Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.

The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.

The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.