The participants in the free–listing (N=70) and in the prototypicality (N=70) study consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnic group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North–West and KZN provinces and use was made of an availability sample. After conducting the research, the emotion terms with the highest frequency, as identified during the first study, the free listing task, were to be happy (gelukkig wees), be sad (hartseer wees), love (liefde), anger (kwaad) and hateful (haatlik). The emotion terms with the lowest scores as identified during the free listing were uncomfortable (ongemaklik), painful (seer), be hurt (seergemaak wees), sympathetic (simpatiek) and shout/yell (skreeu). Correspondingly, the five (5) prototypical terms with the highest scores in Afrikaans were nice (lekker), fed–up/had enough (gatvol/“genoeg gehad”), loveable (liefdevol), anger (kwaad) and to be scared (om bang te wees). The five (5) least prototypical terms from the list generated in the free listing task were: unstable (onvas), bashfulness (skugterheid), captivation (geboeidheid), envy (naywer) and delight (opgetoënheid). From the information obtained in this research it was revealed that the emotion terms nice (lekker), fed up/had enough (gatvol/“genoeg gehad”) and loveable (liefdevol) are at this stage unique to the white Afrikaans language group. These terms had not been reported in any previously conducted prototypical studies. The results of this study contribute to a cross–cultural understanding of the emotion concepts within the Afrikaans–speaking language groups in South Africa. Research Article 2 A survey design was used to achieve the research objectives utilising availability samples in a series of one study. The participants of the Similarity study (N=131) consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North– West, KZN and Northern Cape provinces and use was made of an availability sample. Results of Multidimensional Scaling revealed a three–dimensional cognitive emotion structure. The first dimension was the evaluation–pleasantness dimension. This dimension evaluates the pleasantness versus the unpleasantness of an emotion. This dimension is characterised by intrinsic appraisals of pleasantness and goal conduciveness and action tendencies of approach versus avoidance. The second dimension that emerged was a power–control dimension. This dimension is characterised by appraisals of control, how powerful or weak a person feels when a particular emotion is experienced. This includes feelings of dominance or submission, the impulse to act or withdraw and changes in speech and parasymphatic symptoms. The third dimension which emerged was an activation–arousal dimension. According to other researchers this arousal dimension is characterised by sympathetic arousal, e.g. rapid heartbeat and readiness for action. This study produced a cognitive emotion structure in a white Afrikaans–speaking working adult population in South Africa. To add value to the field of Industrial Psychology, the threedimension structure (evaluation–pleasantness, power–control and activation–arousal dimension) that was found, is very important and valuable when studying the meaning of emotion and can consequently be used as a reference for other emotion research constructs. If it is accurate as stated in literature, there are three and not only two emotion dimension structures, and researchers are missing out on a bigger picture for not drawing on the experience of emotion sufficiently. Research Article 3 A survey design and an availability sample (N=120) in the Eastern Cape, Free State and Gauteng provinces in South Africa was utilised for this study. The Meaning Grid was translated and backtranslated and adapted for use in Afrikaans. The Cronbach's alpha coefficients were obtained for the emotion terms. According to the results of the Meaning Grid instrument, the following emotion terms were the highest: disgust (afkeur) 0,95; pleasure (plesier) 0,94; stress (stres) 0,92; happiness (blydskap) 0,91; joy (vreugde) 0,91; fear (bang) 0,91; anger (angstig) 0,91 and hate (haat) 0,90. The emotion terms that scored the lowest with the Meaning Grid instrument were compassion (medelye) 0,79; pride (trots) 0,79 and contempt (minagting) 0,74. Out of the 24 emotion terms of the Meaning Grid instrument, 8 terms were above 0,90 and 13 were between 0,80 and 0,89. Only 3 terms were between 0,74 and 0,79 [compassion (medelye), pride (trots) and contempt (minagting)]. A three–factor solution was found which represented four emotion dimensions (evaluation, arousal/unpredictability and power) that were universal to the emotion structures found in European samples. Factor scores of the 24 Meaning Grid emotions indicate a three–factor solution that explained 62,2 % of the total variance. The first factor was labelled evaluation and explained 43,0% of the variance, the second factor was labelled arousal/unpredictability as it was a combination of arousal and unpredictability and explained 11,0% of the variance, and the third factor was labelled power and explained 8,2% of the variance. This study followed an approach that investigated the meaning structure of emotion in the sample group in the context of 144 emotion features using a componential emotion theory approach. Different researchers argued that emotion meaning has more than only two dimensions. A three–dimensional emotion structure was found that was universal to the emotion structures of three language groups in a European sample. Therefore, the meaning of emotions for this sample group is far more complex than the two–dimensional emotion models that are found in literature. According to the componential emotion theory approach, the 144 emotion features are very important building blocks for Industrial Psychology when studying the meaning of emotion. Research Article 4 A survey design was used in this research study. The Episode Meaning Grid was administered and participants reported on the two intense emotion experiences at work (in total 358 episodes). Employees rated their emotion experiences on features based on the componential emotion theory and also described the emotion events in their own words. The participants in the emotion episodes (N=179) study consisted of native white Afrikaans–speaking working adults. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Free State and North–West provinces and use was made of an availability sample. The results indicated a three–dimensional structure (evaluation–pleasantness, activation–arousal and power–control dimension) was identified within a white Afrikaans–speaking working adult language group. The first dimension was an evaluation–pleasantness dimension. The second dimension was an activation–arousal dimension. The third dimension was a power–control dimension. Regarding the reporting of emotion episodes one hundred and ninety seven respondents reported 84 satisfying emotion episodes and 267 less satisfying emotion episodes that took place at work. Nine different categories of episodes for satisfying emotions experienced were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, goal achievement, receiving recognition, workplace policy, task recognition, personal incidents, emotion involvement and subordinate behaviour. The three highest categories of satisfying emotions episodes were “Goal Achievement” (N=31), “Receiving Recognition” (N=20) and “Personal Incidents” (N=10). Goal achievement describes situations where job related targets or goals were met, and receiving recognition refers to positive feedback from managers, supervisors and work colleagues on meeting targets. Nineteen different categories of episodes for less satisfying emotion episodes were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, lack of goal achievement, lack of receiving recognition, workplace policy, task requirement, personal incidents, emotional involvement, subordinate behaviour, workload, work mistakes, customer behaviour, external environment, lack of control, physical well–being, involvement in disciplinary action, workplace strikes, wellness of colleagues and unfairness in the workplace. In the categories of less satisfying emotions episodes, the three highest were “Behaviour of Work Colleagues” (N=58), “Acts of Boss/Superior/Management” (N=47) and “Task Requirement” (N=33). The first two categories are appraised less satisfying behaviour towards oneself or others by work colleagues, managers, supervisors and customers. In terms of the categories of satisfying and less satisfying emotions episodes, less satisfying emotion episodes outnumbered satisfying emotions episodes by three to one. By making use of a multi–componential emotion model, the results confirm that the four factors of pleasantness, power, arousal, and unpredictability, in that order of importance, are essential to satisfactorily determine the emotion experience and meaning of emotion terms. A threedimensional emotion structure (evaluation, arousal and power) was found after determining the meaning of emotion in the natural contexts in which they occur. The answer to the question if these two–dimensional emotion models, as stated in literature, are sufficient to cover the broad and often complex dynamics of emotion, is certainly no. Recommendations for the organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

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)