Spelling suggestions: "subject:"selfconcept"" "subject:"selfconcept""
821 |
Enhancing realistic academic self-actualisation : a psycho-andragogical perspective / Bevordering van realistiese akademiese selfaktualisering : 'n Psigo-andragogiese perspektiefSonnekus, Ingrid Phyllis 11 1900 (has links)
Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not
been addressed by the people involved with the upliftment of disadvantaged students. The
aspect which was addressed was the personal growth of the adult learner within the
academic situation with consideration of his own personal circumstances and ideals. This
means that a micro level approach was generated by creating the Academic Enhancement
Programme (AEP). The purpose of the programme is to give adult learners the opportunity
to understand themselves and their own value systems better on a micro, meso and macro
level, to experience personal growth or self-actualisation and to see how these factors
influence the adult learners' interaction with the tertiary academic situation.
Eight possible value systems were discussed and introduced to the adult learners who
participated in the Academic Enhancement Programme. The adult learners were given the
opportunity to measure themselves against the value systems and to evaluate how these
influenced their realistic academic self-actualisation. The psycho-andragogical categories
were utilised during the application of the programme as criteria to evaluate the
effectiveness of the programme.
The following recommendations were made
• the creation of a faculty specific induction programme
• linking study packages directly to the context of adult learners
• organising personal academic contact
• giving personal academic support
• making the evaluation procedures transparent
• creating and supporting informal study groups
Although the study has certain limitations, it should be of great value to the university
system during the transformation phase that it is experiencing at present. The main aim
of the study is, however, the contribution to the academic growth of the adult learner in the
tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde
wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met
benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei
wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie
persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n
mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die
program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself
en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om
persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie
aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed.
Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die
Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het
die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die
loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering
be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program
as kriteria gebruik om die effektiwiteit van die program te bepaal.
Die volgende aanbevelings is gemaak:
• dat 'n fakulteit-spesifieke induksieprogram geskep meet word,
• dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk
gekoppel meet word,
• dat persoonlike akademiese ondersteuning gebied meet word,
• dat persoonlike kontak op akademiese gebied bewerkstellig moet word,
• dat evalueringsprosedures deursigtig gemaak meet word,
• dat informele studiegroepe tot stand gebring en onderhou meet word.
Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die
universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die
belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese
groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)
|
822 |
The role of teachers in the identity formation of adolescents restrained in their becomingSutcliffe, Carol Maurine 11 1900 (has links)
Certain adolescents are restrained in their becoming owing to a variety of family, school and relational factors, such as inappropriate adult role models, repeated failure and poor communication skills. Restrained adolescents display inadequate identity formation, partly because they are still endeavouring to define an own identity, instead of having reached the point of refining and stabilising their identity. Through their behaviour in family, school and other relationships they plead for assistance in the formation of their identity, especially at school, where
their plea is often misinterpreted as misbehaviour or attention-seeking, if not completely ignored. They consequently resort to their own ineffective efforts towards a meaningful existence. As an aid to defining adolescents' identity formation, a list of criteria has been compiled, using the essences distilled from the literature study. Four original questionnaires have been devised with a view to investigating restrained adolescents' identity formation from the perspective of adolescents, their parents, and teachers. By means of a qualitative investigation, it was found that: The identity formation of restrained adolescents is on the whole unsatisfactory in every respect. That is to say, they attribute inadequate meaning to life, themselves and their problems; they are not sufficiently involved in what they do, and they are bound by the infantile experiencing of their life-world in.that they are controlled by their feelings and moods. Parents of restrained adolescents tend to be inadequate, particularly
their fathers, who are non-available, either literally or figuratively. Alcoholism, neglect and abuse are common. Teachers of restrained adolescents are generally unaware of the significant role they can play in their identity formation, and need sensitisation and assistance in this area. Adolescents restrained in their becoming demonstrate specific identity formation needs, which concern themselves in various personal modalities and relationships. Teachers are in the position to provide support, not by means of additional scholastic or guidance programmes, but through their approach to these adolescents, to their teaching and education in
general. / Psychology of Education / D. Ed.
|
823 |
Interpersoonlike verrykingsprogram vir multikulturele groepe / An interpersonal enrichment programme for multicultural groupsVlok, Engela Susanna 01 1900 (has links)
Summaries in Afrikaans and English / Ons bevind ons in 'n nuwe Suid-Afrika waar die klem baie sterk op die uitwissing van die
spore van die apartheidsera gele word. Die oopstelling van skole het nie daartoe bygedra
dat kinders hulle vooroordele oorboord gooi en mekaar spontaan aanvaar nie. Die
verandering in wetgewing wat 'n eksterne verandering is, het nie noodwendig tot
verandering van gesindhede gelei nie. Daar kan derhalwe tereg gevra word hoe
versoening tussen mense van verskillende kulture tot stand kan kom.
In hierdie studie is gepoog om vas te stel of 'n verrykingsprogram in groepverband
interpersoonlike vaardighede en verhoudinge van persone van uiteenlopende kulturele
agtergronde kan bevorder. Die program is onder gekontroleerde omstandighede aangebied
en die idiografiese navorsingsmetode is gebruik.
Daar is bepaal watter faktore die aard en die kwaliteit van verhoudinge tussen persone van
verskillende kulturele herkoms be'invloed. Riglyne is gestruktrueer en kriteria is
ge'identifiseer waarvolgens die program saamgestel is. Die ouderdomme van die leertinge
het tussen 15 en 21 jaar gewissel. Tydens die multikulturele groepsbelewing het die
leertinge die geleentheid gehad om persoonlike en interpersoonlike vaardighede te
ontwikkel sodat daar 'n openheid en 'n beg rip vir mekaar ontstaan het. Die interaksie met
persone afkomstig van 'n verskeidenheid oriemtasies het daartoe gelei dat raakpunte in die
diversiteit ontdek is en hulle het mekaar as individue begin erken en verstaan. Nuutgestigte verhoudings was gekenmerk deur vertroue, warmte en empatie. Deur middel van
verbeterde selfbegrip en interpersoonlike vaardighede het die verhoudings tussen
groeplede in verskeie dimensies beduidend verbeter.
Hierdie navorsing het aangetoon dat mense van uiteenlopende kulturele orientasies soos
in Suid-Afrika die geval is, deur middel van ervaringsleer in groepverband, tot grater
eenheid en verdraagsaamheid saamgesnoer kan word. / Psychology of Education / D.Ed. (Psychology of Education)
|
824 |
An educational psychological perspective on the use of filial therapy in mother-child relationshipsArnott, Amanda Margaret 11 1900 (has links)
The different reactions of parents to the discovery that their children had ADD/ADHD has an effect on the primary relationship established between mother and child. This is essential in the later involvement, experience and meaning attribution of the child with respect to all subsequent relationship formation on the child's journey towards his ultimate target, namely self-actualisation. It was felt that psychological intervention could help parents to bond, communicate with and relate to their children without experiencing negative feelings which would enhance parental acceptance. In this study, ten mothers were used to participate in an adapted group Filial Therapy
programme. This unique therapy involves parents as the primary agents to resolve child-related problems and to encourage children's healthy psycho-social development. Results were positive. The mothers felt that they had formed better relationship with their children. They were empowered with knowledge and coping mechanisms, such as reflective listening, setting limits and providing choices. For the first time they were enjoying their ADD/ADHD children. / Psychology of Education / M. Ed. (Guidance and Counselling)
|
825 |
Bevordering van selfaktualisering by milieu-geremde leerders binne 'n multikulturele onderwyssisteem / The promotion of selfactualisation of milieu disadvantaged learners with a multi-cultural education systemDe Bruyn, Carina Elizabeth 06 1900 (has links)
Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged
children are closely related to each other, and is presently an important issue in the
South African educational system. Poor knowledge of milieu disadvantaged children
and multi-cultural education result in the loss of valuable learner potential and the
non-fulfilment of the education policy.
In this study, the promotion of self-actualisation of milieu disadvantaged children within a
multi-cultural education system is discussed from a psychological-educational
perspective. Attention is given to the problems and issues that play a defining role in
the implementation of such an educational system. The influence of the environment en
the development and functioning of milieu disadvantaged learners is investigated
further. Qualitative research is done to identify the developmental areas where most
problems occur. Finally, recommendations are made to the government, teachers and
parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde
leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die
Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en
multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die
onderwysbeleid nie uitgevoer word nie ..
In hierdie studie word die bevordering van selfaktualisering van milieu-geremde
leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige
perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n
bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem
speel. Die invloed van die omgewing op die ontwikkeling en funksionering van
milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om
die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer.
Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as
riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)
|
826 |
Relationship formation in multicultural primary school classroomsMathunyane, Lenkwane Henry 06 1900 (has links)
The research was undertaken to analyse and evaluate the nature and quality of
interactions in multicultural primary school classrooms. Special attention was
focused on the influence 25 independent variables had on the dependent
variable, namely group membership.
Literature indicates that warm and nurturant relationships within the family help
the child to achieve independence and promote social adjustment outside the
home. Literature also reveals that self-acceptance and acceptance of others are
dependent on the self-concept, and that acceptability in peer groups is enhanced
by characteristics such as friendliness, cooperation, emotional stability and
intellectual ability. It is essential to mention that some researchers claim that
within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination
is evident in the choice of friends in multicultural classrooms.
The empirical research was undertal<.en by administering four measuring
instruments, namely own designed questionnaire, the sociogram, the self-concept
scale for primary school pupils and the children's personality questionnaire to
121 standard five pupils in multicultural primary schools. The administering of
these instruments was aimed at determining the influence of the independent
variables on the dependent variable. The stepwise discriminant analysis method
revealed that of the 25 independent variables, only six, namely family
background, friendship skills, gender, scholastic achievement and personality
factors E (submissive versus dominant) and Q3 (undisciplined versus controlled)
contributed to the variance in group membership.
The multiple discriminant function was used to determine how close the
individual scores of children were, in a given friendship group. The general
pattern obtained, indicated that children choose each other on the basis of
similar characteristics. A point that clearly came to light, is that race and
language/culture do not contribute to the variance in group membership.
Children formed various friendship groups across racial and cultural lines.
In view of the aforementioned findings, the researcher made recommendations
on ways in which parents and teachers can create suitable teaching and learning
environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)
|
827 |
The effects of migrant labour on the family systemMazibuko, Ronald Patrick 11 1900 (has links)
The migrant labour practice in South Africa played an important role in the country's development and economy. Although it has benefited many native migrant workers by creating job opportunities, it has had adverse effects on the families of migrant workers. The focus of this study is the phenomenon of migrant labouring and its effects on the family. A literature study has shown that migrant labourers, living in overcrowded city
hostels, were subjected to exploitation, malnutrition and crime. The empirical study brought to light the many problems experienced by the families back home: Wives were overburdened by dual roles and responsibilities, lack of support and money, children's development was impeded and academic motivations and performance were low.
The ultimate aim of this study was to design practical guidelines to help families cope with the effects of an absent father due to the migrant labour practice. / Psychology of Education / M. Ed.(Guidance and Counselling)
|
828 |
The role of the emotional father-son relationship in the self-concept formation of adolescent boys in secondary schoolsPitsoane, Enid Manyaku January 1900 (has links)
The study investigated adolescent boys who experienced behavioural problems at school and the possible causes for these phenomena. It was evident that the adolescent boys who experienced behavioural problems were found to lack emotional connections with others due to their fathers’ absence and lack of positive attachment. A total of 403 adolescent boys from various schools in the Tshwane districts were used in the sample group. This quantitative study employed the use of a quantitative questionnaire as a means of data collection that included qualitative open-ended question as a method to enrich the quantitative data and obtain insight into the life world functioning and experience of the participants. The primary aim of the research study was to determine the emotional relationship between fathers and sons within the sample group. Secondly, the study sought to investigate how this emotional relationship affects the adolescent boy’s self-concept, resilience and motivational aspects in his daily functioning. The approach to quantitative data analysis was by means of descriptive statistical analysis. The findings revealed that emotionally absent fathers indeed impact negatively on the adolescent boys’ resilience and motivational aspects of their functioning and that a father’s absence has a significant influence on the behaviours of adolescent boys in relation to motivation and resilience. However, the research results also revealed that an emotionally absent father does not significantly affect the self–concept of an adolescent boy. Finally, an intervention programme was developed to assist and guide fathers and adolescent boys to improve their relationship with one another. / Psychology of Education / D. Ed. (Psychology of Education)
|
829 |
Leistungsentwicklungen und berufliche Interessen in der gymnasialen Oberstufe / Development of achievement and vocational interests in upper secondary levelWarwas, Jasmin 24 October 2008 (has links)
No description available.
|
830 |
Antecedents of Leader Empowering Behaviour : a Leader Self-Concept PerspectiveMohebbinia, Ladan 12 1900 (has links)
L’intérêt quant à l'habilitation des employés persiste étant donné les nombreux avantages associés à un personnel habilité. Les recherches empiriques démontrent que les employés psychologiquement habilités sont plus performants (Ahearne et al., 2005), s'engagent à des comportements extra- roles (Den Hartog & De Hoogh, 2009; Raub & Robert, 2010), sont plus satisfaits (Vecchio et al., 2010), sont plus intrinsèquement motivés (Chen et al., 2011; Zhang & Bartol, 2010), et sont plus engagés envers leur travail (Hassan et al., 2012; Konczak et al., 2000; Mare, 2007; Tuckey et al., 2012).
Malgré les résultats positifs de l’habilitation des employés, les interventions ne parviennent pas à atteindre les résultats attendus. De plus, rares sont les recherches qui examinent l’habilitation du point de vue des leaders. Donc, employant la perspective des leaders, cette étude tente de combler cette lacune en élucidant les facteurs qui contribuent à mieux comprendre pourquoi certains dirigeants habilitent les employés tandis que d’autres ne le font pas.
À cette fin, les facteurs relationnels et de personnalité des leaders, ainsi que contextuels au travail et leur relation avec les practiques d’habilitation ont été examinés sur un échantillon de dirigeants au sein de sept ministères gouvernementales d'une province canadienne. Il a été constaté que plus le leader se définit par un concept de soi inclusive dans ses relations au travail, plus il/elle a tendance à habiliter ses subordonnés. Les attributs de personnalité, soit de l'honnêteté-humilité (positivement), d’identité morale (positivement) et le désir de dominer (négativement) ont également servi à prédire le comportement d'habilitation du leader. L'insécurité positionnelle s’est avéré prévoir négativement les comportements d’habilitation des leaders.
En outre, il a été constaté que les dirigeants avec un sens de pouvoir plus élevé sont plus susceptibles d’habiliter leurs employés, contrairement à ce que prédit la littérature sur le pouvoir, perçu comme une force corruptrice (Kipnis, 1972; Maner & Mead, 2007). À l'inverse aux attentes, le trait d’implication de la culture organisationnelle s'est avéré non lié au comportement d’habilitation des leaders. Cette constatation correspond aux recherches sur le pouvoir et sa suppression des influences contextuels en faveur des traits internes du leader (Galinsky et al., 2003). En effet, le sentiment de puissance et le concept de soi collectif sont apparus comme les deux variables étudiés les plus importantes pour prédire le comportement d’habilitation des leaders.
Cette étude a des implications considérables pour le domaine du leadership. Pour une main d’oeuvre plus habilitée, il est recommandé que les programmes de leadership tentent à développer un concept de soi plus inclusive chez leurs leaders, pour ensuite leur céder accès au pouvoir. / Interest in employee empowerment persists given the wide range of positive individual and organizational outcomes associated with an empowered workforce. Psychologically empowered employees perform better (Ahearne et al., 2005), undertake extra-role behaviour (Den Hartog & De Hoogh, 2009; Raub & Robert, 2010), are more satisfied (Vecchio et al., 2010), are more intrinsically motivated (Chen et al., 2011; Zhang & Bartol, 2010), are more committed (Hassan et al., 2012; Konczak et al., 2000; Mare, 2007), and are more engaged (Tuckey et al., 2012).
Despite these positive outcomes communicated to leaders, interventions fail to reach the expected results. Yet, existing research rarely examine empowerment from the view of the leader. This study attempts to fill this gap by elucidating on factors that contribute to our understanding of why certain leaders empower whereas others don’t. To that end, relational, personality and situational variables and their relationship with leader empowering behaviour were examined on a sample of leaders within seven ministries of a Canadian provincial government. It was found that the more inclusive the leader self-defines in his/her relationships at work, the more likely he/she is to empower subordinates. The personality attributes of honesty-humility (positively), moral identity (positively), and desire for dominance (negatively) were also found to be associated to leader empowering behaviour. Positional insecurity was found to negatively predict leader empowering behaviour.
Furthermore, results reveal that leaders with a higher sense of power are more likely to empower, in divergence with the literature on power as a corrupting force (Kipnis, 1972; Maner & Mead, 2007). Also, contrary to expectation, the involvement trait of organizational culture was found to be unrelated to leader empowering behaviour. This finding is consistent with the research on power and it’s suppressing of contextual influences in favour of more internal traits to the leader (Galinsky et al., 2003).
Leader sense of power and collective self-concept emerged as the two most important variables predicting leader empowering behaviour. This study has significant implications for the field of leadership. For a more empowering organization, it is recommended that leadership programs work to develop a more inclusive self-concept in their leaders, following which, they can be entrusted with more power.
|
Page generated in 0.1114 seconds