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The establishment of implicit personality perspectives among Tsonga-speaking people in South Africa / Crizelle SwanepoelSwanepoel, Crizelle January 2006 (has links)
Cross-cultural assessment in South Africa has become more prominent since the first
democratic elections held in April 1994, and stronger demands for the cultural
appropriateness of psychological tests have arisen. The use of psychometric testing, including
personality assessment in the workplace, is now strictly controlled by legislation, among
others the Constitution of the Republic of South Africa (Act 108 of 1996), the Labour
Relations Act (66 of 1995), and the Employment Equity Act (55 of 1998), and the Health
Professions Act (56 of 1974).
Much controversy has arisen regarding the relevance and applicability of assessment
instruments in South Africa. The majority of assessment procedures still make use of
imported instruments that are either used in their original or adapted form. Psychological
assessment instruments imported from abroad have an insufficient suitability in the
multicultural South African context. There are various perspectives regarding the appropriate
measurement of personality across cultures. In this research study implicit perspectives of
personality, the lexical approach, indigenous psychology and the emic approach were used to
determine the personality perspectives of the Tsonga culture in South Africa.
The objectives of this study were to investigate how personality is conceptualised in
literature, to identify the problems surrounding personality measurement for the South
African context, to explore how personality perspectives could be determined and to
investigate the personality descriptive terms in the Tsonga language group.
A qualitative research design was used to collect the data of this research. A total of 5 502
personality descriptors were obtained through the 1 0-item interview questionnaires. Content
analysis was used to analyse, reduce and interpret the data obtained from the participants. The
personality descriptors obtained were reduced by removing superfluous words. These
personality descriptors were then interpreted and categorised into a total of 109 personality
dimensions. These characteristics were categorised into nine clusters, namely Optimism,
Agreeableness, Emotional Stability, Narrow-mindedness, Intelligence, Conscientiousness,
Aggressiveness, Dominance and Sociability. The following personality dimensions had the
highest frequency: Emotional Stability, Caring, Helpful, Hard working, Advising, Generous,
Traditional, Aggression, Recreational, Substance use, Religious, Sociable and Loving.
Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
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The cross-cultural application of the social axioms survey in the South African Police Service / A. Barnard.Barnard, Adi January 2006 (has links)
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.
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The cross-cultural application of the social axioms survey in the South African Police Service / A. Barnard.Barnard, Adi January 2006 (has links)
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.
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The establishment of implicit personality perspectives among Tsonga-speaking people in South Africa / Crizelle SwanepoelSwanepoel, Crizelle January 2006 (has links)
Cross-cultural assessment in South Africa has become more prominent since the first
democratic elections held in April 1994, and stronger demands for the cultural
appropriateness of psychological tests have arisen. The use of psychometric testing, including
personality assessment in the workplace, is now strictly controlled by legislation, among
others the Constitution of the Republic of South Africa (Act 108 of 1996), the Labour
Relations Act (66 of 1995), and the Employment Equity Act (55 of 1998), and the Health
Professions Act (56 of 1974).
Much controversy has arisen regarding the relevance and applicability of assessment
instruments in South Africa. The majority of assessment procedures still make use of
imported instruments that are either used in their original or adapted form. Psychological
assessment instruments imported from abroad have an insufficient suitability in the
multicultural South African context. There are various perspectives regarding the appropriate
measurement of personality across cultures. In this research study implicit perspectives of
personality, the lexical approach, indigenous psychology and the emic approach were used to
determine the personality perspectives of the Tsonga culture in South Africa.
The objectives of this study were to investigate how personality is conceptualised in
literature, to identify the problems surrounding personality measurement for the South
African context, to explore how personality perspectives could be determined and to
investigate the personality descriptive terms in the Tsonga language group.
A qualitative research design was used to collect the data of this research. A total of 5 502
personality descriptors were obtained through the 1 0-item interview questionnaires. Content
analysis was used to analyse, reduce and interpret the data obtained from the participants. The
personality descriptors obtained were reduced by removing superfluous words. These
personality descriptors were then interpreted and categorised into a total of 109 personality
dimensions. These characteristics were categorised into nine clusters, namely Optimism,
Agreeableness, Emotional Stability, Narrow-mindedness, Intelligence, Conscientiousness,
Aggressiveness, Dominance and Sociability. The following personality dimensions had the
highest frequency: Emotional Stability, Caring, Helpful, Hard working, Advising, Generous,
Traditional, Aggression, Recreational, Substance use, Religious, Sociable and Loving.
Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
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’n Dinamiese assesseringstegniek van invraging by projeksieplate in mono- en kruiskulturele assesseringsituasies (Afrikaans)Matthews, Elizabetha Johanna Magdalena 06 October 2011 (has links)
The social diversity of the South African population holds considerable challenge for psychologists, especially in respect of differences in language, culture and socio-economic context. The implications of the diverse nature of expectations and needs of unique individuals, clients as well as professionals, in particular in psychological assessment, are of concern. Projected storytelling in assessment is widely recognised as valuable, especially when working with children and adolescents. The technique has its pitfalls, including the way the stories produced may be influenced by leading questions, applying different methods of interpretation, and administering the instrument in cross-cultural assessment situations. Psychologists presenting projection plates to adolescent clients in South Africa frequently obtain little more than one-liners from standard procedures, raising doubts about viability and reliability of the technique. Prompting and probing need to be enhanced without compromising the projective value of responses or the uniqueness of clients. Feuerstein pioneered mediated intervention for learners with cognitive barriers, and the dynamic assessment of culturally different children. In this study, a dynamic assessment technique of questioning (DATQ) was used to actualise projection potential in mono- and cross-cultural assessment situations. The aim of the study was two-fold: to investigate the influence of a DATQ with projection plates during the psychological assessment of adolescents, and to investigate the influence of culture on such assessment in mono- and cross-cultural situations. A qualitative, multiple case study of ten participants representing five language groups in South Africa was undertaken within a predominantly postmodern epistemology. The tension between assessment from the positivist and post-modern paradigms was acknowledged through applying different perspectives during different stages of the research. A test-training-continuation-of-test situation was created for the administration of seven projection pictures, after which two discussion protocols were used. Data-analysis and interpretation took place in four phases by way of projection analysis (using the Bellak TAT Analysis Blank and Haworth’s analysis of defences), structural analysis (with categories such as word-count, response pattern, formulation, number of statements, prompts, hesitations, repetitions), analysis of the participant’s experience of the Murray-method versus the dynamic assessment technique of questioning, and analysis of possible cross-cultural influences on the assessment (utilizing the Scoring Sheet for the Psychocultural Scoring System (SSPSS) and triangulating the results with the projection analysis and the thematic analysis of the conversation about culture). Findings were derived from intra-comparison (per participant) and inter-comparison (per phase of the assessment) of the analyses. The main conclusions of the study point towards participants’ projective responses increasing and deepening in the direction of self-understanding and wholesome problem solution as well as being structurally enhanced, their emotional experience of the assessment situation being positive, culturally associated values being expressed and cultural barriers to interaction being lessened in both mono- and cross-cultural assessment. Whilst projection isn’t an exclusively context-bound phenomenon and generally occurs irrespective of cultural specificity, it was found that supporting clients through non-directive prompting to voice their associations apparently didn’t interfere with the unconscious content being solicited, irrespective of the mono-/cross-cultural nature of the assessment. / Thesis (PhD)--University of Pretoria, 2011. / Educational Psychology / unrestricted
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Ascertaining the structural validity of the adapted English and translated Afrikaans versions of the Family Resilience Assessment (FRAS) Sub-scalesCarlson, Shantay January 2020 (has links)
Magister Artium (Psychology) - MA(Psych) / Family resilience has become an important concept in mental health and family research over
the past twenty years. An assessment tool that was found to assess this concept within
western English-speaking populations is the Family Resilience Assessment Scale (FRAS).
The FRAS was developed by Sixbey and is based on Walsh’s model of family resilience, a
prominent theorist in family resilience research. A recent study has translated and adapted the
original scale into Afrikaans, which is one of the eleven official languages of South Africa.
This was done for the FRAS to be utilised in a context other than the one it was developed
for.
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Best Practices and Technical Issues in Cross-Lingual, Cross-Cultural Assessments: An Evaluation of a Test AdaptationMatthews-López, Joy L. January 2003 (has links)
No description available.
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Investigating item bias in some of the scales of the English version of the South African Substance Use Contextual Risk Instrument (SASUCRI) across a sample of English and isiXhosa mother-tongue learnersNkwanyana, Akhona January 2018 (has links)
Magister Psychologiae - MPsych (Psychology) / Substance abuse is a global concern, particularly amongst adolescents. Research shows that
secondary school learners in the Western Cape are susceptible to substance use due to the
ease of access to and constant use of drugs and alcohol by their peers. The use of substances
by adolescents has been linked to a number of negative consequences. The South African
Substance Use Contextual Risk Instrument (SASUCRI) is an instrument developed for the
purpose of identifying factors that lead to adolescent substance use and communities at risk
of substance abuse. In the identification of these factors, appropriate interventions can be
informed in terms of the areas that need to be focused on when dealing with the reduction of
substance use. Two versions of the SASUCRI exist. However, in the investigation of the
larger validation study, IsiXhosa mother-tongue learners were found to have responded to the
English version of the SASUCRI. A sub-study to the larger study found that certain scales of
the English version of the SASUCRI proved to be in-equivalent across the English and
isiXhosa mother-tongue speakers. Recommendations were made for a further validation of
the instrument by investigating the level of item bias within the in-equivalent scales, to
determine the extent to which it measures what it was intended to measure. Using secondary
data from the larger study, the current study investigated item bias on the identified inequivalent
scales of the English version of the SASUCRI across the two language groups,
using a differential research design and two statistical techniques (Mantel-Haenszel and
logistic regression). The theoretical framework was that of Bias and Equivalence. Permission
to conduct the study and use the data was granted from various institutions and people: the
Western Cape Education Department and school principals, Committees at UWC, and the
researcher of the larger study. Results revealed that bias was found in some of these scales
which limit its ability to be used for its intended purpose. Therefore, recommendations for the
adaptation of the English version were made.
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The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakersHaupt, Genevieve Ruth January 2010 (has links)
Magister Artium (Psychology) - MA(Psych) / South Africa's Language-in-Education Policy is one of additive multilingualism, but in reality this policy is not adhered to, in that most black children are being educated through the medium of English from Grade 4. This type of instruction affects the development of academic language proficiency in their primary language, as these children are not engaging in cognitively demanding tasks in their primary or first language. The Woodcock Muñoz Language Survey (WMLS) is a test to assess academic language proficiency in Additive Bilingual Education, and is extensively used in the United States of America (USA) for this purpose. It is important to note that the proposed study is a sub-study of a larger study, in which the original WMLS (American-English version) was adapted into English and Xhosa, to be used in South Africa to assess additive bilingual programmes. For this sub-study, the researcher was interested in examining the overall equivalence of the adapted English version of the WMLS. Owing to insufficient tests evaluating academic language proficiency in the South African context, the significance, as well as the overall aim, of the study is to ensure that the issues of group difference and item bias have been assessed to ensure that the adapted English version of the WMLS is suitable to be used across English first-language and Xhosa first-language speakers. Because this is a sub-study, the researcher (of the sub-study) has conducted an exploratory quantitative study with the use of Secondary Data. The researcher has used the framework of equivalence as a theoretical framework in order to examine the research question. Given the use of existing data, the procedures of the collection of the data by the researcher of the larger study have been outlined in the Methodology section of the present study. The sample consisted of 198 English and 197 Xhosa first-language speakers. / South Africa
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The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakersGenevieve Ruth Haupt January 2010 (has links)
<p>South Africa&rsquo / s Language-in-Education Policy is one of additive multilingualism, but in reality this policy is not adhered to, in that most black children are being educated through the medium of English from Grade 4. This type of instruction affects the development of academic language proficiency in their primary language, as these children are not engaging in cognitively demanding tasks in their primary or first language. The Woodcock Muñ / oz Language Survey (WMLS) is a test to assess academic language proficiency in Additive Bilingual Education, and is extensively used in the United States of America (USA) for this purpose. It is important to note that the proposed study is a sub-study of a larger study, in which the original WMLS (American-English version) was adapted into English and Xhosa, to be used in South Africa to assess additive bilingual programmes. For this sub-study, the researcher was interested in examining the overall equivalence of the adapted English version of the WMLS. Owing to insufficient tests evaluating academic language proficiency in the South African context, the significance, as well as the overall aim, of the study is to ensure that the issues of group difference and item bias have been assessed to ensure that the adapted English version of the WMLS is suitable to be used across English first-language and Xhosa first-language speakers. Because this is a sub-study, the researcher (of the sub-study) has conducted an exploratory quantitative study with the use of Secondary Data. The researcher has used the framework of equivalence as a theoretical framework in order to examine the research question. Given the use of existing data, the procedures of the collection of the data by the researcher of the larger study have been outlined in the Methodology section of the present study. The sample consisted of 198 English and 197 Xhosa first-language speakers...</p>
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