Beliefs are social in nature. and are widely shared within social groups, such as cultures. Shared beliefs reflect how people construct their social world and how they seek meaning and understanding of social realities. and they are context specific. General beliefs are context free and related to a wide spectrum of social behaviours across diverse contexts, actors, targets and periods. These general beliefs function like axioms in mathematics, thus they are basic premises that people endorse and on which they rely to guide their actions. A better understanding of beliefs can therefore be a useful instrument in managing a diverse workforce, such as the workforce found in South Africa. The objectives of this study were to investigate the replicability of the Social Axioms Survey (SAS) in the South African Police Service (SAPS), to examine the construct equivalence and item bias. and to assess the reliability. A cross-sectional survey design was used. The study population consisted of applicants (N=1535) who applied for jobs in the SAPS. The SAS instrument was administered. Descriptive statistics, exploratory and confirmatory factor analyses, scale and item level analysis and estimation of reliability were used to analyse the results. An exploratory factor analysis utilising target rotation applied on all 60 items of the SAS revealed four interpretable factors (Factor 1 = Social Cynicism; Factor 2 = Reward for Application; Factor 4 = Fate Control; and Factor 5 = Spirituality Religiosity) congruent with the model of Leung et al. (2002). The third factor, namely Social Complexity did not replicate. Values of Tucker's phi higher than 0.90 were found for seven culture groups (Zulu, Sotho, Tswana, Swati, Tsonga, Venda and Pedi). This provided a strong indication of the structural equivalence. Analyses of variance showed that item bias was not a major disturbance. Cronbach's alpha reported lower levels of reliability. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

The goal of psychotherapy and Biblical counselling is to change undesirable cognition, affect, and behaviour in the counselee. For the Biblical counsellor change entails more than mere behaviour change. He endeavours to facilitate inner Biblical change where the counselee can grow spiritually through sanctification by the power of the Holy Spirit. Change should occur from the inside and result in Godly living. The central theoretical argument is that pastoral counselling portrays certain unique features that can be used to bring about change in the core of the counselee's being, renewing the mind sufficiently to walk in holiness. The aim is to establish whether pastoral counselling can be used effectively to help the counselee change in his conscious direction to walk in holiness. The first objective was to establish what Scriptural perspectives exist on change. When the believer is set free from the law sin and death, the effect of sin remains. Sinful patterns have been habituated into his thinking and behaviour. Every Christian has to deal with unbiblical beliefs and behaviour which are not easily overcome. Although problems do not disappear at regeneration, God through His Spirit equips the believer to handle them, providing the necessary resources, directions, and power for the change He commands. The Christian life is not static; it is a life that is characterized by change. In the basis-theoretical perspective it has been established that change that is pleasing to God involves the repudiation of the former "old man" and the assumption of the "new man". The believer is also challenged to be transformed by the renewing of his mind. This Scriptural understanding of change is addressed in the epistles of Paul (Ep. 4:22-24; Col. 3:8-10; Ro. 12:l-2). The uniqueness of Biblical counselling and the different perspectives were explored in this study. The exposition of inner change in the life of the counselee rendered important information. If the counsellor ignores what is happening on the inside of the individual, he will be unable to help him change his overt behaviour in any meaningful way. The second objective was to explore what other relevant disciplines had to contribute to the issue of change. The meta-theoretical perspective on change established that psychology is concerned with changing undesirable behaviour, cognitions, and affect. Knowledge of mental processes are important because the mind represents that which needs to be changed. The psychoanalytic, behavioural-cognitive, and person-centred approaches concerning change were expounded. According to answers given in the research of this study, Biblical perspectives included the use of Christian values and spiritual disciplines (use of Scripture, prayer). In most instances counselling included the use of secular perspectives using the Word of God as a foundation from which they derived their own models. It has been indicated that theology and psychology can complement each other, each contributing to a better understanding of the complexities of human nature. The third objective was accomplished by utilizing the basis- and meta-theoretical perspectives in a hermeneutical interaction to formulate a model of change that can be proposed for pastoral counselling. / Thesis (Ph.D. (Practical Theology))--North-West University, Potchefstroom Campus, 2004.

The study investigated the beliefs and practices of Sotho antenatal women. The aim was to describe the beliefs and practices of Sotho antenatal women in order to contribute to the identification of guidelines for a teaching programme for both midwives and traditional birth attendants. A non-experimental, qualitative research approach, which was exploratory-descriptive and contextual in nature, guided the researcher to explore and describe the beliefs and practices of Sotho antenatal women. Semi-structured interviews were conducted with the Sotho antenatal women as well as traditional birth attendants. Six themes emerged from the study through the interviews:  the nature of pregnancy  prescriptive practices  restrictive practices  sexual activity  the practice of clinic attendants  the practice of attending traditional birth attendants / Health Studies / M.A (Department of Health Studies)

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-08-31T12:02:38Z No. of bitstreams: 1 felipesoaressalgado.pdf: 3225329 bytes, checksum: 6db359ea28be55a3b60e9032474e38cf (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-31T12:27:39Z (GMT) No. of bitstreams: 1 felipesoaressalgado.pdf: 3225329 bytes, checksum: 6db359ea28be55a3b60e9032474e38cf (MD5) / Made available in DSpace on 2017-08-31T12:27:39Z (GMT). No. of bitstreams: 1 felipesoaressalgado.pdf: 3225329 bytes, checksum: 6db359ea28be55a3b60e9032474e38cf (MD5) Previous issue date: 2017-12-17 / A presente pesquisa teve como objetivo principal analisar as crenças (sistemas de crenças) dos gestores educacionais com relação ao bullying. Participaram da pesquisa professores, coordenadores pedagógicos, diretores e vice-diretores de duas escolas da rede municipal de ensino. A literatura levantada apontou os educadores como importantes profissionais na intervenção escolar dessa violência, sendo suas crenças relevantes para o entendimento do processo de gestão neste ambiente. Foi utilizada a metodologia qualitativa e os educadores responderam a uma entrevista semiestruturada. O tratamento das entrevistas foi feito através da técnica de análise de conteúdo. Os resultados apontam forte tendência dos educadores em consideram os pais ou responsáveis pelas crianças ausentes no processo de socialização e educação formal dos alunos. Essa crença está ligada a outra referente às possibilidades de gestão do bullying, sendo a ausência da família um impeditivo para efetividade do qualquer processo interventivo na escola. Ligadas à família estão crenças referentes à qualidade baixa na criação dos filhos e pouco contato emocional com a criança. Nesse sentido, os resultados do estudo apontam para fatores relevantes a serem considerados em futuras intervenções escolares antibullying, bem como a capacitação de educadores e participação familiar no processo. / This study aimed to analyze the beliefs (belief systems) of educational administrators regarding bullying. Participants were teachers, coordinators, principals and vice-principals of two schools of municipal schools. The literature points out educators as key professionals in the school intervention for violence, and beliefs relevant to understanding the process of managing this environment. A qualitative methodology was carried out and educators answered a semi-structured interview. The treatment of the interviews was done using the technique of content analysis. The results show a strong tendency of educators in consider the parents or guardians of children absent in the socialization process and formal education of students. This belief is linked to other ones regarding management of bullying, and the absence of family as a deterrent to the effectiveness of any intervention process at school. Family-related beliefs are related to low quality in parenting and little emotional contact with the child. Accordingly, the study findings points out relevant factors to be considered in future school anti-bullying interventions, both the training of educators and family participation in the process.

The problem concerns determining whether healthy and unhealthy religious beliefs can be distinguished. A 150 item Religious Beliefs Inventory (RBI) was developed to assess healthy and unhealthy religious beliefs. In a pilot study, RBI scales were developed and the MMPI-168 was used as the criteria measure. Fifteen of the 23 RBI scales yielded an average reliability of .79 and an average validity of .48 for 95 undergraduate university subjects. The present study seeks to cross-validate the results of the pilot study with a church-active sample. Six judges/pastors evaluated RBI items as healthy or unhealthy and their responses were used to formulate and validate the RBI scoring system. For the 196 church-active subjects, Hypothesis 1 is supported by eleven of the seventeen significant predicted correlations between the RBI and the validity criteria MMPI- 168, ranging from .14 to .28 with an average of .20. The average reliability of 15 RBI scales is .71. Hypothesis 2 is supported by five of eight significant predicted positive correlations between the RBI and the Rehfisch RI (Rigidity) scale, ranging from .18 to .25 with an average of .17. One or more of the following explanations may account for the absence of higher and more numerous significant correlations for support for Hypotheses 1 and 2 found in the present study: (a) the distribution of scores on 18 of 24 RBI scales are skewed to the right; (b) there are significant differences between characteristics of the pilot study undergraduate sample and the church-active sample participating in the present study; (c) there is a need to assess an individual's degree of involvement in his religious beliefs; (d) psychometric improvements are needed in the RBI; and (e) limitations of the validity criteria. In conclusion, although the RBI is not ready for clinical use, fifteen of the RBI scales appear to hold promise and deserve further revision and research.

Magister Artium (Psychology) - MA(Psych) / Student counselling services, typically located within a holistic developmental approach, aim to render comprehensive student services to service users in relation to their psychological, social, educational and spiritual well-being. However, a number of cognitive and affective barriers reportedly reduce the likelihood of young people at universities seeking professional psychological help for personal-emotional problems. Accordingly, the aim of this study, which is located within the Theory of Reasoned Action, was to explore students' attitudes towards utilising student counselling services, as well as their interpretations of the influence of age, gender and education on their attitudes and self-rated knowledge regarding seeking psychological help. The study thereby attempts to provide an understanding of the factors that influence help-seeking behaviours in university students. The research sample consisted of twenty nine students from the Cape Peninsula University of Technology. The data was collected through focus group discussions, which were conducted using an open-ended and participant centred approach to the discussion. The qualitative approach of the study was informed by the theory of social phenomenology. Data gathered from the focus group discussions was thematically analysed. The results suggest that attitudes have a potentially important influence on intentions to seek out psychological counselling. Findings show that students feel shame and guilt when they are struggling psychologically and as a result avoid seeking psychological intervention for fear of being negatively stigmatised. The study revealed that education around mental health disorders and the management thereof was crucial in order for them to be demystified and de-stigmatised, and to facilitate openness in the sharing of these problems, and society's understanding and acceptance of people experiencing psychological disorders. Results also indicate that there is a shift taking place in these attitudes, and suggest ways in which this change can be further facilitated, such as the utilisation of peer helpers who could playa key role in facilitating and reinforcing help seeking behaviour. The outcomes of the study may further contribute to informing universities' goal to provide accessible, quality and effective development and support services to its students.

The use of digital games in mathematics is something that has found its place in many classrooms over the years. Previous research regarding digital games’ effect on students’ results and motivation has not included a teacher’s perspective. This qualitative study has therefore collected the data through semi-structured interviews and has interviewed five teachers about their intention and beliefs behind using digital games in teaching mathematics and how their intentions and beliefs may affect the choices they make. The result of the study was that teachers used digital games as to make students motivated to practice mathematics  as well as to individulize the mathematical content to the students. The teachers also viewed students as “digital natives” and related this view to their own self-image and this belief appeared to be a major factor when the teachers’ made choices. / Digitala spel i matematikundervisning är något som tagit plats i många klassrum de senaste åren. Den forskning som bedrivits om digitala spels påverkan gällande elevers resultat och motivation har däremot saknat ett lärarperspektiv gällande användningen av digitala spel. Denna kvalitativa studie har därför med hjälp av semistrukturerade intervjuer undersökt fem lärares syften och uppfattningar gällande digitala spel i matematikundervisning och vilka bakomliggande faktorer som kan ha kommit att påverka deras val. Resultatet visade att lärarna använde spel i syfte att låta eleverna färdighetsträna på ett motiverande sätt samt att kunna individanpassa undervisningen för eleverna. Lärarnas syn på eleverna som “digital natives” i relation till sin självbild var det som tycktes påverka deras val i störst utsträckning.

No description available.

No description available.

No description available.