Adolescent boys can either possess an internal or an external locus of control. An internal locus of control refers to a perception of being in control of one’s own life through own decisions and abilities. An external locus of control refers to the opposite, meaning a belief in luck and fate and also that one is being controlled by powers outside oneself. With these different perceptions, especially with the last perception, the high expectations of society of adolescent boys, can lead to frustrations. This can lead to aggression, consisting of physical, verbal and/or indirect aggression, which might be one of the possible causes of aggression in schools. Consequently a questionnaire consisting of 56 items was compiled by a combination of Julian Rotter’s (www.ballarat.edu.au/ard/bssh/psych/rot.htm) “Locus of control” questionnaire (1966) - and Björkqvist, Lagerspetz and Österman’s (www.vasa.abo.fi/svf/up/dias.htm) DIAS (“Direct and Indirect Aggression Scale) questionnaire (1992). Biographical items, namely language of instruction, age and grade of learners, were included as independent variables in the questionnaire. The questionnaire was completed by 184 boys from School A and 256 boys from School B in Grade 9-11. From the factor analysis, three factors were distinguished consisting of physical, verbal and indirect aggression. All the factors consisted of a high Cronbach Alpha (physical aggression=0.847, verbal aggression=0.820 and indirect aggression=0.845) which reflected a high validity and reliability of the research instrument. According to the relational analysis there was a relationship between external locus of control and especially verbal and indirect aggression, although very slightly. From the differential analysis, it has been judged according to the low averages, that the tendency of the different ways of aggression in language, age and grade are not prominent enough. Yet the following findings were made: • from language of instruction a meaningful difference was found, although with an average of only 0.2, it is not substantial; • age wise it was found that the 15 year old adolescent boys’ indirect aggression was statistically meaningful lower than the 17 year old boys; and lastly • grade in general reflects that the grade 9 learners of specifically School A, were more aggressive (physically, verbally and indirectly) than the grade 10 and 11 learners. From the literature study and empirical search, a definite relationship was found between adolescent boys with an external locus of control and aggression. With the increase of aggressive and violent behaviour in schools, this research topic has relevant and important educational implications for all parties that form part of the educational process.

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The purpose of this study is to gather and describe case studies of 'struggling' teenage boys, focusing on their identities, which are mediated by the discursive practices associated with school mathematics and other activities. The sociocultural model of identity unites an individual’s psychodynamic continuity with the roles and positions that emerge from his/her social interactions. The setting for the investigation is a small single-sex, non-traditional secondary school, in which the sample is seven boys, ages sixteen to eighteen, who have lost interest in the academic mainstream. Qualitative data were collected on individual boys, and then matched in a table to the theoretical framework. The study raised five issues about identity, struggling teenage boys, and school mathematics. To negotiate the dialectic of opposing identity norms, struggling teenage boys employed identities as expressive tools that held desirable positions for them in school mathematics. In the organization of multiple identities, salience depended upon the intrinsic and extrinsic gratification associated with knowledge of mathematics. Positive mathematical identities clustered with compatible social identities that were also supported by these rewards. The sociohistorical availability of identities increased in nontraditional mathematics courses that provided the boys with opportunities to enact positive roles. Many of the boys communicated positive attitudes towards school mathematics in relation to their future career goals. Though they may have struggled, they expected to achieve conventional success in the adult world. The issue of identity and emotions was illustrated by the shame and mistrust that accompanied the loss of a former identity such as a “gifted” level in school mathematics. For some struggling teenage boys, mistrustfulness was evident in their discussions about money. They expressed an affinity for simple arithmetic, which they could easily master with repetitive practice. Implications for teaching include cultivating future-oriented identities, incorporating 'money themes, and offering customized courses.

M.Ed. (Educational Psychology) / The World Health Organisation (2011) states that overweight and obesity is one of the most serious health problems of the 21st century. This is true of Africa as well. It is estimated that the number of overweight children in Africa has doubled since 1990 and growth rates of overweight and obesity are among the highest in Africa. South Africa’s overweight and obesity rates are among the highest in Africa. The South African National Health and Nutrition Survey (2013) found that the combined overweight and obesity prevalence in South Africa is 13,5% for children between the ages of six and 14 years; this is higher than the global prevalence of 10%. Therefore, overweight and obesity is threatening to become a major health concern in South Africa. When considering adolescents who are overweight and obese, it becomes apparent that it has a great impact on their mental health. Overweight and obesity during adolescence not only has a negative impact on their physical health but also their mental health, thus overweight and obesity should not only be addressed to improve the physical health but also the mental health of adolescents. The researcher aimed to explore the lived experiences of adolescent boys who are overweight and obese, to suggest guidelines to facilitate mental health in these boys. A qualitative, explorative, descriptive and contextual study design was followed. Research took place in two phases. The first phase was concerned with the description of the lived experiences of adolescent boys who are overweight and obese. In the second phase, guidelines were described to facilitate mental health in these boys. Ethical principles were adhered to from the onset of the study to ensure participants’ human rights were respected, that participants were treated with dignity and that no harm would come to them. Further, principles of fairness and justice were considered. The data were collected through in-depth phenomenological interviews. Interviews were conducted with 10 participants who met the sampling criteria and who were purposively selected. However, one participant’s interview was too short to be included. Consent was obtained from the participants.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 81-86). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 81-86). Also available on the Internet.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

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