The purpose of this study was to explore the perceptions of adolescents, who have been exposed to violence, regarding the role of social support in their academic achievement. A qualitative, collective, within-site case study design was applied to obtain baseline data. The data was gathered through consecutive in-depth individual interviews with two male and six female adolescent learners (between 15 and 17 years of age) in a secondary school in Gauteng. Collages were furthermore used to assist participants with expressing their perceptions on the role that social support played in their academic achievement, despite being exposed to violence in their communities. The study was mainly informed by Bronfenbrenner’s bio-ecological systems theory, but in order to better understand the adolescent as an individual who functions within the ecological systems theory, Erikson’s psycho-social development theory as well as the theory of social support were integrated to understand this complex period of development. Interview data were analysed thematically, whilst shared analysis were utilised to give meaning to the visual data presented in the collages. The results indicate that encouragement to achieve, the provision of care and support to deal with problems in a proactive manner and enabling relationships with significant others facilitated academic achievement despite exposure to violence. Furthermore, positive self-talk, self-discipline and coping behaviours were identified as self-supportive behaviour that was perceived as enabling adolescents to achieve academically. The study indicates that adolescents who achieve academically despite exposure to violence, perceive social support as playing a significant role in the facilitation of academic achievement in these contexts of adversity. It is therefore recommended that significant others in the lives of adolescents should be informed about the important role that their supportive interactions play in the adolescent’s ability to maintain academic achievement. Further research could explore the viability of social support interventions in assisting adolescent learners to achieve their full academic potential, despite exposure to violence. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Communication is a critical success factor to information systems development (ISD) projects. Intercultural communication involves two or more people from diverse cultures communication and using different worldviews and context transmit messages to each other. The aim of this study is to gain an understanding on the influence of the intercultural communication on the performance of an ISD team. In order to achieve this aim one needs to understand information systems research and to justify the selection of the chosen research methodology; to understand information systems development and ISD teams; to understand culture and communication; to understand what affects communication has between different cultures; to discover how cultural misunderstandings impact upon ISD team performance and to discover the steps taken to eliminate miscommunication due to cultural issues in organizations. The interpretive research was carried out in several organizations in Gauteng province of South Africa that develop or has a department that develops information systems. A multiple case study using interviews and content analysis as research methods were instrumental in coming to the conclusion of the research. A multicultural dyad conducted interviews in three participating organizations. Diverse information systems development team members participated in this study. The results of the study describe how intercultural communication influences ISD teams in a South African environment. They also provide an understanding on culture and communication. The results of the study also report on culture and personality as determinants of behaviour, and also on different perceptions of culture. The different ISD team dynamics may be affected by team members’ culture and personality. The results also report on intercultural communication in information systems development teams and how it is affected by the different cultural context. / Thesis (MSc (Computer Science))--North-West University, Potchefstroom Campus, 2013.

The primary objective of this research was to investigate the relationship between job insecurity and the work-related outcomes of over-commitment and perceived performance of trainers and trainees (n = 700) at a South African gold mine?s training academy. A cross-sectional survey design was utilised to attain the outcomes of the research. The Qualitative and Quantitative Job insecurity scales of Hellgren, Sverke and Isaksson (1999), the Social support scales of Caplan, Cobb, French, Van Harrison and Pinneau (1975), the Over-commitment scale of Näswall, Baraldi, Richter, Hellgren and Sverke (2006) and a scale measuring Perceived performance (Hall & Hall, 1976) were administered. The results indicated significant relationships between job insecurity, over-commitment and perceived performance. The regression analysis confirmed that job insecurity (qualitative and quantitative), social support and their interaction predict over-commitment. Perceptions of performance were only predicted by social support. This study offers assistance to organisations that are going through adjustments and are striving for a healthy work organisation. In closing, recommendations for future research were made. / Thesis (M.A. (Industrial Psychology)--North-West University, Potchefstroom Campus, 2011.

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Over the past 25 years, the role of motivation in sport has increasingly received attention in scientific research. A model that is central to this research, is Ryan and Deci’s (2000b) Self–determination Theory (SDT), which is based on the assumption that human behaviour is motivated by the extent to which it satisfies the needs for autonomy, competence and relatedness. Surprisingly little research has been done to date on the relation between self–determination and performance among South African rugby players. An improved understanding of the role of motivation in performance among university rugby players, as well as the role of bursary awards, can generate better knowledge and may help to identify, manage and motivate players better at an early stage. The goal of this study was to explore the relation between self–determination and performance among a group of university rugby players. The first objective was to establish whether there are performance differences between players who are intrinsically motivated (IM), extrinsically motivated (EM) and amotivated. A second objective was to establish whether players who receive bursaries are more intrinsically motivated, extrinsically motivated or amotivated, and how this relates to their performance. Participants were an availability sample of 51 u/19 and u/21 university rugby players of the North–West University Rugby Institute who completed the Behavioural Regulation in Sport Questionnaire (BRSQ) (Lonsdale et al., 2008) and who were assessed in terms of performance by themselves, the principal researcher, a sport scientist and the coach. Data was analysed by means of the Spearman ranking correlation coefficient, cluster analyses, the t–test and Chi Square test, to determine the differences in terms of performance between the intrinsically motivated, extrinsically motivated and amotivated participants, and also between bursary holders and non–bursary holders. Because an availability sample was used, the meaningfulness of results according to effect sizes and their guiding values were determined for practical meaningfulness, rather than focusing on statistical inference and p values. Firstly, it was found that IM correlates positively and practically meaningful with autonomous EM and that it correlates negatively (small to practically visible) with controlled EM and amotivation. Autonomous and controlled EM correlate negatively, and with a small effect. These correlations in general fit appropriately in with Ryan and Deci’s (2000b) self–determination continuum. It was found that IM, autonomous EM and bursary awards correlate positively with performance, in contrast with controlled EM and amotivation. It was indicated that both IM and autonomous EM could possibly contribute to a feeling of agency and subsequently to better performance. However, it is important to note that no cause–effect deductions can be made, and that the results cannot necessarily be generalised to other rugby players. The contribution of this study is that it indicates that all forms of EM are not necessarily bad for performance, and that autonomous EM and discerning bursary awards can appropriately motivate rugby players towards performance. The exact nature and mechanism according to which autonomous EM influences performance should, however, be investigated by means of larger random samples in future research. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

The Constitution of the Republic of South Africa 108 of 1996 (SA, 1996) makes provision for all citizens to receive quality health care. Legislation such as the White Paper on the Transformation of the Public Service of 1995, (SA, 1995a), the White Paper on Transforming Public Service Delivery (Batho Pele) (SA, 1997b), the Public Service Act 103 of 1994, as amended (SA, 1994), the Labour Relations Act 66 of 1995 (SA, 1995b) and the Employment Equity Act 55 of 1998 (SA, 1998) enshrines this right for all citizens by ensuring that health authorities put measures in place to improve the performance of nurse employee (NE), and thus ensuring quality health care. NE are only able to improve the quality of their performance, if their performance is systematically appraised and their potential for development is identified. However, researchers, for instance Du Plessis (2002:116), Nkosi (2002:37–44), Narcisse and Harcourt (2008:1154), Thompson et al. (1999:139), Fletcher (2001:473) studied the perceptions and experiences of employees and managers of performance appraisal (PA) and these studies indicated that there is a gap in the implementation of PA. The Performance Management and Development System (PMDS) policy (Policy no. NWPG 13) was implemented in the North West public health sector in clinics and hospitals in 2004 to provide guidelines for the implementation of PA. This policy is reviewed annually since it was first drafted. However the researcher’s personal experience with PA in practice was that there is a gap between the process provided by the PMDS policy (Policy no. NWPG 13) and the implementation thereof in the North West public health sector. This led to the following research questions: how is PA implemented from the perspectives of nurse line managers (NLM) and NE in clinics in the Dr Kenneth Kaunda District (KKD) and what guidelines can be developed to improve the implementation of PA in clinics in the KKD? The study aimed to develop guidelines to improve the implementation of PA in clinics in the KKD. The study had a cross–sectional quantitative design with exploratory, descriptive and contextual research strategies. Two questionnaires: one for NLM and the other for NE were developed from section 13.4.4 and 13.4.5 of the PMDS policy (Policy no. NWPG 13 amendment approved for 2008–2009 performance cycle) (SA, 2007), to explore and describe the perceptions of NLM and NE on the implementation of PA in clinics in the KKD. Twenty–three problems were identified from the empirical research with regard to communication, feedback and participation in PA, which served as the evidence base towards developing guidelines to improve the implementation of PA in clinics in the KKD. The guidelines were developed using inductive and deductive reasoning and were based on the ten–point plan of Juran. Finally the research was evaluated, limitations were identified and recommendations were formulated for practice, education, management, research and policy. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2012.

The primary objective of this research was to investigate the relationship between job insecurity and the work-related outcomes of over-commitment and perceived performance of trainers and trainees (n = 700) at a South African gold mine?s training academy. A cross-sectional survey design was utilised to attain the outcomes of the research. The Qualitative and Quantitative Job insecurity scales of Hellgren, Sverke and Isaksson (1999), the Social support scales of Caplan, Cobb, French, Van Harrison and Pinneau (1975), the Over-commitment scale of Näswall, Baraldi, Richter, Hellgren and Sverke (2006) and a scale measuring Perceived performance (Hall & Hall, 1976) were administered. The results indicated significant relationships between job insecurity, over-commitment and perceived performance. The regression analysis confirmed that job insecurity (qualitative and quantitative), social support and their interaction predict over-commitment. Perceptions of performance were only predicted by social support. This study offers assistance to organisations that are going through adjustments and are striving for a healthy work organisation. In closing, recommendations for future research were made. / Thesis (M.A. (Industrial Psychology)--North-West University, Potchefstroom Campus, 2011.

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Over the past 25 years, the role of motivation in sport has increasingly received attention in scientific research. A model that is central to this research, is Ryan and Deci’s (2000b) Self–determination Theory (SDT), which is based on the assumption that human behaviour is motivated by the extent to which it satisfies the needs for autonomy, competence and relatedness. Surprisingly little research has been done to date on the relation between self–determination and performance among South African rugby players. An improved understanding of the role of motivation in performance among university rugby players, as well as the role of bursary awards, can generate better knowledge and may help to identify, manage and motivate players better at an early stage. The goal of this study was to explore the relation between self–determination and performance among a group of university rugby players. The first objective was to establish whether there are performance differences between players who are intrinsically motivated (IM), extrinsically motivated (EM) and amotivated. A second objective was to establish whether players who receive bursaries are more intrinsically motivated, extrinsically motivated or amotivated, and how this relates to their performance. Participants were an availability sample of 51 u/19 and u/21 university rugby players of the North–West University Rugby Institute who completed the Behavioural Regulation in Sport Questionnaire (BRSQ) (Lonsdale et al., 2008) and who were assessed in terms of performance by themselves, the principal researcher, a sport scientist and the coach. Data was analysed by means of the Spearman ranking correlation coefficient, cluster analyses, the t–test and Chi Square test, to determine the differences in terms of performance between the intrinsically motivated, extrinsically motivated and amotivated participants, and also between bursary holders and non–bursary holders. Because an availability sample was used, the meaningfulness of results according to effect sizes and their guiding values were determined for practical meaningfulness, rather than focusing on statistical inference and p values. Firstly, it was found that IM correlates positively and practically meaningful with autonomous EM and that it correlates negatively (small to practically visible) with controlled EM and amotivation. Autonomous and controlled EM correlate negatively, and with a small effect. These correlations in general fit appropriately in with Ryan and Deci’s (2000b) self–determination continuum. It was found that IM, autonomous EM and bursary awards correlate positively with performance, in contrast with controlled EM and amotivation. It was indicated that both IM and autonomous EM could possibly contribute to a feeling of agency and subsequently to better performance. However, it is important to note that no cause–effect deductions can be made, and that the results cannot necessarily be generalised to other rugby players. The contribution of this study is that it indicates that all forms of EM are not necessarily bad for performance, and that autonomous EM and discerning bursary awards can appropriately motivate rugby players towards performance. The exact nature and mechanism according to which autonomous EM influences performance should, however, be investigated by means of larger random samples in future research. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

The Constitution of the Republic of South Africa 108 of 1996 (SA, 1996) makes provision for all citizens to receive quality health care. Legislation such as the White Paper on the Transformation of the Public Service of 1995, (SA, 1995a), the White Paper on Transforming Public Service Delivery (Batho Pele) (SA, 1997b), the Public Service Act 103 of 1994, as amended (SA, 1994), the Labour Relations Act 66 of 1995 (SA, 1995b) and the Employment Equity Act 55 of 1998 (SA, 1998) enshrines this right for all citizens by ensuring that health authorities put measures in place to improve the performance of nurse employee (NE), and thus ensuring quality health care. NE are only able to improve the quality of their performance, if their performance is systematically appraised and their potential for development is identified. However, researchers, for instance Du Plessis (2002:116), Nkosi (2002:37–44), Narcisse and Harcourt (2008:1154), Thompson et al. (1999:139), Fletcher (2001:473) studied the perceptions and experiences of employees and managers of performance appraisal (PA) and these studies indicated that there is a gap in the implementation of PA. The Performance Management and Development System (PMDS) policy (Policy no. NWPG 13) was implemented in the North West public health sector in clinics and hospitals in 2004 to provide guidelines for the implementation of PA. This policy is reviewed annually since it was first drafted. However the researcher’s personal experience with PA in practice was that there is a gap between the process provided by the PMDS policy (Policy no. NWPG 13) and the implementation thereof in the North West public health sector. This led to the following research questions: how is PA implemented from the perspectives of nurse line managers (NLM) and NE in clinics in the Dr Kenneth Kaunda District (KKD) and what guidelines can be developed to improve the implementation of PA in clinics in the KKD? The study aimed to develop guidelines to improve the implementation of PA in clinics in the KKD. The study had a cross–sectional quantitative design with exploratory, descriptive and contextual research strategies. Two questionnaires: one for NLM and the other for NE were developed from section 13.4.4 and 13.4.5 of the PMDS policy (Policy no. NWPG 13 amendment approved for 2008–2009 performance cycle) (SA, 2007), to explore and describe the perceptions of NLM and NE on the implementation of PA in clinics in the KKD. Twenty–three problems were identified from the empirical research with regard to communication, feedback and participation in PA, which served as the evidence base towards developing guidelines to improve the implementation of PA in clinics in the KKD. The guidelines were developed using inductive and deductive reasoning and were based on the ten–point plan of Juran. Finally the research was evaluated, limitations were identified and recommendations were formulated for practice, education, management, research and policy. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2012.