Anxiety can be advantageous in terms of survival and well-being, yet atypically high levels may be maladaptive and result in the clinical diagnosis of an anxiety disorder. Several risk factors have been implicated in the manifestation of clinical anxiety, including cognitive biases. In recent years, a plethora of research has emerged demonstrating that anxious adults exhibit biases of attention for threatening stimuli, especially that which is biologically relevant (e.g., facial expressions). Specific components of attentional bias have also been identified, namely facilitated engagement, impaired disengagement, and avoidance. However, the majority of studies have focused on the spatial domain of attention. Furthermore, the area is under-researched in children, despite research demonstrating that symptoms relating to clinical and non-clinical anxiety follow a stable course from childhood through to adolescence and adulthood. Consequently, the aim of this thesis was to investigate how anxiety affects children’s visual attention for emotive, particularly angry, faces. In order to provide a more comprehensive understanding, the current research involved examining the role of temporal and spatial attention utilising rapid serial visual presentation with the attentional blink, and the visual probe paradigm, respectively. The main hypothesis was that high state and/or trait anxiety would be associated with an attentional bias for angry, relative to positive or neutral faces in both the temporal and spatial domains. In relation to the temporal domain, key findings demonstrated that high levels of trait anxiety were associated with facilitated engagement towards both angry and neutral faces. It was further found that all children rapidly disengaged attention away from angry faces. Findings related to the processing of angry faces accorded with the main hypothesis stated in this thesis, as well as research and theory in the area. The finding that anxious children preferentially processed neutral faces in an attentional blink investigation was unexpected. This was argued to potentially reflect this stimulus type being interpreted as threatening. Key findings regarding the spatial domain were that high trait anxious children displayed an early covert bias of attention away from happy faces and a later, overt bias of attention away from angry faces. The finding that high trait anxiety was linked to an attentional bias away from happy faces in a visual probe task was also unexpected. This was argued to potentially reflect smiling faces being interpreted as signifying social dominance, thus resulting in the viewer experiencing feelings of subordination and becoming avoidant and/or submissive. To conclude, this thesis has enhanced current knowledge of attentional bias in both the temporal and spatial domains for emotive stimuli in anxious children. It has demonstrated that higher levels of trait anxiety moderate children’s allocation of attentional resources to different stimulus types, whether these are threatening, positive, or neutral. This has important implications for evaluating past research in adults and children, and for further developing theoretical models of attentional bias and anxiety. It also offers important clinical implications, since attending towards or away from specific stimuli may affect the development and maintenance of anxiety disorders. Recently, a treatment that aims to modify attentional bias in anxious individuals has begun to be developed. In light of the present findings, it may be necessary to review this treatment so that anxious children are re-trained in the specific biases of attention demonstrated here.

本研究主要目的為，運用點偵測作業探討高社交焦慮者面對環境中的社會威脅訊息的注意力處理歷程，並釐清在實驗中加入誘發社交焦慮情緒程序對高社交焦慮者的注意力處理是否造成影響。由於過往研究對高社交焦慮者對社會威脅訊息的注意力處理意見分歧，學者們分別提出過度警覺－逃避假設與過度警覺－難以轉移假設，兩假設皆有相關理論與研究支持，本研究企圖檢驗這兩個假設的合理性。 　　本研究篩選出高社交焦慮組30人與低社交焦慮組30人參與實驗，受試者在接受所分派的情緒誘發程序後，進行以生氣臉與嫌惡臉所組成的威脅臉為實驗刺激的點偵測作業，以評估個體對威脅的注意力。 　　研究結果發現，接受社交威脅誘發程序的高社交焦慮者對社會威脅訊息的注意力處理，傾向為過度警覺－逃避假設的歷程，對威脅產生警覺後，便逃避對威脅的處理；而接受中性情緒誘發程序的高社交焦慮者對社會威脅訊息的注意力處理，傾向為過度警覺－難以轉移假設的歷程，對威脅產生警覺後，便無法將注意力自威脅轉移。 　　高社交焦慮者對社會威脅訊息，有明顯的注意力偏誤，且此偏誤會隨個體所處的情境與接觸威脅的時間而有所變化。由於這些偏誤扮演著維持個體的社交焦慮的重要角色，故在釐清高社交焦慮者在不同情境下對威脅的注意力處理後，有助於選擇適當的治療策略，協助高社交焦慮者因應環境中的威脅。 / The purpose of the present study was to utilize the dot-probe task to investigate the attention processing for social threat in high social anxiety, and to know what under conditions of social threat influence. Owing to the conflicts of the past studies, there are hypervigilance-avoidance hypothesis and hypervigilance-difficult to disengagement hypothesis for the attention processing. This study attempt tests the rationality of the two hypotheses. Performance on a face-probe task was assessed in high (n=30) and low (n=30) social anxiety. After participants were assigned the mood induction procedure randomly, they were presented the task. The results revealed that under conditions of social threat high social anxiety are at first vigilant of threat faces, and avoid them. And under conditions of neutral high social anxiety are at first vigilant of threat faces, and difficult to disengage them. These results suggest that the attention bias for social threat in high social anxiety would be changed by the context and how long the individual face the threat. Know that the attention processing for social threat in the different context in high social anxiety would help the psychologists to choice the applicable therapy for high social anxiety.

根據Koster、De Lissnyder、Derakshan及De Raedt（2011）的注意力轉移困難假說，憂鬱者因注意力控制能力受損，而難以從負向訊息中轉移注意力，進而引發反芻，並再度強化憂鬱症狀。雖然反芻可再細分為深思反省與苦惱自責式反芻，但Koster等人未探究注意力轉移困難對苦惱自責式反芻的影響。此外，過往注意力訓練研究作業眾多且效果不一，又偏重改善個體注意力投入以減緩憂鬱。然而，卻鮮少探討注意力訓練對注意力轉移困難的介入，能否改善個體的苦惱自責式反芻程度。因此，本研究將同時探討注意力訓練能否改變高苦惱自責式反芻者對負向訊息的注意力偏誤（含注意力投入與轉移困難），進而降低苦惱自責式反芻程度。本研究以點偵測作業為注意力訓練作業，將高、低苦惱自責式反芻者隨機分派至注意力訓練組或注意力訓練控制組，接受為期兩週、共四次的注意力訓練，並於前、後測階段注意力測量作業中，檢驗對負向訊息的注意力偏誤與三階段中苦惱自責式反芻程度。本研究結果發現高苦惱自責式反芻者對負向訊息無明顯注意力偏誤，注意力訓練作業對高苦惱自責式反芻者的注意力歷程未有明顯影響，乃至苦惱自責式反芻程度的時序變化與接受注意力訓練與否無明顯關聯。本研究結果不支持原先假設、注意力困難假說及過去研究結果。然而，過往學者多強調個體高度負向認知與憂鬱情緒對注意力偏誤的影響，故本研究事後同時納入憂鬱與苦惱自責式反芻程度，欲探討憂鬱苦惱自責式反芻者對負向訊息有無注意力偏誤，乃至注意力訓練對憂鬱苦惱自責式反芻者注意力偏誤的訓練效果。本研究結果僅發現在修正版Posner作業中，憂鬱苦惱自責式反芻者更容易將注意力從負向訊息中轉移開來；在點偵測作業中，未有組間效果；在注意力訓練中，未有訓練效果。最後，本研究將於討論中，探討研究結果的可能原因，並提出本研究限制與未來研究上的建議。 / According to the impaired disengagement hypothesis (Koster, De Lissnyder, Derakshan, & De Raedt, 2011), the dysphoric that are difficult to disengage from negative stimuli due to low attentional control tend to ruminate, and then even worsen their depressive symptoms. Actually, rumination can be differentiated into two components: reflective pondering and brooding, but the core tenet of impaired disengagement hypothesis only puts the emphasis on rumination rather than brooding. Besides, there are many studies investigating the attention-training effects on depressive symptoms rather than rumination. To date, no studies even have investigated the training effects on impaired disengagement and brooding. Therefore, we aimed to examine the effects of attention training on attention bias toward negative stimuli, impaired disengagement from negative stimuli and brooding level in brooders. We investigated the training effect in brooding and non-psychiatric control participants via dot-probe task. During a two-week period, all of the participants were randomly assigned to complete 4 sessions of either attention training or no training. Also, participants completed two attentional tasks examined attention bias at baseline and post-training, and self-reported questionnaires of brooding and depressive symptoms at baseline, post-training, and follow-up. Overall, results indicate that brooders didn’t show attention bias to negative stimuli. Also, no beneficial effects of attention training on attention bias and brooding level were found in brooders. The previous hypothesis, impaired disengagement hypothesis and studies in the past were not supported. However, many cognitive models of depression have postulated that individuals with high levels of negative cognition and depressive affect tend to maintain their attention toward negative information. Therefore, we took levels of depression and brooding into account, and aimed to examine the effects of attention training on both attention bias toward negative stimuli and impaired disengagement from negative stimuli in depressive brooders. Results indicate that depressive brooders tend to disengage from negative stimuli in modified Posner task. No other findings in dot-probe task and attention-training task. Implications of these findings in depressive brooders are discussed and directions for future research are advanced.

Depuis son invention par Serge Doubrovsky en 1977, le concept d’autofiction n’a cessé d’évoluer et de stimuler la réflexion sur la production romanesque. Après sa consécration en France, l’autofiction gagne les littératures européennes et occidentales, d’abord en Allemagne et en Pologne, puis au Canada et aux États-Unis, ou encore en Espagne et en Amérique latine. Elle franchit ensuite les frontières pour s’adapter aux spécificités culturelles des littératures étrangères. Elle est adoptée au Japon, questionnée en Iran et pratiquée aux Antilles, dans l’Océan Indien, en Afrique du Sud, au Brésil ou encore en Chine. Depuis quelques années, le phénomène littéraire semble gagner le monde arabe. Certains écrivains s’en réclament, d’autres s’en accommodent et d’autres préfèrent employer divers concepts pour définir leur pratique romanesque, ce qui a poussé la critique arabe à forger un vocabulaire technique. Parmi les notions proposées, un terme se dégage : al-taḫyīl al-ḏātī. Mais cette nouvelle terminologie peut-elle attester l’émergence d’un « nouveau genre » dans la littérature arabe ? La présente thèse se propose donc d’étudier la question de la validité de l’autofiction dans la littérature arabe. La première partie de cette thèse donne un aperçu historique de la longue tradition d’écriture du moi depuis le XIXe siècle. La seconde partie questionne la production romanesque contemporaine, ensuite présente un certain nombre d’œuvres qui sont à mi-chemin entre l’autobiographie et la fiction, pose le débat critique et fixe notre cadre théorique. La troisième partie est consacrée à l’étude des œuvres choisies de Mohamed Choukri, de Sonallah Ibrahim et de Rachid pour observer au plus près la pratique autofictionnelle, d’en comprendre les mécanismes et d’en connaître les motivations. À partir de ces trois auteurs et des exemples qu’ils nous donnent de leur pratique d’écriture, on se propose dans la conclusion d’établir un modèle d’autofiction arabe et de définir des thèmes que l’on pourrait appliquer à un vaste ensemble de textes modernes et contemporains. / Since its invention by Serge Doubrovsky in 1977, the concept of auto-fiction has continued evolve and stimulate thinking about the novel and its production. After its consecration in France, the auto-fiction has won over European and Western literature, starting first in Germany and Poland, Canada and the United States, as well as gathering acclaim in Spain and Latin America. It then crossed borders and adopted itself to the cultural specificities of foreign literature which is why it has also been adopted in Japan, questioned in Iran and practiced in the Caribbean, the Indian Ocean, South Africa, Brazil or China. In recent years, this literary phenomenon has also gained momentum in the Arab world. Some Arab writers have adopted it, others have accommodated it, and still others have chosen various concepts to help define their practice as novelists, inspiring the critics to create a new technical vocabulary such as: al-taḫyīl al-ḏātī. However, does the creation of new Arabic terminology within the realm of auto-fiction merit the claim that a ‘‘new genre’’ has emerged in the Arabic literature? This study raises the question of the validity of the auto-fiction as applied to Arabic literature. Therefore, the first part of this thesis gives a historical panorama of the long tradition of auto-fiction since the 19th century. The second part questions the contemporary novel’s production, then presents a number of works that are part autobiography and part fiction, exemplifying the critical debate that sets up the theoretical framework of this study. The third part is dedicated to studying selected works by Mohamed Choukri, Sonallah Ibrahim and Rashid El-Daïf and examining the practice of these authors use of auto-fiction in order to understand its mechanisms and their motivations. In conclusion, as a result of the examination of these three authors and the examples they give of their writing, an attempt is made to show a pattern for Arab auto-fiction in order to identify some of the themes that could be applied to a wide set of modern and contemporary texts. / استمرّ مفهوم autofiction أو "ذات متخلية" في تطوّره و تطوير التفكير حول إنتاج الرواية، منذ اختراعه من قبل سيرج دوبروفسكي في عام 1977. بعد تكريسه في فرنسا، يتقدّم المفهوم في الأدب الأوروبي والغربي، أوّلاً في ألمانيا وبولندا وكندا والولايات المتّحدة، أو في إسبانيا وأمريكا اللاتينية. ثم يجتاز الحدود ليَتَأَقْلَمَ بخصوصيات ثقافة الأدب الأجنبي. فتَمّ اعتماده في اليابان، شُكِّكَ به في إيران وتمارس في منطقة البحر الكاريبي والمحيط الهندي وجنوب أفريقيا والبرازيل والصين. وفي السنوات الأخيرة، يبدو أن هذه الظاهرة الأدبية تكتسح العالم العربي. بدأ بعض الكتّاب يصرحون بانتماء نصوصهم إلى هذه الكتابة الأدبية، والبعض الآخر يعترفون بأن نصوصهم تنتمي سردياً إلى هذا النوع الأدبي غير أنها تحافظ على تجنيسها المألوف (الرواية، السيرة الذاتية، الخ) وآخرون يفضلون استخدام مفاهيم مختلفة لتعريف تجاربهم الروائية، مما دفع النقاد العرب بصياغة مفردات تقنية جديدة. و يظهر من بين المفاهيم المقترحة مصطلح "الــــتخييل الذاتي". ولكن هل هذا المصطلح الجديد يمكنه أن يشهد ظهور "نوع جديد" في الأدب العربي؟يطرح هذا البحث مسألة صحة التخييل الذاتي في الأدب العربي. يقترح الجزء الأول من هذه الأطروحة إعطاء لمحة تاريخية عن تقليد قديم في كتابة الذات منذ القرن التاسع عشر . والجزء الثاني يطرح إنتاج الرواية المعاصرة، ثم يعرض عدداً من الأعمال الروائية التي تقع بين السيرة الذاتية والخيال، ويثير النقاش حول هذه المسألة في النقد العربي والغربي، ثم يثبت الإطار النظري. ويخصّص الجزء الثالث في دراسة الأعمال المختارة لمحمد شكري، وصنع الله إبراهيم ورشيد الضعيف لمراقبة ممارسة كتابة "التخييل الذاتي"، لاستعاب آلياتها ومعرفة دوافعها. ومن هؤلاء المؤلفين لثلاثة ومن الأمثلة المتواجدة في كتاباتهم، نقترح في الخاتمة إقامة نموذج للتخييل الذاتي العربي وتحديد مواضيع من الممكن تطبيقها على نطاق مجموعة واسعة من النصوص الحديثة والمعاصرة

<p>Experiment One: The Effect of Noise on Autonomic Arousal</p><p><br></p><p>In response to the growing demand for research that helps us understand the complex interactions between Autonomic Arousal (AA) on behavior and performance there is an increasing need for robust techniques to efficiently utilize stimuli, such as sound, to vary the level of AA within a study. The goal of this study was to look at the impact of several factors, including sound intensity, order of presentation, and direction of presentation on skin conductance level, a widely utilized technique for approximating levels of AA. To do this we had 34 young adults ages 18- 34 listen to a series of 2-minute blocks of a sound stimuli based off a heating, ventilation, and air conditioning system (HVAC). Blocks included 5 single intensity conditions each block differing in 10 dBA steps ranging from 35-75 dBA. We presented blocks in both rising and falling level of intensity, with half the participants hearing them in a rising order first and half in a falling order first. The evidence found by this study suggests that increasing the sound level plays an important role in increasing AA and habituation is an extremely important factor that must be accounted for as it, in the case of typical young adults, quickly dampens the response to stimuli and subsequent stimuli. These findings suggest that researchers can best efficiently maximize the range of AA they can use while keeping their participants comfortable by starting out with the most intense stimuli and proceeding to the less intense stimuli, working with habitation instead of against it.</p><p> </p><p><br></p><p> Experiment Two: The Effect of Autonomic Arousal on Visual Attention</p><p><br></p><p>The goal of this study was to better understand how various levels of autonomic arousal impact different components of attentional control and if ASD-related traits indexed by Autism Quotient scores (AQ) might relate to alterations in this relationship. This study had 41 young adult participants (23 women, 17 men, 1 prefer not to say), ages ranging from 18 to 38 years old. Participants listened to varying levels of noise to induce changes in AA, which were recorded as changes in skin conductance level (SCL). To evaluate attentional control, participants preformed pro and anti-saccade visual gap–overlap paradigm tasks as measures of attentional control. The findings of this study suggest that increased levels of autonomic arousal are helpful for improving performance on anti-saccade tasks, which are heavily dependent on top-down attentional control. Additionally, increases in AQ scores were related to having less of a benefit from increasing levels of arousal on anti-saccade tasks. Additional interactions were also found and are discussed in this paper.</p>

Abstract in English, Afrikaans and Xhosa / Blended learning is referenced as the “best of both worlds” (Snart, 2010:xvi), which integrates Face-to-Face instruction with online learning. With interest in incorporating blended learning within the higher education curricula expanding, many private higher education institutions seek to understand how they can use educational technology effectively in blended learning to enhance undergraduate students’ learning engagement. This study investigated the nature and extent of private higher education students’ learning engagement in blended learning programmes within a private higher education provider. Through the lens of Bandura's (2000:121, 2009:180) Social Cognitive Theory, the study investigated private higher education students’ learning engagement in blended learning during the completion of their qualification and how it impacted teaching and learning. A descriptive quantitative research design was adopted, coupled with a positivist paradigm of inquiry. Utilising a cross-sectional survey it acquired descriptive data from a sample population of 567 respondents who answered the study’s research questions. The study found that student orientation programmes are associated with students’ perceived self-efficacy, subsequently affecting their engagement in blended learning programmes directly, and through the impact on outcome expectations, goals and socio-structural impediments. Additionally, socio-structural facilitators impacted outcome expectations and student engagement. The study’s results established a new framework, namely Social Cognitive Student Engagement in Blended Learning. / Gemengde leer word dikwels die “beste van twee wêrelde” genoem (Snart, 2010:xvi) aangesien onderrig nie alleen van aangesig tot aangesig nie, maar ook aanlyn geskied. Gesien die stygende belangstelling in die inskakeling van gemengde leer by hoëronderwysleerplanne, ondersoek talle private hoëronderwysinstellings maniere om opvoedkundige tegnologie in gemengde leer te gebruik om voorgraadse studente se leerbetrokkenheid te verbeter. In hierdie studie is ondersoek ingestel na die aard en omvang van studente se leerbetrokkenheid in die gemengdeleerprogramme wat by ʼn private verskaffer van hoër onderwys aangebied word. Hierdie studie het deur die lens van Bandura se sosiaal-kognitiewe teorie (2000:121, 2009:180) gekyk na studente se leerbetrokkenheid by gemengde leer in die verwerwing van ʼn kwalifikasie, en die uitwerking daarvan op onderrig en leer. Die navorsingsontwerp was deskriptief-kwantitatief en die ondersoekparadigma positivisties. Aan die hand van ʼn dwarssnitopname is beskrywende data by ʼn steekproefbevolking van 567 respondente ingewin. In die studie is bevind dat oriënteringsprogramme op studente se siening van hul eie selfwerksaamheid gemik is, hulle betrokkenheid by gemengdeleerprogramme verbeter, en daardeur hul uitkomsverwagtings, mikpunte en die mate waarin hulle sosiaal-strukturele struikelblokke oorkom, bepaal. Afgesien hiervan het sosiaal-strukturele fasiliteerders ʼn gunstige uitwerking op studente se uitkomsverwagtings en betrokkenheid gehad. ʼn Raamwerk is opgestel, naamlik die Sosiaal-Kognitiewe Betrokkenheid van Studente by Gemengde Leer. / Uhlelo lwemfundo ehlanganisiwe lubizwa, phecelezi nge “best of both worlds” (Snart, 2010:xvi), ukuhlanganisa umyalelo okhishwa ngendlela yokubhekana kwabantu ubuso nobuso kanye nohlelo lokufunda nge-inthanethi. Njengoba uthando lokufaka phakathi uhlelo lokufunda oluhlanganisiwe ngaphakathi kohlelo lwemfundo emazikweni aphakeme lya ngokuya lukhula nje, amaziko emfundo ephakeme amaningi angasese afuna ukuzwisisa ukuthi ngabe angabusebenzisa kanjani ngempumelelo ubuchwepheshe bethekinoloji bezemfundoi ohlelweni lwezokufunda oluhlanganisiwe ukuze kuqiniswe uhlelo lokufunda ngokuxoxisana nabafundi abasafundela iziqu zesigaba sokuqala. Lolu cwaningo luye lwaphenya ubunjalo kanye nezinga lokufunda kwabafundi ngokuxoxisana ezinhlelweni zokufunda okuhlanganisiwe ngaphakathi kweziko langasese lemfundo ephakeme. Ngokusebenzisa iso lomqondo wokufunda kaBandura (Bandura's social cognitive theory (2000:121, 2009:180), ucwaningo luye lwaphenya uhlelo lokufunda ngokuxoxisana nabafundi ohlelweni lokufunda ngokuhlanganyela ngesikhathi bephothula iziqu zabo kanye nangendlela lolu hlelo lunomthelela ngayo kwezokufundisa nokufunda. Idizayini yocwaningo oluchazayo olwencike kumanani luye lwamukelwa, ngokuthi luhambisane nohlelo lwe-positivist paradigm of inquiry. Ngokusebenzisa isaveyi i-cross-sectional survey, idatha echazayo yaqoqwa kwisampuli yenani lonke labaphenduli abayi-567. Ucwaningo luye lwathola ukuthi izinhlelo zokwamukela abafundi zihlobene nemiqondo yabafundi (students’ perceived self-efficacy), bese kulandelise ngokuthinta ngqo ukuxoxisana kwabo kwizinhlelo zokufunda ezihlanganisiwe. Ukwengeza, abahlanganisi besakhiwo somphakathi babe nomthelela phezu kwemiphumela elindelwe kanye nokuxoxisana nomfundi. Kuye kwasungulwa isakhiwo esisha, sona yilesi esilandelayo, phecelezi, Social Cognitive Student Engagement in Blended Learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Hazing is an ancient, universal practice. In past and modern societies, the need to join a group is an aspect of our humanity. The process of joining a group frequently includes the need to be hazed in order to legitimate full membership. This study uses the theoretical frameworks of Michel Foucault, Pierre Bourdieu’s perspectives of social order, Henri Tajfel and John Turner’s theory of social identity, and Albert Bandura’s theory of moral disengagement to look at individuals joining groups. In particular, the study has sought to ascertain why those who haze are motivated to act. A grounded theory has been developed through interviewing young adults, who while in positions of leadership as Grade 12 learners in Gauteng schools, planned hazing activities. The grounded theory shows that hazing while enacted by an individual is not solely driven by that person, but rather hazing is a means of cultural reproduction. The mechanism through which hazing occurs focuses on achieving a sense of belonging, conforming to a given culture and consenting to hazing. The hazer is motivated to pass on aspects of the school’s culture, namely school traditions, hierarchical structures, means and standards of discipline, and showing appropriate respect to others. The hazer believes that this can be achieved as those being hazed will comply if they can avoid being humiliated. The developed theory is grounded and was verified through interviewing stakeholders in the school community who had extensive knowledge of the school culture and of Grade 12 learners. / Ukufikisa kungumkhuba wasemandulo, owenziwa emhlabeni wonke. Emiphakathini yasendulo neyenamuhla, isidingo sokuhlanganyela neqembu elithile yinto eyingxenye yobuntu bethu. Inqubo yokuhlanganyela neqembu elithile kuvame ukufaka kukona isidingo sokufikiswa ukuze umuntu abe yilungu ngokuphelele. Lolu cwaningo lusebenzisa izinhlaka zemiqondo yezinzululwazi ezingoMichel Foucault noPeter Bourdieu wokuhleleka kwezenhlalakahle, umbono kaHenri Tajfel noJohn Turner wokuzibandakanya kwabantu kwezenhlalo kanye nombono ka-Albert Bandura wokuziphatha ngendlela engahambisani nemigomo yokulunga ukuze kubukwe abantu abajoyina amaqembu. Ngokusempeleni, ucwaningo lufuna ukubheka ukuthi labo abafikisayo bakhuthazwa yini. Umqondo wenzululwazi wakhiwa ngokuba kubuzwe intsha esencane imibuzo, intsha eyayihlela izinhlelo zokufikisa eyayisezikhundleni zokuhola abafundi ngenkathi yenza iBanga 12 ezikoleni zaseGauteng. Umbono wenzululwazi ozinzile uveza ukuthi ukufikiswa, yize kwenziwa umuntu oyedwa kusuke kungaholwa yilowo muntu kuphela, kodwa ukufikiswa kuyindlela yokukhiqiza kabusha ngokwesiko. Indlela okwenziwa ngayo lokhu kufikisa igxile ekufezeni umuzwa wokuba yingxenye yabathize, ukuguqukela osikweni nasekuvumeleni ukufikiswa. Lowo okunguye ofikisayo usuke efuna ukudlulisela phambili izingxenye zamasiko esikole, njengemikhuba, ukwakheka ngokushiyana kwamazinga, izindlela nemigomo yokuziphatha kahle, kanye nokubonisa inhlonipho kwabanye. Lowo okunguye ofikisayo ukholelwa ekutheni lokhu kungafezwa njengoba labo abafikiswayo bezokwenza lokho okuthiwa abakwenze inqobo nje uma bezogwema ukuhlukunyezwa. Umqondo wenzululwazi osunguliwe uzinzile futhi waqinisekiswa ngokufaka ababambiqhaza imibuzo emiphakathini yezikole eyayinolwazi olunzulu maqondana nesiko lesikole kanye nabafundi beBanga 12. / Thupiso ke mokgwa wa kgale, wa lefase ka bophara. Ditshabeng tsa kgale le tsa mehleng ye, tlhoko ya go tsenela sehlopha ke karolo ya botho bja rena. Tshepetso ya go tsenela sehlopha gantsi e akaretsa tlhoko ya thupiso go kgonthisisa boleloko bjo bo feletsego. Nyakisiso ye e somisa mahlamo a teori a Foucault, dipono tsa Pierre Bourdieu tsa thulaganyo ya setshaba, teori ya Henri Tajfel le John Turner ya boitshupo bja setshaba, le teori ya Albert Bandura ya tlogelo ya melawana ya boitshwaro go lekola batho ba ba tsenelago dihlopha. Ka kakaretso, nyakisiso ye e lekile go kgonthisisa gore gobaneng bao ba rupiswago ba hlohleletswa go tsea magato. Teori ya kgoboketso le tshekatsheko e tsweleditswe ka go botsisa baswa dipotsiso bao, ge ba sa le maemong a boetapele bjalo ka barutwana ba Mphato wa 12 dikolong tsa Gauteng, ba rulagantsego ditiro tsa go sira. Teori ya kgoboketso le tshekatsheko e laetsa gore thupiso bjale ka ge e diragatswa ke motho ga e susumetswe ke motho yoo a le nosi, eupsa thupiso ke mokgwa wa pusoloso ya setso. Mokgwa wo thupiso e diregago ka wona o tsepeletse go fihlelela boikwelo bja go amogelega, go latela setso se se filwego le go dumelelana le thupiso. Morupisi o hlohleletswa go fetisetsa dikarolo tsa setso tsa sekolo, e lego ditso tsa sekolo, dibopego tsa haerakhi, mekgwa le maemo a tayo, le go laetsa tlhompho ya maleba go ba bangwe. Morupisi o dumela gore se se ka fihlelelwa bjalo ka ge bao ba rupiswago ba obamela ge ba ka thibela go goboswa. Teori ye e hlabolotswego e kgobokeditswe le go sekasekwa gomme e ile ya tiiswa ka go ka botsisa bakgathatema dipotsiso sekolong sa setshaba bao ba nago le tsebo ye e tseneletsego ya setso sa sekolo le ya barutwana ba Mphato wa 12. / Educational Studies / D. Ed. (Comparative Education)