A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Major depression is a serious mood disorder affecting more than 120 million people worldwide, irrespective of their race or socio-economic status. This psychiatric disorder is predicted to become the second leading cause of disability by the year 2020, second only to heart diseases in the global population, without distinguishing differences in the incidence within defined age groups. Depression is known to affect people across all age groups, including children, adolescents, adults and geriatrics, although older age is associated with an increased susceptibility to major depression and other psychiatric conditions. Until the 1970‘s depression during childhood and adolescence was thought to be uncommon or non-existent. Recent epidemiological studies have demonstrated that there is a persistent escalation in the prevalence of depression in children and adolescents. Accordingly, the number of prescriptions for drugs to treat this disorder in juveniles has escalated significantly. With our current limited understanding of the safety and long-term effects of treatment with antidepressants, the clinician is left making decisions without sound evidence of safety. In addition, psychotropic drugs may affect neurodevelopment during childhood and adolescence and may consequently modulate susceptibility to psychiatric disorders later in life. The objective of the current study was to investigate the effects of early-life (pre-natal and postnatal) chronic treatment with venlafaxine, a dual action serotonin-noradrenalin reuptake inhibitor, during the developmental phase of the serotonin and norepinephrine pathways in stress-sensitive rats on measures of cognition, anxiety-like and depressive-like behaviour later in life. The study also investigated which age shows optimal behavioural changes later in life, following the above mentioned administration of venlafaxine. In addition we also determined the effects that the administration of venlafaxine has on the levels of monoamines l-norepinephrine (l-NE) and serotonin (5-HT) in the prefrontal cortex and the hippocampus. A number of translational animal models of psychiatric disorders have been described and validated, and is suitable for such investigations. For the current study we used stress-sensitive Flinders Sensitive Line (FSL) rats and their controls, Flinders Resistant Line (FRL) rats. Pregnant dams were injected subcutaneously for 14 days with 10 mg/kg venlafaxine or saline from pre-natal day 15 (ND-15) to ND-01. New-born pups were then injected subcutaneously with 3 mg/kg venlafaxine or saline for 14 days from postnatal day 3 (ND+03) to ND+17. These doses were determined from previous studies reported in literature. Four rat treatment groups of both FSL and FRL rats received injections during pre-natal + postnatal ages as follows: saline + saline, venlafaxine + saline, saline + venlafaxine and venlafaxine + venlafaxine. Following the drug treatments, all rat groups were housed under normal conditions until the indicated time to be subjected to a battery of behavioural tests, including the novel object recognition test (nORT), locomotor activity test (Digiscan®), elevated plus maze (EPM) and forced-swim test (FST), scheduled on either ND+35, ND+60 or ND+90. Separate treatment groups were used for each age group. After the behavioural tests animals were decapitated, the brains removed and the prefrontal cortex and hippocampus dissected out. These were analysed at a later stage using an HPLC with electrochemical detection to determine the levels of the monoamines l-NE and 5-HT. All animal procedures were approved by the Ethics Committee of the North-West University (approval number: NWU-00045-10-S5), and are in accordance with the recommendations of the National Institutes of Health guide for the care and use of laboratory animals. The data from the current study suggest that in general FRL rats were not influenced by the early-life treatment with venlafaxine, as observed in the nORT, EPM or FST on ND+35, ND+60 or ND+90. There was minimal changes seen in the immobile behaviour in the FST of FRL rats that received prenatal venlafaxine. As expected, depressive-like behaviour in the FST was significantly enhanced in FSL rats relative to corresponding FRL rat groups as observed at ND+35 and ND+60, but not ND+90. Importantly, depressive-like behaviour was reversed following pre- and postnatal treatment with venlafaxine in FSL rats at ND+60, relative to the corresponding FRL rat groups. Reversal of depressive-like behaviour in FSL rats were not observed at ND+35 or ND+90, suggesting a delayed response that is reversed later in adulthood. The data from the nORT, Digiscan® or EPM did not reveal any significant differences between the various FSL treatment groups, including at ND+60. The current study therefore demonstrated that the treatment regimen employed had a transient effect on depressive-like behaviour later in life and suggested that genetic susceptibility plays an important role in the treatment of depression. This was suggested by the venlafaxine-induced decrease in immobile behaviour exhibited by FSL rats at ND+60 in the FST, and the subsequent increase in immobile behaviour at ND+90. In general, the most significant venlafaxine-induced effects were seen in FSL rats, suggesting genetic susceptibility plays an important role. / MSc (Pharmacology), North-West University, Potchefstroom Campus, 2014

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Businesses are operating in extremely turbulent and dynamic environments – globally and nationally – and have to adapt to ever–increasing changing circumstances, as well as cope with severe pressure to increase profit margins in an attempt to ensure their economic survival. Adding to this challenge is the changing employment relationship characterised by diversity, complexity and high levels of work stress which contribute to poor physical and mental health and employee disengagement. Individuals are strongly influenced by their work environments, and the well–being of employees is therefore critical as it relates directly to work performance. Positive Organisational Behaviour (POB) emerges within the framework of the Positive Psychology movement. POB takes Positive Psychology to the work environment as it studies and applies positively orientated human resource strengths and psychological capabilities that can be measured, developed and effectively managed. The general objective of this research was to conceptualise the components of Positive Organisational Behaviour (POB) (hope, optimism, self–efficacy, and resilience) from the literature and establish the reliability of established international psychometric measures in a South African sample. Additionally, the relationship between POB and other work–related phenomena, such as job satisfaction and turnover intention, work stress and engagement are also of interest. Various research designs were employed to obtain the necessary data. First, a cross–sectional survey design was used to obtain a sample from the study population at a particular point in time. Data was gathered from all employees in a specific business unit in a chemical factory. In addition to the cross–sectional design, a one–group pre–test post–test design was also utilised to evaluate the effects of a self–development programme on POB. This design also allowed for the investigation of the role of POB in the link between organisational stress and employee health. Finally it was possible iv to test the cross–lagged effects between measurements of POB and Engagement, and investigate causality. The following measuring instruments were used in attaining the objectives of the empirical study, namely a biographical questionnaire, the Dispositional Hope Scale, Life Orientation Test–Revised (LOT–R), Self–Efficacy Scale, Ego–Resiliency Scale, Lack of Role Clarity, Role Conflict, Quantitative and Qualitative Role Overload, Job Satisfaction, Turnover Intention, Quantitative and Qualitative Job Insecurity, Neuroticism, General Health Questionnaire (GHQ) and the Utrecht Work Engagement Scale (UWES). The SPSS Programme was used to carry out statistical analysis to describe the participants in terms of demographic characteristics, investigate the reliability and validity of the measuring instruments, and reveal the nature and relationship of the variables in terms of descriptive statistics, analysis of variance, correlation coefficients and multiple regression analysis. The Amos Programme was used to carry out structural equation modelling. Exploratory and Confirmatory factor analysis established the validity of each of the four scales (hope, optimism, self–efficacy and resilience) that constitute POB and showed that only one factor explains the variance in the data, and that the individual scales relate positively to POB. The study provides support for the core POB construct in a heterogeneous South African sample and provides a new instrument for its measurement. Results confirmed a negative relationship between job satisfaction and turnover intention over time. No relationship between POB, job satisfaction and turnover intention could be found in this research. The only significant contributor to participants? turnover intention over time was their baseline levels of turnover intention and their job satisfaction at both baseline and at the second measurement. The moderating role of POB in the relationship between turnover intention and job satisfaction was also not supported. No evidence could however be found that the training programme had a significant contribution to increase job satisfaction and POB with the subsequent lower levels of turnover intention. Results indicated that only the job stressors, quantitative and qualitative job insecurity and the lack of role clarity hold predictive value with regard to POB (T1) and general health. It could also be established that POB (T1) acts as a partial mediator between v job stressors and general health. The negative effect of job stressors can therefore be minimised in the presence of POB. A positive correlation between the stress factors (lack of role clarity, role conflict, role overload and job insecurity), neuroticism and general health is evident from the results of this research. Results also confirmed a positive relationship between the aggregate engagement and POB scores, as well as the positive relationship between the total POB and engagement score. Given the positive nature of all the constructs measured, the inter–correlations were significant at both Time 1 and 2. Results revealed that POB at Time 1 did not predict engagement at Time 2. Strong evidence was found, however, that engagement at Time 1 predicted POB at Time 2. This finding is in line with research which suggests that engagement can facilitate the mobilisation of job and personal resources. In closing, recommendations for the participating organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Businesses are operating in extremely turbulent and dynamic environments – globally and nationally – and have to adapt to ever–increasing changing circumstances, as well as cope with severe pressure to increase profit margins in an attempt to ensure their economic survival. Adding to this challenge is the changing employment relationship characterised by diversity, complexity and high levels of work stress which contribute to poor physical and mental health and employee disengagement. Individuals are strongly influenced by their work environments, and the well–being of employees is therefore critical as it relates directly to work performance. Positive Organisational Behaviour (POB) emerges within the framework of the Positive Psychology movement. POB takes Positive Psychology to the work environment as it studies and applies positively orientated human resource strengths and psychological capabilities that can be measured, developed and effectively managed. The general objective of this research was to conceptualise the components of Positive Organisational Behaviour (POB) (hope, optimism, self–efficacy, and resilience) from the literature and establish the reliability of established international psychometric measures in a South African sample. Additionally, the relationship between POB and other work–related phenomena, such as job satisfaction and turnover intention, work stress and engagement are also of interest. Various research designs were employed to obtain the necessary data. First, a cross–sectional survey design was used to obtain a sample from the study population at a particular point in time. Data was gathered from all employees in a specific business unit in a chemical factory. In addition to the cross–sectional design, a one–group pre–test post–test design was also utilised to evaluate the effects of a self–development programme on POB. This design also allowed for the investigation of the role of POB in the link between organisational stress and employee health. Finally it was possible iv to test the cross–lagged effects between measurements of POB and Engagement, and investigate causality. The following measuring instruments were used in attaining the objectives of the empirical study, namely a biographical questionnaire, the Dispositional Hope Scale, Life Orientation Test–Revised (LOT–R), Self–Efficacy Scale, Ego–Resiliency Scale, Lack of Role Clarity, Role Conflict, Quantitative and Qualitative Role Overload, Job Satisfaction, Turnover Intention, Quantitative and Qualitative Job Insecurity, Neuroticism, General Health Questionnaire (GHQ) and the Utrecht Work Engagement Scale (UWES). The SPSS Programme was used to carry out statistical analysis to describe the participants in terms of demographic characteristics, investigate the reliability and validity of the measuring instruments, and reveal the nature and relationship of the variables in terms of descriptive statistics, analysis of variance, correlation coefficients and multiple regression analysis. The Amos Programme was used to carry out structural equation modelling. Exploratory and Confirmatory factor analysis established the validity of each of the four scales (hope, optimism, self–efficacy and resilience) that constitute POB and showed that only one factor explains the variance in the data, and that the individual scales relate positively to POB. The study provides support for the core POB construct in a heterogeneous South African sample and provides a new instrument for its measurement. Results confirmed a negative relationship between job satisfaction and turnover intention over time. No relationship between POB, job satisfaction and turnover intention could be found in this research. The only significant contributor to participants? turnover intention over time was their baseline levels of turnover intention and their job satisfaction at both baseline and at the second measurement. The moderating role of POB in the relationship between turnover intention and job satisfaction was also not supported. No evidence could however be found that the training programme had a significant contribution to increase job satisfaction and POB with the subsequent lower levels of turnover intention. Results indicated that only the job stressors, quantitative and qualitative job insecurity and the lack of role clarity hold predictive value with regard to POB (T1) and general health. It could also be established that POB (T1) acts as a partial mediator between v job stressors and general health. The negative effect of job stressors can therefore be minimised in the presence of POB. A positive correlation between the stress factors (lack of role clarity, role conflict, role overload and job insecurity), neuroticism and general health is evident from the results of this research. Results also confirmed a positive relationship between the aggregate engagement and POB scores, as well as the positive relationship between the total POB and engagement score. Given the positive nature of all the constructs measured, the inter–correlations were significant at both Time 1 and 2. Results revealed that POB at Time 1 did not predict engagement at Time 2. Strong evidence was found, however, that engagement at Time 1 predicted POB at Time 2. This finding is in line with research which suggests that engagement can facilitate the mobilisation of job and personal resources. In closing, recommendations for the participating organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Thesis (M. Diac. (Spelterapie)) / Die navorser het met hierdie intervensiestudie hanteringsriglyne vanuit ʼn Gestaltperspektief vir ouers met ʼn eiesinnige kleuter ontwikkel. Om bogenoemde te bereik, is slegs die eerste drie fases, asook Stap 1 van Fase 4 van Rothman en Thomas se Design & Development-model voltooi. Fase 1, naamlik die probleemanalise en projekbeplanning, het gefokus op die identifisering en betrek van respondente, die verkryging van toegang tot en samewerking van respondente, ʼn behoeftebepaling van die populasie, die analisering van die geïdentifiseerde probleem en die bepaling van die doelstellings en doelwitte. Deur die bestudering van bestaande literatuur en natuurlike voorbeelde, sowel as die identifisering van funksionele elemente van suksesvolle modelle is Fase 2, naamlik die insameling en sintese van data, suksesvol voltooi. Tydens Fase 3, naamlik die ontwerpfase, is ʼn waarnemingsisteem ontwikkel en prosedures vir die intervensie gespesifiseer. Deur die ontwikkeling van ʼn prototipe is Stap 1 van Fase 4, naamlik vroeë ontwerp en ontwikkeling, voltooi. Gevolgtrekkings en aanbevelings is vanuit die bevindinge gemaak. / Social Work

The critical ingredient for revenue collection for any government is the attainment of a sufficient level of tax compliance on the part of taxpayers. Ideally any government would want one hundred percent compliance which would mean optimal tax collection. Tax compliance is influenced by the behaviours of taxpayers which are shaped by their attitudes, and such attitudes are influenced by various factors. Understanding taxpayers’ behaviours in terms of factors that influence their attitudes towards tax compliance is therefore important in encouraging higher levels of compliance and minimisation of non-compliance. It is important for any government and revenue collecting authority to understand the reasons why taxpayers choose not to comply with tax laws as such understanding will have an impact on both the equity and efficiency of the economy. AFRIKAANS : Die bereiking van ‘n voldoende vlak van belastingnakoming aan die kant van die belastingpligtiges is van wesentlike belang vir enige regering by die invordering van belasting. In die ideale geval soek enige regering een honderd present voldoening wat optimale belastinginvordering sou beteken. Belastingnakoming word beïnvloed deur die gedrag van belastingpligtiges wat bepaal word deur hulle houding, en daardie houding word weer beïnvloed deur verskeie faktore. Dit is belangrik om belastingpligtiges se gedrag teenoor belastingnakoming te verstaan om sodoende hoër vlakke van nakoming aan te moedig en om nie-nakoming te minimiseer. Dit is belangrik vir alle regerings en inkomsteinvorderingsowerhede om die redes te verstaan waarom belastingpligtiges verkies om nie belastingwetgewing na te kom nie aangesien dit 'n impak het op beide die billikheid en doeltreffendheid van die ekonomie. Copyright 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Nghaamwa, OMI 2011, The factors influencing attitudes of Namibian taxpayers towards taxation, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-03082012-130634 / > F12/4/159/gm / Dissertation (MCom)--University of Pretoria, 2012. / Taxation / unrestricted

ENGLISH : The purpose of this study was to determine the role of fear for HIV/AIDs in adolescents’ sexual choices. Theories which informed the study included developmental theory, decisionmaking theory, as well as emotion theory. In this survey study a mixed-method questionnaire was designed, piloted and then implemented with 252 purposefully selected Grade 11, Afrikaans learners (127 boys and 125 girls), aged 16 to 17 years in one high school in Gauteng. Data was analysed quantitatively and qualitatively. It was found that adolescents link several emotions with HIV&AIDS: fear, concern and caution. Another finding was that adolescents reportedly made safe sexual choices. Therefore, it was concluded that adolescents fear for HIV&AIDS positively impacted on their safe sexual choices. AFRIKAANS : Die doel van hierdie studie was om te bepaal welke rol vrees vir MIV&VIGS speel in adolessente se seksuele keuses. Teorieë wat die studie ingelig het was ontwikkelingsteorie, besluitnemingsteorie en emosie-begronde teorieë. Die navorsingsontwerp van hierdie studie was ‘n opname studie. ‘n Gemengde metode vraelys is ontwerp, geloods, aangepas en geïmplementeer met. 252 graad 11, Afrikaanse leerders (127 seuns en 125 dogters), tussen die ouderdom van 16 en 17 jaar, wat doelgerig geselekteer is vanuit een hoërskool in Gauteng. Vraelysdata is kwantitatiewe en kwalitatiewe geanaliseer. Daar is bevind dat adolessente MIV/VIGS verbind met die emosies: vrees, bekommernis en versigtigheid. Verder blyk dit dat adolessente veilige seksuele keuses maak. Die gevolgtrekking is gemaak dat adolessente se vrees vir MIV&VIGS positief korreleer met hul veilige seksuele keuses. / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted