No description available.

Thesis (B.A. Hons.)) -- University of Adelaide, Dept. of Psychology, 1970.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

M.A. / This study investigates whether a relationship exists between the self-concept and personality of a student and his academic achievement. The self-concept is defined as a set of beliefs about the self and the relationships between those beliefs that may mediate behaviour in certain situations. It is regarded as a key factor in the integration of personality, in motivating behaviour and achieving mental health. Various theorists have contributed towards the study of the self-concept, amongst them William James, Cooley and Mead, Erik Erikson, and Carl Rogers. To maintain our self-concept, we reflect on what others tell us about ourselves and compare our own performance to that of others. The role of social comparison theory is therefore important because it explains this phenomenon. It appeared as if a strong self-concept act as a predictor of good academic achievement. The self, social comparison and intelligence also appear to play an important role within the boundaries of academic achievement. Self-concept plays an important role in the development of personality and vice versa. Cattell’s explanation of personality provides insight into the link between traits and self-concept. This study controlled for extraneous variables, such as intelligence. Apart from self-concept, personality traits were further investigated to determine their association with self-concept and academic achievement. This study was mostly exploratory by nature and has as a future aim the development of an intervention, which can be implemented to enhance both self-concept and academic achievement. The sample comprised 44 grade nine male and female students at St Barnabas College. The instruments used for this study included the Cattell’s Culture Fair Intelligence Test, the Beck’s Self-Concept Scale, and the High School Personality Questionnaire. The results pertaining to the research hypotheses indicated that there is no significant correlation between self-concept and academic achievement and also no significant correlation between intelligence and academic achievement. No correlation was also found between self-concept and factors of the HSPQ. A significant correlation was, however, found between some of the factors of the HSPQ and academic achievement. It is possible that some students may find their physical appearances more important than a positive self-concept. A failure in school can therefore not influence their self-concept. This may explain why no correlation was found between self-concept and academic achievement. Verbal intellectual count has been found to show a high correlation with academic achievement. However, the Cattell Test is non-verbal and this can therefore account for the fact that no significant correlation between intelligence and academic achievement was found. Students may develop an identity, which may not necessarily be a positive identity, which goes hand-in-hand with a positive self-concept. This might explain why no significant correlation between self-concept and the factors of the HSPQ has been found. This study found that a correlation does exist between three factors of the HSPQ and academic achievement. Factors of personality therefore do have some correlation with academic achievement. It is recommended that future research investigate this relationship. The small sample size of this study limits its generalisation possibility and it is further recommended that cultural aspects be brought into consideration. / Mr. G. Kruger

No description available.

M.A. (Clinical, Psychology) / The aim of this study was to develop a selection model for students who are to be trained as Clinical Psychologists at the Masters degree level. Since selection criteria are both subjective and objective and the procedure itself time consuming, the model would have to incorporate these aspects and also save time. For these reasons the possibility of utilizing a single assessment instrument, the 16PF, was investigated. The experimental design compared two methods of selection. These were (i) the traditional method involving interpersonal contact between selectors and candidates and (ii) a statistical method involving the 16PF. were tested. Three hypotheses i That the 16PF would discriminate significantly between selected and selected students. ii That a pattern of objective criteria would emerge. iii That some subjective criteria would be identified. All three hypotheses were subsequently confirmed. Recommendations for the future utilization of the model are made.

The focus of this study is the Sixteen Personality Factor Quenstionnaire, South Africam 1992 version (16 PF, SA92). This personality questionnaire was derived from the 16 PF which was developed in the United States and was adapted for South African conditions in 1992. The aim of this study is to determine whether the scores of the 16 PF, SA92 are cross-culturally valid and comparable in South Africa. The sample consisted of White and African (male and female) applicants who applied for positions in a South African state department. To achieve the aims outlined in the introductory chapter, construct comparability and item comparability research was conducted. Descriptive statistics were also calculated to indicate the performance of the various sub-samples (White, African, male and female). The results indicated that the population variable as opposed to the gender variable had the greatest influence on the scores obtained. Problems existed with the construct and item comparability of the 16 PF, SA92 when the different population groups were compared. Mean differences were also found on the majority of factors of the 16 PF, SA92 when the scores of the different population groups were compared. The implications of using 16 PF, SA92 were outlined and several assessment options were presented for users of the 16 PF, SA92. / Industrial and Organisational Psychology / M. Admin. (Industrial Psychology)

The focus of this study is the Sixteen Personality Factor Quenstionnaire, South Africam 1992 version (16 PF, SA92). This personality questionnaire was derived from the 16 PF which was developed in the United States and was adapted for South African conditions in 1992. The aim of this study is to determine whether the scores of the 16 PF, SA92 are cross-culturally valid and comparable in South Africa. The sample consisted of White and African (male and female) applicants who applied for positions in a South African state department. To achieve the aims outlined in the introductory chapter, construct comparability and item comparability research was conducted. Descriptive statistics were also calculated to indicate the performance of the various sub-samples (White, African, male and female). The results indicated that the population variable as opposed to the gender variable had the greatest influence on the scores obtained. Problems existed with the construct and item comparability of the 16 PF, SA92 when the different population groups were compared. Mean differences were also found on the majority of factors of the 16 PF, SA92 when the scores of the different population groups were compared. The implications of using 16 PF, SA92 were outlined and several assessment options were presented for users of the 16 PF, SA92. / Industrial and Organisational Psychology / M. Admin. (Industrial Psychology)

Thesis (M.A. (Psychology))--University of South Africa,2002

The present study investigated the relationship of 16 Personality Factor (16 PF) Scores to institutional adjustment, educational level, recidivism, and escapism of 665 prisoners in a maximum security prison. Two phases of data analysis were conducted. Multiple two-tailed Students' t tests resulted in significant differences on all 16 PF Factor Scores between prisoners and Cattell adult norm group. Significant differences were also found between prisoners and Cattell prisoner norms. In phase two, four multiple linear regression models were constructed. Significant 16 PF scales, age, and educational differences were found within the prisoner sample. Possible implications of the use of the 16 PF in regression models in paramorphic clinical prediction programs are discussed.