Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

A notable paucity in practice interventions and literature currently exists in regard to self-support in first-time mothers. Recent literature and practice interventions seem to focus largely on social support resources, highlighting the deficiency in the investigation of self-support in first-time mothers as an integral and holistic concept and/or focus point for intervention. Literature continues to illustrate the many challenges first-time mothers encounter and therefore this study focuses on self-support experiences of the first-time mother in relation to her environment by providing an original stance of enquiry. The investigator aimed to explore and describe the experiences of self-support in first-time mothers in the Cape Metropole. The study was conducted qualitatively and according to an Interpretive Phenomenological Analysis (IPA) research design. This provided the researcher with a dual method of investigation: The first undertaking was to describe actual accounts of the participants‟ self-support experiences, while the second was to give an interpretation of these accounts which would reflect their experiences in an understandable, yet authentic manner. The meta-theoretical framework of Gestalt Therapy Theory (GTT) was applied due to its holistic and integrative nature, while the additional theoretical frameworks of Self Determination Theory (SDT) and Positive Psychology (PP) served as contributors to deepen understanding. The sample consisted of thirteen first-time mothers from moderately diverse socio-economic backgrounds. The study succeeded in giving in-depth exploratory descriptions of their self-support experiences during the first two years of motherhood. Findings displayed that the participants‟ self-support cannot be separated from their constantly shifting environments and that self-support is an integrated and dynamic process of development. Internal elements as well as environmental factors prove to disrupt this process of self-support development. Vital components for developing self-support were assuming responsibility for own well-being as a mother; as well as arriving at insight. Joy and gratefulness as experienced by the participants were proven to serve as motivators to sustain self-support. The study further exhibits that a supportive relationship is able to exist between the first-time mother‟s self-support and her environment when she is able to effectively identify, reach out and utilise social support resources available in her environment. Self-support serves as an experiential process (as an alternative to a fixed outcome) where the first-time mother is able, through experience, to mature and become more self-supportive. Findings argue that ideal self-support during novel motherhood is the capability to be in a mature interactive relationship with the environment, constantly adapting according to the organisation of the environmental field. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

A notable paucity in practice interventions and literature currently exists in regard to self-support in first-time mothers. Recent literature and practice interventions seem to focus largely on social support resources, highlighting the deficiency in the investigation of self-support in first-time mothers as an integral and holistic concept and/or focus point for intervention. Literature continues to illustrate the many challenges first-time mothers encounter and therefore this study focuses on self-support experiences of the first-time mother in relation to her environment by providing an original stance of enquiry. The investigator aimed to explore and describe the experiences of self-support in first-time mothers in the Cape Metropole. The study was conducted qualitatively and according to an Interpretive Phenomenological Analysis (IPA) research design. This provided the researcher with a dual method of investigation: The first undertaking was to describe actual accounts of the participants‟ self-support experiences, while the second was to give an interpretation of these accounts which would reflect their experiences in an understandable, yet authentic manner. The meta-theoretical framework of Gestalt Therapy Theory (GTT) was applied due to its holistic and integrative nature, while the additional theoretical frameworks of Self Determination Theory (SDT) and Positive Psychology (PP) served as contributors to deepen understanding. The sample consisted of thirteen first-time mothers from moderately diverse socio-economic backgrounds. The study succeeded in giving in-depth exploratory descriptions of their self-support experiences during the first two years of motherhood. Findings displayed that the participants‟ self-support cannot be separated from their constantly shifting environments and that self-support is an integrated and dynamic process of development. Internal elements as well as environmental factors prove to disrupt this process of self-support development. Vital components for developing self-support were assuming responsibility for own well-being as a mother; as well as arriving at insight. Joy and gratefulness as experienced by the participants were proven to serve as motivators to sustain self-support. The study further exhibits that a supportive relationship is able to exist between the first-time mother‟s self-support and her environment when she is able to effectively identify, reach out and utilise social support resources available in her environment. Self-support serves as an experiential process (as an alternative to a fixed outcome) where the first-time mother is able, through experience, to mature and become more self-supportive. Findings argue that ideal self-support during novel motherhood is the capability to be in a mature interactive relationship with the environment, constantly adapting according to the organisation of the environmental field. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The objective of this study was to investigate the influence of manager behaviour on the turnover intentions of employees with scarce and critical skills in the mining industry. A cross-sectional survey design was used. A purposive sample (n = 505) was used to collect the data at a platinum operation. Questionnaires were given to employees with scarce and critical skills who fall within the C1 - D1 Patterson level range. Cronbach alpha coefficients were used to assess the reliability and validity of the measuring instruments. All the factors relating to manager's behaviour proved reliable, with the exception of feedback, and recommendations were made to improve the reliability of this specific scale. Results indicated statistically significant relationships between job satisfaction, recognition, feedback, communication from the manager and supervisor support, while a lack of job satisfaction, recognition, feedback, communication from the manager and supervisor support could be applied to predict turnover intentions of employees with scarce and critical skills. The moderating effect of supervisor social support between levels of recognition and turnover intention was supported. Based on the results obtained, conclusions were made after which recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011.

The objective of this study was to investigate the influence of manager behaviour on the turnover intentions of employees with scarce and critical skills in the mining industry. A cross-sectional survey design was used. A purposive sample (n = 505) was used to collect the data at a platinum operation. Questionnaires were given to employees with scarce and critical skills who fall within the C1 - D1 Patterson level range. Cronbach alpha coefficients were used to assess the reliability and validity of the measuring instruments. All the factors relating to manager's behaviour proved reliable, with the exception of feedback, and recommendations were made to improve the reliability of this specific scale. Results indicated statistically significant relationships between job satisfaction, recognition, feedback, communication from the manager and supervisor support, while a lack of job satisfaction, recognition, feedback, communication from the manager and supervisor support could be applied to predict turnover intentions of employees with scarce and critical skills. The moderating effect of supervisor social support between levels of recognition and turnover intention was supported. Based on the results obtained, conclusions were made after which recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011.