Text in Afrikaans / Adolescent behaviour is characterised as a cognitive, social and personality developing phase. Hormones can have a big influence on the cognitive and social developing of an adolescent boy. Adolescent boy’s behaviour can influence their attitudes towards developing of values. Moral values develop during adolescence. Limitations in the developing of cognitive skills in adolescent boys can lead to immoral experimenting. Attitudes of anxiety and a low self confidence can develop. Licentiousness is when a person acts outside the norm of moral values of an environment. Sexual licentiousness is behaviour that is unacceptable in social norms of the environment. Moral values are behaviour that is acceptable in a social environment. An Adolescent with a larcenous lifestyle does not have any moral values. The descriptive research method is used for the problem statement and to enquire into the objectives of the research. The Social Development Theory possesses to the enormous power to elevate and accelerate the expansion and development of human capabilities in any field. Social development organises human energies and activities at higher levels to achieve greater results. Development increases the utilisation of human potential. The question that is being asked is: Which factors influence adolescent boys’ attitudes towards sexual licentiousness and which socio educational situations can decrease the complex problem. The adolescent, however, still experiences problems in making the appropriate decisions in life. Decisions that may have far reaching implications for their future. / Adolessensie is ‘n fase van kognitiewe, sosiale en persoonlikheidontwikkeling. Hormone in die adolessente fase by seuns kan ‘n invloed hê op die kognitiewe en sosiale ontwikkeling van die adolessent. Dit kan veroorsaak dat adolessente op ‘n baie vroeë ouderdom gekonfronteer word met hul houdings tot ontwikkeling. Morele waardes ontwikkel tydens adolessensie. Morele onrypheid by die adolessent kan bly voortbestaan as gevolg van kognitiewe beperkings. Dit veroorsaak houdings van minderwaardigheid en vrees. Losbandigheid word in die morele sin gebruik as ’n persoon onsedelik lewe. ’n Adolessent met ’n losbandige leefstyl het ’n gebrek aan sedelike kodes. Sedes is gewoontes en gedrag wat deur ’n sosiale gemeenskap as normaal beskou word. Seksuele losbandigheid is gedrag in stryd met goeie waardes van die sosiale omgewing. Die beskywende kwantitatiewe navorsingsmetode is gebruik om die probleemstelling en doelwitte te ondersoek. Die sosiale ontwikkelingsteorie is gebruik as ‘n komponent om die proses waar die adolessent menslike vaardighede en houdings ontwikkel te beskryf. Die vrae wat ontstaan is dus: Eertens: Watter faktore gee aanleiding tot adolessente se houdings ten op sigte van seksuele losbandigheid Tweedens: Is daar sosio-opvoedkundige situasies wat die verskynsel kan verminder? Die adolessent ondervind steeds probleme om regte besluite in die allerdaagse lewe te neem. Besluite wat vêrrykende gevolge vir die toekoms inhou. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)

The aim of this investigation was to determine the effect of the psychological variables on the academic performance of first year students at the University of Potchefstroom. The reason that research in this field is important is that it can address the negative influence that the high failure rate of the first year students have on the community, the economy, and the severe financial and personal strain. Academic performance is the product of various inter-related factors. It is however difficult to get a representative model of all these factors. This is because academic performance, especially at university level, is an extremely complex and multi-facetted system. These factors need to be examined in conjunction with one another. A clear definition of the criteria used for academic performance evaluation is essential. A distinction is made between first year students that are successful in their studies as opposed to those that are not. A successful first year student is defined as a student who is credited with a pass mark in all the subjects required for that year of study, for the course taken. An unsuccessful first year student is a student that fails 50% or more of the subjects required for his I her course in that year, thus forcing the student to prolong the duration of the total study period by at least one year. A literature survey was done, in an attempt to identify and discuss some of the factors that influence academic performance. Various researchers' opinion on these factors were highlighted. The variables were grouped under the following headings: biographic, socio-economic, cognitive, personality, and academic factors. The following empirical tests were used: Senior Aptitude Test (SAT), the Ninteen Field Interest Inventory (19-FII), the Personal, Home, Social and Formal Relations Questionnaire (PHSF) and the Survey of Study Habits and Attitudes (SSHA). The study population consisted of academically successful and unsuccessful first year students that started their studies in 1998 at the University of Potchefstroom. The population included diversity in terms of faculty, race and gender. Detailed statistics were used to correlate the variables by means of graphs for each assessment technique. Statistical variance is shown in tabular form. Psychological differences between men and women are highlighted, as well as differences between race groups and faculties. The empirical study shows that there definitely are psychological factors that play a role in academic performance. A correlation between intelligence, personality, career interests, study habits and attitude, and the academic performance of the student is shown. From the literature, and on grounds of the empirical study done, it can be shown that psychological variables do influence the academic performance of the student, and that there is a correlation between the variables and academic performance. / Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2000

The aim of this investigation was to determine the effect of the psychological variables on the academic performance of first year students at the University of Potchefstroom. The reason that research in this field is important is that it can address the negative influence that the high failure rate of the first year students have on the community, the economy, and the severe financial and personal strain. Academic performance is the product of various inter-related factors. It is however difficult to get a representative model of all these factors. This is because academic performance, especially at university level, is an extremely complex and multi-facetted system. These factors need to be examined in conjunction with one another. A clear definition of the criteria used for academic performance evaluation is essential. A distinction is made between first year students that are successful in their studies as opposed to those that are not. A successful first year student is defined as a student who is credited with a pass mark in all the subjects required for that year of study, for the course taken. An unsuccessful first year student is a student that fails 50% or more of the subjects required for his I her course in that year, thus forcing the student to prolong the duration of the total study period by at least one year. A literature survey was done, in an attempt to identify and discuss some of the factors that influence academic performance. Various researchers' opinion on these factors were highlighted. The variables were grouped under the following headings: biographic, socio-economic, cognitive, personality, and academic factors. The following empirical tests were used: Senior Aptitude Test (SAT), the Ninteen Field Interest Inventory (19-FII), the Personal, Home, Social and Formal Relations Questionnaire (PHSF) and the Survey of Study Habits and Attitudes (SSHA). The study population consisted of academically successful and unsuccessful first year students that started their studies in 1998 at the University of Potchefstroom. The population included diversity in terms of faculty, race and gender. Detailed statistics were used to correlate the variables by means of graphs for each assessment technique. Statistical variance is shown in tabular form. Psychological differences between men and women are highlighted, as well as differences between race groups and faculties. The empirical study shows that there definitely are psychological factors that play a role in academic performance. A correlation between intelligence, personality, career interests, study habits and attitude, and the academic performance of the student is shown. From the literature, and on grounds of the empirical study done, it can be shown that psychological variables do influence the academic performance of the student, and that there is a correlation between the variables and academic performance. / Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2000

Please read the abstract in the dissertation. / Dissertation (MA)--University of Pretoria, 2013. / Psychology / unrestricted

Text in Afrikaans, abstracts in English and Afrikaans / Adolescent behaviour is characterised as a cognitive, social and personality developing phase. Hormones can have a big influence on the cognitive and social developing of an adolescent boy. Adolescent boy’s behaviour can influence their attitudes towards developing of values. Moral values develop during adolescence. Limitations in the developing of cognitive skills in adolescent boys can lead to immoral experimenting. Attitudes of anxiety and a low self confidence can develop. Licentiousness is when a person acts outside the norm of moral values of an environment. Sexual licentiousness is behaviour that is unacceptable in social norms of the environment. Moral values are behaviour that is acceptable in a social environment. An Adolescent with a larcenous lifestyle does not have any moral values. The descriptive research method is used for the problem statement and to enquire into the objectives of the research. The Social Development Theory possesses to the enormous power to elevate and accelerate the expansion and development of human capabilities in any field. Social development organises human energies and activities at higher levels to achieve greater results. Development increases the utilisation of human potential. The question that is being asked is: Which factors influence adolescent boys’ attitudes towards sexual licentiousness and which socio educational situations can decrease the complex problem. The adolescent, however, still experiences problems in making the appropriate decisions in life. Decisions that may have far reaching implications for their future. / Adolessensie is ‘n fase van kognitiewe, sosiale en persoonlikheidontwikkeling. Hormone in die adolessente fase by seuns kan ‘n invloed hê op die kognitiewe en sosiale ontwikkeling van die adolessent. Dit kan veroorsaak dat adolessente op ‘n baie vroeë ouderdom gekonfronteer word met hul houdings tot ontwikkeling. Morele waardes ontwikkel tydens adolessensie. Morele onrypheid by die adolessent kan bly voortbestaan as gevolg van kognitiewe beperkings. Dit veroorsaak houdings van minderwaardigheid en vrees. Losbandigheid word in die morele sin gebruik as ’n persoon onsedelik lewe. ’n Adolessent met ’n losbandige leefstyl het ’n gebrek aan sedelike kodes. Sedes is gewoontes en gedrag wat deur ’n sosiale gemeenskap as normaal beskou word. Seksuele losbandigheid is gedrag in stryd met goeie waardes van die sosiale omgewing. Die beskywende kwantitatiewe navorsingsmetode is gebruik om die probleemstelling en doelwitte te ondersoek. Die sosiale ontwikkelingsteorie is gebruik as ‘n komponent om die proses waar die adolessent menslike vaardighede en houdings ontwikkel te beskryf. Die vrae wat ontstaan is dus: Eertens: Watter faktore gee aanleiding tot adolessente se houdings ten op sigte van seksuele losbandigheid Tweedens: Is daar sosio-opvoedkundige situasies wat die verskynsel kan verminder? Die adolessent ondervind steeds probleme om regte besluite in die allerdaagse lewe te neem. Besluite wat vêrrykende gevolge vir die toekoms inhou. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)

Text in English, summary in English and Afrikaans / The purpose of this research was to investigate the effect of a performance management training programme on the attitudes of managers towards performance management. The research question was whether a performance management training intervention would change managers' attitude towards performance management. The respondent group consisted of 101 managers who responded to an advertisement and willingly participated in a performance management training programme. A quasi-experimental research design was used in which a pre-test and post-test was applied to the respondent group. The managers in the respondent group completed the same assessment instrument (or questionnaire) before and six months after the performance management training. The results of the empirical analysis indicated that female managers felt less positive about performance management than their male counterparts. No statistically significant change in the attitude and competency of managers towards performance management was found after they had attended the performance management training programme. / Die doel van die studie was om die impak van 'n prestasiebestuuropleidingsprogram op die houdings van bestuurders ten opsigte van prestasiebestuur te ondersoek. Die navorsingsvraag was of 'n opleidingsintervensie in prestasiebestuur, bestuurders se houdings ten opsigte van prestasiebestuur sou verander. Die respondentegroep het uit 101 bestuurders bestaan wat op 'n advertensie gereageer het en vrywillig deelgeneem het aan 'n prestasiebestuuropleidingsprogram. 'n Kwasie-eksperimentele navorsingsontwerp is gebruik waartydens 'n voor- en na-toets op die respondente toegepas is. Die bestuurders in die respondentegroep het dieselfde evalueringsinstrument voor en ses maande na die prestasiebestuuropleiding ingevul. Die resultate van die empiriese ontleding het getoon dat vroulike bestuurders minder positief oor prestasiebestuur gevoel het as hul manlike kollegas. Geen betekenisvolle statistiese verandering in die houdings en vaardighede van bestuurders ten opsigte van prestasiebestuur is gevind nadat hulle die prestasiebestuurprogram bygewoon het nie. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Summaries in English, Afrikaans and Tswana / The purpose of this study was to explore and develop understanding of nurses and midwives’ perceptions and attitudes towards the implementation of CPD, aiming to provide them with a platform to make recommendations to enhance the attendance of CPD.The study was conducted in a public regional hospital in Limpopo Province, South Africa. The purposive exploratory descriptive qualitative research method was used. Data was collected through Focus Group Discussions. Participants comprised of three focus group discussions. A semi-structured guide with open –ended questions was used and discussions were recorded with an audio recorder which were transcribed verbatim. Content analysis of the data was done. The study yielded themes, sub-themes and codes during analysis. Participants perceived CPD to have benefits to keep nurses updated with knowledge, skills and improvement of attitudes. It improves quality patient care. However, they identified staff shortage, time constraints and lack of internet connection as the major challenges. / Die doel van hierdie studie was om ‘n begrip van die houdings en persepsies teenoor die implementering van voortgesette professionele ontwikkeling (VPO) van verpleegkundiges en vroedvroue te verken, ten einde ‘n platform vir aanbevelings daar te stel om die bywoning van VPO te bevorder. Die studie was in 'n openbare streekshospitaal in die provinsie Limpopo, Suid-Afrika gedoen. ‘n Kwalitatiewe, doelgerigte, verkennende en beskrywende navorsingsmetode was gebruik om data is deur middel van drie fokusgroepbesprekings in te samel. ‘n Semi-gestruktureerde onderhoudegids met oop vrae was gebruik om klankopnames van gesprekke, verbatim te transkribeer. Data was ontleed deur middel van inhoudsanalise. Temas, subtemas en kodes is tydens die analise geïdentifiseer. Die deelnemers het VPO as voordelig beskou in terme van die opdatering van verpleegkundiges se kennis, vaardighede en houdings. Gehalte pasiëntsorg word sodoende verbeter. Hulle het egter personeeltekort, 'n gebrek aan tyd, en toegang tot die internet as ‘n struikelblok geïdentifiseer. / Maikaelelo a dipatlisiso tse (research), e ne e le go sekaseka le go tlhabolola kutlwisiso ya baoki le babelegisi ka ga tebo le maikutlo a bona mabapi le tshimololo ya go thlabolola dithuto bale tirong “CPD”. Maikaelelo e ne e le go ba neela tšhono ya go dira ditshwaelo go oketsa dipalo tse di tsenang dithuto tsa CPD. Dipatlisiso tse di diretswe kwa dipetleleng tsa kgaolo tsa botlhe, Porofenseng ya Limpopo mo Aforikaborwa. Go dirisitswe mokgwa wa dipatlisiso wa ‘purposive exploratory descriptive qualitative research’ mo di patlisisong tse. Dikitso di kgobokantswe go ya ka mokgwa wa lekgotla ‘Focus Group Discussion’. Batsayakarolo ba ne ba arogantswe ka ditlhopha tse tharo tsa ‘focus group discussions’. Kaedi e e rulagantsweng e e nang le dipotso tsa boitlhalosi- ka- botlalo e dirisitswe mme dipuisano tsa gatiswa ka rekhoto ya kgatiso-modumo morago tsa kwalwa fatshe ka mokgwa o di builweng. Tshekatsheko ya diteng tsa dikitso tse e dirilwe ka go latela mokgwa wa ‘content analysis’. Dipatlisiso tse dineetse molaetsa mogolo, melaetsanyana le melao ka nako ya ditshekatsheko. Batsayakarolo ba bone gothlabolola dithuto bale tirong ‘CPD’ go nale mosola mo tsweletsong ya go neela baoki kitso, bokgoni le tokafatso ya maitshwaro. E tokafaditse boleng ba tlhokomelo ya balwetse. Le fa go ntse jalo, ba supile fa tlhaelo ya baoki, dinako tsa go dira le go tlhoka kgokelelo ya enthanete e le dikgwetlho tse kgolo. / Health Studies / M.A. (Nursing Science)

Every organization has a corporate image (beyond its control) which is mainly formed by its corporate identity (which it can control). This means that organizations have to manage their images. A positive image is particularly important for non-profit organizations, since these organizations depend on the goodwill of their publics for their existence. NG Welsyn is a well known welfare organization, famous for its bond with the Dutch Reformed church. Its two main sources of income, namely the state and members of the church have different opinions about the spending of funds. The state expects NG Welsyn to play a role in transformation, while members of the church want their needs to be catered for first. This, along with the decrease in funds from church members forced NG Welsyn to research its image among Dutch Reformed church members. In order to determine the image of NG Welsyn, an external public relations audit was formed through the use of questionnaires, focus groups and semi-structured interviews. Theoretical knowledge with regard to corporate image and identity as well as attitude formation was used as theoretical framework within the context of strategic communication management by non-profit organizations. The attitudes of church members on the elements of corporate identity were researched to determine the organization's image. The results show that the church members don't have a positive or negative image of NG Welsyn, since they don't have enough information about the organization. There is currently no relationship between the two parties. The main conclusion is that NG Welsyn can improve its image by the strategic management of communication with important publics. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2005.

Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially in Mathematics. The implementation of new promotion requirements was inevitable for improving achievement levels. The main aim of this study is to document the attitudes of teachers and learners towards the introduction of the new 2010 Mathematics promotion requirements. The complexity and the nature of attitudes are illustrated and some of the characteristics related to teaching and learning of Mathematics in the academic reform are presented. The researcher developed a conceptual framework to compare and contrast the theoretical positions on the topic. Attitude is defined from diverse perspectives, and relationships of attitudes pertaining to achievement to perform in Mathematics are argued. A qualitative case study was the preferred method of choice. The participants were sampled according to a non-probability purposive sampling strategy. Five teachers, six grade 7 and six grade 9 learners participated in the study. The participants were interviewed to gain insight into how they formulated their attitudes towards the implementation of the academic reform. Focus group interviews were captured though audio recordings. Patterns, themes and categories emerged from the data analysis, suggesting that teachers and learners demonstrate positive and negative attitudes which affect their stance towards the new promotion requirements. Research findings were compared with the relevant literature to identify strengths and weaknesses as extracted from the attitudes of the participating teachers and learners which confirm that attitudes of teachers and learners interrelate and affect teaching and learning of Mathematics. Strengths and weaknesses extracted from the attitudes of the teachers relate to teaching strategies, pedagogical content knowledge and practical application of the subject. A weakness of the policy change is that the Ministry of Education does not sustain involvement. Teachers need support through workshops to increase their pedagogical content knowledge and gain more information about the implementation of the new policy. Furthermore teachers expect educational support from the Ministry of Education through the provision of textbooks and teaching aids. Collaboration between teachers is crucial, as is the significance thereof for developing pedagogical content knowledge for the implementation of the new Mathematical policy. Strengths and weaknesses extracted from attitudes as viewed by learners in grade 9 are more related to their opinions about the teachers, their motivation and academic achievements. Learners’ natural Mathematics skills should be developed to instill feelings of accomplishment. Grade 9 learners experience fear and insecurity in Mathematics because learners experience teachers as too strict, owing to the absence of pedagogical content knowledge. The grade 9 learners distinguish the importance of ICT use in Mathematics as part of a process to prepare them towards greater goals and practical application as a strength. Both advantages and disadvantages of beliefs regarding Mathematics amongst the teachers and the learners guide grade 7 learner towards achievement. Further expectations drive the grade 7 learners towards achievement in order to increase career opportunities and level of schooling. In conclusion the in-depth qualitative exploration is summarized in order to investigate the phenomenon of attitudes towards Mathematics and academic reform. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.

Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially in Mathematics. The implementation of new promotion requirements was inevitable for improving achievement levels. The main aim of this study is to document the attitudes of teachers and learners towards the introduction of the new 2010 Mathematics promotion requirements. The complexity and the nature of attitudes are illustrated and some of the characteristics related to teaching and learning of Mathematics in the academic reform are presented. The researcher developed a conceptual framework to compare and contrast the theoretical positions on the topic. Attitude is defined from diverse perspectives, and relationships of attitudes pertaining to achievement to perform in Mathematics are argued. A qualitative case study was the preferred method of choice. The participants were sampled according to a non-probability purposive sampling strategy. Five teachers, six grade 7 and six grade 9 learners participated in the study. The participants were interviewed to gain insight into how they formulated their attitudes towards the implementation of the academic reform. Focus group interviews were captured though audio recordings. Patterns, themes and categories emerged from the data analysis, suggesting that teachers and learners demonstrate positive and negative attitudes which affect their stance towards the new promotion requirements. Research findings were compared with the relevant literature to identify strengths and weaknesses as extracted from the attitudes of the participating teachers and learners which confirm that attitudes of teachers and learners interrelate and affect teaching and learning of Mathematics. Strengths and weaknesses extracted from the attitudes of the teachers relate to teaching strategies, pedagogical content knowledge and practical application of the subject. A weakness of the policy change is that the Ministry of Education does not sustain involvement. Teachers need support through workshops to increase their pedagogical content knowledge and gain more information about the implementation of the new policy. Furthermore teachers expect educational support from the Ministry of Education through the provision of textbooks and teaching aids. Collaboration between teachers is crucial, as is the significance thereof for developing pedagogical content knowledge for the implementation of the new Mathematical policy. Strengths and weaknesses extracted from attitudes as viewed by learners in grade 9 are more related to their opinions about the teachers, their motivation and academic achievements. Learners’ natural Mathematics skills should be developed to instill feelings of accomplishment. Grade 9 learners experience fear and insecurity in Mathematics because learners experience teachers as too strict, owing to the absence of pedagogical content knowledge. The grade 9 learners distinguish the importance of ICT use in Mathematics as part of a process to prepare them towards greater goals and practical application as a strength. Both advantages and disadvantages of beliefs regarding Mathematics amongst the teachers and the learners guide grade 7 learner towards achievement. Further expectations drive the grade 7 learners towards achievement in order to increase career opportunities and level of schooling. In conclusion the in-depth qualitative exploration is summarized in order to investigate the phenomenon of attitudes towards Mathematics and academic reform. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.