M.Ed. / During adolescence confusion in idendity can occur (Louw. 1990:463) as adolescents find themselves in a period of transition. During this phase of life a positive self -concept is extremely important. because it determines where the person will fit into society, choices he will make (louw. 1990:460) and whether he is successful in his relationship with his fellow men (Staples, 1991: I I I). It is therefore extremely important that adolescents accept themselves. Although information about self-concept development is available. the researcher found that some adolescents still suffer from low self-concept which might, if not addressed. become hindrances to optimal development and self-actualisation. The purpose of this study was to determine whether self-esteem in adolescents could be improved. A program based on Constructivistic principles was developed and ten adolescents actively participated therein for ten sessions of two hours each. Nine components of self-concept development was discussed, namely: what is self-concept; how is self-concept formed; the ideal self; proactive attitude; conflict resolution strategies; self-assertiveness and friends. The last session was reserved for the evaluation on the program and self-growth. The development of the respondents were assessed and video's were taken. Workbooks were also analyzed. Measures to ensure trustworthiness was kept in mind and the development of the respondents were discussed with their parents.

M.A. / The political situation in South Africa has changed over the past ten years to that of a democracy. A result of this dramatic change is the assemblage of various cultures within a given context, especially multicultural schools. From this the question arose whether adolescents of different cultures present with different levels of self-concept within multicultural schools. Furthermore, it was to be determined whether cultural identity correlates with self-concept. Literature regarding the self, culture and cultural identity was used to get a better understanding of the study at hand. The theoretical frameworks of Allport and Rogers were studied to determine underlining factors involved in the formation of the self-concept. The various dimensions of the self, including self-esteem and self-labelling, was investigated as well as recent research regarding the self-concept. Research has shown that the self-concept of Black people is directly connected to their cultural norms and reference group (Allen, 2000). Differences between individualistic and collectivist groups have been identified, as well as the effect it has on social roles and the definition of the self. Regarding the issue of self-esteem and cultural identity research has shown a strong positive correlation between the level of self-esteem and cultural identity. Research has also shown that pupils in multicultural schools have a better understanding of cultural diversity and tolerance. The effects of negative stereotyping and labelling on the self within a multicultural environment are however issues to be taken into consideration. Tajfel and Turner’s (1979) Social Identity Theory provided the focus on cultural identity. Research regarding cultural identity within South Africa, contributed to the understanding of in-group and out-group categorization and it has been found that association with a particular group determined definition of the self. From the literature used it thus became apparent that the self- concept and cultural identity is closely linked, although a multicultural environment could have an impact on the self. This formed the basis for conducting the research on the impact of a multicultural context on the self-concept. The instruments used comprised of a cultural identity questionnaire, as well as the Beck and SIP self-concept scales. Participants of three different cultural groups were used namely, Black, White and Coloured individuals. Participants, between the ages of 16-17 were given the questionnaires to complete on cultural identity as to determine their level of association with a particular group. The self-concept scales evaluated their self-concept as either positive or negative. Additionally, the participants’ cultural identity scores were statistically divided to create two groups, one which scored low and another which scored high on cultural identity and these groups were compared on self-concept. Thus, this study attempted to control for cultural identity in terms of its influence on self-concept within a multicultural context. Results have shown that there is a strong positive correlation between self-concept and a cultural identity. Both of the self-concept scales showed this correlation in regards to Cultural Identity. Furthermore, statistically significant difference between the self-concept scores of the different cultural groups namely Black, White and Coloured Participants was found. It can thus be stated that cultural identities have a role to play in the manner in which we perceive ourselves, and more research is needed in this area to fully understand the scope of it. Research in this matter may also have a positive effect on the understanding of integration of different cultures in South Africa, especially within the educational context.

From Preface: As a teacher with experience in competitive sport, the author became interested in the topic of athletic competition when joining the staff of an all-boys' school. The competitive aspect of sport at such a school can make quite an impression on an inexperienced teacher. The question then arose; Is this competitive atmosphere universal? Is this type of competition acceptable and desirable in our schools? Being a teacher of Physical Education as well as other subjects and also being actively involved in the coaching of senior sports teams the author regarded himself suitably qualified to investigate the matter of athletic competition in our schools.

This study investigated how and why individuals chose various post-high school destinations. Theoretical frameworks based on Härnqvists (1978) conceptualization of the determinants of educational choice, rational choice theory as depicted by Elster (1986, 1989a, 1989b), and Bourdieu’s Theory of Practice (1977c, 1979, 1986, 1990b) were used to examine 1) the complex of individual and institutional influences of educational choice, 2) the processes underlying the decisions people made in choosing whether or not to pursue a post-secondary education, and 3) how students in the midst of the transition from high school to various post-high school destinations perceived these processes. Central to these analyses are the concepts of cultural capital, primary and secondary social capital, beliefs about and dispositions toward post-secondary education, academic capital, and enabling capital in relation to post-high school status. This research, conducted in British Columbia, has undertaken two kinds of examination: 1) the exploration of choices made by a large sample of recent high school graduates (n5345), as reported on a survey questionnaire and enriched by corresponding Ministry of Education linked data and 2) two sets of intensive, focused interviews conducted with a sample of Grade 12 students (n51) who were in the process of making choices about post-high school destinations. Three different types of analyses were conducted to explore the choice process. First, discrirninant function analyses were carried out to determine which individual and institutional determinants of educational choice, as depicted by Härnqvist, best predicted post-high school group membership (non-participant, non-university participant, university participant). Second, structural equation modelling using LISREL VI was employed to unravel the processes, as depicted in a model of Post-high School Status, that led to differential group membership. Finally, interviews with Grade 12 students were carried out to explore students perceptions of these processes. In the first discrirninant analysis, non-participants and participants in postsecondary education comprised the dichotomous grouping variable. Employing the variables included in Härnqvists framework, 74% of the non-participants and 79% of the participants could be correctly classified into their respective groups. The most powerful predictor was curricular differentiation, followed by level of education expected, total number of awards received, and primary social capital (parental influence variables). In a second discriminant analysis with non- university and university participants as the grouping variable, and based on the same set of predictors, the type of post-secondary institution attended was correctly predicted for 81% of university participants and 75% of non-university participants. High school grade point average most strongly predicted group membership, followed by curricular differentiation and level of education expected. Primary social capital (parental influence variables) or secondary social capital (influence of school personnel and peers) were not useful predictors in this analysis. In a three group discriminant analysis (non-participant, non-university participant, and university participant), the first function distinguished among these three groups on academic capital variables, disposition variables, and parents as sources of cultural capital, and the second discriminant function distinguished among the groups on primary and secondary social capital variables and number of academic awards received. Based on Härnqvist’s schema, 81% of university participants, 50% of non-university participants, and 67% of non-participants were correctly classified. Analyses by gender were also reported for each discriminant analysis. In the second type of analysis, a theoretical model of Post-high School Status was tested using LISREL VI. Strong positive relationships were demonstrated to exist between academic capital and post-high school status, and between dispositions toward post-secondary education and academic capital, for both males and females. The effect of parents as sources of cultural capital on dispositions toward post-secondary education was moderate, for both males and females. The total effects of parental transmission of cultural and social capital on post-high school destinations was significant. In these analyses, 58% of the variance in post- high school destination for the male sample and 54% of the variance for the female sample was explained. In the third analysis, the processes of educational choice were further explored through interviews with Grade 12 students. Of particular theoretical interest were differences in students’ long term dispositions toward post-secondary education, beliefs about post-secondary education, and how parents as sources of primary social capital enabled their children to pursue higher education. It was concluded that the treatment of two disparate strands of thinking (rational choice theory and Bourdieu’s Theory of Practice) as complementary rather than competing provide a coherent account of how students made choices about post-high school destinations. The theoretical frameworks developed for this study hold potential as a first step in revitalizing the investigation of equality of educational opportunity. Implications for further research, theory development, and policy directions are offered. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

A second generation South Asian can be faced with contrasting and conflicting cultures which can impact the formation of a healthy ethnic identity. The present study investigated what facilitated and hindered a South Asian's adolescent experience of becoming bicultural. Flanagan's (1954) Critical Incident Technique was used in interviewing 8 adult participants, including 5 females and 3 males, aged 20 to 26 years of age. The results identified 88 critical incidents, forming 10 helping categories and 4 hindering categories. The 10 Helping categories were: (1) Cross Cultural Friendships, (2) Speaking both Punjabi and English, (3) Personal Attributes, (4) Shared Experiences with Peers in the 'Same Boat', (5) Family Support and Influence, (6) Involvement in Recreational, Cultural and Religious Community Activities, (7) Visiting India, (8) High School Experience, (9) University Education and (10) Acceptance of Parent's and / or Grandparent's Views. The Hindering Categories were: (1) Parental and / or Familial Expectations, (2) Media Influence / Societal Expectations, (3) Personal Conflict of Cultural Values and (4) Experiencing Racism. The categories were found to be reliable and valid through procedures such as exhaustiveness, independent raters, co-researcher's cross checking, participation rate and theoretical agreement. The resulting categories provide a list of comprehensive factors that can facilitate and hinder an individual's process towards developing a bicultural identity. The findings are discussed in relation to implications for counselling theory and practice, and future research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This research examines what facilitates and hinders the adjustment of adolescent international students attending public secondary school in Vancouver, British Columbia. The purpose of this study is to determine a set of categories that can be used by school personnel to, better assist newly arriving international students in their adjustment process. The critical incident technique developed by Flanagan (1954) is used for this research to discover what events facilitate and hinder the adjustment of these international students. Twenty-one secondary students, ages fifteen to eighteen, are interviewed from three different public schools in the Vancouver School District. From the interviews, a total of 352 critical incidents are used to develop seventeen categories which answer the question: What facilitates and hinders adolescent international student adjustment? To test for reliability and validity, four tests are carried out in order to establish the soundness and comprehensiveness of the categories including independent rater agreement, comprehensiveness of categories, participation rate, and expert validation. The results show that adolescent international student adjustment can be facilitated or hindered in the following ways: receiving encouragement or support, receiving advice or information, receiving help, appreciating others, being accepted, making friends, having fun, participating in activities, learning English, communicating effectively, speaking own language, performing well academically, experiencing less demand at school, making decisions, impressed with environment, experiencing dilemmas, and experiencing local annoyances. Portraits of adjustment and maladjustment are given as well as case studies in order to highlight the categorization system in both a general and specific way. The findings of this study contribute to the body of knowledge regarding international student adjustment because of its use of an adolescent, rather than adult, international student population. This research is also very practical in that it can be useful as a basis for individual and group counselling, various school-based and district programs, and general support and information for school personnel and newly arriving international students. Ideas for further research using this subject population are also suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

One criticism of previous work in the field of adolescent development has been the paucity of research examining the unique and combined contributions of different developmental contexts on adolescents' functioning. In an attempt to address this issue, the current study examined adolescents' perceptions of autonomy and relatedness within parent, peer, and school contexts in relation to school functioning and psychological adjustment. Adolescents (N = 478) in Grades 8, 9, and 11 completed self-report questionnaires assessing feelings about their relationships with parents and peers, and perceptions of school. Teachers completed ratings of adolescents' strengths and competencies. Academic achievement was assessed using end of year school grades. Results revealed several significant gender and grade differences. Whereas girls reported greater deidealization of their parents and peers, and higher quality of attachment to peers than did boys, boys- reported being less dependent on their peers than did girls. Overall, adolescents in grade nine were more dependent on their peers and reported more trust and communication in their peer relationships than did adolescents in grade eight. Correlational results indicated that school functioning was positively associated with school autonomy, parental attachment, peer attachment and school belonging, and that problems in psychological adjustment were negatively associated with peer autonomy, school autonomy, parental attachment, peer attachment, school belonging, and positively associated with parental autonomy. Results of the multiple regression analyses indicated that autonomy and relatedness variables accounted for significant amounts of variance in GPA, teacher-rated school competencies, internalizing problems, and externalizing problems. Analyses also revealed variables which uniquely predicted areas of functioning across contexts and gender. This cross-sectional study provides new theoretical insights regarding relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence across multiple contexts. The findings contribute to a more thorough understanding of the dimensions of autonomy and relatedness that may have important implications for educators and parents of adolescents for improving educational practice and for promoting school success and positive adjustment. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

M.A. / The aim of this research is to ascertain the unique character of late-adolescence in order to strengthen the counselling and ministry of late-adolescents. The first aim was to ascertain the particular problems of identity development and psychosocial adjustment of late-adolescents. The research concentrates on different aspects of development such as cognition, sexuality, self-actualisation and commitments. In order to comprehend the complexity of late-adolescents, the following aspects should be taken into account: identity, body-image, intimacy, careerchoice, personal values and philosophy of life. A literature study was done to draw a comparison between the developmental theory of Erik H Erikson and the classical and more contemporary views on these concepts. Erikson described eight life stages in human development. The research focuses on the first six stages which culminates in achievement of intimacy and identity. The research showed that six concepts, trust, autonomy, initiative, industry, identity and intimacy, are intertwined in the development of a healthy personality. This information need to be used in the counselling and ministry process. The second aim was to measure the psychological adjustment of late-adolescents by means of two questionaires: the EPSI-scale. (Eriksonian Psychological Stage Inventory) and the Erikson-scale. The questionaires were structured to measure the six major concepts of Erikon's theory. The lack of correlation between the EPSI and Eriksonian scales opens the door to research on a questionaire which can measure the Eriksonian concepts of psychosocial development. The following methods were used in the processing of the results of the questionaires: Student T-test for small groups and the Spearman correlational coefficient. The variables that were tested were sex, age and ethnicity. There were no statistical significant differences among the scores of the three ethnical groups. This leads to the conclusion that Erikson's theory is applicable to the South African adolescent population. Identity and psychosocial adjustment are major concepts in the development of lateadolescents and could be regarded as a relevant field of study.

Submitted in accordance with the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, South Africa, 2007. / This study is on the impact of copyright law on the provision of information by libraries with special reference to computerized databases. For the purposes of this study, four hypotheses were set, being: the appropriateness of copyright law; the restriction on access to information; author's remuneration for his work; and the interpretation of the law of copyright. A literature review was done on the origin and development of copyright, from the ancient cultures through the Middle Ages and the invention of the printing period to the enactment of the first copyright law in history (the Statute of Anne) which is the fundamental basis of the modern copyright as a legal protection for an author, artist or composer that restricts any form of reproduction. In general, copyright law grants the autln,r an exclusive right to his works and also grants the pucil J the right to use intellectual works within th^ limits of the doctrine of 'fair use* that would not cripple the economic conditions of the author. In chapter three, it is indicated that recent developments in computer technology, telecommunications technology and reprography have made it possible for information to be easily and cheaply copied and transmitted over distances (transborder data flow) for the use of many users. Such indiscriminate access withholds from the copyright holder legitimate royalties for his work and the protection by legal copyright. To restrict such access on the other hand, inhibits the use of the work which is also contrary to the interests of the author and to the intent of copyright law. Libraries are a primary source of disseminated information and as such are required to observe the legal conventions of the country. With the recent developments of a wide range of technological advancements in information transfer, and an increased demand for information sharing, it is becoming increasingly difficult and in some cases impossible for libraries to fully uphold and enforce the provisions of the copyright law. Nowadays, intellectual property has become a tradeable commodity and the recent problem is one of economic threat brought about by changing technology. Librarians depend upon the originality and products of authors and publishers in the provision of information services to users and must therefore observe the copyright law to give incentive to those with the ability to write. The results of this study confirm the hypotheses that copyright law is not appropriate in the reproduction of all forms of copyrighted material from computerized databases; that copyright law restricts the free access to information; that authors have the right to expect remuneration for their works; and that the interpretation of copyright law is a problem and therefore confusing to libraries.

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