Within the framework of comprehensive research that has been done on the mathematics achievement of first-year university students, research literature contains relatively few studies concerning the prediction of the mathematics achievement of final year students. An ex post facto empirical study was undertaken to rectify this situation to some extent. The aims of this study were: • To develop prediction models with which to predict the mathematics achievement of third-year students at the PU for CHE. • To develop a prediction analysis for continuous data by means of which the mathematics achievement of third-year students can be predicted in terms of a pass/fail dichotomy by using the fundamentals of Boolean algebra. • To determine, as a secondary aim, the differential influence of several independent variables on the mathematics achievement of male and female students in their third year. Of the set of independent variables in this study, five indicated previous achievement, 10 were aptitude variables (including an estimated IQ score) and 21 were measures of different interests, while a measure of the algebraic preparedness of prospective mathematics students on the PU for CHE was also included. The mathematics achievement of students at the end of the first semester of the first year was used in part of the investigation as an independent variable. Four criteria were defined to quantify the mathematics achievement of students at the PU for CHE. In three of these, unsuccessful attempts to obtain a pass in mathematics courses were taken into consideration. The aptitude variables in this study were measured with the Senior Aptitude tests (Human Sciences Research Council), the 19-Field Interests Questionnaire (Human Sciences Research Council) and the algebraic preparedness of students was measured by means of a 60-item multiplechoice test developed by this researcher and of which measures of validity and reliability were reported. The data of two groups of subjects considered as study populations, were used in the study. The group of first-year students following mathematics courses for the first time in 1982 was employed as an experimental group. Of the 154 first-year students in this group, 58 were able to advance to the third year and wrote the examination in least one mathematics course in that year. The class of first-year students registered for mathematics courses for the first time in 1983 was used as a crossvalidation group in order to validate the prediction models. This group consisted of 138 students, of which 54 advanced to the third year. Six hypotheses were examined in this study by means of several statistical techniques. By means of singular correlations it was shown that certain independent variables exerted a bigger influence on the mathematics performance of third-year students than others and that the correlations of some independent variables with mathematics achievement decreased from the first year to the third year. Regarding other variables, the opposite tendency was found. By means of factor, regression, discriminant and Boolean analysis, it was further found that the mathematics achievement of male and female students on the third year level was influenced differently by independent variables. The hypothesis that a higher percentage of the variance of mathematics performance in the case of females than that of males can be accounted for, could not be accepted for all criteria of mathematics achievement. The validity of prediction models could also not be accepted for all criteria of mathematics performance, even if the mathematics achievement of students at the end of the first semester in the first year was included as an independent variable in the regression analysis. Finally it was found that prediction models for the pass/fail dichotomy for mathematics achievement, developed by means of Boolean analysis, were on the average more successful in terms of validity than the discriminant functions developed by using discriminant analysis. This result indicated a promising future for the use of Boolean analysis in the prediction of academic achievement. / Proefskrif (DEd)--PU vir CHO, 1988

This study was an attempt to determine whether there are factors related to student dating which can be associated with the level of students’ academic performance, and, if any exist, to establish the nature of these factors and to determine and explain this association or relationship. The sample was drawn from students in the final (third) year of their B.A. course. The sample included both men and women. It was drawn from the Potchefstroom University for C.H.E. and the University of Pretoria. The results indicated a definite relationship between certain aspects of students' dating and their academic success. The most important observation concerned the dating pattern: Students who classified themselves as having a steady date (going steady) almost without exception obtained higher marks than could have been expected from their academic aptitude. (Matriculation results were used as an indication of this sample's academic aptitude, having been statistically proved to bear the highest correlation with their actual academic performance.) The academic performance of students who did date but who did not have a steady date was, in almost every case, found to be poorer than could have been expected from their academic aptitude. Many indications were found that these two groups of students do not only differ regarding the level of their academic performance but also as regards a number of other characteristics, the development of which, of course, may very well have been further stimulated by the nature of their specific dating patterns. The academic performance of students who did not date at all was found to be, in some cases, slightly poorer, and, in other instances, slightly better than could have been expected; no definite pattern emerged. Some other aspects of student dating proved, in some cases, to have a significant relationship with students’ academic performance. These were: the length of the period (number of years) for which they had been going steady and the time (average in hours per week) spent on dating activities. Where students of the two universities were concerned, certain differences in the relationship between their dating behaviour and academic performance were observed. Only very slight differences were observed between the two sexes as far as the relationship between these two variables are concerned. The study shed more light on the problem of factors associated with students' academic success by presenting an analysis of the influence of certain aspects of dating behaviour on the level of students’ academic performance. Furthermore it served to elucidate the role of dating as a significant part of student life, and the influence of certain dating patterns and other variables associated with dating on many aspects of their university life, including their academic performance. / Thesis (MA)--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

Within the framework of comprehensive research that has been done on the mathematics achievement of first-year university students, research literature contains relatively few studies concerning the prediction of the mathematics achievement of final year students. An ex post facto empirical study was undertaken to rectify this situation to some extent. The aims of this study were: • To develop prediction models with which to predict the mathematics achievement of third-year students at the PU for CHE. • To develop a prediction analysis for continuous data by means of which the mathematics achievement of third-year students can be predicted in terms of a pass/fail dichotomy by using the fundamentals of Boolean algebra. • To determine, as a secondary aim, the differential influence of several independent variables on the mathematics achievement of male and female students in their third year. Of the set of independent variables in this study, five indicated previous achievement, 10 were aptitude variables (including an estimated IQ score) and 21 were measures of different interests, while a measure of the algebraic preparedness of prospective mathematics students on the PU for CHE was also included. The mathematics achievement of students at the end of the first semester of the first year was used in part of the investigation as an independent variable. Four criteria were defined to quantify the mathematics achievement of students at the PU for CHE. In three of these, unsuccessful attempts to obtain a pass in mathematics courses were taken into consideration. The aptitude variables in this study were measured with the Senior Aptitude tests (Human Sciences Research Council), the 19-Field Interests Questionnaire (Human Sciences Research Council) and the algebraic preparedness of students was measured by means of a 60-item multiplechoice test developed by this researcher and of which measures of validity and reliability were reported. The data of two groups of subjects considered as study populations, were used in the study. The group of first-year students following mathematics courses for the first time in 1982 was employed as an experimental group. Of the 154 first-year students in this group, 58 were able to advance to the third year and wrote the examination in least one mathematics course in that year. The class of first-year students registered for mathematics courses for the first time in 1983 was used as a crossvalidation group in order to validate the prediction models. This group consisted of 138 students, of which 54 advanced to the third year. Six hypotheses were examined in this study by means of several statistical techniques. By means of singular correlations it was shown that certain independent variables exerted a bigger influence on the mathematics performance of third-year students than others and that the correlations of some independent variables with mathematics achievement decreased from the first year to the third year. Regarding other variables, the opposite tendency was found. By means of factor, regression, discriminant and Boolean analysis, it was further found that the mathematics achievement of male and female students on the third year level was influenced differently by independent variables. The hypothesis that a higher percentage of the variance of mathematics performance in the case of females than that of males can be accounted for, could not be accepted for all criteria of mathematics achievement. The validity of prediction models could also not be accepted for all criteria of mathematics performance, even if the mathematics achievement of students at the end of the first semester in the first year was included as an independent variable in the regression analysis. Finally it was found that prediction models for the pass/fail dichotomy for mathematics achievement, developed by means of Boolean analysis, were on the average more successful in terms of validity than the discriminant functions developed by using discriminant analysis. This result indicated a promising future for the use of Boolean analysis in the prediction of academic achievement. / Proefskrif (DEd)--PU vir CHO, 1988

This study was an attempt to determine whether there are factors related to student dating which can be associated with the level of students’ academic performance, and, if any exist, to establish the nature of these factors and to determine and explain this association or relationship. The sample was drawn from students in the final (third) year of their B.A. course. The sample included both men and women. It was drawn from the Potchefstroom University for C.H.E. and the University of Pretoria. The results indicated a definite relationship between certain aspects of students' dating and their academic success. The most important observation concerned the dating pattern: Students who classified themselves as having a steady date (going steady) almost without exception obtained higher marks than could have been expected from their academic aptitude. (Matriculation results were used as an indication of this sample's academic aptitude, having been statistically proved to bear the highest correlation with their actual academic performance.) The academic performance of students who did date but who did not have a steady date was, in almost every case, found to be poorer than could have been expected from their academic aptitude. Many indications were found that these two groups of students do not only differ regarding the level of their academic performance but also as regards a number of other characteristics, the development of which, of course, may very well have been further stimulated by the nature of their specific dating patterns. The academic performance of students who did not date at all was found to be, in some cases, slightly poorer, and, in other instances, slightly better than could have been expected; no definite pattern emerged. Some other aspects of student dating proved, in some cases, to have a significant relationship with students’ academic performance. These were: the length of the period (number of years) for which they had been going steady and the time (average in hours per week) spent on dating activities. Where students of the two universities were concerned, certain differences in the relationship between their dating behaviour and academic performance were observed. Only very slight differences were observed between the two sexes as far as the relationship between these two variables are concerned. The study shed more light on the problem of factors associated with students' academic success by presenting an analysis of the influence of certain aspects of dating behaviour on the level of students’ academic performance. Furthermore it served to elucidate the role of dating as a significant part of student life, and the influence of certain dating patterns and other variables associated with dating on many aspects of their university life, including their academic performance. / Thesis (MA)--PU vir CHO

Fundamentele bewegingsvaardighede is die onderbou of basis waarop al die vereiste vaardighede en aktiwiteite in die kurrikulum vir Senior Fase Liggaamlike Opvoeding van die Kurrikulum en Assesseringsbeleidsverklaring (KABV), gebou is. Dit word verder in die literatuur beklemtoon dat die kwalitiet waarmee leerders „n fundamentele bewegingsvaardigheid uitvoer, net so belangrik is soos die kwantitatiewe uitkoms van die uitvoering. Liggaamlike Opvoedingonderwysers behoort dus bewus te wees van beide die kwalitatiewe en kwantitatiewe vlakke van leerders se fundamentele bewegingsvaardighede in die lig van die vereiste ontwikkeling en inoefening van gespesialiseerde bewegings- en sportvaardighede in die Liggaamlike Opvoedingprogram. Fundamentele bewegingsvaardighede speel verder „n integrale rol in „n leerder se algehele motoriese behendigheid. Die Liggaamlike Opvoeding-onderwyser moet voorts bewus wees van geslags- en etniese verskille in fundamentele bewegingsvaardighede en motoriese behendigheid ten einde effektief in die Liggaamlike Opvoedingprogram te differensieer en by verskillende leerders se vermoëns aan te pas. Verder, aangesien dit die primêre doelstelling van Liggaamlike Opvoeding in die KABV is om leerders te bemagtig om fisiek aktief te wees, is die verwantskap tussen fundamentele bewegingsvaardighede, motoriese behendigheid en fisieke aktiwiteitsvlakke nog „n aspek wat van belang is vir die Liggaamlike Opvoeding-onderwyser in die samestelling van die Liggaamlike Opvoedingprogram. Laastens toon navorsing „n verwantskap tussen motoriese behendigheid en akademiese prestasie. Die doel van hierdie studie was eerstens om die kwantitatiewe en kwalitatiewe stand van fundamentele bewegingsvaardighede by Senior Fase leerders in die Potchefstroom-omgewing te bepaal. Die tweede doelstelling was om die verskille tussen geslagte en etniese groepe ten opsigte van motoriese behendigheid te bepaal. Die derde doelstelling was om die verband tussen motoriese behendigheid en fisieke aktiwiteit te bepaal, en laastens om die verband tussen motoriese behendigheid en akademiese prestasie te bepaal. ʼn Totaal van 239 Senior Fase leerders (98 seuns en 141 dogters), tussen die ouderdomme 13 en 14 jaar het aan die studie deelgeneem. Kwantitatiewe metodologie, met „n eenmalige dwarssnit-ontwerp, is vir die doeleindes van die studie gebruik. Die proefpersone se fundamentele bewegingsvaardighede en motoriese behendigheid is bepaal met behulp van die verkorte weergawe van die Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2) (Bruininks & Bruininks, 2005), „n kwantitatiewe toetsbattery wat bestaan uit vier komponente, naamlik fynmotoriese kontrole, manipulasie koördinasie, liggaamskoördinasie en krag-en-ratsheid. Vir die kwalitatiewe bewegingsanalise is van die Fundamentele Bewegingspatroonassesseringsinstrument (FMPAI) (Gallahue & Donnelly, 2003) gebruik gemaak. Vir die meting van fisieke aktiwiteitsvlakke is gebruik gemaak van die gestandaardiseerde International Physical Activity Questionnaire (IPAQ) (Sjöström, 2005). Hierdie vraelys vra die deelnemer om fisieke aktiwiteite van die laaste sewe dae, en ook van ‟n normale week oor die algemeen, gemeet in totale METS (metabolic equivalent – intensiteit van oefening), te rapporteer. Die leerders se akademiese prestasie is gemeet deur gebruik te maak van die gemiddelde akademiese punt (gemiddeld van al die vakke – Afrikaans, Engels, Wiskunde, Lewensoriëring, Geskiedenis, Geografie, Natuur-Wetenskap, Tegnologie, Ekonomiese en Bestuurswetenskappe en Skeppende Kunste), op die leerder se rapport aan die einde van die jaar, asook die gemiddelde punte vir die twee vakke Engels en Wiskunde, soos op die rapport aan die einde van die jaar aangedui. Beskrywende statistiek is gebruik om gemiddeldes ( x ), minimum- en maksimumwaardes, en standaardafwykings (sa) met behulp van die Statistica vir Windows rekenaarprogram (StatSoft, 2012) te bereken. Verbande tussen die kwantitatiewe en kwalitatiewe resultate, tussen die motoriese behendigheidtoetse en die fisieke aktiwiteitsvlakke, asook tussen motoriese behendigheidstoetse en akademiese prestasie is ontleed met behulp van Spearman korrelasiekoëffisiënte. Om die praktiese betekenisvolheid van die verbande te bepaal is die korrelasiekoëffisiënt as effekgrootte (EG) gebruik. Ten einde die betekenisvolheid van geslagsen etniese verskille te bepaal, is die data verder geanaliseer deur gebruik te maak van onafhanklike t-toetse (p<0.05) en vir die doel van die interpretasie van praktiese betekenisvolheid van die verskille is effekgroottes (EG) bereken. Uit die resultate van die studie blyk dit dat daar in die kwantitatiewe evaluasie, veral by die wisselspronge, lynloop en eenbeenstand, agterstande by 20 tot 35% van die leerders was. Met betrekking tot die kwalitatiewe uitvoering van die vaardighede was die eenbeenstand by 22.6 tot 24.5% van die leerders nog nie in die volwasse stadium van bemeestering van fundamentele bewegingsvaardighede nie. Die kwantitatiewe en kwalitatiewe tellings het verder by die bonsen- vang- en die dribbel-van-die-bal toetse nie gekorreleer nie, wat daarop dui dat leerders soms kwantitatief, maar nie noodwendig kwalitatief, aan die norme voldoen het nie. Met betrekking tot verskille tussen geslagte en etniese groepe, toon die resultate dat die meisies oor die algemeen beter as die seuns gevaar het, en die Wit leerders beter gevaar het as die Swart leerders in die fynmotoriese koördinasietoetse. Met betrekking tot liggaamskoördinasie het die Wit leerders betekenisvol beter as die Swart leerders in die wisselsprongtoets gevaar. Betekenisvolle verskille is verder met betrekking tot die krag- en ratsheidkomponent gevind, waar die Wit leerders beter as die Swart leerders in die eenbeenspring-item gevaar het, terwyl onderskeidelik seuns en Wit groepe beter resultate as die meisies en die Swart groepe in die opsit- en opstoottoetse getoon het, asook met betrekking tot die totale motoriese behendigheidstelling (totale BOT-2 telling). Wat die fisieke aktiwiteitsvlakke van die proefpersone betref, toon die totale groep ʼn gemiddelde waarde van 489.68 METS per week, wat as matig-aktief geklassifiseer kon word, terwyl die seuns as hoog-aktief en die meisies as matig-aktief beskou kan word. Daar is ook statisties betekenisvolle korrelasies tussen die fisieke aktiwiteitsvlakke en verskeie motoriese vaardighede gevind, sowel as die totale BOT-2 telling by die totale groep en die seuns en meisies afsonderlik. Die motoriese sub-item waar die sterkste korrelasie met fisieke aktiwiteitvlakke in die totale groep asook by seuns en meisies afsonderlik gevind is, was die liggaamskoördinasie-item van die wisselspronge. Laastens toon die resultate met betrekking tot die verband tussen motoriese behendigheid en akademiese prestasie, betekenisvolle korrelasies tussen die verskillende groepe (seuns, meisies en totale groep) se Engelse, Wiskunde en jaargemiddeld en verskeie sub-items van al die komponente van die BOT-2, naamlik fyn-motoriese kontrole, manipulasie koördinasie, liggaamskoördinasie, krag en ratsheid, asook die totale motoriese behendigheidtelling, alhoewel hoofsaaklik met klein praktiese effekte. Die sterkste korrelasie is by al die groepe tussen die jaargemiddeld, asook die Engels en Wiskunde in ‟n mindere mate, met krag en ratsheid, gevind. Die totale motoriese behendigheidstelling het verder betekenisvol gekorreleer met die jaargemiddeld by al die groepe, met praktiese betekenisvolheid van medium effek. Die resultate van hierdie studie beklemtoon die noodsaaklikheid van die bewustheid van en assessering van die kwantitatiewe en kwalitatiewe stand van leerders se fundamentele bewegingsvaardighede deur die Liggaamlike Opvoeding-onderwyser. Die ontwikkeling en instandhouding van fundamentele bewegingsvaardighede behoort dus in die kurrikulum vir Senior Fase Liggaamlike Opvoeding ingesluit te word, ook met die oog op optimale motoriese behendigheidsontwikkeling. Die Liggaamlike Opvoeding-onderwyser behoort verder die Liggaamlike Opvoedingprogram aan te pas by die motoriese behendigheidsvlakke van die verskillende geslagte en etniese groepe in die klas, met spesifieke aandag aan die liggaamskoördinasievaardighede van Swart meisies en Swart seuns, asook krag- en ratsheidvaardighede by meisies en Swart leerders. Die verwantskappe wat gevind is tussen fisieke aktiwiteitsvlakke en motoriese behendigheid beklemtoon voorts die waarde van motoriese vaardigheidsontwikkeling in die Liggaamlike Opvoedingklas ten einde die kurrikulum vir Liggaamlike Opvoeding se doelwit om leerders te bemagtig om fisiek aktief te wees, te bereik. Laastens toon die verwantskappe wat gevind is tussen motoriese behendigheid en akademiese prestasie dat die ontwikkeling en instandhouding van motoriese vaardighede in die Liggaamlike Opvoedingprogram in Senior Fase-leerders se kognitiewe ontwikkeling en akademiese prestasie „n rol kan speel. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2015

Fundamentele bewegingsvaardighede is die onderbou of basis waarop al die vereiste vaardighede en aktiwiteite in die kurrikulum vir Senior Fase Liggaamlike Opvoeding van die Kurrikulum en Assesseringsbeleidsverklaring (KABV), gebou is. Dit word verder in die literatuur beklemtoon dat die kwalitiet waarmee leerders „n fundamentele bewegingsvaardigheid uitvoer, net so belangrik is soos die kwantitatiewe uitkoms van die uitvoering. Liggaamlike Opvoedingonderwysers behoort dus bewus te wees van beide die kwalitatiewe en kwantitatiewe vlakke van leerders se fundamentele bewegingsvaardighede in die lig van die vereiste ontwikkeling en inoefening van gespesialiseerde bewegings- en sportvaardighede in die Liggaamlike Opvoedingprogram. Fundamentele bewegingsvaardighede speel verder „n integrale rol in „n leerder se algehele motoriese behendigheid. Die Liggaamlike Opvoeding-onderwyser moet voorts bewus wees van geslags- en etniese verskille in fundamentele bewegingsvaardighede en motoriese behendigheid ten einde effektief in die Liggaamlike Opvoedingprogram te differensieer en by verskillende leerders se vermoëns aan te pas. Verder, aangesien dit die primêre doelstelling van Liggaamlike Opvoeding in die KABV is om leerders te bemagtig om fisiek aktief te wees, is die verwantskap tussen fundamentele bewegingsvaardighede, motoriese behendigheid en fisieke aktiwiteitsvlakke nog „n aspek wat van belang is vir die Liggaamlike Opvoeding-onderwyser in die samestelling van die Liggaamlike Opvoedingprogram. Laastens toon navorsing „n verwantskap tussen motoriese behendigheid en akademiese prestasie. Die doel van hierdie studie was eerstens om die kwantitatiewe en kwalitatiewe stand van fundamentele bewegingsvaardighede by Senior Fase leerders in die Potchefstroom-omgewing te bepaal. Die tweede doelstelling was om die verskille tussen geslagte en etniese groepe ten opsigte van motoriese behendigheid te bepaal. Die derde doelstelling was om die verband tussen motoriese behendigheid en fisieke aktiwiteit te bepaal, en laastens om die verband tussen motoriese behendigheid en akademiese prestasie te bepaal. ʼn Totaal van 239 Senior Fase leerders (98 seuns en 141 dogters), tussen die ouderdomme 13 en 14 jaar het aan die studie deelgeneem. Kwantitatiewe metodologie, met „n eenmalige dwarssnit-ontwerp, is vir die doeleindes van die studie gebruik. Die proefpersone se fundamentele bewegingsvaardighede en motoriese behendigheid is bepaal met behulp van die verkorte weergawe van die Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2) (Bruininks & Bruininks, 2005), „n kwantitatiewe toetsbattery wat bestaan uit vier komponente, naamlik fynmotoriese kontrole, manipulasie koördinasie, liggaamskoördinasie en krag-en-ratsheid. Vir die kwalitatiewe bewegingsanalise is van die Fundamentele Bewegingspatroonassesseringsinstrument (FMPAI) (Gallahue & Donnelly, 2003) gebruik gemaak. Vir die meting van fisieke aktiwiteitsvlakke is gebruik gemaak van die gestandaardiseerde International Physical Activity Questionnaire (IPAQ) (Sjöström, 2005). Hierdie vraelys vra die deelnemer om fisieke aktiwiteite van die laaste sewe dae, en ook van ‟n normale week oor die algemeen, gemeet in totale METS (metabolic equivalent – intensiteit van oefening), te rapporteer. Die leerders se akademiese prestasie is gemeet deur gebruik te maak van die gemiddelde akademiese punt (gemiddeld van al die vakke – Afrikaans, Engels, Wiskunde, Lewensoriëring, Geskiedenis, Geografie, Natuur-Wetenskap, Tegnologie, Ekonomiese en Bestuurswetenskappe en Skeppende Kunste), op die leerder se rapport aan die einde van die jaar, asook die gemiddelde punte vir die twee vakke Engels en Wiskunde, soos op die rapport aan die einde van die jaar aangedui. Beskrywende statistiek is gebruik om gemiddeldes ( x ), minimum- en maksimumwaardes, en standaardafwykings (sa) met behulp van die Statistica vir Windows rekenaarprogram (StatSoft, 2012) te bereken. Verbande tussen die kwantitatiewe en kwalitatiewe resultate, tussen die motoriese behendigheidtoetse en die fisieke aktiwiteitsvlakke, asook tussen motoriese behendigheidstoetse en akademiese prestasie is ontleed met behulp van Spearman korrelasiekoëffisiënte. Om die praktiese betekenisvolheid van die verbande te bepaal is die korrelasiekoëffisiënt as effekgrootte (EG) gebruik. Ten einde die betekenisvolheid van geslagsen etniese verskille te bepaal, is die data verder geanaliseer deur gebruik te maak van onafhanklike t-toetse (p<0.05) en vir die doel van die interpretasie van praktiese betekenisvolheid van die verskille is effekgroottes (EG) bereken. Uit die resultate van die studie blyk dit dat daar in die kwantitatiewe evaluasie, veral by die wisselspronge, lynloop en eenbeenstand, agterstande by 20 tot 35% van die leerders was. Met betrekking tot die kwalitatiewe uitvoering van die vaardighede was die eenbeenstand by 22.6 tot 24.5% van die leerders nog nie in die volwasse stadium van bemeestering van fundamentele bewegingsvaardighede nie. Die kwantitatiewe en kwalitatiewe tellings het verder by die bonsen- vang- en die dribbel-van-die-bal toetse nie gekorreleer nie, wat daarop dui dat leerders soms kwantitatief, maar nie noodwendig kwalitatief, aan die norme voldoen het nie. Met betrekking tot verskille tussen geslagte en etniese groepe, toon die resultate dat die meisies oor die algemeen beter as die seuns gevaar het, en die Wit leerders beter gevaar het as die Swart leerders in die fynmotoriese koördinasietoetse. Met betrekking tot liggaamskoördinasie het die Wit leerders betekenisvol beter as die Swart leerders in die wisselsprongtoets gevaar. Betekenisvolle verskille is verder met betrekking tot die krag- en ratsheidkomponent gevind, waar die Wit leerders beter as die Swart leerders in die eenbeenspring-item gevaar het, terwyl onderskeidelik seuns en Wit groepe beter resultate as die meisies en die Swart groepe in die opsit- en opstoottoetse getoon het, asook met betrekking tot die totale motoriese behendigheidstelling (totale BOT-2 telling). Wat die fisieke aktiwiteitsvlakke van die proefpersone betref, toon die totale groep ʼn gemiddelde waarde van 489.68 METS per week, wat as matig-aktief geklassifiseer kon word, terwyl die seuns as hoog-aktief en die meisies as matig-aktief beskou kan word. Daar is ook statisties betekenisvolle korrelasies tussen die fisieke aktiwiteitsvlakke en verskeie motoriese vaardighede gevind, sowel as die totale BOT-2 telling by die totale groep en die seuns en meisies afsonderlik. Die motoriese sub-item waar die sterkste korrelasie met fisieke aktiwiteitvlakke in die totale groep asook by seuns en meisies afsonderlik gevind is, was die liggaamskoördinasie-item van die wisselspronge. Laastens toon die resultate met betrekking tot die verband tussen motoriese behendigheid en akademiese prestasie, betekenisvolle korrelasies tussen die verskillende groepe (seuns, meisies en totale groep) se Engelse, Wiskunde en jaargemiddeld en verskeie sub-items van al die komponente van die BOT-2, naamlik fyn-motoriese kontrole, manipulasie koördinasie, liggaamskoördinasie, krag en ratsheid, asook die totale motoriese behendigheidtelling, alhoewel hoofsaaklik met klein praktiese effekte. Die sterkste korrelasie is by al die groepe tussen die jaargemiddeld, asook die Engels en Wiskunde in ‟n mindere mate, met krag en ratsheid, gevind. Die totale motoriese behendigheidstelling het verder betekenisvol gekorreleer met die jaargemiddeld by al die groepe, met praktiese betekenisvolheid van medium effek. Die resultate van hierdie studie beklemtoon die noodsaaklikheid van die bewustheid van en assessering van die kwantitatiewe en kwalitatiewe stand van leerders se fundamentele bewegingsvaardighede deur die Liggaamlike Opvoeding-onderwyser. Die ontwikkeling en instandhouding van fundamentele bewegingsvaardighede behoort dus in die kurrikulum vir Senior Fase Liggaamlike Opvoeding ingesluit te word, ook met die oog op optimale motoriese behendigheidsontwikkeling. Die Liggaamlike Opvoeding-onderwyser behoort verder die Liggaamlike Opvoedingprogram aan te pas by die motoriese behendigheidsvlakke van die verskillende geslagte en etniese groepe in die klas, met spesifieke aandag aan die liggaamskoördinasievaardighede van Swart meisies en Swart seuns, asook krag- en ratsheidvaardighede by meisies en Swart leerders. Die verwantskappe wat gevind is tussen fisieke aktiwiteitsvlakke en motoriese behendigheid beklemtoon voorts die waarde van motoriese vaardigheidsontwikkeling in die Liggaamlike Opvoedingklas ten einde die kurrikulum vir Liggaamlike Opvoeding se doelwit om leerders te bemagtig om fisiek aktief te wees, te bereik. Laastens toon die verwantskappe wat gevind is tussen motoriese behendigheid en akademiese prestasie dat die ontwikkeling en instandhouding van motoriese vaardighede in die Liggaamlike Opvoedingprogram in Senior Fase-leerders se kognitiewe ontwikkeling en akademiese prestasie „n rol kan speel. / PhD (Movement Education), North-West University, Potchefstroom Campus, 2015

Although the available literature mentions a variety of anthropometric performance determinants for gymnastics, no one has until now made an attempt to determine the performance determinants of more advanced, young, South African (SA), female gymnasts. The purposes of this study were, therefore, firstly to determine the anthropometric variables that differ significantly @ 5 0,05) between successful and less successful young, SA, female gymnasts in the vault and floor item and secondly, to determine the anthropometric variables that contribute to the performance of young, SA, female gymnasts in the vault and floor item. Twelve young, female gymnasts (13,39 f 2,14 years) from a gymnastics club in the North-West Province of South Africa participated in this study. Only gymnasts who participated at level 6-9 and junior as well as senior olynlpic level were selected to participate in this study. Sixty one anthropometric variables were measured on the dominant side of the body according to the methods of Norton et al. (1996). Firstly, the descriptive statistics (means and standard deviations) of the gymnastics population were calculated. This was followed by an analysis which intended to arrange the gymnasts in a ranking order according to the vault and floor performances (marks) that were reached during the South African Gymnastics Championships. Due to differences in the participation level, data was normalised by making use of correction factors. Independent t-tests and effect sizes revealed that the gymnasts who obtained the highest marks (top 5) during the execution of the vault and floor item during the South African Gymnastics Championships had statistical and practical significantly (p 5 0,05) larger relaxed and flexed upper arm, wrist and ankle circumferences as well as mesomorph values than the less successful gymnasts. The cluster analysis-reduced variables were used to perform a forward, stepwise multiple regression analysis which showed that flexed upper arm (53,93%) and chest circumference (3,6996); midstillion dactillion (12,38%), trochanterion-tibia1 lateral (5,77%) and foot length (1 1,50%); fat percentage (8,93%), ectomorphy (l,96%), bideltoied breadth (1,54%), triceps skinfold (0,23%) and iliospinal box height (0,07%) contributed 100% to the variance in gymnasts' vault performances. Bi-trochanterion- (34,86%), femur- (17,07%) and bi-deltoied breadth (4,93%); front thigh skinfold (19,71%); fat percentage (7,68%); acromial-radial (4,09%) and foot length (0,05%) as well as waist- (6,68%), chest- (2,92%) and gluteal thigh circumference (2;02%) were the anthropometric variables which contributed 100% to the variance in gymnasts' floor performances. Flexed upper arm circumference, fat percentage, ectomorphy, iliospinal box height and bitrochanterion and femur breadth as well as gluteal thigh circumference and foot length were, however, the only anthropometric variables which contributed significantly to gymnasts' vault and floor performances, respectively. The conclusion that can, therefore, be drawn is that larger upper arm and upper body circumferences; hand, foot, upper and total leg lengths; triceps skinfolds, fat percentages and ectomorphy as well as larger limb and torso circumferences; waist breadths; fat percentages and front thigh skinfolds as well as upper arm and foot lengths are the respective, important anthropometric vaulting and floor performance determinants for young, South African, female gymnasts and should be included in the sport scientific testing protocols of gymnasts. / Thesis (M.Sc. (Human Movement Science))--North-West University, Potchefstroom Campus, 2007.

1. DIE DOEL VAN DIE NAVORSING: Die doel van hierdie navorsing was om die beste voorspellers van akademiese prestasie (dit is persentasie slaag) onder die kognitiewe, affektiewe en skoolveranderlikes vas te stel. Die teikengroep het uit standerd 10 leerlinge in Kwazulu skole bestaan. 2. DIE BEVINDINGE UIT DIE LITERATUUR: Om die voorgemelde doel te bereik 1s die oorsig van literatuur met verwysing na die vermelde onafhanklike veranderlikes gedoen, en die volgende gevolgtrekkings is bereik. 2.1 DIE VOORSPELLINGSWAARDES VAN DIE KOGNITIEWE VERANDERLIKES: Betreffende die voorspellingswaarde van die kognitiewe veranderlikes, het die literatuur daarop gewys dat die kognitiewe veranderlikes ongeveer 25 persent van die variansie in die akademiese prestasie verklaar. Belangrik in hierdie verband is die bevindinge deur Lavin (1967), Bloom (1979) en talle ander wat die voorspellingswaarde van intelligensie en aanleg ondersoek het. Die ander belangrike bevinding, in verband met intelligensie as voorspeller van akademiese prestasie, is dat die voorspellingswaarde van intelligensie daal as die leerlinge die hoer klasse bereik. Met ander woorde, intelligensie is volgens die literatuur 'n goeie voorspeller van akademiese prestasie in die primêre klasse. Sowel Lavin (1967) as Jensen (1980) het hierdie bewering gemaak. Die voorspellingswaarde van vorige deur die literatuur te bestudeer. literatuur daarop gewys dat voorspeller van akademiese prestasie is. Wat aanleg as voorspeller van akademiese prestasie betref, wys die literatuur daarop dat variansie wat grater as 25 persent in akademiese prestasie is, verklaar kan word op grond van aanleg. In hierdie verband kan die werke van Von Mollendorf (1978) en Vander Westhuizen (1987) genoem word. 2.2 DIE VOORSPELLINGSWAARDE VAN DIE AFFEKTIEWE VERANDERLIKES: Die affektiewe veranderlikes wat hier betrokke is, is persoonlikheid en beroepsbelangstelling. Betreffende die voorspellingswaarde van persoonlikheid is teenstrydige bevindinge in die literatuur verkry. Enersyds het ondersoeke wat in Amerika gedoen is, getoon dat die byvoeging van die persoonlikheidsveranderlikes by die kognitiewe veranderlikes in die voorspelling van akademiese prestasie 'n toename in die verklaring van variansie meebring. Andersyds het die navorsing wat in Suid-Afrika gedoen is, nie 'n duidelike beeld gegee nie. In die algemeen het die Suid-Afrikaanse ondersoeke daarop gewys dat die persoonlikheidsveranderlikes van min waarde is in die voorspelling van akademiese prestasie. Uit die studie van die literatuur, betreffende die voorspellingswaarde van beroepsbelangstelling, het dit geblyk dat beroepsbelangstelling van minder waarde is in die voorspelling van akademiese prestasie is as beroepsbelangstelling. 2.3 DIE VOORSPELLINGSWAARDE VAN DIE SKOOLVERANDERLIKES: Die skoolveranderlikes is in twee groepe verdeel: die fisiese wat skoolgrootte, klasgrootte, skoolligging en skool fasiliteite behels, en die sosiale wat die prinsipaal en die onderwysers behels. Die oorsig van die literatuur het daarop gewys dat die fisiese fasiliteite belangrik is vir opvoeding, maar hulle uitwerking op die kwaliteit van onderrig afhanklik is van hulle benutting deur die onderwysers. Byvoorbeeld, kleiner klasse het nie beduidend bygedra tot beter prestasie as die grater klasse nie. Die gevolgtrekking wat deur Bloom (1976) onder andere, bereik is, is dat die hele skoolomgewing belangrik is vir onderrig en n1e net die fisiese fasiliteite nie. Ongeveer 5 persent van die variansie in akademiese prestasie is volgens Bloom (1979) deur die skool verklaar. Dit was om hierdie rede dat die hele skool in hierdie ondersoek bestudeer is. Literatuur het ook deurgaans daarop gewys dat die verskille tussen die skole in akademiese prestasie verdwyn as intelligensie en die sosio-ekonomiese status gekontroleer is. 2.4 DIE INVLOED VAN GESLAG OP AKADEMIESE VOORSPELLING: Die literatuur het daarop gewys dat die twee geslagte se akademiese prestasie verskil. Die dogters, byvoorbeeld, presteer beter as seuns in toetse wat verbale aanleg verg, terwyl die seuns beter as dogters in wiskunde presteer: Die twee geslagte het geen verskille in intelligensie getoon nie. 3. DIE EMPIRIESE ONDERSOEK 3.1 DIE FORMULERING VAN HIPOTESES: 3. 1. 1 Hoof hipotese HOOF HIPOTESE 1 - Die aanleg veranderlikes is die beste voorspellers van standerd 10 akademiese prestasie in vergelyking met die affektiewe en die skoolveranderlikes. HOOF HIPOTESE 2 - Die affektiewe veranderlikes bring 'n toename mee in die variansie wat verklaarbaar is in akademiese prestasie as dit by die kognitiewe veranderlikes bygevoeg word. HOOF HIPOTESE 3 - Die skoolveranderlikes bring 'n toename mee in die variansie wat verklaarbaar is in akademiese prestasie as dit by die kognitiewe veranderlikes bygevoeg word. 3.1.2 Onderhipotese ONDERHIPOTESE 1 - Die gehalte van die skool het beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 3 - Die ligging van die skool het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 4 - Skoolsoort het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 5 - Geslag het 'n beduidende invloed op die voorspelling van akademiese prestasie in standerd 10. ONDERHIPOTESE 6 - Daar bestaan steeds 'n verskil tussen koshuis en dagskole in akademiese prestasie selfs as aanleg gekontroleer is. ONDERHIPOTESE 7 - Daar bestaan steeds 'n verskil tussen stedelike en plattelandse skole in akademiese prestasie selfs as aanleg gekontroleer is. 3.2 DIE EMPIRIESE ONDERSOEK: Die empiriese ondersoek is ingestel om die geformuleerde hipoteses te toets. 3.2.1 Die teikengroep en die steekproef Die KwaZulu 1983 standerd 10 leerlinge is die teikengroep. Om die invloed van die ~kool op voorspelling vas te stel is 'n 10 persent ewekansige steekproef uit 170 sekondêre skole geneem (dit is 17 skole). As gevolg van die ewekansige steekproef is 'n monster van 1912 leerlinge gevorm. Die vermindering van die steekproef tot 1615 leerlinge in sommige analises, is 'n gevolg van onvolledige data van sekere leerlinge. 3.2.2 Die veranderlikes wat gebruik is 3.2.2.1 Die onafhanklike veranderlikes wat in hierdie ondersoek gebruik is, is die volgende: a. Aanlegtoetsresultate (AAT) b. Persoonlikheidsresultate (HSPQ) c. Belangstellingsresultate (VIQ) d. Skoolveranderlikheidstotaal (SVTOT) 3.2.2.2 Die afhanklike wat in hierdie ondersoek gebruik is, is die volgende: e. Standerd 10 geslaag persentasie. 3.2.2.3 Die modererende veranderlikes wat in hierdie studie bestudeer is, is die volgende: f. Die skoolgehalte; g. Die vakgroepe wat die leerlinge leer; h. Die ligging van die skool (stedelik of plattelands); i. Skooltipe (koshuis of dag); en j. Geslag. In hierdie ondersoek is gebruik gemaak van gestandardiseerde meetinstrumente om kognitiewe, en affektiewe veranderlikes te meet. Om die "skool" te meet is verskeie skoolveranderlikes eers geoperasionaliseer en daarna punte volgens rangorde deur die inspekteurs toegeken. Geslag is in hierdie ondersoek as modererende veranderlike gebruik om die invloed daarvan op voorspelling te bestudeer. Om die invloed van die skool as 'n modererende veranderlike te bestudeer is die steekproef verder verdeel volgens skoolgehalte, skoolligging en skooltipe. Die leerlinge was ook gegroepeer volgens die vakgroepe wat hulle geneem het (dit is algemeen, natuurwetenskap en handel). 4. STATISTIESE TEGNIEKE WAT IN HIERDIE NAVORSING GEBRUIK IS EN DIE RESULTATE VAN DIE ONDERSOEK: 4.1 MEERVOUDIGE REGRESSIE-ANALISE: Deurgaans toegepas is die meervoudige regressie-analise (BMDPIR program) om die beste voorspellers van akademiese prestasie te identifiseer. Die resultate van die analise het daarop gedui dat: i. die kognitiewe veranderlikes die beste voorspellers van akademiese prestasie is, in vergelyking met die affektiewe en die skoolveranderlikes; ii. die affektiewe veranderlikes van min voorspellingswaarde is; en iii. die skoolveranderlike 'n beduidende effek op voorspellings het. As gevolg van meervoudige regressie-analise is die kognitiewe en skoolveranderlikes gebruik as kontrole veranderlikes in die moderatorveranderlike studie. Die affektiewe veranderlikes is weggelaat weens hulle geringe bydrae tot R2 . 4.2 VARIANSIE ANALISE: Die meervoudige regressie-analise (BMDPIR) is ook gebruik by die moderatorondersoek. Die resultate van die ondersoek het daarop gedui dat: i. die skoolgehalte 'n beduidende invloed op die voorspelling van akademiese prestasie het; ii. die vakgroepe wat leerlinge leer 'n beduidende invloed op akademiese voorspelling het; iii. die skoolligging 'n beduidende invloed op akademiese voor spelling het; iv. die skooltipe 'n beduidende invloed op akademiese voorspelling het; v. geslag geen beduidende invloed op die voorspelling van algehele akademiese prestasie het nie; vi. die verskil in akademiese prestasie tussen die koshuisskole en dagskole bly steeds dieselfde selfs as aanleg gekontroleer is; en vii. die verskil in die akademiese prestasie van stedelike en plattelandse leerlinge steeds dieselfde bly selfs as aanleg gekontroleer is. 5. IMPLIKASIES VIR VERDERE ONDHRSOEK: In hierdie studie is gevind dat aanleg 'n goeie voorspeller van akademiese prestasie in goeie skole is, maar nie in swak skole nie. 'n Geldigheidsstudie is nodig om swak voorspelbaarheid in swak skole vas te stel. Sulke geldigheidstudies moet die sistematiese veranderlikes ook bestudeer sodat hulle invloed op R2 verklaar kan word. In hierdie studie is ook gevind dat die plattelandse skole akademies beter as stedelike skole presteer. Die bevinding is teenstrydig met die bevindinge van die vorige navorsers. 'n Verdere studie is dus ook nodig om die bevindinge van hierdie studie te bevestig of te verwerp. Die moontlikheid bestaan dat hierdie bevinding die invloed van die onrus wat gedurende daardie jare plaasgevind het, weerspieël. Verdere navorsing is ook nodig om die invloed van die groepvakke op akademiese prestasie te bevestig en o.a. die geldigheid van die resultate van hierdie navorsing te toets. Verdere navorsing is nodig om die waarde van die insluiting van 'n toets in moedertaal in die AAT battery vir voorspellings van akademiese prestasie vas te stel. Die resultate van hierdie studie (kyk tabel 6 • 2 ) het getoon dat die AAT die swakste met Zulutaal korreleer. 'n Toets in moedertaal blyk dus nodig te wees. 6. OPVOEDKUNDIGE IMPLIKASIE: Die kruisvalidasie van die beste stelveranderlikes het daarop gewys dat dit goed by goeie skole kan voorspel en nie by swak skole nie. Om al die skole se akademiese prestasie te verbeter, word dit aanbeveel dat die toetse aan die begin van die jaar toegepas moet word en dat die nuwe snitpunte (kyk paragraaf 6.7) by die verwagtingstabel gebruik moet word. Die vroegtydige beskikbaarheid van die toetsresultate kan help om leerlinge en die onderwysers te motiveer om beter te presteer. / Thesis (MEd)--PU vir CHO, 1989

MOTIVATION FOR THE STUDY - At present there is a growing need for empirical information in the study and career counselling process especially with regard to the statistical comparison of successful students' aptitudes. interests and personality profiles in various courses. There also is a growing demand for data regarding the predictive validity of the psychometric instruments regularly used. In an attempt to improve the effectiveness of the counselling process. mean profiles for three groups of first year students on the grounds of their mean scores on three psychometric, instruments. were drawn up and were compared with each other on a statistical basis. Secondly the predictive validity of each instrument as well as for two instruments combined was investigated. AIM OF THE RESEARCH - Firstly the aim of this study was to compare the three experimental groups' mean interest aptitude and adaptation profiles as measured by the 19 Field Interest Inventory (19 FII), the Senior Aptitude Tests (SAT) and the PHSF Relations Questionnaire on a statistical basis with each other. in order to detect statistical differences among the profiles of the three groups. The second aim of this study can be put as follows: - To determine the predictive value of each variable (psychometric instrument) with the criterion (average academical achievement); - To determine the relation between two of the variables, namely the 19 Field Interest Inventory and the Senior Aptitude Tests. combined and the criterion by means of the multiple correlation technique. METHOD OF INVESTIGATION - In the first place, a study of the relevant literature was undertaken, concerning the concepts of interest, aptitude and adaptation. Among these attention was especially focused on some definitions as well as the measurement of each concept. The psychometric instruments used in this research was discussed thoroughly regarding their development, contents, reliability and content and predictive validity. The sample used in this study consisted of 93 first year students assigned to the groups in the following way: 33 BA(Communication), 30 BA(Education) and 30 B(Law) students. Statistical operations were done for the total group by means of a computer. This included the drawing-up of mean profiles on each variable for each group as well as the statistical comparison of these profiles with each other. In the second place multiple regression was performed. CONCLUSIONS - With regard to the first aim of this study, the following can be concluded: - The experimental groups' mean interest profiles differed statistically from each other on the following fields of the 19 FII, namely FII 4 (Historical), FII 5 (Service), FII 7 (Sociability), FII 8 (Public Speaking), FII 9 (Law), FII 10 (Creative Thought), FII 13 (Practical Female) and FII 15 (Business). - The experimental groups' mean aptitude profiles differed statistically from each other on one test of the SAT and that is SAT 1 (Verbal Comprehension). - The experimental groups' mean adaptation profiles differed statistically from each other on one component of the PHSF, namely PHSF 9 (Sociability-S). With regard to the multiple regression analysis, the following can be concluded: - With regard to aptitude, three tests of the SAT with the best regression weights were selected for the BA(Communication) group by means of Mallows' CP-regression analysis, namely Disguised Words, Comparison and Pattern Completion. For the BA(Education) group four tests of the SAT with the best regression weights were selected, namely Verbal comprehension, Calculations, Figure Series and Spatial 3-D. Three tests of the SAT with the best regression weights were selected for the B(Law) group, namely Calculations, Pattern Completion and Memory (Paragraph). - With regard to interest, four fields of the 19 FII with the best regression weights were selected for the BA(Communication) group by means of Mallows' CP-regression method, namely Public Speaking, Science, Numerical and Travel. For the BA(Education) group six fields of the 19 FII with the best regression weights were selected, namely Law, Creative Thought, Business, Clerical, Nature and Sports. Only one field with the best regression weight was however selected for the BA(Law) group, namely Business. - With regard to adaptation, three components of the PHSF Relations Questionnaire with the best regression weights were selected for the BA(Communication) group by mean of the same method, namely Health, Sociability-S and Formal Relations. For the BA(Education) group two components were selected, namely Selfcontrol and Nervousness. Four components of the PHSF with the best regression weights were selected for the B(Law) group, namely Health, Personal Freedom, Moral Sense and Desirability Scale. As for the last aim of this study, namely the determination of the relation between the 19 FII and the SAT combined, and the criterion, the following can be concluded: With regard to the BA(Communication) group, four predictors with the best regression weights were statistically selected, namely one test of the SAT (Comparison) and three fields of the 19 FII (Science, Numerical and Travel). - As far as the BA(Education) group is concerned, four predictors with the best regression weights were statistically selected, namely two tests of the SAT (Verbal Comprehension and Spatial 3-D) and two fields of the 19 FII (Social Work and Creative Thought). With regard to the B(Law) group, a combination of twelve predictors with the best regression weights were selected, namely four tests of the SAT (Calculations, Figure Series, Spatial 2-D and Memory Symbols ) and eight fields of the 19 FII (Fine Arts, Performing Arts, Historical, Service, Creative Thought, Clerical and Travel). RECOMMENDATIONS - It is recommended that more extensive research be undertaken with successful students in every course of study regarding their interests, aptitudes, adaptation and personalities, in order to detect their similarities and differences. In order to increase the reliability of such findings, it is also recommended that the size of the experimental groups be increased. Research should also be undertaken concerning the selection and composition of relevant test-batteries in order to achieve optimum prediction of academic achievement. However, the selection of psychometric tests as used in this study should be extended with at least a personality test. / Thesis (MA)--PU vir CHO, 1983