Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 73-81). Also available in print.

Thesis (Ph.D.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 325-347) Also available in print.

Text in Afrikaans / Die studie handel oor die persoonlikheidsamestelling van die beskeie leerling in die senior sekondere skoolfase. Twee sienings van beskeidenheid blyk uit die literatuur, naamlik beskeidenheid as 'n deug en beskeidenheid as manifestasie van innerlike onsekerheid. Daar is in diepte gekyk na beskeidenheid as persoonlikheidseienskap en die invloed van beskeidenheid op die relasievorming en selfaktualisering van die kind. Beskeidenheid gaan gepaard met persoonlikheidseienskappe soos terughoudendheid, beskroomdheid, geinhibeerdheid, ontoereikende assertiwiteit en vry van aanmatiging en dit behels 'n onvermoe tot selfbevordering. Verder manifesteer sake soos sosiale angstigheid, openbare selfbewustheid, vrees vir sukses en swak selfevaluering ook in beskeidenheid. Die leerling se relasievorming en selfaktualisering word deur beskeidenheid gekortwiek. Die Hoerskool Persoonlikheidsvraelys is in 'n empiriese ondersoek op 'n aantal standerd 9-leerlinge afgeneem. Geen tipiese perrsoonlikheidsprofiel kon vir beskeidenheid saamgestel word nie. 'n Aantal persoonlikheidseienskappe wat met beskeidenheid verband kan hou, het egter in die ondersoek na vore gekom. / This study concerns the personality composition of the modest pupil in the senior secondary school. Two views of modesty are discussed in the literature, namely that it is a virtue and that it is a sign of inner uncertainty. An in-depth study is made of modesty as a personality characteristic and its influence on the pupil's relationship formation and self-actualisation. Modesty is associated with such personality characteristics as reserve, timidity, inhibition, unassertiveness and lack of arrogance. It implies an inability to promote oneself. Modesty is also a manifestation of social anxiety, self-conciousness, a fear of success and low self-evaluation. It handicaps the relationship formation and self-actualisation of pupils. The High School Personality Questionnaire was administered to a group of Standard 9 pupils in an empirical study. No typical personality profile could be compiled for modest pupils. Several personality 'characteristics emerged from the study which may be associated with modesty. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

D.Ed. / Delinquent-prone behaviour amongst the adolescent school population has become a serious problem in South Africa. From the reports in the media, it would seem that many adolescents cannot conform to the demands of society and, consequently, become involved in acts, which may be punishable by law. These acts include illegal substance abuse, stealing, fighting, aggravated assault and bullying of both educators and learners. In this respect, it must be noted that, although society at large tends to highlight delinquent acts of adolescents, very little is discussed about adolescents’ self-esteem or the factors that may have influenced them to perform these acts. Therefore, in order to prevent delinquent behaviour from escalating in our society and perpetuating the vicious cycle, educational psychologists will have to devise ways to understand and identify self-esteem and its contribution to violent behaviour in adolescents, and to prevent these behaviours before they become too ingrained in youths at risk. Taking the above into account, the research problem focused on the nature of self-esteem in delinquent-prone adolescents and how it manifests in their behaviour. Furthermore, the question arose as to what intervention programme could be developed for educational psychologists to render assistance and support to delinquent-prone adolescents, in order to prevent or to change problematic behaviour. This research aimed at exploring and describing the nature of self-esteem in delinquent-prone adolescents, how the self-esteem manifests itself in their behaviour, and to examine the factors that influence the self-esteem of delinquent-prone adolescents. Based on the findings of the study, an intervention programme was developed for educational psychologists to render assistance and support to delinquent-prone adolescents in order to prevent or change problematic behaviour. The research was done through the use of qualitative research strategies, which included a literature review, delinquent-prone adolescents’ written life stories, their responses to an incomplete sentence questionnaire and interviews conducted with participants, and which included the delinquent-prone adolescents themselves, their parents/guardians and housemothers, their educators and principal, the social worker and other parents/guardians of delinquent-prone adolescents who were not selected for this study. For this study, a sample of twenty adolescents, who were between the ages of fourteen and eighteen years, was selected from two secondary schools for this study. The only criteria that were used in the selection of these secondary school adolescents were that they presented with delinquent-prone behaviour. This sample was selected by the social worker at the orphanage and the principal of one of the schools, because they knew these adolescents well. Five categories were identified through data analysis, namely the nature of the self-esteem, feelings, internalised thoughts, delinquent-prone behaviour and significant relationships. The findings indicated that these delinquent-prone adolescents do have low self-esteem. Their feelings and internalised thoughts revealed attitudes and experiences commonly linked with low self-esteem in relevant literature. This low self-esteem manifested itself in their delinquent-prone behaviour, which was categorised as disobedient, covert and overt behaviour. The significant relationships highlighted that, although their peers influenced them to some extent, it was the significant adults in their lives, namely their housemothers, parents/guardians, caregivers and educators who were mentioned mostly in their responses. These significant adults do not appear to have fulfilled their responsibilities adequately, either because they do not know how to or because they do not have sufficient time, or because they themselves are overwhelmed with problems surrounding these adolescents. The findings of this study may not be generalised to other delinquent-prone adolescents, due to the small sample size. However, the research-design chapter did provide an audit trail, which may enable other researchers to determine to what extent their situation is similar to that in this study. What was significant to note was that primary caregivers of these adolescents (housemothers and parents/guardians) and educators seem to be in an ideal position to improve the adolescents’ internal and external environment, in order to enhance their self-esteem. A school-based intervention programme, based on the findings, was developed for educational psychologists to render assistance and support to delinquent-prone adolescents, their primary caregivers (parents/guardians, housemothers or caregivers) and educators in order to prevent or change the adolescents’ delinquent-prone behaviour. The principal areas aimed at enhancing self-awareness, motivation and empowerment, communication, assertiveness, conflict resolution and anger management skills. Other important areas aimed at helping adolescents with grieving and improving emotional intelligence. There are not many (if any) school-based intervention programmes for primary caregivers, educators and delinquent-prone adolescents, to assist the latter to enhance their self-esteem. While the implementation of the suggested programme may be costly, schools need to take the initiative in finding practical solutions at little or no cost by using the voluntary services of social workers or psychologists completing their internships. Measures are needed urgently to curb delinquent-prone behaviour in adolescents. What also became clear, however, was that many delinquent-prone adolescents experience a lack of love, and rejection. It seems justified to argue that support for, and acceptance of, children, maintained constantly, would prevent unacceptable behaviour, at least in some instances. One should not have to hear any child say, “I am tired of looking for love”.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [103]-109). Also available on the Internet.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Dec. 14, 2009). Includes bibliographical references (p. [30]-34).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [103]-109). Also available on the Internet.

Thesis (Ph. D.)--University of Notre Dame, 2003. / Thesis directed by David A. Cole for the Department of Psychology. "December 2003." Includes bibliographical references (leaves 49-58).