Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

The environment, which includes the immediate milieu of the child, influences the child in his totality. The environment has an influence in all spheres of the child's life, such as in the intellectual and mental, on those personality traits which will develop into dominant ones, the emotional sphere, which includes anxiety, his attitude and disposition towards other people and towards objects, his relationships with others and his level of academic achievement. The aim of this study is to determine whether an altered milieu - a change from the parental home to a special school - will have a verifiable influence on the personality and academic achievements of children with behavioural deviations. Available literature on the personality, intelligence and academic achievement of both the well-adjusted and maladjusted child, the origin of misbehaviour, the manifestations of misbehaviour and the milieu as both causative and therapeutic factor in behavioural deviations was studied. The sample consisted of all Standard 6, Standard 7 and Standard 8 pupils of both sexes who were referred to the special school from their parental homes in the course of the first term. A selected battery of tests, consisting of standardized psychometric tests was applied individually to the subjects upon their arrival at the special school. After a period of at least six months the subjects were given the same battery of tests in a group, with the exception of the intelligence test, which was taken down individually. The test and background data were then tabulated and some generally valid conclusions were reached which could be made applicable to the group as a whole. After a period of sojourn at the special school, for example, the subjects did better academically and fewer failures occurred than in previous years. Their average intelligence quotient improved, but their anxiety level increased and their general level of study orientation deteriorated. Personality traits which figured more prominently included selfconfidence, group dependency, dominance and activity. Lethargy as a result of increased ergic tension decreased and the subjects were less phlegmatic and diffident. One could then come to the conclusion that a changed milieu does bring about a change as r.egards the academic achievement and certain personality traits of the subjects. / Thesis (MEd)--PU vir CHO, 1981

The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985

The environment, which includes the immediate milieu of the child, influences the child in his totality. The environment has an influence in all spheres of the child's life, such as in the intellectual and mental, on those personality traits which will develop into dominant ones, the emotional sphere, which includes anxiety, his attitude and disposition towards other people and towards objects, his relationships with others and his level of academic achievement. The aim of this study is to determine whether an altered milieu - a change from the parental home to a special school - will have a verifiable influence on the personality and academic achievements of children with behavioural deviations. Available literature on the personality, intelligence and academic achievement of both the well-adjusted and maladjusted child, the origin of misbehaviour, the manifestations of misbehaviour and the milieu as both causative and therapeutic factor in behavioural deviations was studied. The sample consisted of all Standard 6, Standard 7 and Standard 8 pupils of both sexes who were referred to the special school from their parental homes in the course of the first term. A selected battery of tests, consisting of standardized psychometric tests was applied individually to the subjects upon their arrival at the special school. After a period of at least six months the subjects were given the same battery of tests in a group, with the exception of the intelligence test, which was taken down individually. The test and background data were then tabulated and some generally valid conclusions were reached which could be made applicable to the group as a whole. After a period of sojourn at the special school, for example, the subjects did better academically and fewer failures occurred than in previous years. Their average intelligence quotient improved, but their anxiety level increased and their general level of study orientation deteriorated. Personality traits which figured more prominently included selfconfidence, group dependency, dominance and activity. Lethargy as a result of increased ergic tension decreased and the subjects were less phlegmatic and diffident. One could then come to the conclusion that a changed milieu does bring about a change as r.egards the academic achievement and certain personality traits of the subjects. / Thesis (MEd)--PU vir CHO, 1981

The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985