Safety interventions must be approached in a holistic manner, by taking cognisance of the organisational system in which accidents present themselves. Thus, a need to understand the individual in context of the organisational system that he/she functions in exists. This study focuses on the relationship between attitudes, beliefs, intention, perception, control and the propensity of employees to engage in unsafe behaviour, with a view towards improving safety statistics. In this regard the study investigated the construct validity of a Safety Survey instrument, based on the responses (n=450) of employees in the mining industry. An Exploratory Factor Analysis showed that the Safety Survey instrument differentiated between two to three underlying factors. The result of the Confirmatory Factor Analysis tested two models by demonstrating the minimum requirements of the goodness of fit indexes. The construct validity of the Safety Survey instrument could be established for two nested models that identified an internal and external locus of control factor. The statistical evidence indicated an acceptable model fit. The statistical evidence validated the construct validity of the measurement model. Copyright 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Windbacher, M 2008, Determining the construct validity of the safety survey instrument, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02202012-123434 / > C12/4/66/gm / Dissertation (MCom)--University of Pretoria, 2008. / Human Resource Management / unrestricted

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This research examined the validity of the 2-factor (e.g., Button, Mathieu, and Zajac, 1996) and 3-factor (e.g., VandeWalle, 1997) models of goal orientation. These models differ in specifying the dimensionality, measurement, and nomological network for learning goal orientation and performance goal orientation constructs. This study specifically tested the factorial and nomological validity of each model of goal orientation. The factorial validity was examined through a series of nested models and evaluating model fit parameters. The nomological validity of goal orientation was examined testing theoretically-derived relationships with the self-concept traits (e.g., core self-evaluations) of self-esteem, internal locus of control, generalized self-efficacy, and emotional stability. In addition, goal orientation relationships with need for achievement, fear of negative evaluation, and social desirability were also examined. Results of this study yielded mixed findings for the a priori models. Data from a student sample (N=314) and an employee sample (N=114) resulted in mixed findings across models and across samples. Although there was general support for both factor structures, several psychometric weaknesses were noted in the scales including low factor loadings, low factor variances, and low inter-item correlations. Additionally, results of the test-retest stability of goal orientation constructs were lower than desired across both models. Results of the hypothesized relationships found consistent support for learning goal orientation relationships, while the results for performance goal orientation were mixed. Learning goal orientation reflected positive and moderate levels of associations (i.e., r >.20) with self-esteem, internal locus of control, generalized self-efficacy, emotional stability, need for achievement and negatively related to fear of negative evaluation. Learning goal orientation also reflected positive but smaller levels of association with social desirability. Hypothesized relationships were supported for VandeWalle's (1997) performance avoid goal orientation reflecting negative relationships with the same correlates, except for a positive association with fear of negative evaluation. In general, the hypothesized relationships for Button et al.'s (1996) performance goal orientation and VandeWalle's (1997) performance prove goal orientation were not supported. These relationships resulted in near zero-correlations. Implications for future research addressing the conceptual framework, measurement and nomological relationships for goal orientation are discussed. / Ph. D.

A survey of the field revealed a need for a Confirmatory Factor Analysis of the Personal Orientation Inventory (POI). The two major objectives were to understand the concept of selfactualization and the use of the POI as a measuring instrument. The POI correlation coefficients were used as input data for the computer program, Linear Structural Relations (LISREL), to perform a Confirmatory Factor Analysis. A sample of 495 individuals was used in this research. This sample consisted of both male and female second-year Industrial Psychology students from various race groups. The research concluded that the Root Mean Square Error of Approximation (RMSEA) indicated a poor fit between the empirical model and the empirical reality. This determined that the POI's factor structure could not confirm the theoretical model of selfactualization. It is acknowledged that more research needs to be conducted, taking due consideration of bias variables and cultural diversity. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)

A survey of the field revealed a need for a Confirmatory Factor Analysis of the Personal Orientation Inventory (POI). The two major objectives were to understand the concept of selfactualization and the use of the POI as a measuring instrument. The POI correlation coefficients were used as input data for the computer program, Linear Structural Relations (LISREL), to perform a Confirmatory Factor Analysis. A sample of 495 individuals was used in this research. This sample consisted of both male and female second-year Industrial Psychology students from various race groups. The research concluded that the Root Mean Square Error of Approximation (RMSEA) indicated a poor fit between the empirical model and the empirical reality. This determined that the POI's factor structure could not confirm the theoretical model of selfactualization. It is acknowledged that more research needs to be conducted, taking due consideration of bias variables and cultural diversity. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)

There is a paucity of research juxtaposing parental education level and teacher emotional support in a single study which examines their relative impacts on students’ academic achievements. Therefore, the first objective of this dissertation is to study the influence of parental education level, in comparison to the influence of teacher emotional support, on students’ math performance, by using more representative data and a rigorous statistical method. The second objective is to identify and examine how some important psychological traits (both affective and cognitive) mediate the effects of social factors on students’ math performance. The third objective is to examine whether those relationships are moderated by gender. Hong Kong’s survey data is extracted from the Program of International Students Assessment (2003) as organized by Organization for Economic Co-operation and Development (OECD), on the math performances of 4,478 students at the age of fifteen. Measurement invariance was first tested, and then followed by Confirmatory Factor Analysis. Two structural models were tested by Structural Equation Modeling using Linear Structural Relations (LISREL) 8.5 which is computer software for SEM. Results indicated that first, parental education level affects children’s math scores by providing home education resources and enhancing children’s math self-efficacy, and second the Self Determination Theory is applicable in supporting the hypothesis that teachers affects their students’ math scores by providing a cooperative learning environment, which in turn, enhances students’ affective and cognitive factors. Three important mediators, namely cooperative learning environment, math self-efficacy, and home education resources are concluded as significant mediating factors upon the effects of parents and teachers on students’ math performance. The perceived support from parents and teachers are not significantly different across gender in Hong Kong. This is consistent with recent studies that differences favoring males in mathematics achievement are disappearing. Theoretical contributions and practical implications are discussed in the final part of the dissertation.

In spite of the wealth of research in IS security, there is very little understanding of what actually makes an IS security program successful within an organization. Success has been treated generally as a separate entity from IS security altogether; a great deal of research has been conducted on the "means to the end", while limited research has been focused on truly understanding what the end actually is. The problem compelling this research is that previous studies within the IS security domain do not adequately consider what factors contribute towards IS security success within the organizational context, and how the factors interact. This study built upon Shannon and Weaver (1949) and Mason (1978) to develop a model for predicting IS security success within an organization. A considerable body of information systems security literature was organized based on their findings. Core dimensions of information system security success were identified and operationalized within a model for predicting success with IS security initiatives. The model was empirically validated in a three-phase approach using survey methodology. First, the survey was tested for validity and reliability using an expert panel and pilot study. Next, the survey was administered to a sample, with the results analyzed using Confirmatory Factor Analysis and Structural Equation Modeling techniques. Initial analysis of the measurement model generated through Confirmatory Factor Analysis showed mixed fit. Factor loadings and average variance extracted calculations resulted in the selection of low performing items for removal; after revision, the revised measurement model showed improved fit for all measures. Structural Equation Modeling analysis was conducted on three structural models with varying levels of mediation. Based on the analysis of fit and comparison indices, the model depicting partial mediation was determined to be the best variation of the IS security success model. This study is the first known instance of an empirically tested IS security success model and should provide many avenues for future study, as well as providing practitioners a fundamental roadmap for success within their organizational IS security programs.

The self-compassion conceptualization developed by Neff (2003a, b) and its corresponding 26-item inventory (SCS) has gained interest in recent years. SCS have proven good validity and reliability, but its suggested six-factor model cannot always be replicated. Recent studies have shown a more promising two-factor model for the SCS. The aim of this study was to test the structural validity of a translated Swedish SCS in university students (n = 464; 22% men). The results showed good construct validity, test-retest and internal reliability (ICC = .97; α = .86). Partial confirmatory factor analysis could not confirm the six-factor model but did support the two-factor model consisting of a positively worded (self-compassionate attitude) and a negatively worded (self-critical attitude) factor. The modified scale (SCS-Swe22) showed good reliability and construct validity (ICC = .96; α = .89). Despite promising results, additional work is required to secure the structural construct of SCS-Swe22.