Researchers have been trying for years to determine why such a large percentage of first-year university students fail or terminate their courses. There is a need for research about the identification of factors which have a negative influence on the academic achievement of students. With regard to the factors which influence academic achievement, one can distinguish between cognitive and non-cognitive factors. In this study intelligence was referred to as a cognitive factor, and its link with academic achievement pointed out. Research has proved that intelligence is one of the best predictor's for academic achievement. Non-cognitive factors selected for this research include the family, the school, interests, motivation and adjustment. From the literature survey which was undertaken (chapter 2) about students in general (practically all fields of study), it was deduced that there is a link between academic achievement and some non-cognitive factors. There is thus a wide spectrum of factors which can affect the individual's total existence positively or negatively. The objective with this study was to identify those variables (non-cognitive) which have the greatest influence on the academic achievement of Biblical students. All the final-year education students (N = 70) in Biblical Studies who had started their studies in 1981 and completed their courses in 1984 were used as population. The students had all completed a degree at the end of 1983 and then completed the HED(P) diploma at the end of 1984. The measuring instruments which were used were the 19-Field Interest Questionnaire, the PHSF-Relationship Questionnaire and Standard 10 achievement. The 19-FIQ was compiled for the measurement of professional interests of senior secondary school pupils, students and adults in 19 broad fields of interest. The purpose of the PHSF was to measure the personal, home, social and formal relationships of high school pupils, students and adults in order to determine their measure of adjustment. As criterion of previous achievement, performance in the subjects' Standard 10 examination was taken. In the empirical study the ex post facto approach was used. The data were analysed by means of a multiple regression analysis in order to identify those non-cognitive variables which influence academic achievement. The BMDP9R computer programme was used for this purpose. Fifteen independent variables were selected because they made the biggest contribution to the R2, and because these different fields and components are very closely linked to the teaching profession. The contribution of the selected independent variables to the R2 indicated a very good correlation, viz. R2 = 0,61, or 61%. The selected independent variables which made the best contribution to the square of the multiple correlation co-efficient (R2) is Standard 10 achievement, with 0,319 or 31,9%, 19-FIQ 10 (congeniality) with 0,277 or 27% and PHSF 4 (nervousness) with 0,044 or 4,4%. The following six independent variables seem, according to the Cp criterion, to be the best predictors of academic achievement in this study: Standard 10 performance, 19-FIQ 10 (congeniality), PHSF 3 (self-control), PHSF 4 (nervousness), PHSF 6 (family influences) and PHSF 7 (personal freedom). The contribution of the six best predictors to the R2 = 0,52 or 52%. The predictors which made the best contribution to the R2 are Standard 10 performance, with 0,31 or 31% and the 10-FIQ 10 (congeniality), with 0,28 or 28%. The results indicate that the independent variables separately and in conjunction had a significant influence on the prediction of academic achievement. The independent variables (non-cognitive factors) thus had a direct influence on the academic achievement of university students. From the results of the study it emerges that the independent variables separately and in conjunction have a significant influence on academic achievement, and the hypothesis is supported that there is a link between the non-cognitive factors and academic achievement. / Skripsie (MEd)--PU vir CHO, 1990

The aim of this research project is firstly to determine whether factors other than study habits and attitudes influence academic achievement and secondly whether there exists a relationship between study habits and attitudes and academic achievement, as well as between the components of study habits and attitudes and academic achievement. To reach this aim a literature study was undertaken which was followed by an empirical investigation. It emerged from the literature that various factors influence academic achievement (sec chapter two) and that most writers agreed that there existed a relationship between study habits and attitudes and academic achievement as well as between the various components of study habits and attitudes and academic achievement (see chapter three). The empirical investigation made use of the information gathered in 1980 in the Orange Free State (see chapter four ). All the Afrikaans speaking pupils in the Orange Free State during 1980 were included in the research program. Different measuring instruments, of which the Survey of Study Habits and Attitudes, Form H, was the most important for this project, were used (see paragraph 4.5) to identify a Large variety or independent variables (respectively the experimental and control variables - see paragraph 4.6) that influence academic achievement. The dependent variable for this research was the standard ten average marks as well as marks in the !allowing subjects: Afrikaans, English, Mathematics and Science (see paragraph 4.6.3). The BMDP-computer program (Dixon and Brown, 1979; revised 1983) was used to process the results. The different statistical techniques are described in paragraph 4.7. A factor analysis was carried out to group the different variables according to their correlation coefficients with the standard ten average marks (sec table 5.1). The 67 independent variables (respectively the experimental and control variables) were grouped into different factors. The 18 factors were then used as independent variables to determine their contribution R2 (see tables 5.2 and 5.3). Next the separate and collective contribution or the components or study habits and attitudes (respectively the experimental variables) to R2 in each or the dependent variables (respectively standard ten average, Afrikaans, English, Mathematics and Science) was determined (see tables 5.4 and 5.5). The results or this study can be submitted up as follows: (1) Apart from study habits and attitudes other factors influence academic achievement. (2) Study habits and attitudes contribute a statistical significant proportion or the variance in academic achievement. (3) With a few exceptions the components or study habits and attitudes do not contribute a statistical significant proportion or the variance in academic achievement. / Thesis (MEd)--PU vir CHO, 1987

In this study the possibility of predicting academic success at first year university level by means of the discrepancy between nonverbal and verbal intelligence test scores, is investigated. Firstly the problem is stated and the purpose and programme of the research are outlined. A closer look at various points of view on intelligence is given in the next chapter. Nonverbal and verbal intelligence is discussed. The hypotheses is that nonverbal intelligence relates more closely to the concrete in the field of intellectual activity, while the verbal intelligence deals with the symbolic and abstract. It is further stated that nonverbal intelligence resembles more closely the hereditary intelligence than the verbal, which is to a greater extent the result of non- genetic factors. Academic achievement and the various influences on it are described. The relationship between factors influencing the verbal intelligence and factors influencing academic achievement is pointed out. It is reasoned that negative influences will prevent the verbal intelligence from developing to the same or a higher level than the nonverbal intelligence. The same influences will prevent the student from achieving academically as could have been expected from his I. Q. Positive environmental influences will stimulate the actualisation of genetic intelligence and will also lead to relative better academic achievement. In the empirical research first year students with a discrepancy of 10+ between nonverbal and verbal I. Q. scores are grouped. Groups with a higher nonverbal score are designated as negative groups and those with higher verbal scores as positive groups. By means of the Wilcoxon Matched- Pairs Signed Ranks Test these groups are compared with groups consisting of students with a discrepancy of less than 10 between nonverbal and verbal I.Q. scores. The results show that only the largest negative group, which is a combination of men and women groups from various degree courses, achieves academically lower than the control group. The result is reliable within the 0, 05 level of confidence. / Proefskrif (DEd)--PU vir CHO, 1973

Researchers have been trying for years to determine why such a large percentage of first-year university students fail or terminate their courses. There is a need for research about the identification of factors which have a negative influence on the academic achievement of students. With regard to the factors which influence academic achievement, one can distinguish between cognitive and non-cognitive factors. In this study intelligence was referred to as a cognitive factor, and its link with academic achievement pointed out. Research has proved that intelligence is one of the best predictor's for academic achievement. Non-cognitive factors selected for this research include the family, the school, interests, motivation and adjustment. From the literature survey which was undertaken (chapter 2) about students in general (practically all fields of study), it was deduced that there is a link between academic achievement and some non-cognitive factors. There is thus a wide spectrum of factors which can affect the individual's total existence positively or negatively. The objective with this study was to identify those variables (non-cognitive) which have the greatest influence on the academic achievement of Biblical students. All the final-year education students (N = 70) in Biblical Studies who had started their studies in 1981 and completed their courses in 1984 were used as population. The students had all completed a degree at the end of 1983 and then completed the HED(P) diploma at the end of 1984. The measuring instruments which were used were the 19-Field Interest Questionnaire, the PHSF-Relationship Questionnaire and Standard 10 achievement. The 19-FIQ was compiled for the measurement of professional interests of senior secondary school pupils, students and adults in 19 broad fields of interest. The purpose of the PHSF was to measure the personal, home, social and formal relationships of high school pupils, students and adults in order to determine their measure of adjustment. As criterion of previous achievement, performance in the subjects' Standard 10 examination was taken. In the empirical study the ex post facto approach was used. The data were analysed by means of a multiple regression analysis in order to identify those non-cognitive variables which influence academic achievement. The BMDP9R computer programme was used for this purpose. Fifteen independent variables were selected because they made the biggest contribution to the R2, and because these different fields and components are very closely linked to the teaching profession. The contribution of the selected independent variables to the R2 indicated a very good correlation, viz. R2 = 0,61, or 61%. The selected independent variables which made the best contribution to the square of the multiple correlation co-efficient (R2) is Standard 10 achievement, with 0,319 or 31,9%, 19-FIQ 10 (congeniality) with 0,277 or 27% and PHSF 4 (nervousness) with 0,044 or 4,4%. The following six independent variables seem, according to the Cp criterion, to be the best predictors of academic achievement in this study: Standard 10 performance, 19-FIQ 10 (congeniality), PHSF 3 (self-control), PHSF 4 (nervousness), PHSF 6 (family influences) and PHSF 7 (personal freedom). The contribution of the six best predictors to the R2 = 0,52 or 52%. The predictors which made the best contribution to the R2 are Standard 10 performance, with 0,31 or 31% and the 10-FIQ 10 (congeniality), with 0,28 or 28%. The results indicate that the independent variables separately and in conjunction had a significant influence on the prediction of academic achievement. The independent variables (non-cognitive factors) thus had a direct influence on the academic achievement of university students. From the results of the study it emerges that the independent variables separately and in conjunction have a significant influence on academic achievement, and the hypothesis is supported that there is a link between the non-cognitive factors and academic achievement. / Skripsie (MEd)--PU vir CHO, 1990

The aim of this study was to determine the influence of non-cognitive factors on the academic achievement of student teachers. Two methods of enquiry were used to investigate the influence of non-cognitive factors on students. (i) A study of the literature was made to establish the different views on the relative influence of cognitive and non-cognitive factors on academic achievement. (ii) An empirical method was used to determine the influence of different independent variables (non-cognitive factors) on the academic achievement of student teachers. An ex post facto approach was used. The experimental group was the 1981-intake of first year students at the PU for CHE who completed their studies at the end of 1984. The measuring instruments used, were the standard 10--exams, the 19 Field Interest Inventory and the PHSF Relations Questionnaire. With the aid of these psychometric tests an attempt was made to predict academic achievement. The validity and reliability of each of the measuring instruments are covered in this study and it was found that they are valid and reliable in all cases. The literature indicates that both cognitive and non-cognitive factors play an important role in academic success. Fran the literature extracts were taken to explain intelligence and aptitude. The discussion of the influence of certain non-cognitive factors on academic success includes the following important aspects: study habits, study methods, study skills, study guidance, study attitude, achievement motivation, personality factors, interest, emotionality, self-concept, age, sex, extra mural activities, physical factors and the environment of the student. According to the empirical study the following findings are of importance: With 34 independent variables the contribution to R2 was 51,5%. Then a selection of variables was made. Fifteen independent variables were used. These 15 variables contributed 35,3% to R2. The eleven best variables which were determined by means of the Cp-criterium, contributed 58,5%, to R2. These variables were: (i) The 19 Field Interest Inventory (a) Fine arts (b) Clerical (c) Performing arts (d) Numerical (e) Practical-Female (f) Service (ii) The PHSF Relations Questionnaire (a) Self-esteem (b) Self-control (c) Health (d) Sociability G (e) Moral sense The empirical study makes it quite clear that all the independent variables (non-cognitive factors) have an influence on the academic achievement of student teachers. As it has been determined in this investigation that non-cognitive factors have an influence on academic achievement, the conclusion is reached that students who are subject to positive non-cognitive factors achieve better academic success than those students who work under negative non-cognitive circumstances. / Thesis (MEd)--PU vir CHO, 1986

Chapter 1. 1. Introduction - The rapid growth and development in industrial and technological areas has created a growing need for trained manpower. Increasingly it is expected of the universities to supply the community in these needs. For this reason the position of university dropouts must be regarded in a serious light - the necessary potential is not being utilized and furthermore the dropout rate is a burden for both the country and the community. 2. Objectives - The researcher has set the following overall objectives: To determine: a) Whether there are any significant differences between the dropout and the successful student as regard, aptitude, interest and personality. b) Whether the dropout in the year course differs from the dropout in the semester course. c) What factors - as described in literature on this subject - play an important part in the cessation of studies. d) The causes of such study cessation at the Potchefstroom University for Christian Higher Education. 3. Hypotheses - a) There are no significant differences between the successful student and the dropout as regards aptitude, personality and interest. b) There are no meaningful psychological differences between the dropout in the semester course and the dropout in the year course. Chapter 2: Survey of literature. The phenomenon - as described in literature on this subject - is reviewed in this chapter. In the definitions that have been stated definite differences have been drawn between the successful student, the unsuccessful student and the dropout. Furthermore the extent of the dropouts in certain overseas countries and the Republic of South Africa has been reviewed but specifically also as relating to the Potchefstroom University for Christian Higher Education. Attention has also been given to the relationship between '. sexes, faculty, residence and study cessation. The pattern during the year of such cessation as well as its reasons are also discussed. The following factors which may be relevant to such cessation of studies have been identified: a) Psychological factors such as social withdrawal, stress, lack of self-confidence, identity-crises and problems on an interpersonal level. b) Family background. c) Socio-economical factors. d) Social pressures. e) Aptitude. f) Interest. g) Motivation'. h) Academic accomplishments. i) Religion. Chapter 3: Method of investigation. At the inception of their studies first-year students undergo psychometric testing. The results of the psychometric testing of 1980, 1981 and 1982 have been used in this investigation. Certain criteria for success have been set and the successful students identified accordingly. Of this group a random sample has been drawn. The dropouts were seen as a universal group. The aptitude, interest and personality scores of the successful students have then been compared with those of the dropouts using certain statistical methods. The aptitude, interest and personality scores of the dropout in the semester course have been compared with those of the dropouts in the year course, but only by comparing their average scores. One standard deviation is regarded as a significant psychological difference. No further statistical methods were used in this part of the research. Chapter 4: Discussion of results. 1. Certain tendencies relevant to the dropout's aptitude, interest and personality have been identified. The various faculties however, indicate differing tendencies. 2. It would appear as if there is no material difference between the dropout in the year course and those in the semester course. Chapter 5: Conclusion. From the investigation indications are that although in the different faculties certain tendencies are found relevant to cessation of studies, individual differences cannot be disregarded. To attempt to identify dropouts purely on ground of psychological tests without considering predisposing factors would be Unrealistic. Cessation of studies as a psychological problem can be reduced but never entirely eliminated. / Skripsie (MA)-- PU vir CHO, 1984

The aim of this research project was to determine the relative contribution of cognitive and non-cognitive variables to accounting achievement and to determine which variables have the greatest influence on accounting achievement so that these variables can be used to predict accounting achievement. To reach the aim of the study, a literature study was undertaken which was followed by an empirical investigation. The literature study was divided into a study of cognitive {see chapter 2) and non-cognitive (see chapter 3) variables. It was found that cognitive variables had the greater influence on academic achievement with previous achievement and intelligence as the main contributors. Research findings indicated that cognitive variables were responsible for 25 to 50 percent of the variance in academic achievement. In search for the remaining 75 to 50 percent, researchers included non-cognitive variables in their research attempts. Most researchers came to the conclusion that academic achievement could be better predicted when both cognitive and non-cognitive variables were included in research attempts, although no one was willing to report a definite increase in percentage. The empirical investigation made use of the information gathered in 1980 in the Orange Free State {see chapter 4). All the Afrikaans speaking pupils in die Orange Free State during 1980 were included in the research program. Different measuring instruments {see par.4.4) were used to identify a large variety of independent variables (see par. 4.5.1). The dependent variable for this research was standard ten Accounting (see par. 4.52). The different statistical techniques are described in par. 4.6.2. A factor analysis was carried out to group the different variables according to their correlation coefficients with standard ten Accounting (see table 5.1). The 61 independent variables were grouped into 17 different factors. On these factors, together with average standard seven marks and six individual standard seven subjects, several multiple regression analysis were executed to find the best collection of predictors and their contribution to R2 {see tables 5.4 to 5.11). The Mallows Cp-value was used as criterium in finding the best collection of predictors. In chapter five the results of the research were reported. The main findings of this research are: 1) Cognitive variables contribute more than non-cognitive variables to the prediction of standard ten accounting achievement although non-cognitive variables contribute considerable. 2) Previous academic achievement is the single variable with the largest contribution to the prediction of standard ten accounting achievement. 3) Study habits, attitudes and affect are the non-cognitive variables with the largest contribution to the prediction of standard ten accounting achievement. 4) The standard ten accounting achievement of boys and girls are influenced by different independent variables. 5) Personality, family and school variables do not have a considerable influence on standard ten accounting achievement, although personality variables B contributes considerable to the standard ten accounting of boys and schoolfactors and family circumstances to that of girls. In chapter six certain conclusions were made, implications of the research findings were given, shortcomings of the research findings were given and certain recommendations were made. While it is true that little can be done to the intelligence of a person, the results of this research that previous academic achievement, study methods and intellectual factors were the three most important factors for standard ten accounting achievement are of great value for teachers. Teachers must make sure that every child knows each part of the work before they carry on with new work and must help or provide children with the best study methods. By doing so, the teacher can do a great deal in attaining high accounting achievement. / Thesis (MEd)--PU vir CHO, 1985

1. AIM AND OVERVIEW The aim of the research was to determine with which variables and what measure of success the academic achievement of black pupils can be predicted in different school subjects. To achieve this aim a theoretical study was firstly made of the phenomenon, academic achievement prediction as it is manifested in the educational context. It was indicated that the action to predict is of supporting value to education, and that it assumes a central position in the teaching-learning situation. In addition it was indicated that academic achievement prediction is a difficult undertaking, that it demands exceptional knowledge of the teacher, and that it is essential that the teacher should be able to predict as accurately as possible. Secondly a study was made of the methodology of academic achievement prediction. It was indicated that there are different procedures for the initial selection of predictor variables, procedures which are mainly variations of factor analysis. Possible usages of moderating variables for the grouping of pupils in homogeneous groups were also discussed and procedures for the identification of the best predictors of academic achievement were described. In the third instance the academic achievement of black pupils was investigated together with the factors by which it is influenced. The indications are that the percentages of standard ten passes are relatively low, and that there are, inter alia, sex differences, language group differences and also urban/rural differences in the achievement of pupils. Then the causes of poor academic achievement by black pupils in the school and family environment were considered, and also the extent of educational and cultural deprivation. It was concluded that the family environment does not always promote academic achievement at school. With regard to the variables which are specifically related to the achievement of black pupils, a limited number of research results are available. In spite of this, there are indications that the pupil and milieu variables are related in the same measure to the academic achievement of black pupils as indicated by the general tendencies in research results. This conclusion was arrived at with some reservation, because there are certain indications of differences in the relative weighting of variables pertaining to achievement. In addition it was discovered that there are non-test factors which also co-determine the achievement of black pupils in psychometric tests. It transpired too, that further research is necessary as regards the sources of the unexplained variance in the academic achievement of black pupils. In the fourth instance a study was mad0 of the relationship between a specific selection of variables and the academic achievement of black pupils. An image was obtained of the relationship between ability, previous achievement, interest and personality, and the academic achievement of black pupils, and then some problem questions based on the relevant literature, were formulated. The empirical research which followed, attempted to find some of the answers to these questions. 2. AIM, PROCEDURE AND RESULTS OF THE EMPIRICAL INVESTIGATION. The aim of the empirical investigation was to determine the extent to which the standard ten achievement of black pupils can be predicted with the aid of cognitive, non-cognitive and biographical variables. Four groups of hypotheses were drafted. The group-A hypotheses investigated the contribution of the subsets of the best predictors from all the independent variables to R2. The groups B, C, and D hypotheses studied respectively, the contributions of the cognitive, non-cognitive, and biographical variables to R2 in the dependent variables. In the research, the data was used of 871 subjects of the 19179 students who comprised the 1980 pupil population which took part in the Guidance Project of the Department of Education and Development Aid. Data was compiled of three psychometric tests, the Academic Aptitude Test, the Vocational Interest Questionnaire, and the High School Personality Questionnaire. This data was subjected to factor analysis and nine factors were identified. To test the different groups of hypotheses, 81e technique of multiple regression analysis was applied in two ways. Firstly, the all possible subsets multiple regression method was used so as to identify the subset of best predictors per dependent variable, on the basis of the Cp criterion. The group-A hypotheses were tested on this basis. Secondly, the remaining hypotheses were tested by calculating differences in R2 and testing their significance. In the case of each dependent variable R2 1 was calculated for a basic set of control variables which varied per group hypotheses. To this set of control variables the cognitive predictors were added and R2 2 calculated. The difference between R2 2 and R2 1 then gives an indication of the contribution which was made by the cognitive variables to the prediction. The same procedure was followed to calculate the contribution of the non-cognitive and of the biographical variables to the prediction. The sets of control variables varied in the different analyses. In each case the educational significance of the contributions to R2 was calculated with the aid of the formula for the calculation of effect sizes as drafted by Cohen (1977). With the formula of Cohen, a more precise indication was obtained of the educational significance of the contributions to R2. The effect sizes indicated whether contributions to R2 were of small, medium or large educational significance. On the basis of the results for multiple regression analyses, selections were made of the biographical variables, and the potential role of each as moderators of the prediction of dependent variables were then investigated. In the last instance a cross validation of results was made. The results of the statistical analyses indicate in the first instance that the subsets of best predictors of standard ten achievement, consist of cognitive, non-cognitive and biographical variables. The combinations of predictors vary from one school subject to another, although certain trends were observed, like for instance that the cognitive variables generally made the largest contribution to R2 of all the predictors. It was also found that the best subsets of predictors provide better predictions for standard ten total, English, Afrikaans and Biology, and weaker predictions for History and the Vernacular. In the second instance the results indicate that the cognitive variables, like aptitude and previous achievement separately and together, made a statistical- and educational-significant contribution to the prediction of achievement in the separate standard ten subjects. These contributions were made in addition to the non-cognitive and biographical variables which served as control measures. The contributions of the cognitive variables are larger in the case of standard ten total, Afrikaans and English, and smaller in the case of the Vernacular, History and Biology. It was also found that previous achievement always rendered a larger contribution to the prediction, except in the case of English and History. In the third instance it was found that the non-cognitive variables, interest and personality separately and together. produce in isolated instances, significant contributions to the prediction of the dependent variables. These contributions to the prediction of dependent variables are produced in addition to the control variables (cognitive and biographical variables), and they are small and also (in terms of effect sizes), of small educational significance. In the fourth instance it was found that, sex in four cases, living area (urban/rural) in four, language group 2 (Zulu/non-Zulu) in four, and language group 1 (Sotho/non-Sotho) in six cases, made significant contributions in addition to the cognitive and non-cognitive control variables) to the prediction of standard ten achievement. These contributions vary from a small to a large measure of educational significance. Together, the variables contribute significantly to all the dependent variables, and it was found that the contributions or the biographical variables are largest with regard to History and Biology. Finally, the results of the research on the effects of moderator variables indicate chat sex has a modifying effect only in the case of the Vernacular as regards the prediction. Living area has no modifying effect and the effect of language group 1 is limited to History. Language group 2 is the variable which, with regard to most dependent variables, has a moderating effect on the prediction, as regards all the dependent variables except the Vernacular. In the validity study it was found that the degree of validity was satisfactory, with the exception of the results relating to History. The most important conclusion made on the basis of the empirical research is that the academic achievement of black pupils and the inclusive variables can only be predicted with limited success. school subjects vary a great deal in their predictability, and in each case there is a large amount of unexplained variance of which the source probably lies outside the scope of the variables provided for in the research. A further conclusion is that the variables, which together with others (and also individually) make the greatest contribution to the prediction, are the cognitive variables. The contribution of the non-cognitive variables, interest and personality, is quite small, even smaller than the indications in present literature. As a whole this is in accordance with the results of other investigations in developing countries. In conclusion, the inference was made as a result of the moderator study that biographical variables are indeed potentially serviceable as moderating variables and that language group 2 (Zulu/non-Zulu) probably has the greatest potential. The results of this research have implications for teaching practice as well as for further research. Practical recommendations have been made with regard to the use of the results for guidance purposes, and with a view to the manipulation of variables for the improvement of academic achievement. Recommendations have also been made for further research on alternative variables as well as the non-test factors which influence the academic achievement of black pupils. / Proefskrif (DEd)--PU vir CHO, 1987

The environment, which includes the immediate milieu of the child, influences the child in his totality. The environment has an influence in all spheres of the child's life, such as in the intellectual and mental, on those personality traits which will develop into dominant ones, the emotional sphere, which includes anxiety, his attitude and disposition towards other people and towards objects, his relationships with others and his level of academic achievement. The aim of this study is to determine whether an altered milieu - a change from the parental home to a special school - will have a verifiable influence on the personality and academic achievements of children with behavioural deviations. Available literature on the personality, intelligence and academic achievement of both the well-adjusted and maladjusted child, the origin of misbehaviour, the manifestations of misbehaviour and the milieu as both causative and therapeutic factor in behavioural deviations was studied. The sample consisted of all Standard 6, Standard 7 and Standard 8 pupils of both sexes who were referred to the special school from their parental homes in the course of the first term. A selected battery of tests, consisting of standardized psychometric tests was applied individually to the subjects upon their arrival at the special school. After a period of at least six months the subjects were given the same battery of tests in a group, with the exception of the intelligence test, which was taken down individually. The test and background data were then tabulated and some generally valid conclusions were reached which could be made applicable to the group as a whole. After a period of sojourn at the special school, for example, the subjects did better academically and fewer failures occurred than in previous years. Their average intelligence quotient improved, but their anxiety level increased and their general level of study orientation deteriorated. Personality traits which figured more prominently included selfconfidence, group dependency, dominance and activity. Lethargy as a result of increased ergic tension decreased and the subjects were less phlegmatic and diffident. One could then come to the conclusion that a changed milieu does bring about a change as r.egards the academic achievement and certain personality traits of the subjects. / Thesis (MEd)--PU vir CHO, 1981

The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985