Proefskrif--PU vir CHO

Proefskrif--PU vir CHO

AIM OF THE STUDY - The general aim of the study is to design a selection test battery that can be used to screen students for the diploma courses in Management practice and Personnel management before the enrolment at the Witwatersrand Technikon. The specific aims are twofold: namely theoretical and empirical. The theoretical aim is firstly to give some perspective as far as the use of psychometric tests in the selection procedure, and secondly to give an overview of those factors that affect academic performance. The empirical aim consists of three objectives: To determine which factors are significantly related to academic performance of first year students for the Management practice and the Personnel management courses, respectively. To determine those factors that reflect a significant difference between the successful and unsuccessful students in both diploma courses. To develop a profile of the successful and unsuccessful groups' test performances for selection purposes. METHOD OF INVESTIGATION - A study of the relevant literature was undertaken concerning the role of psychometric tests in the selection procedure, as well as the effect of different cognitive and non-cognitive factors on academic performance. As a result of the limited number of first year students in these two courses, the total first year student group was involved in this study. The psychometric tests used in this study are the 19 Field Interest Inventory, the Structured Objective Rorschach test (SORT), The Survey of Study Habits and Attitudes (SSHA), the 16 Personality factor questionnaire {16PF), the subtest Mental Alertness of the Intermediate Battery and the Academic Achievement Battery. RESULTS OF THE MULTIPLE REGRESSION ANALYSIS - The test that shows the highest correlation with academic performance for both groups is the 16PF. In the case of the Management practice group, the correlation is 0,62 and for the Personnel management group, the correlation is 0,77. The Management practice group also reflected correlations between academic performance and previous performance (r=0,48) and between academic performance and interest (r=0,63). On the other hand, correlations were also found between academic performance and the SSHA ( r=O, 5 9) and between academic performance and mental alertness (r=0,42) concerning the Personnel management group. The 16PF therefore showed the highest correlation with academic performance for both groups. As a result of these findings and the relatively small population group used in this study it was decided, for the remainder of the investigation to combine the two groups. The new combined group was then subdivided into a successful and an unsuccessful group. RESULTS OF THE PROFILE ANALYSIS - The successful group obtained average scores which were higher than those of the unsuccessful group on eight factors of the 16PF. These eight factors are: A(Sociality), B (Intelligence), E(Dominance), F(Carefreeness), H (Social venturesomeness), L(Suspiciousness), N(Astuteness) and Ql(Radicalism). Of these eight factors, the differences for the last three are very insignificant. The unsuccessful group obtained higher average scores on the remaining eight factors but once again these differences are insignificant. RESULTS OF THE t-TEST - Significant differences were found between the successful and unsuccessful groups with regard to factors A(Sociality), B(Intelligence) and F(Carefreeness) on the 0,01-level while significant differences on the 0,05-level were obtained on factors E(Dominance) and Q3(Self-control). These results can be summarised as follows: * The successful group• is definitely more social, in other words more outgoing, carefree and more participative than the unsuccessful group. * The successful group has a greater mental ability than the unsuccessful group, is more independent and shows more enthusiasm. * The unsuccessful group shows a greater degree of self-control than the successful group with the result that they experience more anxiety in the process. According to this study, personality factors seem to play a more significant role than any other factors as measured in this particular case. Biographical data should also be considered in a study like this as this might possibly lead to other factors that influence academic performance. / Skripsie (MA)--PU vir CHO, 1987

Thesis (MEd)--PU vir CHO

Proefskrif--PU vir CHO

Proefskrif--PU vir CHO

Explicating the nature and concomitants of eudaimonic well-being is currently at the forefront of research on a fulfilling life and functioning well. However, the strength of research conducted on constructs is dependent on the quality of instrumentation. In view of this notion, Waterman et al. (2010) developed the Questionnaire for Eudaimonic Well-Being (QEWB) to operationalise their conceptualisation of eudaimonic well-being and explored the scale’s validity in American student samples. In particular, they confirmed a good fit of a unidimensional factor structure by using parcelled indicators in confirmatory factor analysis. Research on the applicability of this measure within the other cultural contexts needs to take cognisance of aspects such as conceptual equivalence, translation issues, and validity criteria. To contribute to the adaptation of the QEWB for the multilingual South African context, the aim of this study was to explore the structural and external validity of English, Afrikaans, and Setswana versions of the QEWB. A cross-sectional questionnaire survey design was used for data gathering. The sample (n = 975) consisted of students from a large university in South Africa, who completed either the English (n = 325), Afrikaans (n = 478), or Setswana (n = 172) version of the scale. To investigate the structural validity of the scale, descriptive statistics, reliability coefficients, and the scale’s factor structure were scrutinised. Regarding the latter, confirmatory factor analyses with both parcel- and item-level indicators, as well as principal component analyses were examined to assess the fit of a one-factor model. Exploratory factor analyses were conducted to further explore the dimensionality of the scale. External validity was examined by considering the attenuation corrected correlational patterns between scores on the QEWB and measures of well-being and ill-being. Results showed that item- and scale-level scores were mostly negatively skewed, with high average scores. Internal consistency reliability statistics indicated satisfactory reliability, except for a small mean interitem correlation for the Setswana instrument. Although adequate goodness of fit statistics of parcel-level confirmatory factor analyses supported Waterman et al.’s (2010) notion of a one-factor structure, the assumption of unidimensionality within parcels was not satisfied, which suggested that these analyses could have masked multidimensionality. A lack of fit of the one-factor model was shown by a number of small or negative interitem and item-total correlations, insufficient fit indices for item-level confirmatory factor analyses, and a small proportion of variance explained by the first unrotated component in principal component analysis. Exploratory factor analyses indicated a three-factor model, where the factors Sense of Purpose, Active Involvement in Beliefs, and Effortful Engagement were distinguished. For the English scale, a four-factor model was also sensible. Items that may need modification for the current context were identified. Support for convergent and discriminant validity was established. This study contributed to a further validation of the QEWB and highlighted its multidimensional structure for the groups involved. Further evaluation of the scale on conceptual and empirical levels is indicated, also specifically for applicability within the South African multilingual context. / Thesis (MSc (Clinical Psychology)--North-West University, Potchefstroom Campus, 2013.

Explicating the nature and concomitants of eudaimonic well-being is currently at the forefront of research on a fulfilling life and functioning well. However, the strength of research conducted on constructs is dependent on the quality of instrumentation. In view of this notion, Waterman et al. (2010) developed the Questionnaire for Eudaimonic Well-Being (QEWB) to operationalise their conceptualisation of eudaimonic well-being and explored the scale’s validity in American student samples. In particular, they confirmed a good fit of a unidimensional factor structure by using parcelled indicators in confirmatory factor analysis. Research on the applicability of this measure within the other cultural contexts needs to take cognisance of aspects such as conceptual equivalence, translation issues, and validity criteria. To contribute to the adaptation of the QEWB for the multilingual South African context, the aim of this study was to explore the structural and external validity of English, Afrikaans, and Setswana versions of the QEWB. A cross-sectional questionnaire survey design was used for data gathering. The sample (n = 975) consisted of students from a large university in South Africa, who completed either the English (n = 325), Afrikaans (n = 478), or Setswana (n = 172) version of the scale. To investigate the structural validity of the scale, descriptive statistics, reliability coefficients, and the scale’s factor structure were scrutinised. Regarding the latter, confirmatory factor analyses with both parcel- and item-level indicators, as well as principal component analyses were examined to assess the fit of a one-factor model. Exploratory factor analyses were conducted to further explore the dimensionality of the scale. External validity was examined by considering the attenuation corrected correlational patterns between scores on the QEWB and measures of well-being and ill-being. Results showed that item- and scale-level scores were mostly negatively skewed, with high average scores. Internal consistency reliability statistics indicated satisfactory reliability, except for a small mean interitem correlation for the Setswana instrument. Although adequate goodness of fit statistics of parcel-level confirmatory factor analyses supported Waterman et al.’s (2010) notion of a one-factor structure, the assumption of unidimensionality within parcels was not satisfied, which suggested that these analyses could have masked multidimensionality. A lack of fit of the one-factor model was shown by a number of small or negative interitem and item-total correlations, insufficient fit indices for item-level confirmatory factor analyses, and a small proportion of variance explained by the first unrotated component in principal component analysis. Exploratory factor analyses indicated a three-factor model, where the factors Sense of Purpose, Active Involvement in Beliefs, and Effortful Engagement were distinguished. For the English scale, a four-factor model was also sensible. Items that may need modification for the current context were identified. Support for convergent and discriminant validity was established. This study contributed to a further validation of the QEWB and highlighted its multidimensional structure for the groups involved. Further evaluation of the scale on conceptual and empirical levels is indicated, also specifically for applicability within the South African multilingual context. / Thesis (MSc (Clinical Psychology)--North-West University, Potchefstroom Campus, 2013.

Text in Afrikaans / Die doel van hierdie navorsing is, om te bepaal of gesyferdheid by kleuters binne `n speelgroepsituasie ontwikkel kan word deur middel van `n program wat wiskundige konsepte aan kleuters oordra. Ten einde hierdie doel te bereik is `n wiskunde program waarin verskillende hulpmiddels gebruik word, vir die kleuters aangebied. Die wiskunde program wat gebruik is, is saamgestel aan die hand van Charner, Murphy en Clark (2007) se “The Giant Encyclopedia of Math Activities for Children 3 to 6”. Die aktiwiteite wat tydens die voortoets en natoets gebruik is, is uit verskillende bronne op die internet verkry. Die aktiwiteite is uit gemelde bronne geneem en aangepas om by kleuters se ontwikkelingsvermoë te pas. Aan die einde van die wiskunde program kon daar `n verbetering in al die leerders se wiskunde vaardighede waargeneem word. Die resultate van die studie dui dus daarop dat kleuters se begrip en vaardigheid met wiskundige konsepte op `n vroeë ouderdom in `n speelgroep ontwikkel kan word. / The aim of this study was to determine whether numeracy can be developed among preschoolers in `n playgroup situation by means of a numeracy programme which introduces them to mathematical concepts. To achieve this aim a numeracy programme was used to introduce the mathematical concepts. The numeracy programme that was used is a programme compiled from “The Giant Encyclopedia of Math Activities for Children 3 to 6” by Charner, Murphy and Clark (2007). The activities which were used during the pre-test and post-test were taken from different sources on the internet. The activities taken from these different sources were adapted to the appropriate developmental phase of the preschoolers. At the end of the programme the post-test indicated an improvement in the mathematical competence of all the learners. The results of the study prove that preschoolers in a playgroup can improve their numeracy skills in the early years. / Teacher Education / M. Ed. (Didaktiek)

Text in Afrikaans / Die doel van hierdie navorsing is, om te bepaal of gesyferdheid by kleuters binne `n speelgroepsituasie ontwikkel kan word deur middel van `n program wat wiskundige konsepte aan kleuters oordra. Ten einde hierdie doel te bereik is `n wiskunde program waarin verskillende hulpmiddels gebruik word, vir die kleuters aangebied. Die wiskunde program wat gebruik is, is saamgestel aan die hand van Charner, Murphy en Clark (2007) se “The Giant Encyclopedia of Math Activities for Children 3 to 6”. Die aktiwiteite wat tydens die voortoets en natoets gebruik is, is uit verskillende bronne op die internet verkry. Die aktiwiteite is uit gemelde bronne geneem en aangepas om by kleuters se ontwikkelingsvermoë te pas. Aan die einde van die wiskunde program kon daar `n verbetering in al die leerders se wiskunde vaardighede waargeneem word. Die resultate van die studie dui dus daarop dat kleuters se begrip en vaardigheid met wiskundige konsepte op `n vroeë ouderdom in `n speelgroep ontwikkel kan word. / The aim of this study was to determine whether numeracy can be developed among preschoolers in `n playgroup situation by means of a numeracy programme which introduces them to mathematical concepts. To achieve this aim a numeracy programme was used to introduce the mathematical concepts. The numeracy programme that was used is a programme compiled from “The Giant Encyclopedia of Math Activities for Children 3 to 6” by Charner, Murphy and Clark (2007). The activities which were used during the pre-test and post-test were taken from different sources on the internet. The activities taken from these different sources were adapted to the appropriate developmental phase of the preschoolers. At the end of the programme the post-test indicated an improvement in the mathematical competence of all the learners. The results of the study prove that preschoolers in a playgroup can improve their numeracy skills in the early years. / Teacher Education / M. Ed. (Didaktiek)