Due to the fact that many of the secondary school pupils who experience difficulty in choosing a career, also appear to have problems with their time perspective, an investigation into the possible link between these concepts was undertaken. A literature study was done where the major dimensions of time perspective were identified continuity/directionality and locus of control; optimism/pessimism; structure. Analyses were done on the principal factors influencing time perspective and career choice. A reliable measuring instrument was developed in order to measure the secondary school pupil's time perspective. The results of the empirical investigation indicated that time perspective does play a significant role in the career choice of secondary school pupils. Gender and intellectual potential do not appear to have a significant bearing on time perspective. The educational implications of the findings are discussed, and guidelines regarding methods of improving a child's time perspective are given to both teachers and parents. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling (Psychology of Education))

Due to the fact that many of the secondary school pupils who experience difficulty in choosing a career, also appear to have problems with their time perspective, an investigation into the possible link between these concepts was undertaken. A literature study was done where the major dimensions of time perspective were identified continuity/directionality and locus of control; optimism/pessimism; structure. Analyses were done on the principal factors influencing time perspective and career choice. A reliable measuring instrument was developed in order to measure the secondary school pupil's time perspective. The results of the empirical investigation indicated that time perspective does play a significant role in the career choice of secondary school pupils. Gender and intellectual potential do not appear to have a significant bearing on time perspective. The educational implications of the findings are discussed, and guidelines regarding methods of improving a child's time perspective are given to both teachers and parents. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling (Psychology of Education))

Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)