The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.

The South African Reserve Bank presents an annual balance sheet for the South African household sector constructed from macro-economic data estimates. Broad asset and liability classes are presented which can be disaggregated with the use of micro-level data obtained directly from households. At the time of the study, however, micro-level data on the different asset and liability classes accumulated by households was not available. The main objective of the study was to disaggregate and measure the asset and liability base of South African households in metropolitan and non-metropolitan areas using micro-level data. The study used a mixed methodological approach, consisting of both qualitative and quantitative data and was conducted in three phases. In the first phase, a comprehensive literature review was conducted on the recognition and measurement of household assets and liabilities. Economic theories that explain asset and liability accumulation were reviewed and international surveys on household net wealth measurement scrutinised. A heuristic model of a financial position section for the South African household sector was developed. In the second and qualitative phase, online and face-to-face focus group deliberations were conducted with experts in the field of household finance to ensure that the newly developed financial position section would robustly recognise and measure all possible household asset and liability classes. In the third and quantitative phase, the financial position section was included in an omnibus survey and data was collected from a representative sample of 2 606 households in South Africa. The weighted data was segmented in terms of metropolitan and non-metropolitan areas and presented as statements of financial position based on the classification, recognition and measurement principles of “The Conceptual Framework for Financial Reporting 2010”. Composition analyses presented a secondary objective, namely to explore the effect of identified independent demographic variables on asset and liability accumulation. Multivariate analysis of variance (MANOVA) identified meaningful interaction effects for (1) age, income and area; (2) income and age; (3) education, income and age; and (4) education and income on asset accumulation and an age and income interaction effect on liability accumulation. The study contributes to the body of knowledge on the contemporaneous effect of age, income, education and area of residence on household asset and liability accumulation and provides information on South African household net wealth not yet available. The disaggregated asset and liability base will assist policy makers both at micro- and macro-economic level with the overview and management of South African household net wealth. / Business Management / D. Accounting Science

The South African Reserve Bank presents an annual balance sheet for the South African household sector constructed from macro-economic data estimates. Broad asset and liability classes are presented which can be disaggregated with the use of micro-level data obtained directly from households. At the time of the study, however, micro-level data on the different asset and liability classes accumulated by households was not available. The main objective of the study was to disaggregate and measure the asset and liability base of South African households in metropolitan and non-metropolitan areas using micro-level data. The study used a mixed methodological approach, consisting of both qualitative and quantitative data and was conducted in three phases. In the first phase, a comprehensive literature review was conducted on the recognition and measurement of household assets and liabilities. Economic theories that explain asset and liability accumulation were reviewed and international surveys on household net wealth measurement scrutinised. A heuristic model of a financial position section for the South African household sector was developed. In the second and qualitative phase, online and face-to-face focus group deliberations were conducted with experts in the field of household finance to ensure that the newly developed financial position section would robustly recognise and measure all possible household asset and liability classes. In the third and quantitative phase, the financial position section was included in an omnibus survey and data was collected from a representative sample of 2 606 households in South Africa. The weighted data was segmented in terms of metropolitan and non-metropolitan areas and presented as statements of financial position based on the classification, recognition and measurement principles of “The Conceptual Framework for Financial Reporting 2010”. Composition analyses presented a secondary objective, namely to explore the effect of identified independent demographic variables on asset and liability accumulation. Multivariate analysis of variance (MANOVA) identified meaningful interaction effects for (1) age, income and area; (2) income and age; (3) education, income and age; and (4) education and income on asset accumulation and an age and income interaction effect on liability accumulation. The study contributes to the body of knowledge on the contemporaneous effect of age, income, education and area of residence on household asset and liability accumulation and provides information on South African household net wealth not yet available. The disaggregated asset and liability base will assist policy makers both at micro- and macro-economic level with the overview and management of South African household net wealth. / Business Management / D. Com. (Accounting Science)

In hierdie studie is psigoterapeutiese uitkoms navorsing gedoen (Lindegger, 1999). Die navorser het as intern opvoedkundige sielkundige ‘n groepgebaseerde gestalt-dramaterapie program van 12 sessies ontwikkel ten einde selfagting-ontwikkeling by die kind met leerhindernisse aan te spreek. Gebrekkige motivering, ongunstige selfagting, sowel as problematiese sosiale vaardighede word geassosieer met leerhindernisse (DSM-IV-TR, 2000). Die Self-Esteem Index (SEI) is as meetinstrument gebruik en met aanvang en terminering van die intervensie afgeneem. Sekere strategieë is toegepas ten einde leerhindernisse te akkommodeer tydens die afneem van die meetinstrument. Na afloop van die intervensie, wat hoofsaaklik bestaan het uit dramatisering en rollespelle in kleingroep-verband, is die versamelde data statisties geanaliseer ten einde te bepaal of die intervensie moontlik tot die ontwikkeling van gunstige selfagting by die betrokke leerdergroep bygedra het. Die steekproef (n=17) is vanuit die SEI-vraelysdata van die Afrikaanssprekende Graad 4-leerders (tussen die ouderdomme van 10 tot 12 jaar) verbonde aan die betrokke remediërende skool, wie aan die LOD-program deelgeneem het, op sistematiese wyse getrek. Gepaarde t-toetse is gedoen ten einde te bepaal of daar enige statisties betekenisvolle verskille tussen die voortoets-/natoets-data bestaan. Die terapeutiese proses waartydens die data gegenereer is vir hierdie studie, was soortgelyk aan die pre-eksperimentele een groep voortoets-/natoets ontwerp. Die navorsingsresultate het aangedui dat die nulhipotese nie verwerp kan word nie. Die alternatiewe hipotese moet dus verder ondersoek word en vele moontlikhede vir toekomstige navorsing het vanuit die studie ontwikkel. ENGLISH : In this study psychotherapy outcome research was conducted (Lindegger, 1999). The researcher developed a group based gestalt drama therapy program during her internship as educational psychologist in a remedial school. The main therapeutic aim was to develop the self-esteem of the child with barriers to learning. Demoralization, low self-esteem, and deficits in social skills may be associated with barriers to learning (DSM-IV-TR, 2000). The intervention was facilitated over 12 sessions and all the Grade 4 pupils of the specific school participated in the intervention. The Self-Esteem Index (SEI) was administered during the beginning and at the end of the intervention. Certain strategies were used to accommodate barriers to learning during the administration of the SEI. After termination of the intervention the data were statistically analysed. The pretest/posttest results were compared in order to determine if the intervention contributed to self-esteem development of the participants. A data-sample (n=17) was systematically drawn from the Afrikaans speaking Grade 4 learner participants’ (between the ages of 10 to 12 years) SEI questionnaires. The therapeutic process during which the data was generated resembled a pre-experimental one group pretest/posttest design. Paired t-tests were used and the research results indicated no statistical significance which means that the null hypothesis could not be rejected. This resulted in the formulation of further hypothesis. The aim of this study therefore was to explore the possible effect of the intervention on the self-esteem development of the child with barriers to learning. Possibilities for further research emerged from this research study. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted