Organisations across the world are faced with the same challenges of how to get employees to be totally immersed in their role at work. People occupy roles at work. There is no sense in engaging employees if management is not going to invest in the effort of placing these employees in appropriate roles and supporting them to be engaged in their work. There are generalised states that employees occupy: people are to some degree job involved, committed to organisations, or alienated at work in the form of self-estrangement. These concepts suggest that employees can use varying degrees of themselves, physically, cognitively and emotionally, in the roles they perform. The primary objective of this research was to explore the three psychological processes, meaningfulness, safety and availability to be determinants of work engagement. Another objective was also to explore the influence of the antecedent conditions, namely work role fit, co-worker relations, supervisor relations, co-worker norms, self-consciousness and resources on work engagement. The study also investigated whether the psychological processes mediate the relationships between antecedent conditions and work engagement. A survey design was used to reach the research objectives. The specific design used was the cross-sectional design. Employees across all levels (N=165)i n a chemical industry in the Vaal Triangle were targeted for this research. Four standardised questionnaires were used in the empirical study, namely the Psychological Processes Questionnaire, Antecedent Conditions Questionnaire, Work Engagement Questionnaire as well as a Biographical Questionnaire. Multiple regression analyses showed that psychological meaningfulness mediated the relationship between work role fit and work engagement. A total of 32% of the variance in psychological meaningfulness was predicted by work role fit. Psychological meaningfulness predicted 29% of the variance in work engagement. Psychological availability mediated the relationship between available resources and work engagement. The analysis indicated that 11% of the variance in engagement was predicted by resources. Psychological availability predicted 3 1 % of the variance in engagement. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Organisations across the world are faced with the same challenges of how to get employees to be totally immersed in their role at work. People occupy roles at work. There is no sense in engaging employees if management is not going to invest in the effort of placing these employees in appropriate roles and supporting them to be engaged in their work. There are generalised states that employees occupy: people are to some degree job involved, committed to organisations, or alienated at work in the form of self-estrangement. These concepts suggest that employees can use varying degrees of themselves, physically, cognitively and emotionally, in the roles they perform. The primary objective of this research was to explore the three psychological processes, meaningfulness, safety and availability to be determinants of work engagement. Another objective was also to explore the influence of the antecedent conditions, namely work role fit, co-worker relations, supervisor relations, co-worker norms, self-consciousness and resources on work engagement. The study also investigated whether the psychological processes mediate the relationships between antecedent conditions and work engagement. A survey design was used to reach the research objectives. The specific design used was the cross-sectional design. Employees across all levels (N=165)i n a chemical industry in the Vaal Triangle were targeted for this research. Four standardised questionnaires were used in the empirical study, namely the Psychological Processes Questionnaire, Antecedent Conditions Questionnaire, Work Engagement Questionnaire as well as a Biographical Questionnaire. Multiple regression analyses showed that psychological meaningfulness mediated the relationship between work role fit and work engagement. A total of 32% of the variance in psychological meaningfulness was predicted by work role fit. Psychological meaningfulness predicted 29% of the variance in work engagement. Psychological availability mediated the relationship between available resources and work engagement. The analysis indicated that 11% of the variance in engagement was predicted by resources. Psychological availability predicted 3 1 % of the variance in engagement. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Magister Artium - MA / Sedert die sestigerjare het daar h betekenisvolle opswaai in belangstelling "The problem is 2 damnably elusive one"; Cruickshank (1981) beweer verder gekom in die kinders wat nieteenstaande die feit dat hulle h normale in= telligensie en geen ernstige sensoriese en fisieke probleme het nie, nie aan die eise van die normale skool kan voldoen nie - die sogenaamde spesifieke leergestremde kinders (Adamson, 1979; Gearheart 1980 en 1981; Kirk & Gallagher, 1983; Meyer, 1981; Murray-verslag, 1969; Sabatino, Miller &. Schmidt, 1981; Stander 1977 en 1981). Voor 1963 is hierdie "backrow child" (Farnham-Diggory, 1978) beskou as 'lui' en 'agtelosig', aangesien die onderwyserl)voel dat die kind nie sy2)beste lewer nie. Reid en Hresko (1981) meen dat spesifieke leergestremdheid (SLG) een van die etikette is wat die swakste begryp word en hoewel die studieveld volgens hulle 'ryk en interessant' (p.l) is, bestaan daar heelwat verwarring daaroor. Cruickshank (1981) is van mening dat stellings omtrent die studieveld deur= trek is VRn ~anopvattings. In dieselfde lig sê 8ryant (1982:271) dat daar van tyd tot tyd verskille is in die woordeskat wat gebruik word, maar indien daar h noukeurige analise gemaak word van die betekenis van die woorde, die nderliggende konsepte in h groot mate dieselfde is. Ander ondersoekers (Douglas, Fuller & Davis, 1984) het h negatiewer inslag en meen weer dat SLG nie as h unieke psigologiese entiteit bestaan nie en dat dit eintlik h onding is om die etiket van SLG om die kind se nek te hang, terwylons nie presies weet wat SLG werklik is nie. Hierdie terminologiese verwarring wat deur sommige 'kenners' geskep word, moet egter nie as h verskoning gebruik word om die begrip spesifieke leergestremdheid sodanig af te kraak dat die verskynsel se bestaansreg bevraagteken word nie. Inteendeel dit behoort die teelaarde te wees vir aandag geniet van persone uit verskillende dissiplines, soos onder andere onderwysers, opvoedkundiges, sielkundiges, psigiaters, spraakterapeute en pediaters, is dit voor die handliggend dat die werklike omskrywing en gepaardgaande identifisering en hantering van SLG in h groot mate afhang van die persoon se bepaalde oriëntasie ten opsigte van SLG (Bryant, 1982; Goff, 1979). In die onderhawige ondersoek word kinders beskou as SLG indien hulle nieteenstaande normale verstandelike vermoëns, sonder fisieke gebreke, probleme ervaar met spesifieke leervaardighede.

Masters of Art / Die teoretiese tradisie aan die basis van die navorsingstuk is dié van die sosiolinguistiese teorie. Eksponente van hierdie teorie, maak benewens die linguistiese ook bemoeienis met die sosiale dimensie van taal. In aansluiting by Rubin & Jemudd (1971: xiv) wat argumenteer dat taalbeplanning deel van sosiale verandering is en daarom onderhewig is aan reëls van hierdie tipe verandering, kan taalbeplanning nie in isolasie geskied met sosiale beplanning nie. Hierdie studie is 'n ondersoek na die wyse waarop veeltaligheid hanteer word. In hierdie verband word ingegaan op die rol van buitelinguistiese faktore in die taalbeplanningsprosesse. Vanuit 'n sosiolinguistiese perspektief word taalbeplanning noodwendig beïnvloed deur breër sosiale faktore soos ekonomiese, sosiale, politieke, demografiese en psigologiese. Hierdie studie ondersoek die rol van nasionalisme, meer spesifiek Afrikaner-nasionalisme, in die hantering van die veeltalige karakter van Suid-Afrika. Daarbenewens word 'n oorsig gebied van die wyse waarop enkele Afrikalande met onafhanklikheid hul veeltaligheid hanteer het. Daar word veral gefokusseer op die rol van kolonialisme asook op welke wyse die breër politieke strewe In die lig van die voorafgaande word 'n kritiese analise gegee van die voorgestelde taalbeleid vir 'n veranderde Suid-Afrika.

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

The ability to communicate is a basic characteristic of man. Communication therefore fills an important and central place in Religious Instruction. Today communication is a problem in all spheres of society and particularly in Religious Instruction. The fundamental cause of the problem of communication is the disturbed relationship between man and God caused by the original sin. The result thereof is a distortion of all human communication. Through Jesus Christ man has obtained the opportunity to restore his relationship with God and thus the possibility of better human communication. This possibility only becomes reality when the individual accepts Jesus Christ is the foundation for true communication. Before true communication can take place both the child and the teacher must be in gear with God's Word. The most important requirement for communication in Religious Instruction for both teacher and child is that they must be Christians. The number of non-Christian children in schools is increasing. This brings a new facet in Religious Instruction which suggests evangelization, and requires a new approach in respect of the syllabi, textbooks, training of teachers and classroom teaching. In order to communicate with the child one must know and understand him. The intellectual level, the environment and the mental attitude of today's child is in many respects totally different to that of the child of previous generations. In order to adapt to the child of today a new approach in Religious Instruction is necessary. The present selection and arrangement of the subject matter in Religious Instruction is outdated and needs to be replanned. It must meet the actuality-requirements of the modern child and society. Communication has a central place in every aspect of Religious Instruction and therefore the entire method of Religious Instruction must be based om communication. However, at present this is not always the case. Thorough planning, training and presentation in Religious Instruction is essential, but our trust must not be therein. True communication is the work of God, and the true strength in Religious Instruction is the strength of God. What we actually seek and need in our work is God’s blessing. / Thesis (MEd)--PU vir CHO

The ability to communicate is a basic characteristic of man. Communication therefore fills an important and central place in Religious Instruction. Today communication is a problem in all spheres of society and particularly in Religious Instruction. The fundamental cause of the problem of communication is the disturbed relationship between man and God caused by the original sin. The result thereof is a distortion of all human communication. Through Jesus Christ man has obtained the opportunity to restore his relationship with God and thus the possibility of better human communication. This possibility only becomes reality when the individual accepts Jesus Christ is the foundation for true communication. Before true communication can take place both the child and the teacher must be in gear with God's Word. The most important requirement for communication in Religious Instruction for both teacher and child is that they must be Christians. The number of non-Christian children in schools is increasing. This brings a new facet in Religious Instruction which suggests evangelization, and requires a new approach in respect of the syllabi, textbooks, training of teachers and classroom teaching. In order to communicate with the child one must know and understand him. The intellectual level, the environment and the mental attitude of today's child is in many respects totally different to that of the child of previous generations. In order to adapt to the child of today a new approach in Religious Instruction is necessary. The present selection and arrangement of the subject matter in Religious Instruction is outdated and needs to be replanned. It must meet the actuality-requirements of the modern child and society. Communication has a central place in every aspect of Religious Instruction and therefore the entire method of Religious Instruction must be based om communication. However, at present this is not always the case. Thorough planning, training and presentation in Religious Instruction is essential, but our trust must not be therein. True communication is the work of God, and the true strength in Religious Instruction is the strength of God. What we actually seek and need in our work is God’s blessing. / Thesis (MEd)--PU vir CHO

Pregnancy can be a very difficult time of transition for some women as they have to adapt, change and prepare for the role and responsibility that awaits them after their baby is born. This is especially challenging for first-time mothers as they experience higher levels of anxiety and uncertainty than more experienced mothers. From a fortogenic perspective, pregnancy can be viewed as a developmental opportunity for maturation and growth. With high levels of psychological well-being the new mother will be able achieve optimal functioning by being a sensitive and responsive and confident in her abilities to care for her new-born baby. There is substantial evidence to show that spirituality is strongly associated with psychological well-being, but the lived experiences of first-time mothers have not yet been explored. Therefore this study aims to explore a group of first-time mothers‟ experiences of meaningfulness during their third trimester of pregnancy by focusing on their spirituality. Qualitative research and a phenomenological design were used to gain in-depth understanding of the experiences of first-time mothers. The Mmogo-Method® and reflective journals were used as data-gathering techniques and visual and textual data were captured. The data were analysed by using thematic analysis (textual) and comparing the symbolic values (visual) with the research question. This group of first-time mothers expressed a very personal and intimate relationship with a Divine reality that they rely on and from it they derive a sense of meaningfulness. This sense of meaning stems from their belief that the Divine reality is the giver of life; they were given a responsibility to carry new life. Unconditional trust in the Divine reality makes them willing to surrender control of their lives and accept the responsibility they were given. They find meaning, which potentially has implications for higher levels of psychological well-being. The findings of this research provide the basis for developing interventions for mothers-to-be to make sense of their pregnancy by relying on their pre-existing spiritual frameworks. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Pregnancy can be a very difficult time of transition for some women as they have to adapt, change and prepare for the role and responsibility that awaits them after their baby is born. This is especially challenging for first-time mothers as they experience higher levels of anxiety and uncertainty than more experienced mothers. From a fortogenic perspective, pregnancy can be viewed as a developmental opportunity for maturation and growth. With high levels of psychological well-being the new mother will be able achieve optimal functioning by being a sensitive and responsive and confident in her abilities to care for her new-born baby. There is substantial evidence to show that spirituality is strongly associated with psychological well-being, but the lived experiences of first-time mothers have not yet been explored. Therefore this study aims to explore a group of first-time mothers‟ experiences of meaningfulness during their third trimester of pregnancy by focusing on their spirituality. Qualitative research and a phenomenological design were used to gain in-depth understanding of the experiences of first-time mothers. The Mmogo-Method® and reflective journals were used as data-gathering techniques and visual and textual data were captured. The data were analysed by using thematic analysis (textual) and comparing the symbolic values (visual) with the research question. This group of first-time mothers expressed a very personal and intimate relationship with a Divine reality that they rely on and from it they derive a sense of meaningfulness. This sense of meaning stems from their belief that the Divine reality is the giver of life; they were given a responsibility to carry new life. Unconditional trust in the Divine reality makes them willing to surrender control of their lives and accept the responsibility they were given. They find meaning, which potentially has implications for higher levels of psychological well-being. The findings of this research provide the basis for developing interventions for mothers-to-be to make sense of their pregnancy by relying on their pre-existing spiritual frameworks. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014