成子娟. / 論文(博士)--香港中文大學, 1999. / 參考文獻 (p. 248-263) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Cheng Zijuan. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 1999. / Can kao wen xian (p. 248-263) / Zhong Ying wen zhai yao.

The purpose of this study was to investigate the relationship that exists between academic self-concept, motivation and academic achievement at the University of the Free State. The primary aim of this study was to determine if academic self-concept and motivation of quantity surveying students at the University of the Free State could predict their level of academic achievement. The sample was selected by means of convenience sampling. Relevant literature indicated that there are contrasting findings about whether a relationship exists between students’ academic self-concepts and motivation, and academic achievement. The empirical investigation revealed that there are only significant correlations between academic self-concept, motivation and academic achievement in some of the study year levels and not in all of them. / Educational Studies / M.Ed. (Adult education)

Text in Afrikaans / Die invloed van die persoonskonstruk, lokus van kontrole, op die akademiese prestasie van leerlinge in die senior sekondere skoolfase is aangespreek. Literatuur bevestig 'n verband tussen lokus van kontrole en akademiese prestasie. Interne kontrole word met hoe akademiese prestasie en verantwoordelikheidsaanvaarding geassosieer. Persoonlikheidskenmerke van intern of ekstern georienteerde leerlinge, die invloed van lokus van kontrole op persoonlike perspektief, selfkonsep en akademiese prestasie toon dat internes hulself as bekwaam, effektief en suksesvol beskou terwyl eksternes meer negatiewe persoonskenmerke beklemtoon. Die CNS-IE en IAR vraelyste is gebruik om algemene- en akademiese lokus van kontrole onderskeidelik te meet. Leerlinge wat akademies volgens vermoe presteer, behaal hoer interne tellings as die wat onderpresteer. Geen een-tot-een verwantskap tussen lokus van kontrole en akademiese prestasie is tydens die empiriese ondersoek gevind nie. Daar is dus ander faktore wat saam met lokus van kontrole die akademiese prestasie van senior sekondere leerlinge beinvloed. / The influence of the personality construct, locus of control, on the academic achievement of pupils in the senior secondary school phase was investigated. Literature confirms a relation between locus of control and academic achievement. Internal control is associated with high academic achievement and acceptance of responsibility. Personality characteristics of internals and externals, the influence of locus of control on personal perspective, self-concept and academic achievement shows that internals view themselves as capable, ef cient and succesful while externals emphasise more negative personality characteristics. The CNS IE and IAR were used to measure general and academic locus of control. Academic achievers obtained higher internal scores than underachievers on both questionnaires. The results of the Empirical research indicate that locus of control is not the sole determinant of academic achievement. Therefore, other factors in conjunction with locus of control influence academic achievement. / Psychology of Education / M. Ed. (Voorligting)

The interdependent relationship which exists between personality characteristics of adolescents and their achievements in oral examinations have been investigated. The following related aspects were studied in the literature: * * * The role of oral evaluation in English. Personality characteristics which are meaningful to achievement in oral work. Ways to measure personality with special reference to the High School Personality Questionnaire. An empirical study inter alia revealed the following: {i) Low oral achievers are emotionally less stable than high achievers. (ii) Verbal intelligence, emotional instability, anxiety experience and introvertedness play an influential role in achievement in oral work. (iii) Girls tend to achieve better in oral work in the secondary school than boys. The educational implications of the investigation relate to the adequate becoming-adult of the adolescent. The role of the educand's personality in oral examinations and the need of teachers to possess more information about this matter during evaluation, have been revealed in this study. / Psychology of Education / M. Ed. (Psychology of Education)

Holland's theory of vocational personalities and work environments incorporates four theoretical constructs (congruence, consistency, differentiation and identity) which attempt to explain sources in variability of achievement and satisfaction among employed adults and college students. This study sought to: (1) investigate the relationship of Holland's constructs to academic achievement and educational satisfaction of undergraduate music majors; (2) investigate differences in all variables according to gender and degree major. Data were collected from undergraduate music majors (N = 100) enrolled at the University of North Texas using the Vocational Preference Inventory. Mv Vocational Situation. and the Music Major Satisfaction Questionnaire. Reliability for the Music Major Satisfaction Questionnaire was estimated at .92 using Cronbach's coefficient alpha. Pearson product-moment correlation coefficients indicated that: (1) congruence was significantly related to academic achievement and educational satisfaction; (2) identity was significantly related to academic achievement and educational satisfaction; (3) consistency was significantly related to academic achievement, but not to educational satisfaction; (4) differentiation was significantly related to academic achievement, but not to educational satisfaction. Multiple regression using a stepwise entry method indicated that: (1) the identity construct was the best predictor of educational satisfaction scores; (2) identity was the best predictor of academic achievement scores. The results of the study suggested: (1) it is unlikely that any single theory accounts for all dimensions of variability in achievement among college music majors. To arrive at a comprehensive model of achievement, it will be necessary to utilize constructs of several theories. Such a model should include Holland's constructs of identity, congruence, and possibly differentiation. (2) similarly, a comprehensive model of satisfaction should include Holland's constructs of identity and congruence. (3) Holland's classification system may distinguish among two traditionally held divisions of college music majors, performance majors and education majors. (4) music education majors and music performance majors differ on the social dimension of their vocational personalities.

The primary purpose of this study was to examine the potential mediating effect of TEI on the relationship between parenting style/dimension and first year students’ university adjustment in higher education institutions of Ethiopia. The study sought to test a model where parental responsiveness, parental demandingness and the TEI interactively and individually, relate to adjustment. A total of 464 first year university students from three public universities participated in this study. The results of preliminary analyses pertaining to the predominantly practiced parenting style in the families of Ethiopia revealed that if gender is ignored, the most common parenting style is the neglectful style followed very closely by the authoritative style. However, parenting styles varied as a function of students’ gender. A statistically significant TEI score difference was found among the four parenting style categories. Results also revealed that a statistically significant difference on adjustment mean score was found among the four parenting style categories. The t-test result revealed that there was a statistically significant difference between male and female first year university students with regard to TEI score but there was no a statistically significant difference between male and female first year university students with respect to the adjustment score. The path analysis result also revealed that parental dimensions (responsiveness and demandingness) and TEI had a statistically significant and positive direct effect on adjustment. The multiple regression result showed that TEI, parental responsiveness and parental demandingness interactively explained 31.9 percent of the variance on adjustment. Finally, the mediation analysis results revealed that TEI plays a meditation role, but only partially, in the parental demandingness and adjustment relationship, and in the parental responsiveness and adjustment relationship, which potentially confirms that the adjustment scale can explain the relationship between the demandingness and responsiveness dimension-variables of parenting style and TEI. Based on the results of the present study, some practical, theoretical and methodological implications of the study for designing interventions to maximize students’ adjustment in higher education institutions are addressed. Moreover, recommendations, limitations and future directions are addressed for researchers to take lesson in undertaking this or similar types of research in the future. / Psychology / D. Phil. (Psychology)

The purpose of this study was to investigate the relationship that exists between academic self-concept, motivation and academic achievement at the University of the Free State. The primary aim of this study was to determine if academic self-concept and motivation of quantity surveying students at the University of the Free State could predict their level of academic achievement. The sample was selected by means of convenience sampling. Relevant literature indicated that there are contrasting findings about whether a relationship exists between students’ academic self-concepts and motivation, and academic achievement. The empirical investigation revealed that there are only significant correlations between academic self-concept, motivation and academic achievement in some of the study year levels and not in all of them. / Educational Studies / M.Ed. (Adult education)

Text in Afrikaans / Die invloed van die persoonskonstruk, lokus van kontrole, op die akademiese prestasie van leerlinge in die senior sekondere skoolfase is aangespreek. Literatuur bevestig 'n verband tussen lokus van kontrole en akademiese prestasie. Interne kontrole word met hoe akademiese prestasie en verantwoordelikheidsaanvaarding geassosieer. Persoonlikheidskenmerke van intern of ekstern georienteerde leerlinge, die invloed van lokus van kontrole op persoonlike perspektief, selfkonsep en akademiese prestasie toon dat internes hulself as bekwaam, effektief en suksesvol beskou terwyl eksternes meer negatiewe persoonskenmerke beklemtoon. Die CNS-IE en IAR vraelyste is gebruik om algemene- en akademiese lokus van kontrole onderskeidelik te meet. Leerlinge wat akademies volgens vermoe presteer, behaal hoer interne tellings as die wat onderpresteer. Geen een-tot-een verwantskap tussen lokus van kontrole en akademiese prestasie is tydens die empiriese ondersoek gevind nie. Daar is dus ander faktore wat saam met lokus van kontrole die akademiese prestasie van senior sekondere leerlinge beinvloed. / The influence of the personality construct, locus of control, on the academic achievement of pupils in the senior secondary school phase was investigated. Literature confirms a relation between locus of control and academic achievement. Internal control is associated with high academic achievement and acceptance of responsibility. Personality characteristics of internals and externals, the influence of locus of control on personal perspective, self-concept and academic achievement shows that internals view themselves as capable, ef cient and succesful while externals emphasise more negative personality characteristics. The CNS IE and IAR were used to measure general and academic locus of control. Academic achievers obtained higher internal scores than underachievers on both questionnaires. The results of the Empirical research indicate that locus of control is not the sole determinant of academic achievement. Therefore, other factors in conjunction with locus of control influence academic achievement. / Psychology of Education / M. Ed. (Voorligting)

The interdependent relationship which exists between personality characteristics of adolescents and their achievements in oral examinations have been investigated. The following related aspects were studied in the literature: * * * The role of oral evaluation in English. Personality characteristics which are meaningful to achievement in oral work. Ways to measure personality with special reference to the High School Personality Questionnaire. An empirical study inter alia revealed the following: {i) Low oral achievers are emotionally less stable than high achievers. (ii) Verbal intelligence, emotional instability, anxiety experience and introvertedness play an influential role in achievement in oral work. (iii) Girls tend to achieve better in oral work in the secondary school than boys. The educational implications of the investigation relate to the adequate becoming-adult of the adolescent. The role of the educand's personality in oral examinations and the need of teachers to possess more information about this matter during evaluation, have been revealed in this study. / Psychology of Education / M. Ed. (Psychology of Education)

The main aims of this broad exploratory study were (a) to gain insights as to the possible interrelations between Unisa students' expectations for success and a variety of significant variables (such as their academic performance, self-perceptions, confidence, motivation, self-determination, others' expectancies, locus of control and attributions relating to previous performance), and (b) to discover possible differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail' groups; and 'realistic' and 'unrealistic' groups). The results of 61 hypotheses are compared with a variety of theoretical suggestions and past findings. It was found that, on the whole, the various groups, inter alia, expected to succeed, were confident about the accuracy of their expectations, perceived themselves to work hard, considered themselves to have considerable ability and to be above class average. Despite this rosy outlook many students failed the examinations. Two of the most striking findings of this study were that (a) those who failed overestimated their future performance to a significantly greater extent than those who passed, and (b) overestimations were negatively correlated with achievement. In contrast to theory and numerous research findings, the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed that overoptimistic expectancies and self-perceptions appear to be maladaptive in an academic context. Indeed, the findings suggest that accurate or even underoptimistic self-assessments may be more conducive to academic success. It is proposed that overoptimism may reflect ignorance of standards required, of adequate study methods, or may result in inappropriate preparation. In light of the findings, the implications and possible benefits and dangers of overoptimistic expectations and self-perceptions are discussed. The subjects are 715 third year Unisa psychology students, who are more heterogeneous than most other university students as they not only vary considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)