The construct of self-regulation has been well researched, however, no comprehensive approach is available for promoting self-regulation as a strength operating in an integrated process, and, furthermore, current research gives limited consideration regarding the role of creativity in the self-regulation process. The objective of this study was to explore the relation between self-regulation and creativity, and to promote self-regulation as a psychological strength by means of a creativity programme in the field of painting in a group of individuals. Self-regulation is described in the literature as a skill that is acquired through an interaction of neurological and environmental factors that enables a person to intentionally accept agency of his or her actions. Creative self-regulation is conceptualised as the ability to generate original, novel and appropriate behaviour while constantly adjusting and adapting behaviour with a view to attain goals and promoting psychological well-being. A qualitative, interpretative design was used in the initial empirical inquiry to explore the subjective experience of 14 established painters in terms of their creativity as a self-regulatory process during the practice of their art. Data was obtained from a questionnaire specifically designed for this study. Thematic data analysis supported the findings of the literature regarding the crucial similarities between self-regulation and creativity, and particular themes concerning the self-regulatory aspects of creativity, such as intrinsic motivation, self-efficacy, self-control, and mindfulness were identified. Additionally, creativity appeared to strongly favour assimilation, which was ascribed to perseverance and a strong identification with goals. Based on the findings of the first two phases of the study, a painting programme was developed with a view to promote self- regulation as an adaptive life skill through the facilitation of creativity. Relevant guidelines for effective programme development have been incorporated into this programme. In the subsequent empirical study the painting programme was assessed, by means of a mixed experimental control group consisting of 18 patients in a private psychiatric clinic. Pre- and post-testing were conducted by means of the Basic Psychological Needs Scale (General) (BPNS-Gen); the 14 item Freiburg Mindfulness Inventory (FMI), as well as the Shortened Self Regulation Questionnaire (SSRQ) to determine whether any improvement in self-regulation occurred within the group. Quantitative data provided information on differences within and between the experimental and control groups, while an additional qualitative m South African children are exposed to an enormous amount of risk factors to their development and adjustment. Research reveals that, in all probability, they do not have sufficient protective factors at their disposal to cope with such stressors. The resilience (in other words the exposure to risk factors and the presence of protective factors) of a group of children, Grade R to Grade 2, in the Klerksdorp area, was analysed by means of focus groups and questionnaires. The focus groups were conducted with 14 teachers and the questionnaires were completed by 30 parents. The study reveals that the children in this group do not exhibit adequate resilience. The results identified themes such as self-esteem, creativity, assertiveness, emotional expression, emotional regulation, impulsivity, self-motivation, social responsibility and empathy. A programme (based on the Alvord-Baker model of social skills), focusing these themes, was developed in order to facilitate resilience. The Alvord-Baker model of social skills focuses on a pro-active orientation. The Resilience programme consists of eight sessions of one hour duration. During the sessions, music, dance and art activities are presented by way of groups. The themes of the sessions were intrapersonal factors (for example self-esteem and assertiveness), interpersonal factors (for example empathy and social responsibilty), stressmanagement (for example emotional expression and emotional regulation, as well as impulse control), general mood (for example self-motivation) and problem solving (for example creativity and emotional creativity). To determine the effectiveness of the compound programme, quantitative dominated, mixed methods were used. This means that, even though a quantitative research design was used (namely a two group, pre-test, post-test design), a qualitative procedure (namely a focusgroup and interviews), was used in addition. The selected group consisted of 22 children (Grade R=7, Grade 1=7, Grade 2=8), of whom 11 were male and 11 female. The participants were selected systematically from two schools (School1=12, School 2=10). The experimental (n=10) and control (n=12) groups underwent pre- and post-testing (30 days after completion of the intervention). The Resilience programme was only presented to the experimental group. The battery of tests that was compiled to evaluate the effectiveness of the Resilience programme consisted of the Torrance Tests of Creative Thinking (Torrance, 1974) and the Behavior and Emotional Rating Scale-BERS (Epstein & Sharma, 19980. In addition, focus groups with the teachers involved were used, as well as interviews with the parents of the children from the experimental group. The experimental group showed improvement in certain aspects of resilience, for example intrapersonal strengths, interpersonal strengths, affective trengths, school functioning, family involvement, verbal fluancy, flexibility and originality, as well as figurative fluancy, flexibility and originality. The differences between the experimental and control groups were smaller than expected. It can be stated, however, that the Resilience programme was effective in facilitating resilience in the group of children. A limitation of the study was that the practical significance was small and only statistically significant in a few cases. The parents and teachers could have been involved more actively in the process. Furthermore, it seems as if that future resilience programmes should be of longer duration in order for participants to have more opportunity to internalise and generalise the acquired skills. It is recommended that resilience programmes should form part of the school curriculum in learning areas such as Life orientation. ethod was used for examining the progress of the experimental group during the course of the programme. The results indicated that the programme brought about a significant positive change in self-regulation among the experimental group. Certain self-regulation factors, especially mindfulness, but also autonomy, decision-making, and self-evaluation appeared to have improved to a practically significant degree, whilst perseverance showed a lesser improvement of medium effect. This study therefore concluded that creativity appears to equip a person with specific skills that play a crucial role in the facilitation of self- regulation in all the phases of goal-directed behaviour. The limitations of this study were discussed and recommendations for further research and practical implementation were made. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

The construct of self-regulation has been well researched, however, no comprehensive approach is available for promoting self-regulation as a strength operating in an integrated process, and, furthermore, current research gives limited consideration regarding the role of creativity in the self-regulation process. The objective of this study was to explore the relation between self-regulation and creativity, and to promote self-regulation as a psychological strength by means of a creativity programme in the field of painting in a group of individuals. Self-regulation is described in the literature as a skill that is acquired through an interaction of neurological and environmental factors that enables a person to intentionally accept agency of his or her actions. Creative self-regulation is conceptualised as the ability to generate original, novel and appropriate behaviour while constantly adjusting and adapting behaviour with a view to attain goals and promoting psychological well-being. A qualitative, interpretative design was used in the initial empirical inquiry to explore the subjective experience of 14 established painters in terms of their creativity as a self-regulatory process during the practice of their art. Data was obtained from a questionnaire specifically designed for this study. Thematic data analysis supported the findings of the literature regarding the crucial similarities between self-regulation and creativity, and particular themes concerning the self-regulatory aspects of creativity, such as intrinsic motivation, self-efficacy, self-control, and mindfulness were identified. Additionally, creativity appeared to strongly favour assimilation, which was ascribed to perseverance and a strong identification with goals. Based on the findings of the first two phases of the study, a painting programme was developed with a view to promote self- regulation as an adaptive life skill through the facilitation of creativity. Relevant guidelines for effective programme development have been incorporated into this programme. In the subsequent empirical study the painting programme was assessed, by means of a mixed experimental control group consisting of 18 patients in a private psychiatric clinic. Pre- and post-testing were conducted by means of the Basic Psychological Needs Scale (General) (BPNS-Gen); the 14 item Freiburg Mindfulness Inventory (FMI), as well as the Shortened Self Regulation Questionnaire (SSRQ) to determine whether any improvement in self-regulation occurred within the group. Quantitative data provided information on differences within and between the experimental and control groups, while an additional qualitative m South African children are exposed to an enormous amount of risk factors to their development and adjustment. Research reveals that, in all probability, they do not have sufficient protective factors at their disposal to cope with such stressors. The resilience (in other words the exposure to risk factors and the presence of protective factors) of a group of children, Grade R to Grade 2, in the Klerksdorp area, was analysed by means of focus groups and questionnaires. The focus groups were conducted with 14 teachers and the questionnaires were completed by 30 parents. The study reveals that the children in this group do not exhibit adequate resilience. The results identified themes such as self-esteem, creativity, assertiveness, emotional expression, emotional regulation, impulsivity, self-motivation, social responsibility and empathy. A programme (based on the Alvord-Baker model of social skills), focusing these themes, was developed in order to facilitate resilience. The Alvord-Baker model of social skills focuses on a pro-active orientation. The Resilience programme consists of eight sessions of one hour duration. During the sessions, music, dance and art activities are presented by way of groups. The themes of the sessions were intrapersonal factors (for example self-esteem and assertiveness), interpersonal factors (for example empathy and social responsibilty), stressmanagement (for example emotional expression and emotional regulation, as well as impulse control), general mood (for example self-motivation) and problem solving (for example creativity and emotional creativity). To determine the effectiveness of the compound programme, quantitative dominated, mixed methods were used. This means that, even though a quantitative research design was used (namely a two group, pre-test, post-test design), a qualitative procedure (namely a focusgroup and interviews), was used in addition. The selected group consisted of 22 children (Grade R=7, Grade 1=7, Grade 2=8), of whom 11 were male and 11 female. The participants were selected systematically from two schools (School1=12, School 2=10). The experimental (n=10) and control (n=12) groups underwent pre- and post-testing (30 days after completion of the intervention). The Resilience programme was only presented to the experimental group. The battery of tests that was compiled to evaluate the effectiveness of the Resilience programme consisted of the Torrance Tests of Creative Thinking (Torrance, 1974) and the Behavior and Emotional Rating Scale-BERS (Epstein & Sharma, 19980. In addition, focus groups with the teachers involved were used, as well as interviews with the parents of the children from the experimental group. The experimental group showed improvement in certain aspects of resilience, for example intrapersonal strengths, interpersonal strengths, affective trengths, school functioning, family involvement, verbal fluancy, flexibility and originality, as well as figurative fluancy, flexibility and originality. The differences between the experimental and control groups were smaller than expected. It can be stated, however, that the Resilience programme was effective in facilitating resilience in the group of children. A limitation of the study was that the practical significance was small and only statistically significant in a few cases. The parents and teachers could have been involved more actively in the process. Furthermore, it seems as if that future resilience programmes should be of longer duration in order for participants to have more opportunity to internalise and generalise the acquired skills. It is recommended that resilience programmes should form part of the school curriculum in learning areas such as Life orientation. ethod was used for examining the progress of the experimental group during the course of the programme. The results indicated that the programme brought about a significant positive change in self-regulation among the experimental group. Certain self-regulation factors, especially mindfulness, but also autonomy, decision-making, and self-evaluation appeared to have improved to a practically significant degree, whilst perseverance showed a lesser improvement of medium effect. This study therefore concluded that creativity appears to equip a person with specific skills that play a crucial role in the facilitation of self- regulation in all the phases of goal-directed behaviour. The limitations of this study were discussed and recommendations for further research and practical implementation were made. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

本研究旨在探討大學生的希望感、建設性思考、情緒創造力及創造風格之關係。研究參與者來自台北縣市、桃園縣七所公私立大學的大學生，有效樣本計531人。本研究採用的研究工具包括「希望感量表」、「建設性思考量表」、「情緒創造力量表」及「創造風格量表」。資料分析所用的統計方法包括描述統計、單因子單變量和多變量變異數分析、皮爾森積差相關及線性結構模式分析。本研究主要發現如下： 一、 大學生在希望感、建設性思考、情緒創造力的表現程度佳，且 偏向運用創造核心特質。 二、 不同性別的大學生在情緒創造力及創造風格上均有差異，就整 體和各指標而言，男生的創造核心特質優於女生，女生的情緒 創造力優於男生。 三、 創造力獎項得獎經驗對大學生的情緒創造力沒有效果，但對創 造風格中的非最終產品定位、技術使用及無意識過程信念有效 果，非最終產品定位及技術使用為無得獎者大於有得獎者，無 意識過程信念則為有得獎者大於無得獎者。 四、 所屬學院對情緒創造力中的新穎性來源及情緒準備度有效果， 且能對創造風格中的無意識過程信念、環境控制與行為自我調 節有效果。 五、 大學生的情緒創造力對創造風格有效果。 六、 希望感對大學生的情緒創造力有效果，且對創造風格中的非最 終產品定位、技術使用、無意識過程信念及借助他人有效果。 七、 建設性思考對大學生情緒創造力中的有效性及新穎性反應有效 果；且對創造風格中的迷信行為及環境控制與行為自我調節有 效果。 八、 就大學生創造風格之路徑模式而言，希望感與建設性思考產生 交互作用後，會分別對情緒創造力有直接效果並透過情緒創造 力對創造核心特質及創意輔助習性有間接效果，且情緒創造力 對創造核心特質與創意輔助習性有直接效果。 最後，本研究依據本研究主要發現提出意見，以提供相關單位與人員在教育以及學術研究上之參考。 / The main purpose of this study was to explore the relationships among hope belief, constructive thinking, emotional creativity, and creative style of undergraduate students. The participants included 531 undergraduate students sampled from seven national or private universities in Taipei City, Taipei County, and Taoyuan County. The employed instruments in this study were the Inventory of Hope, the Inventory of Constructive Thinking, the Inventory of Emotional Creativity, and the Questionnaire of Creative Style. The employed analysis methods included Descriptive Statistics, one-way ANOVA, one-way MANOVA and SEM. The main findings of this study were as follows: 1.The undergraduate students had high level of hope belief, constructive thinking, and emotional creativity; and they tended to use core traits of creativity. 2.There were significant gender differences on emotional creativity and creative style; the males outperformed the females in core traits of creativity, and the females outperformed the males in emotional creativity. 3.The experiences of winning creative awards had no effects on emotional creativity, but had effects on creative style, especially on “not final product orientation”, “use of techniques”, and “belief in unconscious processes”. Moreover, participants who had won creative awards outperformed their counterparts in “not final product orientation”, “use of techniques”; participants who had not won any creative awards outperformed their counterparts in “belief in unconscious processes”. 4.College of major had effects on emotional creativity, especially in “origin of novelty”, and “preparation”. Moreover, college of major had effects on creative style, especially in “belief in unconscious processes” and “environmental control and behavioral self- regulation”. 5.The participants’ emotional creativity had effects on their creative style. 6.The participants’ hope belief had effects on their emotional creativity and creative style, especially in “not final product orientation”, “use of techniques”, “belief in unconscious processes”, and “use of other people”. 7.The participants’ constructive thinking had effects on their emotional creativity, especially in “effectiveness”, “novel response”. Moreover, the participants’ constructive thinking had effects on their creative style, especially in “superstition” and “environmental control and behavioral self- regulation”. 8.As for the path model, hope belief and constructive thinking interactively and directly influenced their emotional creativity and then indirectly influenced their core traits of creativity and assisted habits of creativity via emotional creativity; meanwhile, emotional creativity had direct effects on their core traits of creativity and assisted habits of creativity. Finally, the researcher proposed some suggestions for educational instructions and academic research.

Text in Afrikaans / This study, which was undertaken within a qualitative and quantitative methodological framework, is a collaborative action research project that focuses on the impact of emotional intelligence (EI) teaching in the classroom as intervention to prevent the inappropriate behaviour of learners that could lead to violence and crime. The study also concentrates on how action research can enhance the educator’s teaching practices. The objective was to prevent learners from misbehaving by implementing EI as a teaching strategy in the classroom on the basis of various definitions and models of EI. This research project also explored the coordinated and integrated management of positive learner behaviour, overall school development and the management of a culture of positive behaviour. The empirical study concludes that there is a correlation between EI teaching methods and learners’ behaviour. In view of the fact that the use of EI in the classroom can prevent the inappropriate behaviour of learners it can therefore be regarded as preventative discipline. / Psychology / M.A. (Sielkunde)

Text in Afrikaans / This study, which was undertaken within a qualitative and quantitative methodological framework, is a collaborative action research project that focuses on the impact of emotional intelligence (EI) teaching in the classroom as intervention to prevent the inappropriate behaviour of learners that could lead to violence and crime. The study also concentrates on how action research can enhance the educator’s teaching practices. The objective was to prevent learners from misbehaving by implementing EI as a teaching strategy in the classroom on the basis of various definitions and models of EI. This research project also explored the coordinated and integrated management of positive learner behaviour, overall school development and the management of a culture of positive behaviour. The empirical study concludes that there is a correlation between EI teaching methods and learners’ behaviour. In view of the fact that the use of EI in the classroom can prevent the inappropriate behaviour of learners it can therefore be regarded as preventative discipline. / Psychology / M.A. (Sielkunde)