University of Macau / Faculty of Social Sciences. / Department of Sociology

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 138-155). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43437.

The present study explored the effect of personality and perceived social support on Facebook use and the effect of Facebook use on ones subjective well-being. Data was collected from 224 Form 1 studentsat two points in time that were three months apart. Results indicated that extraversion and perceived peers social support are significant predictors of Facebook usage for female students. No significant predictors could be found for male students. Furthermore, only number of Facebook friends of female students was found to have significant negative effect on subjective well-being. Problematic Internet use was found to have stronger effect on subjective well-being than Facebook usage. The limitations and future directions of the study are discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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The general problem was to determine personality differences among a hierarchy of high school female athletes in various socio-economic groups. The specific problems were: (1) To determine if there were any significant personality trait differences among three socio-economic groupings of superior athletes.; (2) To determine if there were any significant personality trait differences among three socio-economic groupings of average athletes.; (3) To determine if there were any significant personality trait differences among three socio-economic groupings of nonathletes.; and (4) To determine if there were any significant personality trait differences among superior, average, and nonathletes.

The following study was undertaken to discover some of the ways in which high school students who are popular differ from those who are not so popular.

Thesis (MEdPsych)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The adolescent's efforts to discover and create an identity are the most important task of this period of life. Identity formation can be regarded as a central developmental task during adolescence. For Erikson (1968) adolescence is marked by the need to resolve the crises of identity vs role confusion. The child cannot be seen in isolation from his system, especially the family in which he/she functions. The adolescent's identity and how he/she respond to the teenage years and development to adulthood is influenced by what happens in the family. The aim of the study is to investigate the relationship between the adolescent's perception of family functioning and identity development. The target group was Grade 12 (163) pupils from 3 secondary schools within Circuit 1 in the Bellville region in Cape Town. Two instruments were used, The Extended Objective Measure óf Ego Identity Status (EOM-EIS-2) (Adams,1999; Bennion and Adams,1986) and the Family Functioning in Adolescence Questionnaire (FFAQ) (Langey,1994). The EOMEIS- 2 is a self administered questionnaire. The 64-item instrument is an extension of Marcia's identity status paradigm and assesses psychosocial maturity with regard to oocupational, religious, political, and social dimensions of identity development. The FFAQ is developed to provide an instrument for assessing the psychosocial health of the family during the stage of having adolescent children, as perceived by the adolescent. It examines six dimensions of family functioning: structure, affect, communication, behaviour control, value transmission and external systems. In view of the results reported the most important findings can be summarized as follows: Identity diffusion shows a significant negative correlation with various dimensions of family functioning, including affective interaction in the family, communication, behavior control, the transmission of values, and the role of external systems in family life. This finding partly applies to three of the four subgroups, with the Afrikaans-speaking males the only exception. Among the English-speaking subgroup (males and females) the identity achievement status shows a significant positive correlation with communication and with the transmission of values in the family. Among the Afrikaans-speaking subgroup (males and females) the identity foreclosure status shows a significant positive correlation with communication, behavior control, the transmission of values, and the role of external systems in family life. Various important implications for education were pointed out. / AFRIKAANSE OPSOMMING: Die adolessent se pogings om 'n identiteit te vorm en te ontdek is die belangrikste taak van hierdie lewensfase. Identiteitsontwikkeling kan dus beskou word as 'n sentrale ontwikkelingstaak gedurende adolessensie. Vir Erikson (1968) word adolessensie gekenmerk deur die behoefte om die krisis van identiteit teenoor rolverwarring op te los. Die kind kan nie in isolasie van sy/haar sisteme gesien word nie, veral die gesin waarin hy/sy funksioneer. Die adolessent se identiteit en hoe hy/sy die tienerjare en die ontwikkeling na volwassenheid hanteer, gaan beïnvloed word deur wat gebeur in die gesinskonteks. Die doel van die studie was om die verband tussen adolessente se persepsies van spesifieke dimensies van hul gesinsfunksionering en hul identiteitsvorming te ondersoek. Die ondersoekgroep (N=163) het bestaan uit die graad 12-leerders van drie sekondêre skole binne Kring 1 van die Bellville-streek in Kaapstad. Twee instrumente is gebruik. naamik die Extended Objective Measure of Ego Identity Status-2 (EOM-EIS-2) (Adams, 1999; Bennion & Adams,1986) en die Vraelys vir Gesinsfunksionering gedurende Adolessensie (VGFA) (Langley, 1994). Die EOM-EIS-2 is 'n self-verslag vraelys, wat bestaan uit 64-items wat psigososiale volwassenheid in die ideologiese domein en die interpersoonlike domein van identiteitsontwikkeling meet. Die Vraelys vir Gesinsfunksionering gedurende Adolessensie (VGFA) word in hierdie ondersoek as instrument. gebruik om die psigososiale funksionering van die gesin, volgens die persepsies van die adolessent, te bepaal. Ses dimensies van gesinsfunksionering word afsonderlik, sowel as gesamentlik, ondersoek, naamlik: struktuur, affek, kommunikasie, gedragskontrole, waarde-oordrag en die rol van eksterne sisteme. Van die belangrikste bevindinge wat uit die ondersoek geblyk het, is die volgende: Identiteitsdiffusie toon 'n beduidende negatiewe korrelasie met verskeie dimensies van gesinsfunksionering, insluitend affektiewe interaksie, kommunikasie, gedragsbeheer en die oordrag van waardes in die gesin, asook die rol van eksterne sisteme in die gesinslewe. Hierdie tendens is by drie van die vier subgroepe gevind, uitgesluit die Afrikaanssprekende seuns. - Slegs in die Engelssprekende groep (meisies en seuns) toon die identiteitsverwerwingstatus 'n beduidende positiewe korrelasie met gesinsdimensies soos kommunikasie en die oordrag van waardes. In die Afrikaanssprekende groep (meisies en seuns) toon identiteitsluiting 'n beduidende positiewe korrelasie met gesinskommunikasie, gedragsbeheer, die oordrag van waardes, en die rol van eksterne sisteme. Belangrike opvoedkundige implikasies van die ondersoekbevindinge word aangedui.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity development and personality type preference during the adolescent developmental phase. The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs Type Indicator (MBTI) were used as research instruments. School, gender and language were considered as the demographic variables. Personality type preferences and the demographic variables indicated six significant interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P) have indicated significant interactions with the school variable. Identity status and the demographic variables also indicated significant interactions. Gender was related significantly to the interpersonal moratorium status. The school and language variables interacted with the identity diffusion, foreclosure and moratorium statuses in the ideological and in the interpersonal domains.. Significant interactions were indicated among identity status and two of the dimensions of personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP). Significant preferences for Intuition (N) in relation to the ideological, as well as the interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the. interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also related significantly to ideological and interpersonal foreclosure, as well as to interpersonal diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion- Introversion (E-I) dimensions demonstrated any significant interaction with the identity statuses. Educational implications and recommendations are suggested in terms of the indicated personality types and preferences among adolescents, identity formation, as well as the demographic variables related to personality type preferences and identity formation. Recommendations are also suggested with regard to the relationship between identity status and personality type preferences. The researcher would like to emphasise individual differences and diversity (in terms of identity development and personality type preferences) which link up with an inclusive educational approach. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure tydens die adolessente ontwikkelingsfase te ondersoek. Die volgende twee vraelyste is gebruik: Die Extended Objective Measure of Ego Identity Status (EOM-EIS-2) en die Myers-Briggs Type Indicator (MBTI). Skool, geslag en taal is oorweeg as demografiese veranderlikes. Persoonlikheidstipevoorkeure het ses beduidende interaksies met die demografiese veranderlikes getoon. Die Denke-Gevoel-skaal het beduidend met geslag verband gehou. Die Sintuiglik-Intuïtiewe (S-N), Denke-Gevoel (T-J) en Beoordeling-Waarneming (J-P) skale is beduidend met taal geassosieer. Die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale het beduidend met skool verband gehou. Identiteitstatus en die demografiese veranderlikes het ook beduidende verbande aangetoon. Geslag het 'n beduidende verband met interpersoonlike moratorium getoon. Skool en taal het elk ses beduidende interaksies met die identiteitsdiffusie-, premature sluiting- en moratoriumstatusse in die ideologiese en interpersoonlike domeine aangedui. Beduidende interaksies is gevind tussen identiteitstatus en twee dimensies van persoonlikheidstipevoorkeure, naamlik die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale. Beduidende voorkeure ten opsigte van die Intuïtiewe (N) funksie in die ideologiese en interpersoonlike premature sluitingstatusse, sowel as in die interpersoonlike diffusie- en moratoriumstatusse is gevind. Beduidende voorkeure ten opsigte van die Waarnemende funksie is ook in die statusse van ideologiese en interpersoonlike premature sluiting, sowel as in interpersoonlike diffusie en moratorium aangedui. Sowel die Ekstroversie-Introversie (E-I) as die Denke-Gevoel (T-J) dimensies het geen beduidende interaksies met identiteitstatusse aangedui nie. Opvoedkundige implikasies en aanbevelings word aangespreek in terme van die aangeduide persoonlikheidstipes en -voorkeure, identiteitsontwikkeling, en die demografiese veranderlikes wat persoonlikheidstipevoorkeure en identiteitsontwikkeling affekteer. Aanbevelings met betrekking tot die aangeduide verband tussen identiteitstatus en persoonlikheidstipevoorkeure word ook gedoen. Die navorsing wil indiwiduele verskille en diversiteit (ten opsigte van identiteitsontwikkeling en persoonlikheidstipevoorkeure) beklemtoon, wat aansluit by 'n inklusiewe opvoedingsbenadering.

School guidance aims to meet the social/personality, educational and vocational needs of pupils, and the curriculum, organised and drawn up by the relevant State education departments, attempts to address these needs. This investigation set out to discover the guidance needs of pupils specifically in the social/personality area, and further, to state these needs in such a way as to allow the logical development of guidance programmes. Group and individual interviews were conducted using a sample of 72 high school pupils, selected from standards six to eight. The results show clearly the areas in which the pupils perceive their needs to lie. It is also apparent that further research in this area is strongly indicated.

The purpose of this study was to determine personality characteristics of students who are successful on traditional campuses and students who are successful on alternative campuses. With this knowledge, more students may be served on the traditional campus without the necessity for alternative education.