Text in Afrikaans / Hierdie studie ondersoek die bantering van seksueel-gemolesteerde kinders. Die kliniese beeld sowel as die fisiese- en gedragsimptome is kriteria by die uitkenning van seksuele molestering. Die bantering van die seksueel-gemolesteerde kind is medebepalend vir die onmiddellike en langtennyn gevolge van seksuele molestering. Seksuele molestering word vanuit 'n sielkundig-opvoedkundige perspektief bespreek. Die studie neem die seksueel-gemolesteerde kind se betekenisgewing, belewing, betrokkenheid, selfaktualisering en selfkonsep in beskouing. Terapeutiese tegnieke, soos toegepas in gevalle van seksuele molestering, word vir gebruik deur professionele persone en instansies, bespreek. Die empiriese ondersoek fokus op die houdinge, hanteringswyses en toepassing van terapeutiese tegnieke deur professionele persone en instansies in die Witbank omgewing. Volgens die navorsingsresultate is daar geen uniforme hanteringswyse of riglyne vir terapie ten opsigte van seksueel-gemolesteerde kinders nie. Die navorsing toon verder swak interinstansie-samewerking wat die voordele van uniforme hanteringswyses en riglyne vir terapie emstig aan bande le / This study investigates the treatment of sexually-abused children. The clinical framework and the physical and behavioural symptoms being some of the criteria utilised to identify such children. The methods used to treat cases co-determine the immediate and long-term effects of sexual abuse. Sexual abuse is discussed from an educational-psychological perspective. The study reflects on the child's meanin& experiencing, involvement, selfactualisation, self-concept and their effects on her life. Professional approaches, therapeutic techniques and treatments are described for use by professionals and agencies, based on an empirical investigation conducted in Witbank. The results of the research indicate a non-uniform approach in guidelines used for therapeutic techniques and the treatment of sexually-abused children. The research shows further that interaction between professional bodies and -individuals in treatment of these cases is poor and the benefits that should result from uniform treatment are therefore severely limited / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

Text in Afrikaans / Teen die agtergrond van toenemende gewelddadige gedrag binne die konteks van verskillende bevolkingsgroepe en gemeenskappe, is reeds ·heelwat navorsing ten opsigte van die aard en oorsake van aggressiewe gedrag onderneem. Aggressiwiteit as vorm van afwykende gedrag is nog nooit deur die onderskeie gemeenskappe in die Republiek van Suid-Afrika aanvaar nie. Die oorsake van aggressiwiteit word deur verskillende navorsers vanuit wydverspreide ooghoeke benader. Hoewel fisiologiese oorsake van aggressiewe gedrag nie deur die skrywer ontken word nie, word in hierdie studie die volwasse mens as verantwoordelike en verantwoordbare wese se motivering vir aggressiewe gedrag van naderby beskou. 'n Weldeurdagte literatuurstudie oor aggressiwiteit sowel as die basiese hunkeringe van die mens in die kontemporer-moderne wereld, het aan die lig gebring dat mense verskillend optree al sou hulle aan dieselfde samelewingseise blootgestel word. Ervaringsreste, veral ten opsigte van pedagogiese verhoudings, blyk 'n groat rol in die vorming van die selfbeeld sowel as belewing en hantering van krisissituasies te speel. Die mens staan nooit alleen in die wereld nie, maar is voortdurend in 'n verhouding betrokke. Die noodwendigheid van verhoudings raak horn as sosiale wese, en is ten nouste gekoppel aan belewing en beagting van die self. Defhalwe word die ervaring van verhoudings uit veral die kinderdae, of te wel pedagogiese verhoudings, as van deurslaggewende belang by die vorming van die selfbeeld beskou. Die bevindinge van hierdie studie is geverifieer by wyse van 'n idiografiese ondersoek. Gevangenes wat aggressiewe misdade gepleeg het, is op vrywillige basis by die navorsing betrek. Na aanleiding van genoemde bevindings is dit nodig geag om 'n gestandaardiseerde vraelys vir die meting van elkeen se selfbeeldstand in te skakel. Aanbevelings is geformuleer nadat insig uit navorsingsresultate ten aansien van die interafhanklikheid van pedagogiese verhoudings, selfbeeldvorming en aggressiwiteit, verkry is. Hierdie aanbevelings is veral gerig op steungewende, terapeutiese begeleiding van die aggressiewe oortreder sodat hy vaardighede kan aanleer waar~olgens hy lewenskrisisse kan begryp en hanteer. / Extensive research has already been undertaken in respect of the nature of aggression against the background of increasingly violent behaviour within different population groups and communities. Aggression as a form of deviant behaviour has never been accepted by the various communities in the Republic of South Africa. Researchers have investigated the causes of aggression from a wide range of perspectives. Although the author does not deny the existence of physiological causes of aggressive behaviour, this research focuses on the motivation for aggressive behaviour in the adult as responsible and accountable being. A thorough study of the literature concerning aggression as well as, the basic yearnings of man in the contemporary modern world, revealed a diversity in human behaviour even when people were confronted with the identical demands of society. Past experience, especially in connection with pedagogic relations, appears to have an important impact on not only the formation of the self-image but also how people experience and cope with crisis situations. Man is never in the world in isolation but is continuously involved in relationships. This essentiality of relationships affects him as a social being and is intimately a,ssociated with the experiencing and evaluation of the self. Experiences with relationships, especially in childhood, that is pedagogic relationships, are therefore, of cardinal importance in self-image formation. The findings of this research were verified by means of ideographic studies. Prisoners who had perpetrated violent crimes were included in this research on a voluntary basis. In accordance with the findings it was considered necessary to incorporate a standardized questionnaire to measure the state of the self-image of each prisoner. Recommendations were formulated after obtaining insight arising from research findings which focussed on the interdependence of pedagogic relationships, self-image formation and aggression. These recommendations are mainly directed at the supportive therapeutic guidance of the aggressive transgressor in order that he may acquire skills to understand and cope with the crises of life. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Summary in English / Research was conducted to determine whether the 16-PF can be used as an objective measurement for the selection of prospective educational psychologists. A wellgrounded literature study was performed about the task of the educational psychologist and skills and personality features which make the task of the educational psychologist easier. The task of the educational psychologist is not of an individual nature, directed at individual problems any more, but covers a wide field which demands that the educational psychologist comes forward with new initiatives. The traditional task of diagnosing, assisting, administrating and conducting research must be extended to one which also emphasizes proactive programmes, mental health, prevention of problems and human development. The nature of the task makes high demands on the educational psychologist and requires the mastering of a variety of skills. A large variety of factors have been found in literature which could make the task of the educational psychologist easier. These factors can be grouped together as cognitive factors, factors which contribute to the creation of an educational climate and accompanying interpersonal relations and rapport, factors which indicate the use of an external reference framework, and factors which indicate mental health. These identified factors were related to the factor patterns of the 16-PF and were derived to personality factors. These latter factors which were thus obtained, were used to compile a personality profile for educational psychologists. The following personality profile for educational psychologists was derived from the literature study: outgoing (affectothymia; A+), high intelligence (B+), higher ego strength (C+), higher superego strength (G+), socially venturesome (H+), shrewdness (N+) and self-assuredness (0-). According to literature, withdrawal (A-) and dominance (E+) are regarded as negative features of the educational psychologist. The personality profile was assessed by experts with the use of the Delphi technique. From the results of the Delphi investigation it appears that the experts support the suggested personality profile. The personality features are regarded as extremely important, and comment on the personality profile was positive. The findings of the research contribute to the solution of the problem around the selection of educational psychologists since an objective assessment of the prospective student's abilities can be obtained by means of the 16-PF. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

The purpose of this study is to investigate the perceptions street children have about the most important referents in their life worlds and to propose guidelines to their helpers on the most appropriate intervention. The street children's perceptions of their families, schools, society, peers and themselves were examined through a literature study on the phenomenon of street children and their intervention and, an empirical study consisting of a questionnaire survey and case studies. It was found that the street children generally perceived themselves and these referents negatively, which can be related to experiences of severe physical, emotional and social deprivation. These perceptions influence their involvement with all referents in their lives negatively, as their main tendencies in response to problematic situations are flight, avoidance and withdrawal. Guidelines given to their schools, social-and care-workers, and educational psychologists focused on inter- and intra-personal areas of development. / Psychology of Education / M.Ed. (Guidance and Counseling)

This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study. / Psychology of Education / D. Ed. (Psychology of Education)

The purpose of this study was to gain an awareness of the behavioural characteristics, physical mannerisms and relational techniques exhibited by young adolescent girls in South Africa who may be susceptible to, or have been traumatised by being bullied. A literature study and an empirical investigation were conducted to establish whether victims of bullying have distinct personality traits, as well as to determine if specific parenting styles affect the vulnerability of their adolescent daughters. The effectiveness of bullying prevention strategies in adolescent relationships was also explored. A questionnaire was developed to ascertain how adolescents perceive victims of bullying. Eight semi-structured interviews using photographs and a cartoon as projective techniques were conducted with victims to gather data and to enrich the findings. This study has demonstrated that international research about victimisation is pertinent to South African children. / Psychology of Education / M. Ed. (Guidance and Counselling)

Most adolescents place pressure on their parents. The pressure varies, so there must be factors that contribute to the variance. An important objective of the investigation was to determine such factors from the parent’s side and from the adolescent’s side. It was also important to determine the most important factors in family functioning, and in the wider social context that affect the placement of pressure on parents by adolescents. A sample of 177 high school adolescents and their parents was used. Variables such as age, gender, family structure, working circumstances of parents, birth order position of adolescents, peer pressure, the parent-adolescent relationship, self-concept and personality were included in the study. The results indicate that the pressure that parents experience is associated with parental variables rather than adolescent variables. Parental self-concept, personality, and the parent-adolescent relationship (from the parent’s side) explained almost 63% of the variance in the pressure that parents experience. The conclusion can be made that it is not adolescents who deliberately plan to place their parents under pressure, but rather parents who make themselves vulnerable to such a situation. Any remedy or guidance programme will have to focus primarily on the parent, and the success of such a programme will depend on the way in which it supports the self-concept of the parent. / Psychology of Education / D. Ed. (Psychology of Education)

本研究運用PISA 2003資料庫為例，說明數學焦慮之認知與情意，如何影響學生數學內在動機、自我概念與成就的機制。本研究的研究對象，為香港十五歲學生，並採取整列剔除法（listwise deletion）刪除作答不全的缺失值與極端值，共計取得有效樣本為4,397人，其中男生2,168位，女生2,229位。研究結果顯示：第一、數學焦慮之認知與情意模式獲得驗證；第二、數學焦慮之認知與情意除了直接影響數學成就之外，還能經由數學內在動機與自我概念，對數學成就產生間接影響。 / The purpose of the present study was to assess the influence of mathematics anxiety (including the cognitive and affective dimensions), mathematics intrinsic motivation, and mathematics self-concept on mathematics achievement. Participants were 4,397 9th-grade students from Hong Kong who attended PISA 2003 study. The results of confirmatory factor analyses supported the theoretical distinction between cognitive and affective dimensions of mathematics anxiety. The analysis of structural equation modeling confirmed that the cognitive and affective dimensions of mathematics anxiety can predict mathematics achievement through the mediating effect of mathematics intrinsic motivation and mathematics self-concept.

本研究目的，在利用PISA 2003資料庫為例，分辨數學自我概念、自我效能與數學成就關係之模式的建構。本研究選香港為研究對象，以參加PISA 2003的4402名香港的15歲學生為樣本來進行本研究。本研究運用探索性因素分析(EFA)檢視自我概念與自我效能之測量指標的信效度。分析結果顯示，「自我概念」與「自我效能」的測量模式的建構達良好的信效度。另一研究結果顯示，學生數學自我概念對數學成就之間沒有直接的影響效果，但會透過數學自我效能此中介變項，而產生對數學成就的間接影響效果。此外，在雙交叉驗證方面，顯示研究二組樣本具有交叉效度，研究模式之接受性均相當高。 / The purpose of this study was to examine the relationship among self-concept, self-efficacy, and performance in mathematics. The PISA 2003 Hong Kong data was used as an example. There were 4402 15-year-old participants in this survey. Explore factor analysis was used to identify the good measurement models of self-concept and self-efficacy in PISA 2003. The results showed that the measurement models had high reliability and validity. The other result showed self concept had no direct effects on the mathematics achievement. But under the mediation of the mediator, such as self-efficacy, there was indirect effect on the mathematics achievement. Analysis also showed that the two sets of samples have presented cross validity, the research model is highly acceptable.

高科技產品要打動消費者的心，已不能如同過去只強調其功能價值，要在激烈競爭環境中脫穎而出，無形價值更顯得重要。本研究引用Park, Jaworski and MacInnis (1986)的研究，將品牌帶給顧客的價值分為功能性、象徵性、體驗性價值。根據研究結果，在消費者心中重視的是高科技品牌的功能性與象徵性價值，因此廠商在推出高科技產品時，除產品本身功能要能具吸引力外，在行銷手法上須建立與其他品牌區隔的象徵意義，使消費者能將該產品視為自我身份象徵的徽章(badge)。另一方面，消費者在選購此項產品的涉入程度普遍都很高，而目前市面上產品功能是大同小異，廠商要能使其產品出奇制勝，同樣要以無形價值下手，以增加對消費者的吸引力。此外，本研究發現消費者購買高科技產品時，根據的並非自己的真實特性，而可能是消費者理想的自我。至於，國家文化與品牌聯想之顧客價值的關係在本研究中並不顯著。 / Nowadays, the functional value of the high-tech products is not attractive enough to the consumers. For consumers, they want more values of high-tech products, especially the intangible values. According to Park, Jaworski and MacInnis’ (1986) research, the brand value from customer's point of view could divide into the functional, symbolic and the experiential value. In this research, the consumers more care the functional and symbolic value of high-technology brands. Therefore, the merchants must emphasize on its products’ symbolic value to distinguish from the other brands, especially there is no big difference on the functional side. The customers would like to make the high-tech products as their badge. On the other hand, the consumers feel highly involvement with the high-tech products. The merchants must clothe its high-tech products with more intangible value to defeat the other brands. In addition, this research discovered the consumers might not follow their real characters but ideal self when they purchased the high-tech products. Furthermore, there is no significant relation between the national culture and the brand value in this research.