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The relationship between participation in sport and academic achievement in grade 10 and 11 learners in the Dr Kenneth Kaunda District / F.M. DipaleDipale, Floyd Modikwe January 2010 (has links)
The purpose of this research was to determine whether adolescents who participate in sport
perform better academically in comparison to their non–participating counterparts. An availability
sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth
Kaunda District took part in this research. The participants were assessed by a Biographical
Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of
Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo &
Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a,
1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of
The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing
(PWB) Scales of Ryff (1989).
To obtain an overview of the participants’ academic performance, averages obtained in the
June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language,
English First Additional Language, Life Orientation and either Mathematics or Mathematical
Literacy, were calculated. A significant relationship between sport participation and academic
performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate
regression models with academic performance as dependent variable and the following
variables as independent variables were calculated as separate models, namely: IQ, Deep
approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and
Psychological well–being. Only self–esteem was found to significantly predict academic
performance. A further analysis using an interaction between sport participation and self–esteem
did not yield a significant finding. It was concluded that it is important that Educational planners
should take cognisance of the literature and research findings of this study. In future studies
bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic
variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.
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The relationship between participation in sport and academic achievement in grade 10 and 11 learners in the Dr Kenneth Kaunda District / F.M. DipaleDipale, Floyd Modikwe January 2010 (has links)
The purpose of this research was to determine whether adolescents who participate in sport
perform better academically in comparison to their non–participating counterparts. An availability
sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth
Kaunda District took part in this research. The participants were assessed by a Biographical
Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of
Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo &
Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a,
1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of
The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing
(PWB) Scales of Ryff (1989).
To obtain an overview of the participants’ academic performance, averages obtained in the
June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language,
English First Additional Language, Life Orientation and either Mathematics or Mathematical
Literacy, were calculated. A significant relationship between sport participation and academic
performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate
regression models with academic performance as dependent variable and the following
variables as independent variables were calculated as separate models, namely: IQ, Deep
approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and
Psychological well–being. Only self–esteem was found to significantly predict academic
performance. A further analysis using an interaction between sport participation and self–esteem
did not yield a significant finding. It was concluded that it is important that Educational planners
should take cognisance of the literature and research findings of this study. In future studies
bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic
variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.
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Doeloriëntering en selfkonsep in spansport met besondere verwysing na skolerugby / Goal orientation and self-concept in teamsport with special reference to school rugbyStrydom, Lukas Albertus 10 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se
doelorientering en selfkonsep, empiries en in die literatuur, ondersoek.
Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik,
naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers
fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir
sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n
verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate
van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief,
gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer
hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan
aangebore talent toegeskryf.
Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met
die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met
die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation
between the goal orientation of male adolescent rugby players and their self-concept.
The literature study indicated that goal orientation has two components, namely task
involvement and ego involvement. In task-involved sport participation, skills
development is emphasized, evaluation of achievement is self-referenced, and
success experienced when learning takes place, a task is mastered, or when there is
improvement in the execution of tasks. Success is attributed to effort. In ego-involved
sport participation objective outcomes are emphasized (i.e. winning), evaluation of
achievement is norm-based, and success experienced when own achievements are
favourably compared to those of other sport participants. Success is attributed to
natural ability.
The empirical study indicated a positive relation between task-involved sport
participation and the global, personal, and social self. A negative relation between
ego-involved sport participation and the physical self, and a positive relation between
ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)
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Doeloriëntering en selfkonsep in spansport met besondere verwysing na skolerugby / Goal orientation and self-concept in teamsport with special reference to school rugbyStrydom, Lukas Albertus 10 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se
doelorientering en selfkonsep, empiries en in die literatuur, ondersoek.
Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik,
naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers
fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir
sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n
verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate
van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief,
gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer
hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan
aangebore talent toegeskryf.
Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met
die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met
die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation
between the goal orientation of male adolescent rugby players and their self-concept.
The literature study indicated that goal orientation has two components, namely task
involvement and ego involvement. In task-involved sport participation, skills
development is emphasized, evaluation of achievement is self-referenced, and
success experienced when learning takes place, a task is mastered, or when there is
improvement in the execution of tasks. Success is attributed to effort. In ego-involved
sport participation objective outcomes are emphasized (i.e. winning), evaluation of
achievement is norm-based, and success experienced when own achievements are
favourably compared to those of other sport participants. Success is attributed to
natural ability.
The empirical study indicated a positive relation between task-involved sport
participation and the global, personal, and social self. A negative relation between
ego-involved sport participation and the physical self, and a positive relation between
ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)
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