Spelling suggestions: "subject:"selfconcept"" "subject:"selfconcept""
771 |
Investigating the educational psychologist's support to parents and teachers of the adolescent with acneRadloff, Catherina Adriana 02 1900 (has links)
The purpose of this study was to develop guidelines to enable the members of acne sufferers' support networks to become better sources of practical, emotional and social support.
A literature study and an empirical investigation were done to investigate which factors could enable members of the acne sufferer’s support network to become better sources of support.
A questionnaire was developed as an aid to identify the perceptions and emotions of acne sufferers, which was published on a website, (www.acnediaries.co.za) specifically designed for this purpose. Two semi-structured interviews with acne sufferers were also done to enrich the findings.
Results of the study identified several guidelines for parents, teachers, siblings, friends and boyfriends or girlfriends of acne sufferers to enable them to give support to teenagers suffering from acne. / Further Teacher Education / M. Ed. (Guidance and Counselling)
|
772 |
Vocational self-concept and decision making self-efficacy of learners with visual impairment in KenyaMurugami, Margaret W. 10 1900 (has links)
The aim of this research was to explore career information learners with visual impairment acquire from school to enable them develop vocational self-concept and career decision-making self-efficacy. It explored role of guidance and counselling in preparing learners for world of work from primary to university levels of education. The study adopted Career Development and Self-efficacy Theories as bases of exploration. Two standardized tools were used to assess development of these aspects. Pilot study was conducted to validate instruments, testing reliability for applicability with subjects in Kenya. Data was analysed using Statistical Package for Social Sciences for quantitative and Atlas Ti to code qualitative data. The major finding indicated a linear relationship between aspects implying that learners experienced increased development as they progressed in education. Other findings are explained in text. The findings affirmed need for comprehensive career guidance and counselling for learners with disabilities, culminating to suggested vocational development model. / Furthur Teacher Education / D. Ed. (Inclusive Education)
|
773 |
The relationship between students' academic self concept motivation and academic achievement at the university of the Free StateCoetzee, Louise Rolene 06 1900 (has links)
The purpose of this study was to investigate the relationship that exists between academic self-concept, motivation and academic achievement at the University of the Free State. The primary aim of this study was to determine if academic self-concept and motivation of quantity surveying students at the University of the Free State could predict their level of academic achievement. The sample was selected by means of convenience sampling. Relevant literature indicated that there are contrasting findings about whether a relationship exists between students’ academic self-concepts and motivation, and academic achievement. The empirical investigation revealed that there are only significant correlations between academic self-concept, motivation and academic achievement in some of the study year levels and not in all of them. / Educational Studies / M.Ed. (Adult education)
|
774 |
Exploring the family life cycle from an African perspectiveShange, Gugulethu L. Z. 12 1900 (has links)
How African individuals perceive the family life cycle, is the topic of this research.
This qualitative study was facilitated with two individuals. Constructivism was used to explore how individuals create their reality. The Person-Centred Approach was studied to understand the importance of the Self- concept in the individual, and the role played by perceptions created in an ever-changing environment. Systems theory helped understand the interaction of family members as a system (family), especially the creation of stability after a state of disequilibrium – in this case, transitions between stages of the life cycle. Only with one respondent were some differences identified compared to the Western view of the life cycle. It was thus concluded that the family life cycle can be used as a guideline during therapy, regarding difficult transitions people (including African people) have to make, for therapists working from both the Person-Centred Approach and the systems perspective. / Social Work / (M.A. (Social Work (Mental Health))
|
775 |
Educational guidance for parents who are under pressure from their adolescent childrenMarais, Amanda Claudia 11 1900 (has links)
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)
|
776 |
Factors related to mathematics achievement of secondary school pupilsMoyana, Hlengani Jackson 11 1900 (has links)
This study investigated the relationships between diverse variables and secondary school pupils'
Mathematics achievement. It also dealt with the relative contribution of each variable to
Mathematics achievement and the significance of differences in Mathematics achievements when
pupils' gender and home background as well as teachers' experience, gender, education, in-service
education, homework assignment and testing frequency are taken into account.
A questionnaire was administered on 163 standard 8 pupils.
I
The most important findings of this study were: {1) There was a significant relationship between
pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept,
contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote
tests often (more than once per term) achieved significantly less than students who wrote tests
less often / Psychology of Education / M. Ed. (Psychology of Education)
|
777 |
An investigation of marital pathology and therapy of Zulu couples : a psycho-educational perspectiveNgesi, M. J. (Mzimkhulu Justice), 1949- 04 1900 (has links)
This study investigated some of the causes of marital pathology of Zulu couples.
Through a questionnaire, the study investigated factors which affect Zulu marriages. It
was found, according to thi~ research, that communication and infidelity by Zulu
husbands are serious causes of marital pathology. The research also revealed that the
historical and cultural nature of the Zulu marriage contributes to marital pathology.
The second aim of the research was to investigate the marital therapy of Zulu couples.
The question was whether marital therapy works among the Zulus, given the
unwillingness of Zulu husbands to be counselled. The researcher found that Zulu
husbands are resistant to being counselled.
A therapeutic model was designed and used with two case examples. In both cases
divorces were averted. This seems to indicate that marriage counselling can restore
most of the Zulu marriages if husbands could cooperate in being counselled with their
wives. / Psychology of Education / M. Ed.
|
778 |
The role of certain personality factors in oral examinationRatz, Wolfgang Edelbert 05 1900 (has links)
The interdependent relationship which exists between personality
characteristics of adolescents and their achievements in oral
examinations have been investigated.
The following related aspects were studied in the literature:
*
*
*
The role of oral evaluation in English.
Personality characteristics which are meaningful to
achievement in oral work.
Ways to measure personality with special reference to
the High School Personality Questionnaire.
An empirical study inter alia revealed the following:
{i) Low oral achievers are emotionally less stable than high
achievers.
(ii) Verbal intelligence, emotional instability, anxiety experience
and introvertedness play an influential role in achievement in
oral work.
(iii) Girls tend to achieve better in oral work in the secondary
school than boys.
The educational implications of the investigation relate to the
adequate becoming-adult of the adolescent. The role of the educand's
personality in oral examinations and the need of teachers to
possess more information about this matter during evaluation, have
been revealed in this study. / Psychology of Education / M. Ed. (Psychology of Education)
|
779 |
'n Ondersoek na die hantering van seksueel-gemolesteerde kindersVan Straaten, Helen Wilna 06 1900 (has links)
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)
|
780 |
Aggressiwiteit : 'n fundamenteel-andragogiese perspektief op selfbeeldvormingFourie, Hendrina Magdalena, 1948- 11 1900 (has links)
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)
|
Page generated in 0.032 seconds