Thesis (D.P.E.)--Springfield College, 2005. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed.

D.Ed. / Please refer to full text to view abstract

D.Ed. (Educational Psychology) / Particular prominence has been given worldwide since the 1920's to educational assistance for handicapped pupils. From the 1930's in South Africa attention has been given to the visually, hearing and ,intellectually handicapped by means of specialized teaching, but after the appearance of the Murray Report (1969) specific aid has been given to learning disabled pupils to a greater degree. This assistance has been aimed almost only at the primary school pupil and a good many pupils enter the secondary school with unsolved specific learning problems. Such pupils generally exhibit specific characteristics such as amongst others, a poor self-image, poor interpersonal relations, failure orientation, a high anxiety level and general lack of motivation.. They generally maintain unsound relationships with their parents because such parents often do not understand their child's problems and consequently become disappointed in their apparently normal child's inability to progress scholastically according to his ability. To assist the learning disabled pupil to realise his potential to the best of his ability, a motivation programme has been compiled and used to raise his learning and achievement motivation. This programme is devised with a clear image of the learning disabled pupil in mind and also by applying the essentials of motivation. The motivation programme is devised around the theme: "I am a winner" whereby an attempt is made to raise the self concept to the central variable. are applicable: Additional to this, strategies like the following Realistic setting of goals; A positive attitude to life; The experience and acceptance of success and failure; Correct study methods…

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Magister Commercii (Industrial Psychology) - MCom(IPS) / The purpose of the study was to investigate the relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province. The sample consisted of 128 final year students who were asked to complete a questionnaire. The questionnaires comprise a section on the biographical information of the participants as well as sections containing the, Academic Self-Efficacy Scale, Achievement Motivation Scale and a Goal Setting Questionnaire. Informed consent was obtained from the various participants and anonymity of participation and confidentiality were ensured. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 23. The Statistical analyses techniques employed included Item Analysis, Pearson’s Correlation test, Factor Analysis and a Multiple Regression Analysis. The results of the study indicate there is a statistically significant relationship between selfefficacy and goal-setting (Hypothesis 1), self-efficacy and achievement motivation (Hypothesis 2), achievement motivation and goal-setting among students in their final year of study (Hypothesis 3). Furthermore the results indicated that self-efficacy and goal-setting are significant predictors of achievement motivation (Hypothesis 4). These findings indicate that the stronger an individual’s belief in their perceived self-efficacy, the more likely they are to set challenging goals for themselves which may in turn result in a stronger commitment to attaining those goals. In addition, students who are assured in their ability to achieve success in their studies are most likely to possess the need to achieve excellence. Furthermore, results suggest that students who possess the need to achieve excellence or demonstrate higher levels of achievement motivation have the tendency to set more challenging goals than those with lower levels of achievement motivation. / National Research Foundation

The contents of this thesis were mainly determined by the traditional methodological requirements for a thesis of this nature. However a need was felt to include a somewhat expanded survey of the interrelationship between anthropology and psychology. This "need" developed during a review of the above-mentioned interrelationship especially when we found that the historical interaction between these two disciplines had never been followed from the earliest times to the present. Furthermore, although different writers have treated different aspects of this interaction, not one could be found that had treated all the different angles of the relationship. Thus although it is a well known fact that there is a prominent relationship between these two disciplines this was found to be quite inadequately documented. Furthermore, it is usually discussed from either a psychological or an anthropological viewpoint. The hazy view of the interrelationship between these two disciplines is naturally a frustrating situation for any researcher in this field - especially one who would prefer to have a view of the position of his research within the wider panorama of research surrounding it. Intro., p. 1.

The professional turn in sports has prompted the search for explanations beyond the physical when discussing quality of performance. Mental Toughness has been recognised as one of the most important psychological attributes in achieving performance excellence across multiple sport settings. Yet, despite this, little research has been conducted into mental toughness development. This research seeks to answer the question: What insights can the development and implementation of a mental toughness programme for a semi-professional South African cricket team provide regarding Mental Toughness development? Based on a theoretical framework of mental toughness in cricket, a programme was developed in collaboration with the Border Cricket Team and Coaches. Incorporating elements that focussed on education, environment, awareness and mental skills, the programme was implemented in both individual and group settings during the off- and pre-seasons. An analysis of the participants’ experiences identified the need for a theoretical understanding of mental toughness within teams, facilitating the design of interventions that integrate the team and the individual. Future programmes should include measures of mastery, and individually customised approaches to mental toughness enhancement that acknowledge the potential contextual and individual variation in mental toughness.

M.Ed. (Educational Psychology) / A great amount of research has been done concerning the influence of debilitating anxiety in relation to performance and achievement motivation of students and pupils. Whilst attention has been focused on the negative aspects of anxiety and fear of failure, indications are found in the research literature that a certain level of anxiety may facilitate the performance and achievement motivation of pupils and students in evaluative and achievement situations. This study forms part of the project "Learning Motivation", which is an interdisciplinary project undertaken by the departments of Education and Psychology. In this research an attempt has been made to analyse the construct of positive fear of failure and to place it within a nomological frame of reference insofar as it pertains to the performance and achievement motivation of pupils in the secondary school phase. Correlational studies were undertaken to determine the relationship between positive fear of failure (facilitating anxiety), achievement motivation, performance and negative fear of failure (debilitating anxiety).

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