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The role of time perspective in the career choice of secondary school pupilsPienaar, Gregory Edward 02 1900 (has links)
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))
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The role of time perspective in the career choice of secondary school pupilsPienaar, Gregory Edward 02 1900 (has links)
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))
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Senior sekondêre skoolleerling se belewing van sy relasies met sy onderwysers / The senior secondary child's experience of his relationships with his teachersRoodt, Aletta Catharina Jacoba 11 1900 (has links)
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)
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Senior sekondêre skoolleerling se belewing van sy relasies met sy onderwysers / The senior secondary child's experience of his relationships with his teachersRoodt, Aletta Catharina Jacoba 11 1900 (has links)
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)
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