Support and Resistance discusses the interaction between pupils of different abilities and the school organisation. The dissertation has its point of departure in the views of pupils, both those with special support and their classmates. It outlines how school is – and how it should be – in the views of schoolchildren. The results show that the presence in a class of a child with disability correlates with better class climate. Contradictions between goals and values in the educational system are supposedly solved with a compartmentalisation of goals and values, in which the differentiated settings take more responsibility for the goals of socialisation and democratic participation, while the regular settings concentrate on the goals of selection and achievement. This tends to be unsatisfactory, however. The theoretical framework of the dissertation relates to concepts from the fields of sociology, group psychology, psychoanalysis, the history of ideas and the history of education. The empirical studies concern pupils’ self-concept, their perceptions of class climate and school in relation to organisational aspects of learning settings such as homogeneity/heterogeneity, the special support offered at school, the presence of differentiated settings and the opportunity of participation. These studies are based upon questionnaires and texts written by children in comprehensive schools, and on interviews and observations of educational settings. The results and their implications are related to the goals of socialisation, democratic education and social participation. This work is of interest to educators, school administrators, policy-makers and scholars in the fields of education, special education and disability research.

Self-concept has been defined as being both contextual and multidimensional, varying with different situations and states of being. In this light, the Ecological Q-Sort was developed to measure the varying nature of self-concept in older persons. The purpose of this study is to determine what contextual selves are represented within the framework of the Ecological Q-Sort. The cards of the test were rated and Ward's Hierarchical Clustering technique was utilized to categorize the cards along two dimensional rating factors. Statistical analysis revealed that social, productive, physical, play, active, assertive, and nurturing selves are represented .by the instrument. Those selves are measured by the Loneliness/Sociability, Productive/Relaxation, Vitality/Instability, Initiative/Inefficacy, Confidence/ Uncertainty, and Nurturing/Loss categories.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / This study explored the effects of personal epistemological beliefs about mathematics and beliefs about the ability to do well in mathematics on achievement in a college-level, developmental mathematics class. The influences of gender, age, and ethnicity on these beliefs as they relate to mathematics achievement were also explored. The Mathematics Belief Scales (MBS) was adapted from the Indiana Mathematics Belief Scales and Self-Description Questionnaire III to measure beliefs about the time it takes to solve mathematics problems, the importance of conceptual understanding in mathematics, the procedural emphasis in mathematics, the usefulness of mathematics, and self-concept about mathematics. MBS was administered to 159 participants enrolled in Intermediate Algebra over two semesters at an urban, state-supported mid-western university and two small private mid-western universities. Responses to the surveys and scores on the final exams for the Intermediate Algebra courses were analyzed using descriptive statistics, the Pearson product-moment correlations, analysis of variance techniques, and hierarchical regression analysis. Results indicated that students generally held nonavailing beliefs about mathematics and mathematics self-concept. Students typically believed that mathematical problems should be solved within ten minutes. Students generally did not believe that math problems can be solved with logic and reason instead of learned math rules. Over 40% of the students did not believe that mathematics beyond basic mathematics was useful to everyday life. Students were also generally not confident in their ability to solve mathematics problems. Additionally, men’s self-concept was significantly higher than women’s self-concept. Adult learners’ self-concept was also significantly higher than traditional age students’ self-concept. Hierarchical regression analyses revealed that the importance of understanding mathematical concepts positively influenced final exam scores for men more so than women and self-concept positively influenced final exam scores for women more so than men. These results indicate a need for academic experiences at the college-level that will challenge students’ current belief system and provide an environment that is supportive and conducive to building individual self-confidence.

Philosophiae Doctor - PhD / This study aimed to explore how children construct and assign meaning to the 'self' within two urban impoverished communities in the Western Cape, South Africa. Within this process the study aimed to explore how these constructions and meaning assignations were manifested within children's discourses. Additionally, the study aimed to explore the implications of the children's perspectives on developing intervention programmes for the promotion of a healthy self-concept. The study was conducted through three sequential phases; (1) systematic review, (2) child participation, and (3) intervention programme development. Phase one: the systematic review, aimed to systematically review academic literature focused on how children construct and assign meaning to the 'self.' An article search and appraisal yielded 38 articles that met the inclusion criteria. Meta-synthesis was used to analyse the findings. Six central thematic categories emerged as the key influences on children's constructions of the self. These include multidimensionality, discursive practices, socio-environmental conditions, oppression & marginalisation, culture, and social support. Phase two: child participation, consisted of two separate studies. The first study utilized a child participation framework to explore children's discursive constructions of and meanings assigned to the 'self' within two urban communities of the Western Cape, South Africa. Eight focus group discussions were conducted amongst fifty-four children between the ages of 9 to 12. Thematic and discourse analysis were used to analyse the findings. The themes of childhood, social connectedness, and children's spaces were identified to have a vital influence on children's self-concept. Four underlying discourses emerged within the themes as central to the participant's self-constructions. These included; (1) 'forfeited childhood,' (2) 'vulnerability and helplessness,' (3) 'preserving the integrity of the self,' and (4) 'opportunities for escape.' The sequential study aimed to explore how children construct and assign meaning to the 'self' within two urban communities of the Western Cape in South Africa through the use of visual methods. The data collection methods included Photovoice and community maps with 54 participants between the ages of 9 to 12. Feelings of safety, social connectedness, and children's spaces all played a central role in the way in which the participants constructed and assigned meaning to the 'self.' Phase three: Children's programme implications, consisted of a study which aimed to explore children's perceptions of the nature and content of intervention programmes aimed at improving children's self-concept within two impoverished communities of the Western Cape, South Africa. The Delphi technique was followed with a group of ten children between the ages of 10 and 12 years who were considered to be the experts on matters affecting their lives. The participants identified the factors which influence children's self-concept to include; childhood reality, feelings, and relationships. The participants' suggestions for intervention programmes included a focus on safety, social support, opportunities for learning and for play, and basic needs. The study elucidated the value in using participatory methods with children, especially the use of the Delphi method for eliciting children's perspectives for interventions aimed at improving matters related to their well-being. / The Rotary International Foundation

The goal of the research was to explore the influence of acculturation on the self-concept of black adolescents. Only since 1994 have black South African children become more exposed to the previously white only privileged culture, based on westernized norms and values. This has come about through the schooling system and alternate care. The process of assimilating ideas of a new culture into one’s existing cultural framework is known as the process of acculturation. In South Africa this has happened in a relatively brief space of time. Adolescence is also one of the most difficult developmental stages to negotiate successfully and the dramatic physical, emotional and psychological changes which occur during this time have a significant influence on the self-concept of the adolescent. Much of the developmental energy of adolescence is devoted to identity issues which is an integral part of the self-concept. The researcher believed that it must be that much more difficult for the adolescent who is placed in a diverse cultural setting and is confronted with confusion about his ethnic identity, his present cultural milieu and the physical and psychological changes which challenge him in forming a new adult identity. Overseas studies and some local counseling centres have highlighted the negative impact of acculturation in terms of psychological and emotional adjustment problems in relation to acculturated youth. The objectives of the study included making conclusions and recommendations regarding the influence of acculturation on black adolescents in terms of therapy interventions, guidelines for schools in terms of life-orientation programmes and guidelines for organizations involved in placement of children in trans-racial care. As there was also very little literature on the subject of acculturation within the South African context, another objective of the study was to compile a theoretical frame of reference regarding acculturation within the South African context. Six adolescent black youth in trans-racial adoptive and foster care placements were identified as respondents. They were of mixed gender and between the ages of twelve and twenty. The researcher used a qualitative research approach of an applied nature and a phenomenological strategy of enquiry. Non-probability purposive sampling was used to select six respondents for the study. A semi-structured interview, with an interview schedule as a guideline was used as well as gestalt play therapy techniques as means of information collection. Various domains of the adolescent self-concept were explored on a physical, psychological, social level. The research findings showed that black adolescent youth in trans-racial care who had some connection and knowledge about their cultural roots were more able to begin the process of ethnic identity achievement which led to the development of a positive self-concept. This in turn led to better psychological and emotional adjustment and healthy ways of coping with problems and life in general. In contrast those adolescents who had relinquished their own culture for the new white culture they were emerged in, led to the development of a negative self-concept, poor adjustment and negative ways of coping with problems. For expediency, the male pronoun is used to refer to either sexes and the term family refers to foster family unless otherwise stated. / Dissertation (MA (Play Therapy))--University of Pretoria, 2006. / Social Work / unrestricted

The study is aimed at understanding the life experiences of children living in childcare institutions and to gain insight into what impact these experiences have in their lives and everyday functioning. I also anticipate that findings of the study will make a contribution in the Department of Health and Social Development, social workers, childcare institutions and other stakeholders who work with children in order to plan and implement programs that will enhance the children’s lives. The research project will be qualitative in nature with the use of the interpretivist approach and the stigmatisation theory as its theoretical background. The study revealed that children in childcare institutions view their environment as normal besides the absence of their parents, there were mixed feelings however about whether they find it as pleasant or unpleasant. One thing that stood out and was positive for them being in a childcare institution was that they have access to privileges which they would not have access to if they were living with their families. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

The overall goal of this study was to develop a comprehensive model of moral development to explicate the complexities of everyday morality. Based on a holistic and complementary perspective, the model relates the constructs of “worldview” and “self-view” to represent the influence of cultural individualism-collectivism and personality on moral development. It posits that worldview shapes self-view and moral inclusiveness [what is included in one’s moral consideration (Carter, 1980)] and then worldview, self-view, and moral inclusiveness jointly influence moral orientation (the main hypothesis). Interacting with situational factors, moral orientation would further influence moral judgment and behavior, thus connecting habitual morality with reflective morality. The specific objectives were: (a) to examine the relational structures among worldview, self-view, moral inclusiveness, and moral orientation; and (b) to construct a moral orientation index that measures various moral orientations, including egocentric, family, care, norm, justice, biocentric, and religious orientations, reflecting the corresponding worldviews, self-views, and levels of moral inclusiveness. Moral inclusiveness was operationalized as relationship closeness to different social groups at expanding levels of moral inclusiveness: (1) self only, (2) family, (3) peers, (4) society, (5) humanity, (6) nature, and (7) God. Survey data were gathered from 640 Grades 8-12 students and 472 adults. Structural equation models (SEM) were developed using the student data while making some comparative references to the adult data. Results of SEMs generally supported the main hypothesis. For example, individuals scoring higher on vertical individualism, social Darwinism, and independent self scored higher on egocentric orientation; individuals scoring higher on vertical collectivism and closeness to family scored higher on family orientation; and individuals scoring higher on horizontal collectivism and interdependent self scored higher on care orientation, at Levels 1, 2, and 3 respectively. Individuals scoring higher on collectivism, horizontal worldview, and moral self scored higher on justice orientation, but individuals scoring higher on closeness to nation scored lower on justice orientation at Level 5. The primacy of worldview, particularly collectivism, over self-view and moral inclusiveness in moral orientation development has implications for education. Exploring the roots of habitual morality, this study advances theory by integrating different schools of moral psychology with cultural psychology. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This descriptive correlational study was designed to increase the knowledge needed to understand the relationship among health-related variables that facilitate or sustain health-promoting behaviours of midlife women. Specifically, this study investigated the relationship among self-esteem, health locus of control, and health-promoting behaviours of women in this age group. Pender's (1982) original Health Promotion Model provided the theoretical framework to structure this study. The sample included 84 midlife women volunteers who were current or prospective members of a Vancouver-based social networking group for mature women. Data were collected using the Rosenberg (1965) Self-Esteem Scale, the Multidimensional Health Locus of Control Scale -Form A, and the Health-Promoting Lifestyle Profile. Data were analyzed using descriptive statistics, Pearson's product-moment correlations, and stepwise multiple regression. Three significant predictors, self-esteem, chance health locus of control, and powerful others health locus of control, explained 24.5% of the variance for engaging in health-promoting behaviours. The study findings supported Pender's Model which postulated that individual perceptions of self-esteem and health locus of control, among other personal factors, influence one's likelihood of engaging in health-promoting behaviours. The findings also supported Pender's contention that selected demographic variables, as modifying variables, have an impact on health-promoting behaviours. / Applied Science, Faculty of / Nursing, School of / Graduate

Master's Thesis "Improvement Theory 'Brand Engagement in Self-Concept' through Qualitative Research" explains consumer-brand relationship view of new theory, which extends existing knowledge of incorporation brands into the self-concept. The main objective is to determine profiles of low and high BESC consumers by using in-depth interviews. In the theoretical part the explanation of brand identity, self-concept and the connection between them is done. It is followed by description of quantitative studies including the basic knowledge about the theory BESC. Consequently, in the practical part the analysis in-depth interviews, descriptions of low and high BESC consumers and intergroup comparisons are presented. Finally, the general outcome compares results of qualitative and quantitative research, and concurrently suggests managerial implications of using the theory BESC in marketing practice.

This longitudinal study evaluates the role of a follower's self-concept and implicit leadership theories on the interpretation of transformational leadership behaviors and the development of leader-member exchange. Leadership behaviors were hypothesized as antecedents to leader-member exchange. The hypotheses draw upon the social cognition theory of self-verification. Implicit leadership theories were evaluated as absolute differences between actual and recognized leadership behaviors. Both implicit leadership theories and self-concepts were tested for moderation of the leadership behaviors and leader-member exchange. Additional dependent variables included turnover intentions, organizational identification, and perceived organizational support. A key contribution of this research is the application of these variables to new organizational entrants. Two-hundred and ten new followers at a single organization completed three surveys upon organizational entry, 30 days post hire, and approximately 90 days post hire. Structural equation modeling was utilized to conduct confirmatory factor analyses and the development of the measurement and structural models. Leadership behaviors were significantly related to the development of leader-member exchange. Leader-member exchange also fully mediated the leadership behaviors. The collective and relational self-concept levels were correlated with leader-member exchange but failed to reach significance in the full structural model. Implicit leadership theories and absolute difference scores were significantly related to leader-member exchange development. Neither the self-concept nor implicit leadership theories moderated the relationship between leadership behaviors and leader-member exchange. Leader-member exchange had significant effects on all of the outcome variables.