BACKGROUND: Non-suicidal self-injury (NSSI) occurs in 13% to 20% of adolescents, and is often indicative of deeper internal or social problems. A close review of current explanatory models of NSSI suggested that underlying individual sensory preferences may contribute substantial explanations for the self-regulatory functions of NSSI, as well as have implications for treatment approaches. In the context of integrating sensory processing models with prominent functional NSSI models, this dissertation research compared sensory preferences in youth who engaged in NSSI to sensory preferences of youth who did not engage in NSSI. OBJECTIVE: NSSI-engaging youth were hypothesized to have lower threshold sensory preferences (sensation avoiding and sensory sensitive), and higher sensitivity (low threshold) in touch processing, auditory processing, and modulation of sensory input affecting emotional response. Sensory preferences were hypothesized to predict NSSI functionality, and trauma history and symptomology were hypothesized to predict NSSI and sensory preferences. METHODS: Youth (n = 108; 56% female; 43% Hispanic) aged 8-14 completed self-report items regarding knowledge, thoughts, and engagement in NSSI, the Functional Assessment of Self-Mutilation (FASM) to evaluate type and functionality of NSSI, and the Adolescent / Adult Sensory Profile to evaluate sensory preferences (low registration, sensation seeking, sensory sensitive, sensation avoiding). Parents (90% female; Mage = 39.4 (SD = 6.9)) completed the Sensory Profile as a secondary measure of youth sensory preferences and the UCLA post- traumatic stress disorder reaction index (PTSD-RI) to evaluate youth trauma history and symptomology. RESULTS: NSSI-engaging youth (N = 14) scored significantly higher than Non-NSSI-engaging youth (N = 85) in the sensation avoiding (Cohen's d = .83) and low registration (Cohen's d = .66) domains. Auditory sensitivity (youth-reported) significantly predicted NSSI after controlling for age. While parent-reported sensory preferences and trauma history and symptomology were not predictive of NSSI, auditory sensitivity (parent-reported) predicted PTSD symptomology in youth with trauma history. CONCLUSIONS: Results provide preliminary insight into better understanding the self-regulatory role of NSSI, and offer insight into specific sensory preferences of young adolescents who engage in NSSI. In combination with future research, findings contribute to existing comprehensive models of NSSI, and provide evidence for sensory considerations in NSSI treatment.

Traditionally, geometry at school starts on a formal level, largely ignoring prerequisite skills needed for formal spatial reasoning. Ignoring that geometry has a sequential and hierarchical nature causes ineffective teaching and learning. The Van Hiele theory postulates learner progression through levels of geometry thinking, from a Gestalt-like visual level through increasing sophisticated levels of description, analysis, abstraction, and proof. Progression from one level to the next does not depend on biolog~caml aturation or development only, but also on appropriate teachingllearning experiences. A higher thinking level is achieved through the application of a series of learning phases, consisting of suitable learning activities. The teacher plays an important facilitating role during this process. In accordance with the social cognitive learning perspective on self-regulated learning, geometry learners must direct their thoughts and actions while completing activities in order for effective learning to take place. Learners can be described as being selfregulated to the degree that they are metacognitively, motivationally, and behaviorally active in their own learning. The social cognitive theory assumes that students enter learning activities to acquire knowledge, learning how to solve' problems and completing learning activities. Self-regulated learners are aware of strategic relations between self-regulatory processes and learning outcomes and feel self-efficacious about using strategies. Self-regulation is similar to metacognitive awareness, which includes task and personal knowledge. Self-regulated learning requires that learners understand task demands, their personal qualities, and strategies for completing a task. A Van Hiele-based geometry learning and teaching program was designed (with a problem solving context in mind) and implemented in four Grade 7 classes (133 learners) at two schools. The study investigated factors and conditions influencing the effective learning and teaching of spatial concepts, processes and skills in different contexts. Results suggest that the implementation of a Van Hiele based geometry learning and teaching program in a problem solving context had a positive effect on the learners' concentration, when working on academic tasks, and level of geometric thought. The higher levels of geometric thought included higher categories of thought within these levels. Learners who completed the program reasoned on a higher level, ,gave more complete answers, demonstrated less confusion, and generally exhibited higher order thinking skills than their counterparts who did not take part in the program. The only prerequisite' is that the teacher should consistently teach from a learner-centered approach as the program will deliver little or no advantages if the program is presented in a teacher-centered content-based context. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000.

Mathematical skill is viewed as critically important in a technologically sophisticated world. Since everyone needs to acquire at least some skills in this learning area, the poor performance of grade 12 learners raises concern. The process during which learners gain awareness of their own thinking processes when solving mathematical problems, is referred to as "metacognition". Metacognitive strategies include knowledge (of oneself as a learner, the task at hand and strategies to be used) and self-regulation (planning, monitoring and evaluation). Metacognitive strategies are linked interactively by its twin process of reflection, eventually facilitating the implementation of certain cognitive strategies. Since metacognitive strategies essentially comprise skills, facilitators of learning should facilitate learners' development and application of these skills and the study and mastery of mathematics in an integrated way, thereby ensuring that learners deliberately and intentionally apply these skills in a satisfactory way. It is important to note that "metacognition" is both directly and indirectly mentioned in the Critical Outcomes stated in Curriculum 2005 - after all, most of the outcomes referred to imply that learners should be directed to reflect on their own thoughts. The primary aim of my study was to investigate the possible value of metacognition for the teaching and learning of mathematics. I used a two-phased, consecutive, mixed research method involving learners as well as in-service and pre-service mathematics facilitators. Results of the quantitative part of my study were triangulated with the results of the qualitative part of my study. My findings indicate, inter alia, that learners' metacognitive strategies as regards prediction, evaluation, monitoring and reflection could be insufficient. In-service and pre-service facilitators of mathematics may very well possess metacognitive skills and utilise them intuitively, however, these skills are not implemented in their classes or learning to a satisfactory extent. Since this is a local study conducted on a relatively small scale, it would be inappropriate to infer. My findings do, however, suggest that implementation of and research on metacognition and metacognitive strategies in the teaching and learning of mathematics require attention at national. tertiary and secondary levels. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2008.

The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.

Self–regulation is a psychological skill that helps individuals to flexibly plan, execute and monitor their own behaviour. The key self–regulation processes include goal establishment, planning, the striving towards a goal and the revision thereof. Although it is clear that poor self–regulation is associated with psychopathology, the role gender plays is not well understood. Some differences between men and women suggest that gender may be a possible factor in self–regulation and the development of specific forms of psychopathology. The aim of this study was therefore to determine the relationship between self–regulation, psychopathology and gender amongst a group of university students. Participants consisted of an availability sample of 384 (284 female and 100 male) students at the NWU’s Potchefstroom Campus. Self–Regulation was measured with the Shortened Self–Regulation Questionnaire (SSRQ) of Carey, Neal and Collins (2004). In this study, the factor structure proposed by Potgieter and Botha (2009), based on a factor analysis of the SSRQ in the South–African context, was used. Psychopathology was measured with the General Health Questionnaire (GHQ) of Goldberg and Hiller (1979) as well as with a selfcompiled Alcohol and Eating Risk Questionnaire (AERQ). Data were captured and analysed using SAS. The two gender groups did not differ clearly regarding either self–regulation or psychopathology. This supports other studies that found no gender differences in specific selfregulation contexts, but contradicts a number of studies which indicate gender differences related to psychopathology. Interesting tendencies were noted regarding the association between self–regulation and psychopathology, independently for male and female students. Decision making and learning from mistakes, was found to be an important self–regulatory skill for both gender groups in this study, but with practical significance for male students only. For male students, differences in self–regulation were found regarding lower and higher risk for alcohol–related problems in contrast to female students, where differences were found only regarding risk for eating–related problems. It is more acceptable for males to misuse alcohol than it is for females in many societies, and this might explain why self–regulation is important for men regarding alcohol use. Current cultural values, attitudes, and practices and social norms, with particular emphasis on the sexualisation and objectification of women and their bodies, contribute to eating disorders and body image distress in females across their life span and specifically in college women. Thus, self–regulation becomes more important for females, as they are more vulnerable to eating–related problems. It was concluded that there is an important relationship between self–regulation and psychopathology, and in this study this relationship was found to be somehow different for male and female students. The results of this study have great implications both for further research and for clinical practice. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2008.

The aim of this study was to assess the impact of a Go Make a Difference (Go MAD) training programme on the self-regulation of a group of students at a higher education institution in South Africa. An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design. Data were gathered with the Generalised Expectancy for Success Scale (GESS), the Personal Growth Initiative Scale (PGIS), the Problem Solving Inventory (PSI), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. It was found that Go MAD® shows potential as a valid tool to foster self-regulation in students and to help them ultimately to achieve their goals. However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it difficult to attain their goals. Findings support other impact studies regarding Go MAD. Further research on larger, random samples with presentation of Go MAD over a longer period of time, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended. / Thesis (M.A. (Psigologie)--North-West University, Potchefstroom Campus, 2008.

Self–regulation is a psychological skill that helps individuals to flexibly plan, execute and monitor their own behaviour. The key self–regulation processes include goal establishment, planning, the striving towards a goal and the revision thereof. Although it is clear that poor self–regulation is associated with psychopathology, the role gender plays is not well understood. Some differences between men and women suggest that gender may be a possible factor in self–regulation and the development of specific forms of psychopathology. The aim of this study was therefore to determine the relationship between self–regulation, psychopathology and gender amongst a group of university students. Participants consisted of an availability sample of 384 (284 female and 100 male) students at the NWU’s Potchefstroom Campus. Self–Regulation was measured with the Shortened Self–Regulation Questionnaire (SSRQ) of Carey, Neal and Collins (2004). In this study, the factor structure proposed by Potgieter and Botha (2009), based on a factor analysis of the SSRQ in the South–African context, was used. Psychopathology was measured with the General Health Questionnaire (GHQ) of Goldberg and Hiller (1979) as well as with a selfcompiled Alcohol and Eating Risk Questionnaire (AERQ). Data were captured and analysed using SAS. The two gender groups did not differ clearly regarding either self–regulation or psychopathology. This supports other studies that found no gender differences in specific selfregulation contexts, but contradicts a number of studies which indicate gender differences related to psychopathology. Interesting tendencies were noted regarding the association between self–regulation and psychopathology, independently for male and female students. Decision making and learning from mistakes, was found to be an important self–regulatory skill for both gender groups in this study, but with practical significance for male students only. For male students, differences in self–regulation were found regarding lower and higher risk for alcohol–related problems in contrast to female students, where differences were found only regarding risk for eating–related problems. It is more acceptable for males to misuse alcohol than it is for females in many societies, and this might explain why self–regulation is important for men regarding alcohol use. Current cultural values, attitudes, and practices and social norms, with particular emphasis on the sexualisation and objectification of women and their bodies, contribute to eating disorders and body image distress in females across their life span and specifically in college women. Thus, self–regulation becomes more important for females, as they are more vulnerable to eating–related problems. It was concluded that there is an important relationship between self–regulation and psychopathology, and in this study this relationship was found to be somehow different for male and female students. The results of this study have great implications both for further research and for clinical practice. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.