The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.

D.Litt. et Phil. (Psychology) / The purpose of the present study was to investigate whether robust and verifiable evoked potential components exist which can reliably be associated with temperament. The evoked potential (EP) procedures included the auditory brainstem response procedure (ABR), the auditory N1-P2 middle latency response procedure (AMR) utilising different stimulus intensities, the auditory P300 response utilising frequent and rare repetitions of stimuli (the "oddball paradigm" ) and a number of composite measures of the AMR and P300. The temperament dimensions which were assessed, were sensation seeking, measured by Zuckerman's sensation Seeking Scale (SSS) Form 5, stimulus augmenting-reducing measured by Vando's Augmenting-reducing scale, properties of the nervous system, measured by Strelau's Temperament Inventory (STI) and introversion-extroversion, measured by Schepers' Personality Questionnaire. The statistical population chosen for the research was the first year Behavioural Sciences students of 1991 and 1992 at a South African university (N = 640). A sample of 391 students (81 males and 210 females, aged 17 to 22 years) was randomly selected from the statistical population. All the Subjects completed the Psychological battery (the various temperament scales) and the Neurophysiological battery (the various evoked potential procedures). The reliabilities of the various scales and procedures were established prior to administering the batteries. Hotelling's T-test was used to determine if the vectors of means of the males and females in respect of the subtests of the Psychological battery and the measurements of the various EP procedures differed statistically significantly or not. Student's t-test was used to determine in respect of which variables the genders differed. All Subsequent analyses were performed separately for the males and females. Three contrasting groups with low, medium and high scores, respectively, were formed with regard to each temperament trait.

This study in Practical Theology has been motivated by a concern that, in post-apartheid South Africa, it has become more difficult for yoling people in general, and university students in particular to have a vision for, and hope in the future, and hence to demonstrate commitment to working for a new world. It therefore seeks to identify ways in which such commitment and leadership can be nurtured, by engaging in a critical reflection on ministry to university students. This is done through the use of the critical hermeneutical method of correlation between the Christian tradition and human life experience as employed by Don S. Browning, lames and Evelyn Whitehead, and Stuart Bate. This involves beginning with concrete practice, going to theory, and then concluding with practice, in an ongoing hermeneutical circle. A case study is presented of the Association of Catholic Tertiary Students (ACTS) at the University of Natal in Pietermaritzburg (UNP), and an analysis of their situation is undertaken, using two mediations. A psychological mediation identifies the psychological structures to which university students are capable of evolving at their stage of development, which is characterised by relativism and probing commitment. A socio-cultural mediation explores the roots of the loss of a sense of commmunity, and the growth in a spirit of individualism that epitomise the central issues within the UNP ACTS group. These roots are identified in the globalisation that is taking place at an economic, social and cultural level, resulting in relativisation, rationalisation, and personalisation in all dimensions of life. This gives rise to increasing competition, individualism and cultural dislocation, which are particularly evident since the demise of apartheid and the international integration of South Africa, coupled with the collapse of many of the hopes generated in the struggle against apartheid. A theological judgement of the ministry being employed within ACTS is then made, which points to the forms of ministry which could offer good news, evoke deeper commitment, and build stronger moral leadership amongst the students. The priority emerging is to foster selfesteem amongst them, primarily through building a joyful, accepting community with a small group pedagogy so that they can discover liberating message of the gospel in their quest for God, for survival in a hostile world, and for personal intimacy and acceptance. Such empowerment, it is suggested, makes deeper commitment possible. / Thesis (M.Th.)-University of Natal, Pietermaritzburg, 2000.

M.Ed. / This investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.

M.Ed. (Educational Leadership) / One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.

Thesis (M.A. (Clinical Psychology)) -- University of Limpopo, 2022 / Sexually transmitted infections (STIs) remain a serious global health challenge, which if left untreated, may threaten an individual’s health. The challenge regarding the prevention of STI transmission is the asymptomatic nature of STIs during their early stages. Hence, STI testing is vital in tackling the devastating impact of STIs. The Health Belief Model (HBM) provided a lens through which to understand the study as it provides a basis upon which to predict health behaviours. The study employed a qualitative research method. The study aimed to explore University of Limpopo students’ perceptions towards STI testing. The objectives of the study were (1) to establish the perceptions of second-year Psychology students at the University of Limpopo towards STI testing, and (2) to determine the importance of testing for STIs among second-year Psychology students at the University of Limpopo. The study purposively sampled 15 second-year Psychology students at the University of Limpopo. It was found that the participants were knowledgeable about STI testing. The study revealed psychological effects associated with STI testing ranging from anxiety-related attacks, stress, depression, and insomnia, among others. It further revealed important aspects learned about STI testing, i.e. that some STIs are curable, early detection facilitate early treatment, and STIs are not a myth. The importance of STI testing was also determined. It was also noted that it is important to know one’s health status to prevent mother-to-child transmission and health consequences. The study further established the experiences of STI testing, such as anxiety, stress, feeling embarrassed, ashamed, and overwhelmed. In addition, it was found that students are reluctant to test for STIs because of low-risk perception of contracting STIs, the fear of receiving positive test results, lack of knowledge, stigma, and the judgemental attitude of health professionals. The findings also revealed that students consider testing to be a good health behaviour, although the majority of them rarely consult for STI testing. Constructive counselling is highly recommended for those who consult for STI testing. It is further recommended that future research should be conducted in other universities with broader sample size.

is imperative for the South African education system to produce youth who are empowered to grow to be leaders of integrity and courage. Student leaders (prefects) face an enormous challenge in trying to persuade peers to be motivated and self-disciplined. The student leaders need to understand themselves as well as their peers in order to make considered responses to their peers. The level of emotional intelligence of student leaders will determine the effectiveness of their response to fellow students (learners) and allow them to fulfil their leadership responsibilities effectively. Emotional intelligence leadership (EIL) profiles were obtained from an emotional intelligence leadership questionnaire, followed by semi-structured interviews which explored the role of emotional intelligence in student leadership. These research techniques allowed the researcher to gain insight into each student leader’s level of emotional functioning as well as to identify emotional intelligence leadership skills that needed to be developed further. The importance of providing training and opportunities to practise leadership skills at school was emphasized. / Teacher Education / M. Ed. (Educational Management)

Biological nursing science, also known as Bioscience, is a difficult subject or module in nurse training and education worldwide. In the four-year comprehensive nursing diploma programme, Biological Nursing Science (BNS) is one of the core subjects taught in the first year. One of the major bioscience concepts integrated in the undergraduate nursing curriculum is Anatomy and Physiology (A&P). It is essential for students to pass A&P before enrolling for GNS because the two subjects provide details of the normal structures of the body and how they function, which is the foundation of GNS. The failure of students in BNS (Anatomy and Physiology) enrolled for the Diploma in Nursing (General, Psychiatry and Community) and Midwifery is of great concern to the nurse educators and campus principals at the KwaZulu-Natal College of Nursing. The results for the BNS module between 2014 and 2017 indicated that students had problems with the course. Accordingly, the researcher wished to determine the factors that contributed to student failure in BNS (Anatomy and Physiology) in the KwaZulu-Natal College of Nursing. The aim of the study was to identify factors that contributed to the BNS failure rate and make recommendations to improve the pass rate in BNS. The researcher used Jeffreys’ (2013) NURS model as the conceptual framework to examine the influence of student profile characteristics, academic factors, environmental factors and psychological outcomes on Anatomy and Physiology performance. A quantitative, non-experimental, descriptive research design was selected to describe, explain, and predict factors contributing to students’ failure in BNS. Data was collected from 114 respondents by means of a Likert scale-based self-administered structured questionnaire.The study found that shorter breaks between lectures, which caused exhaustion; the one-day study time between examinations; two hours for the subject examination, and educators not involving students in lessons or providing after-class sessions were among the factors contributing to the high failure rate. It is recommended that the curriculum allow sufficient notional hours for teaching; learner support programmes be introduced to assist students who need help; examination timetables be adjusted to allow adequate study and preparation time, and educators involve students in active learning. Recommendations are also made for further research. / Health Studies / M.A. (Health Studies)

The average South African tertiary student spends more than the average South African individual each month, making them a valuable market to be understood by retailers. One technique retailers use to differentiate themselves from the increased competition is by relationship marketing through loyalty programmes. Research on the topic of loyalty programmes increased rapidly over the last decade. The problem, however, is that the majority of past research on the subject of loyalty programmes only focused on what happens after customers have already joined a loyalty programme. Little research exists regarding the factors that influence subject participation in loyalty programmes. Furthermore, to date no research study has investigated factors that might influence loyalty programme participation among South African students. The purpose of this study was to understand the tertiary student market by building on the research of De Wulf et al. (2013:69-83) as a vital study to explore factors that might influence them to participate in retail loyalty programmes. An exploratory study was conducted, in which data was collected from students studying at Pearson Institute of Higher Education/ CTI Pretoria by means of self-administered questionnaires. The study followed a quantitative research approach, in order to satisfy the research objectives. The results of the study indicate that the top four characteristics most likely to influence students to participate in a retail loyalty programme, include: a loyalty programme where you receive immediate discounts on certain items at purchase; a loyalty programme that allows you to use your loyalty card at more than one retailer; a loyalty programme with unlimited duration on the usage of benefits or rewards; a loyalty programme that rewards you by giving immediate benefits. / Business Management / M. Com. (Business Management)

is imperative for the South African education system to produce youth who are empowered to grow to be leaders of integrity and courage. Student leaders (prefects) face an enormous challenge in trying to persuade peers to be motivated and self-disciplined. The student leaders need to understand themselves as well as their peers in order to make considered responses to their peers. The level of emotional intelligence of student leaders will determine the effectiveness of their response to fellow students (learners) and allow them to fulfil their leadership responsibilities effectively. Emotional intelligence leadership (EIL) profiles were obtained from an emotional intelligence leadership questionnaire, followed by semi-structured interviews which explored the role of emotional intelligence in student leadership. These research techniques allowed the researcher to gain insight into each student leader’s level of emotional functioning as well as to identify emotional intelligence leadership skills that needed to be developed further. The importance of providing training and opportunities to practise leadership skills at school was emphasized. / Teacher Education / M. Ed. (Educational Management)