Spelling suggestions: "subject:"selfconcept"" "subject:"selfconcept""
811 |
The utilisation of the memory box as a medium in gestalt play therapy with AIDS orphans in middle childhoodGough, Faye Margaret 30 November 2006 (has links)
This study aimed to test the efficacy of the memory box as a medium in Gestalt Therapy, specifically within a therapeutic group with AIDS orphans in the middle childhood phase of development. The aim was to explore and describe the utilisation of the memory box, as a medium for telling one's story, within the safety of the Gestalt play therapy group. It was felt that the increased self-awareness fostered by belonging to a supportive group could enhance self-concept. The research included qualitative and quantitative data. Theoretical and the meta-theoretical assumptions affecting children, in the middle childhood phase, orphaned through HIV/AIDS, were reviewed. The group sessions were described and the data obtained from the pre and post-test was graphically illustrated. The information was then compared to ascertain whether the objectives had been met. Results show that the memory box, used in Gestalt play therapy groups, with AIDS orphans was effective. / Social Work / M.Diac. (Play Therapy)
|
812 |
Self-evaluation by the Venda adolescentRamalebana, Masilo Euclid 30 September 2004 (has links)
The fact that an understanding of the self determines one's self-esteem and that self-esteem is an important contributor to one's achievements is seemingly undisputed. Self-esteem is not only a product of how others evaluate an individual but also, and most importantly, how an individual evaluates himself or herself. At times people tend to evaluate themselves unrealistically while at other times they evaluate themselves realistically. Unrealistic self-evaluation is mostly a characteristic of adolescence and if this is not managed properly it can have a dire consequence for the adolescent's future.
Adolescence is an important but also a difficult stage in the development of an individual. During this stage profound physical, emotional, psychological and cognitive changes occur. It is a period during which decisions about careerpaths and the demands that such decisions will place on the individual are made. It is therefore during this stage that realistic self-evaluation becomes critical.
This research study was undertaken in order to determine how the Venda-speaking adolescents evaluate themselves and whether such self-evaluation is realistic or not. The research was motivated by an observation that the school drop-out rate is high and that an increasing number of girl learners fall pregnant before completing Grade 12. It is assumed that these tendencies and behaviours are a product of the learners' self-evaluation.
A theoretical background on self-evaluation was then given through a literature review. In the process a link was established between self-evaluation and constructs such as self-concept, self-esteem, self worth, self-identity as well as personality. Different theories used to explain present and expected future behaviour were also discussed. After this review question items were drawn and compiled into questionnaires to be administered to randomly selected learners, teachers and parents. The question items, sixty in number, were categorised into the following dimensions of self-evaluation:
* Physical self
* Academic self
* Social self
* Value self
* Family self
* Psychological self
Each dimension was covered by ten question items which were tested for validity and reliability. The research study came up with the following findings:
* Parents and teachers agree in their evaluation of adolescents regarding the dimensions mentioned above
* Adolescents rate themselves significantly more favourably than teachers and parents evaluate them.
* Venda-speaking adolescents evaluate themselves unrealistically.
It is hoped that the findings and recommendations of this research will be beneficial to schools, policy-makers and parents. Learning areas such as Life Orientation can be used to help learners evaluate themselves more realistically. Programmes can also be developed to ensure that adolescent self-evaluation is congruent with present behaviour. / Educational Studies / D. Ed (Psychology of Education)
|
813 |
A psycho-educational programme for adolescents with unhealthy eating habitsDe Beer, Nadine Deboreh 30 June 2006 (has links)
Due to the fact that there has been a dramatic increase in the number of adolescents with
unhealthy eating habits there is a growing recognition on the part of professionals, educators and parents for the development and implementation of an intervention programme for the facilitation of healthy eating habits.
Relevant literature on eating behaviour indicated that low self-concept is associated with
health compromising behaviours such as unhealthy eating habits. The nature of self-concept
and eating habits was explained in order to determine important exogenous and endogenous
factors as well as perspectives to use as a background for the development of a Psychoeducational intervention programme. Theoretical principles and practical applications of cognitive-behaviour therapy and hypnotherapy were analysed and used as a foundation for
the development of the intervention programme.
The researcher developed an Interactionism Model of Self-concept and Eating habits and a
Psycho-educational programme involving cognitive-behaviour therapy and hypnotherapy to
improve eating habits of adolescents. Valid and reliable measuring instruments were used in order to measure self-concept and eating habits. A pre-test post-test design was implemented to nine participants using the Adolescent Self-concept Scale (ASCS), Eating Habits Questionnaire for Adolescents (EHQA) developed by the researcher (2001) and Body Mass Index (BMI). Diagnostic measuring instruments also included the Emotions Profile Index (EPI), Draw A Person (DAP), Sentence
Completion, Dietary Record and interview.
Results from the empirical study indicated that adolescents with low self-concept and
unhealthy eating habits responded positively to the Psycho-educational programme involving
cognitive-behaviour and hypnotherapy. Specifically, there was a significant increase in selfconcept and a satisfactory improvement in eating habits. Recommendations for
psychotherapy practice, educators and parents were made, based on the current research
results. The contribution of the study lies in the fact that a hands-on practical implementation of the Psycho-educational programme was developed to facilitate the improvement of eating habits
and it further contributes to the psychological well-being and healthy life-style of adolescents
having positive implications for society. / Educational Studies / D.Ed. (Psychology of Education)
|
814 |
The role of social factors in fluencing the moral developmentMatlala, Masello Yvonne 11 1900 (has links)
Moral development is a universal phenomenon which is an important ingredient in self-development and the acquisition of values. Adolescents become familiar with values and social norms through education and socialisation within social structures. The South African society evidences pluralistic values and current social, political and economic change that further renders the issue of individual and group values complex and challenging. Adolescents growing up in South Africa face many social problems such as alcohol and drug abuse, sexual problems, HIV/AIDS pandemic, poverty, teenage pregnancy, violence and family disintegration.
This study aimed to address the influence of social factors on South African black adolescents’ moral development by a literature study and empirical inquiry using an interpretive approach. To provide a conceptual framework for the empirical inquiry, a literature study investigated theoretical perspectives on moral development and discussed ecological theories with regard to adolescent development with particular reference to Bronfenbrenner’s model. Furthermore, recent trends with regard to moral development of black adolescents within the South African context were addressed.
A qualitative research inquiry was used to explore factors influencing the moral development of a small sample of eighteen black adolescents who attend a township school in Tshwane, Gauteng. The sample included an equal number of boys and girls. Maximum variation and purposive sampling strategies were used to select information-rich participants. Data gathering was done by individual semi-structured interviews using a moral dilemma question and focus group interviews. Data was analysed by content analysis and Guba’s model of trustworthiness was used to enhance credibility. Measures to ensure ethical research included consent from the Gauteng Department of Education, the principal and parents. Participation was voluntary and pseudonyms were used to protect the identity of participants. The researcher’s role was described. The key themes were organised around person moral behaviour- shapers, including the sub-themes of personal needs, personal ownership, identity, cognition and the influence of academic achievement; social moral behaviour- shapers, including the role of family, peers, church and social media and community moral behaviour-shapers, including congruent application of values and safety. The study concluded with recommendations to enhance the development of moral behaviour among adolescents. / Educational Studies / D. Ed. (Socio-Education)
|
815 |
Riglyne vir 'n terapeutiese begeleidingsprogram vir lyers aan Urbach-Wiethe sindroom / Guidelines for a therapeutic programme for sufferers from Urbach-Wiethe syndromeSteenkamp, Helena Catharina 01 1900 (has links)
Urbach-Wiethe Sindroom (beter bekend as lipo"ied prote"inose of hyalinosis cutis et mucosae) is
'n seldsame, outosomaal-oorerflike siekte. Die kenmerkendste simptome van die siekte is
vel- en slymvliesveranderinge wat deur 'n neerslag van ekstrasellulere hialienagtige materiaal van
onbekende oorsprong veroorsaak word. Die vel word maklik beseer, genees stadig en lelike,
pokagtige letsels ontstaan. 'n Fyn, korrelagtige neerslag op die ooglede, die sogenaamde
"kralestringvoorkoms" kenmerk die siekte, sowel as heesheid, die prominentste en lastigste
simptoom, wat sedert geboorte teenwoordig kan wees. Radiografie en tomografie toon
bilaterale,boontjievormige verkalking op die temporale lobbe van die brein, wat tot epileptiese
aanvalle en ander neuropsigiese simptome soos geremde geheue en aggressie lei.
Heesheid veroorsaak kommunikatiewe beperkinge vir die lyer,terwyldie opsigtelike velletsels
aversiewe- en die verkalkings onsigbare beperkinge meebring.
Die lyer aan Urbach-Wiethe Sindroom kan volgens die beginsels en kriteria van die
medies-kliniese, die persoonsgeorienteerde en die sosio-omgewingsperspektiewe gestremdheid
ondervind. Teoreties kan die lyer se belewinge van sy andersheid en die nie-aanvaardingdeurdie
gemeenskap, soos by gestremdes,die handhawing van sy selfagting rem, sodat 'n negatiewe
selfkonsep tot skuldgevoelens, angsbelewinge en depressie kan lei.
'n Betekenisvolle verband is in die empiriese ondersoek tussen die graad van aantasting en
wanaanpassing in die lyer se leefwereld gevind. Die lyers wat ernstig aangetas is, identifiseer
moeilik met hulle fisieke voorkoms. ldentiteitsvorming word gerem en die selfagting is
negatief. Hulle openbaar 'n negatiewe selfkonsep en depressiewe gevoelens met selfmoordgedagtes.
Hulle relasies en sosialisering is problematies en hulle voel hulle word nie deur die
gemeenskap aanvaar nie. Die lyers ondervind 'n algemene wanaanpassing in hulle leefwereld. 'n
Geval van paranoia is ook gevind. Alhoewel die ouers vrae oor die toestand het en sekere
emosies beleef, kan die meeste van hulle die situasie hanteer.
Riglyne vir 'n terapeutiese begeleidingsprogram vir lyers aan Urbach-Wiethe
Sindroom, wat op die verbetering van die selfkonsep; die hantering van depressie, aggressie en
woedebuie, asook die verbetering van relasies en sosialisering gerig is, is saamgestel. 'n
Ondersteuningsgroep waarby lyers en hulle ouers kan inskakel, is gestig. / Urbach-Wiethe Syndrome, also known as lipoid proteinosis or hyalinosis cutis et
mucosae, is a rare, recessively inherited, autosomal disorder characterized by lesions of the
skin and mucosae, caused by widespread deposition of hyaline material of unknown etiology. The
skin injures easily and heals slowly with "pock like" lesions. Bead-like deposits on the eyelids,
called "string of pearls",are often found. Present since early infancy, hoarseness is the
first, and most striking, irritating symptom. Bean-shaped intracranial calcification within the
temporallobes
of the brain in the area of the hippocampus, shown up by radiography and tomography, may
cause epileptic seizures and other neuropsychological complications like impaired memory and
aggression.
The sufferer experiences communicative impairment through hoarseness, aversive
impairment because of the conspicuous lesions, and concealed impairment as a result of the
calcifications. According to the medical-clinical,person-orientated and socio-environmental
perspectives on disability, a sufferer of Urbach-Wiethe Syndrome may experience disability.
Like disabled persons, the sufferer finds it difficult to identify with his physical
appearance. Impaired identity formation and low self-esteem cause a negative self
concept.
Feelings of guilt,anxiety and depression result from perceived dissimilarity, social rejection and
low self-esteem. Socialising is adversely affected.
A significant relationship was found in the empirical study between the extent to which the
sufferer is affected and the degree of maladjustment in his life-world. Seriously affected
sufferers display a negative self-concept and feelings of depression with suicidal thoughts.
Socialisation and relationships are problematic and sufferers feel unaccepted by the community.
General maladjustment in the life-world is experienced. A case of paranoia was reported.
Except for some questions and unresolved feelings about the disease,most parents are able to cope
with the situation.
Guidelines have been set for a therapeutic programme for sufferers from Urbach Wiethe Syndrome
aimed at enhancing self-concept, coping with depression and aggression, and improving
relationships and socialising. A support group has been ounded for sufferers and their parents. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
|
816 |
Invloed van denkontwikkeling op die aanleer van Afrikaans as tweede taal by hoërskoolleerders / The influence that thought development has on high school students when learning Afrikaans as a second languageNoke, Daisy Deseré 11 1900 (has links)
Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer.
Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word.
‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet.
Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie.
Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables.
Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language.
Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured.
Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor.
Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
|
817 |
Great expectations : the relations between expectancies for success and academic achievementMoore, Caryl 04 1900 (has links)
The main aims of this broad exploratory study were (a) to gain insights as to the
possible interrelations between Unisa students' expectations for success and a
variety of significant variables (such as their academic performance, self-perceptions,
confidence, motivation, self-determination, others' expectancies, locus of control and
attributions relating to previous performance), and (b) to discover possible
differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail'
groups; and 'realistic' and 'unrealistic' groups).
The results of 61 hypotheses are compared with a variety of theoretical
suggestions and past findings. It was found that, on the whole, the various groups,
inter alia, expected to succeed, were confident about the accuracy of their
expectations, perceived themselves to work hard, considered themselves to have
considerable ability and to be above class average. Despite this rosy outlook many
students failed the examinations. Two of the most striking findings of this study were
that (a) those who failed overestimated their future performance to a significantly
greater extent than those who passed, and (b) overestimations were negatively
correlated with achievement. In contrast to theory and numerous research findings,
the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed
that overoptimistic expectancies and self-perceptions appear to be maladaptive in an
academic context. Indeed, the findings suggest that accurate or even underoptimistic
self-assessments may be more conducive to academic success. It is proposed that
overoptimism may reflect ignorance of standards required, of adequate study
methods, or may result in inappropriate preparation. In light of the findings, the
implications and possible benefits and dangers of overoptimistic expectations and
self-perceptions are discussed.
The subjects are 715 third year Unisa psychology students, who are more
heterogeneous than most other university students as they not only vary
considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)
|
818 |
An intervention programme to improve the self-concept and attitudes of prospective mathematics teachersMoyana, Hlengani Jackson 06 1900 (has links)
This study attempted to design and implement an intervention programme to
improve the self-concepts and attitudes of prospective primary school teachers.
The possible effects of the programme were researched by means of a combined
quantitative and qualitative approach. A questionnaire to determine the
effectiveness of the programme was also designed. Important findings of this
study are that:
(a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed
questionnaire;
(b) the average self-concepts of prospective teachers improved after the
intervention programme was implemented, though not significantly and
(c) the self-concepts of prospective teachers not majoring in Mathematics
also improved after the intervention, though not significantly.
A focus group interview was conducted to improve the intervention programme.
On the basis of the responses of the participants in the focus group interview as
well as of the quantitative study and of the literature reviewed, an improved
version of the intervention programme was designed. According to the research,
the programme should include: cooperative learning; everyday life contexts;
manipulatives; hands-on activities, encouraging the asking of questions; a
positive relationship between lecturer and student; writing assignments before
doing a new topic; content relevance; a positive communication of assessment;
games; various approaches to solving problems; understandable language;
gender sensitivity and positive role modeling.
The intervention programme implemented in this study was tested over a period
of three months; hence the recommendation in this research for the replication
thereof over a longer period. The study further recommends that since the study
was conducted in one college of education only, there is a need for it to be
conducted in a number of colleges, in order to elicit a broader and more
representative picture of the impact of the intervention programme.
The findings of this study advocate the need to combine both quantitative and
qualitative research in studies: the results of the quantitative research did not
conclusively indicate a positive impact of the intervention programme. However,
the qualitative research saw respondents expressing improved confidence and
attitudes. / Psychology of Education / D. Ed. (Psychology of Education)
|
819 |
Faktore wat verband hou met die leermotivering en leerhouding van leerders in sekondêre skole in die Upington omgewing. / Factors related to the learning motivation and learning attitude of learners in scondary schools in the Upington areaNel, William Nico 11 1900 (has links)
Summaries in Afrikaans and English / The aim was to establish factors related to learning motivation and learning attitude
of learners in historically coloured schools.
An eclectic approach was followed because theoretical views on motivation could
not furnish a comprehensive theory. The definition emerging from this approach
states that motivation is a process started within a person to create a state of need
for satisfaction and happiness that can be reached by instigating and sustaining
goal-directed activity. The link between learning and motivation, as well as related
factors, was ascertained. Determinants of high and low levels of learning motivation
were established. Programmes aimed at higher motivation levels were explored.
Empirically it was proven that grade 9 learners in historically coloured schools
leaned more towards an extrinsic orientation; grade 12's more intrinsic. An
intervention programme is suggested. / Die doel was om vas te stel watter faktore hou verband met die leermotivering en
leerhouding van leerders in histories bruin sekondere skole spesifiek.
'n Eklektiese benadering is gevolg omdat die teoretiese beskouings oor
leerrnotivering nie 'n bevredigende allesomvattende teorie kon verskaf nie. Die
werksdefinisie van motivering is 'n gevolg daarvan en lui as volg: motivering is die
proses wat in die persoon aan die gang gesit word om 'n staat van behoefte na
tevredenheid en geluk te skep wat bereik kan word deur doelgerigte aktiwiteit aan te
stig en aan die gang te hou. Die verband tussen leer en motivering is bepaal asook
die faktore wat verband hou met leermotivering. Bepalers van hoe en lae
leermotiveringsvlakke is vasgestel en ingrypingsprogramme gemik op verhoogde
motivering is ondersoek. Empiries is bewys dat die graad 9-leerders meer geneig is
tot ekstrinsieke orienterings rakende leermotivering; graad 12-leerders meer
intrinsiek. 'n lngrypingsprogram word voorgestel. / Teacher Education / M. Ed. (met spesialisering in Voorligting)
|
820 |
Relasieterapieteorie : 'n opvoedkundige sielkundige teorie vir diagnose en terapie / The relationship therapy theory : an educational psychological theory for diagnosis and therapyPienaar, Emily 11 1900 (has links)
Summaries in Afrikaans and Engish / There is at present a lack of consensus in the Educational
Psychological domain to a universal point of departure of a
uniform approach for Educational Psychologists. Educational
Psychologists have become increasingly aware that the
therapy and theories that they use for diagnoses and therapy
are not based on educational theories. They frequently fall
back on existing psychological schools of thought with the
result that very few of the educational theories feature
there in.
The purpose of this dissertation is therefore:
• To devise an accountable educational psychological theory
which will lead to the integrating of psychological and
educational insights.
• To devise diagnostic and research models to create an
accountable design in practice.
• To utilize the essence of
educational psychology
educational psychologists
for diagnoses and therapy. / Daar bestaan tans in die Opvoedkundige Sielkundige vakgebied
'n gebrek aan konsensus ten opsigte van 'n gemeenskaplike
vertrekpunt vir 'n eenheidsbenadering vir opvoedkundige
sielkundiges. Opvoedkundige sielkundiges het toenemend
daarvan bewus geword dat die terapie en teoriee wat hulle
gebruik vir diagnose en terapie nie gebaseer is op
opvoedkundige teoriee nie, maar gewoonlik terugval op
bestaande sielkundige skole en denkrigtings met die gevolg
dat baie min van die opvoedkundige teoriee daarin voorkom.
Die doel van die proefskrif is gevolglik om:
• 'n Verantwoordbare opvoedkundige sielkundige teorie: "Die
Relasieterapieteorie" daar te stel wat sal lei tot die
integrering van sielkundige- en opvoedkundige insigte.
• Diagnoserings- en navorsingsmodelle daar te stel ten
einde 'n verantwoordbare praktykontwerp te skep.
• Die Relasieterapieteorie in praktyk te veroperasionaliseer
om die opvoedkundige sielkundige essensies in die
praktyk in te dra en aan opvoedkundige sielkundiges 'n
gemeenskaplike vertrekpunt te gee vir diagnose en
terapie. / Psychology of Education / D.Ed. (Sielkundige Opvoedkunde)
|
Page generated in 0.074 seconds