Emotions have become an important research topic in both the behavioural sciences and advertising. Nowadays, emotions are acknowledged as an important mediator of cognitive and behavioural consumer responses to advertising. Consequently, researchers in marketing and advertising have emphasised the need to consider emotions as a crucial factor in the advertising process. To test the viability of this assumption, an empirical research study was conducted at the Behavioural and Communication Research Division of the Bureau of Market Research (BMR). More specifically, the research study used a three–dimensional approach to measure generational differences in consumers’ emotional response to television advertisements. To capture immediate, positive and negative emotive responses towards a pre–selected test advertisement, the study used three research instruments, namely AdSAM, PrEmo (both non–verbal measurement instruments) and the List of Emotions (LoE) (verbal measurement instrument). Gauteng consumers (n = 102) who view television participated in the study, which revealed that ageing appears to be a significant antecedent in measuring emotive response to advertisements. In this regard, the study showed, among others, that Baby Boomers (older generation) were inclined to react to the advertisement in a different manner than younger generations (Millennials and Xers). For example, Baby Boomers found it easier to acknowledge higher levels of engagement with the test advertisement, as was noted in the high Arousal ratings. No significant differences were, however, evident between generations on the Pleasure dimension as all generations seem to have felt positively towards the test advertisement. Furthermore, although all generations felt positive emotive reactions when viewing the test advertisement, Millennials feel more Comfortable, whereas the Xers and Baby Boomers feel stronger Warmed emotions. Overall, older people tend to purposefully seek to experience positive emotions and avoid or limit negative emotions. In summary, both non–verbal and verbal measures reflected generational differences that seem to be more apparent when analysing negative emotions. The study also revealed that the AdSAM instrument appears to be advantageous when measuring emotions in television advertising due to its non–verbal properties. However, greater generational differences seem to be evident when emotions are measured with a verbal rather than non–verbal instrument. Against this background, certain recommendations for future research were made, amongst others, the need for further research on emotive reaction to television advertisements and the need for innovative research models that are customised for the diverse South African consumer market. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.

M.A. (Clinical Psychology) / Disappointments in romantic relationships can have distressing and prolonged cognitive, emotional and behavioural effects. This study explored such disappointments in the form of betrayal, rejection and the accompanying beliefs, emotions and behaviours using the Rational Emotive Behaviour Therapy theoretical framework. A theory-building positivistic case study design was implemented. Five participants completed a quantitative measure of REBT beliefs, the Shortened General Attitudes and Beliefs Scale, and participated in a semistructured interview. The experience of a romantic betrayal or rejection elicited greater irrational than rational beliefs, and more dysfunctional than functional outcomes (emotions and behaviours) for each participant. The implications for clinical practice are discussed using the REBT theoretical framework.

This descriptive study utilizes methods and materials not found in traditional high school computer applications classes. Four classes were involved in this preliminary descriptive study. Seventy students in periods four, six, and seven were tested to determine their learning style preference. The emphasis for style was based on one of three perceptual responses: auditory, visual, and emotive. Third period received the teacher's traditional instruction for computer applications. Fourth period received no special treatment other than being tested for and made aware of learning styles. Students tested in the sixth and seventh periods were either individually assigned or allowed to choose a treatment that differed from the normal classroom instruction. Data included student assignments, teacher made tests, and teacher observations. The results for the treated classes showed greater consistency in assignments completed and higher test scores for treated students.

Arbetet har genomförts med målet att skapa ett mervärde för Sony Ericssons produkter, utan att fokusera på telefoner. Vi har undersökt hur man kan öka användarens band till en teknologisk produkt som man alltid bär med sig. Vi har, genom att anordna en workshop, studerat användare och deras attityd gällande personalisering av mobiltelefoner. Vidare har vi besökt Milano och Berlin, och studerat hur mobiltelefoner kommuniceras hos återförsäljare och hur de används, för att få ett globalt perspektiv. Studierna har resulterat i att vi funnit en brist i hur personliga teknologier svarar mot människors känslor. Vi har baserat på detta skapat ett koncept vi kallar Selectíf som innebär en serie riktlinjer, eller kriterier för att skapa tillbehör till mobiltelefoner. Dessa tillbehör skall ta större hänsyn till emotionella aspekter och fokusera mindre på att vara funktions orienterade. Selectíf-produkter sätter känslorna i främsta rummet och skapar därmed ett mervärde baserat på emotionella band. / We have in this thesis studied the area of emotive design as a way to create a stronger user experience. Functionality and features are still important to break new grounds and develop artifacts that can make our life easier, but the value of the product must beconsidered in a new way and communicated on new level, an emotional level.We have within the thesis, in collaboration with Sony Ericsson,investigated how emotions can be evoked by personal technologies.The human computer interaction is today so advanced that we might not always reflect over the impact the technology has on us. Our personal technology is getting more sophisticated which could allow stronger emotional bonds between the user and a device. What we have created is a concept for designing what we call emotional triggers.To find out what triggers users’ emotions towards technologyin order to create an added value, we have studied the relationshipbetween users and their mobile phones. These studies included a workshop where we aimed to find out how users perceive their mobile phone and also how willing they are to personalize it.Furthermore we conducted trend research in Berlin and Milan to see international differences in mobile usage and also tocompare it to other industries such as the fashion industry.The result is a concept we call Selectíf. The concept is a set of design criteria for designing add-ons that are made to illustratemore emotional values of a technical device. The concept is based on the notion of a series of add-ons and we have also createda first prototype, called Selectíf no1 based on the criteria.The prototype focuses less on technology and more on a user’s emotional needs and illuminates how personal technologies canbe designed to be more emotive and thereby create a stronger user experience.

Text in Afrikaans / Students who study part time find themselves in a situation, with much pressure, which causes stress. The reason for this study was therefore to investigate the effectiveness of Rational Emotive Therapy as a coping technique for students in order to handle stress. A qualitative analysis was conducted and data was gathered primarily through group therapy and interviewing. The results of the research led to the conclusion that Rational Emotive Therapy could be effectively applied by students as a stresscoping mechanism / Educational Studies / M.Ed.

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)

Background: Psychological perfectionism, from a clinical perspective, started to be a topic of interest for cognitive behavioural clinicians at the beginning of the 1950s. Whilst many studies have identified perfectionism as a pivotal motivator in different conditions of neurosis, the exact nature of its interactions remains unclear. In the research community there is still a debate as to whether there is such a thing as good perfectionism, and there remains no consensual theory of psychopathological perfectionism. Aims: The aim of the study was to investigate why the nature of the phenomena remains a contentious issue, and to develop a robust theory of psychopathological perfectionism, within a cognitive behavioural framework, which will find general acceptance. From the literature review this appears to be the first qualitative study to develop such a theory. Method: Substantive grounded theory was developed within a framework of methodical hermeneutics which, it is argued, is capable of generating formative theory. 20 volunteers who came forward in response to advertisements became participants in semi-structured interviews using a post classic qualitative methodology, from which emerging data became the basis of categories leading to the development of the theory, and functions of the phenomena. Results and Conclusions: The study sets out reasons why there remains an impasse amongst researchers and clinicians about the condition of psychopathological perfectionism. A parsimonious theory of pathological perfectionism has been developed, the constructs of which are just necessary and sufficient to describe the condition. The developed theory makes a contribution to theories proposed prior to 1990 and to contemporary research. However as with all theories it is necessarily provisional, so that its usefulness is in need of further research and development. Psychopathological perfectionism has only two constructs, namely a demand to achieve perfectionism in at least one idiosyncratic sphere, which is in response to a core schema of conditional worth. A number of symptoms or functions of psychopathological perfectionism have also been identified, and there are suggestions as to how the condition develops and is maintained to the detriment of the sufferer. The study synthesizes over fifty years of theory and research into the phenomena. The developed theory and its symptoms or functions have important implications for clinical interventions, training, and for further psychological and psychosocial research. These implications are discussed.

Text in Afrikaans / Students who study part time find themselves in a situation, with much pressure, which causes stress. The reason for this study was therefore to investigate the effectiveness of Rational Emotive Therapy as a coping technique for students in order to handle stress. A qualitative analysis was conducted and data was gathered primarily through group therapy and interviewing. The results of the research led to the conclusion that Rational Emotive Therapy could be effectively applied by students as a stresscoping mechanism / Educational Studies / M.Ed.

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)

The aim of this dissertation is to investigate the attributive noun classes, as well as their suffixal counterparts, firstly in Bantu, and secondly in Zulu. The investigation will be done with reference to aspects such as the following: the general distribution, meaning and function of the attributive noun class prefixes in Bantu. This study will also investigate the distinction between those prefixes which are exclusively used to categorise size and shape deviations, namely those belonging to classes 12/13, 19, 20, 21 and 22; and those class prefixes which have a secondary function of indicating such deviations, namely the prefixes of classes 5/6, 7/8 and 11. The main concern is the way in which these prefixes are often associated with positive or negative emotive perceptions regarding size and shape, and are therefore often used to express amelioration and derogation. In languages such as Zulu and Northern Sotho the existence of possible frozen remnants of such attributive noun class prefixes will be investigated. Some Bantu languages such as Venda that express variations in size and shape as well as the emotive perception by means of suffixes, or by a combination of prefixes and suffixes will be investigated. The possible semantic overlap between the meanings expressed by attributive class prefixes, and/or between the meanings expressed by attributive class prefixes and so-called ‘attributive suffixes’ will also be scrutinized. Apart from the aspects mentioned above, the relationship between augmentative and diminutive suffixes and the notion [+ feminine] in languages such as Zulu and Northern Sotho will be scrutinized. The occurrence of the Zulu suffix -azana/-azane, which is apparently a combination of the diminutive and augmentative suffixes, will also be investigated. This study will firstly provide a typological overview of the various strategies employed in Bantu in order to express variations in shape and size, as well as of the emotive perceptions that accompany such variations. Secondly, this study will provide an insight into the way in which shape and size variations, amelioration and derogation are expressed in Zulu through the utilisation of diminutive and augmentative suffixes. An indication will also be given of the possible diachronic development of attributive categories in this language. This study will make a significant contribution not only to the field of diachronic and comparative Bantu linguistics, but also to Zulu linguistics. This research will furthermore lead to a deeper understanding of the strategies employed in Zulu to express the semantic nuances of amelioration and derogation. / Dissertation (MA (African Languages))--University of Pretoria, 2005. / African Languages / unrestricted