Education is essential in providing future human capital that is much needed to build a sustainable, competitive economy. However, the importance of a quality education is often underestimated. In order to enhance working conditions of educators, it seems essential to investigate the role of the positive psychology paradigm by means of developing teachers’ areas of deficiencies and capitalising on their strengths in order for them to reach their full potential and flourish. The current study aimed to adapt and validate the recently developed Strengths Use and Deficit Improvement Questionnaire (SUDIQ) in an attempt to make it suitable for educators. The general objective of this research study was to establish the psychometric properties of the SUDIQ by means of confirmatory factor analysis (CFA), convergent, discriminant and empirical validity. A cross-sectional field survey design and a convenience sample of educators from several educational institutions in the Gauteng Province (N = 502) was utilised to gather the data. CFA was used to test the factorial validity of the adapted SUDIQ scale. In order to prove convergent and discriminant validity, the relationships between the SUDIQ dimensions and similar theoretical constructs (job resources, strengths use, psychological capital, proactive behaviour and person-job fit) as well as constructs postulated to be unrelated to the SUDIQ dimensions (age and education) were determined. Finally, the relationship between the SUDIQ dimensions with vigour, dedication, emotional exhaustion and depersonalisation was determined by using multiple regression analysis. The results confirmed that the SUDIQ comprised a four-factor structure. These four factors were perceived organisational support for strengths use, perceived organisational support for deficit improvement, proactive behaviour towards strengths use and proactive behaviour towards deficits improvement. These dimensions were positively related to the scales such as the strengths use scale, autonomy, supervisor and colleague support, psychological capital, proactive behaviour, and person-job fit. Anticipated perceived organisational support for deficit improvement and proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were unrelated to age. The scales were also relatively weakly related to education. Furthermore, the results revealed that perceived organisational support for strengths use, proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were significant predictors of both vigour and dedication. However, it was found that the only SUDIQ dimension that predicted emotional exhaustion and depersonalisation was proactive behaviour toward strengths use. Recommendations were made to be applied in practice, as well as for future research. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Bibliography: leaves 241-295 / Text in English with summaries in English, Afrikaans and Setswana / This study, to enhance understanding of volunteer well-being and to develop a conceptual model of volunteer well-being through an in-depth exploration of volunteers’ work–life experiences, was guided by an interest in volunteering as well as curiosity about well-being as a concept. My perception of the importance of volunteering for our society was based on first-hand knowledge of a volunteering context operating in the Gauteng health sector, as well as the volunteering literature, which confirmed its importance and encouraged me to conduct research on this resource. The literature on well-being highlights its importance for employees in particular and organisations in general and thus justifies the study. The literature also supported my preference for conducting this research on volunteer well-being from a qualitative perspective. Further motivation for the research was provided by my awareness of the challenging nature of the volunteering context as well as the adverse personal circumstances of the volunteers. Accordingly, recognising the importance of well-being in volunteers, I was prompted to dedicate attention to this dynamic work context. To achieve its aim, in this research I applied a qualitative research approach and a hermeneutic (interpretive) phenomenological research methodology. In-depth interviews were used to explore the work–life experiences of eight volunteers and a phenomenological hermeneutical analytic process was used to analyse the data. The data were further contextualised and the findings supported by the relevant well-being literature. Based on the findings, a conceptual model of volunteer well-being was constructed. This model enhances our understanding of volunteer well-being, ultimately contributing to knowledge and practice in the field of volunteering. / Die hoofdoel van hierdie studie was om die begrip van vrywilligerswelstand te bevorder en om ’n konseptuele model van vrywilligerswelstand te ontwikkel deur ’n omvattende ondersoek van vrywilligers se werklewe-ervarings. Die studie was gelei deur ’n belangstelling in vrywilligerswerk en ‘n nuuskierigheid oor welstand as ’n konsep. My waarneming van die belangrikheid van vrywilligerswerk vir ons samelewing is gebaseer op eerstehandse kennis van ’n vrywilligerskonteks in die Gautengse gesondheidsektor en die literatuur oor vrywilligersdienslewering, wat die belangrikheid daarvan bevestig het en my aangemoedig het om navorsing oor hierdie hulpbron te doen. Die literatuur oor welstand beklemtoon veral die belangrikheid daarvan vir werknemers en organisasies oor die algemeen, en regverdig dus die studie. Die literatuur het ook my voorkeur om hierdie navorsing oor vrywilligers se welstand vanuit ’n kwalitatiewe perspektief te benader, ondersteun. My bewustheid van die uitdagende aard van die vrywilligerskonteks asook die ongunstige persoonlike omstandighede van die vrywilligers het my verder gemotiveer om die navorsing te doen. Dienooreenkomstig, as erkenning van die belangrikheid daarvan om vrywilligers se welstand te fasiliteer, is ek geïnspireer om aandag te skenk aan hierdie dinamiese werkskonteks. Om hierdie doel te bereik het ek ’n kwalitatiewe navorsingsbenadering en ’n hermeneutiese (verklarende) fenomenologiese navorsingsmetodologie in hierdie navorsingsprojek gebruik. Indiepte onderhoude is gebruik om die werklewe-ervarings van agt vrywilligers te ondersoek, en ’n fenomenologiese, hermeneutiese, analitiese proses is gebruik om die data te ontleed. Die data is verder gekontekstualiseer en die bevindings is deur die tersaaklike literatuur ondersteun. ’n Konseptuele model van vrywilligerwelstand is op grond van hierdie bevindinge opgestel. Hierdie model bevorder ons begrip van vrywilligerswelstand, en lewer sodoende ’n bydrae tot die kennis en ervaring op die terrein van vrywilligerswerk. / Thutopatlisiso eno ya go tlhama sekao sa kgopolo sa boithaopi go tswa mo mogopolong wa seemo se se amogelesegang sa botshelo ka go sekaseka go ya kwa botennye, maitemogelo a tiro a baithaopi, e kaetswe ke kgatlhego mo boithaoping, keletso ya go itse ka ga mogopolo wa seemo se se amogelesegang sa botshelo le dikwalo tse di ka ga boithaopi. Kitso e e tseneletseng ya bokao jwa boithaopi jo bo dirang mo lephateng la boitekanelo la Gauteng, gammogo le dikwalo tsa boithaopi, di tlhomamisitse botlhokwa jwa boithaopi mo setšhabeng sa gaetsho mme tsa nthotloetsa go dira patlisiso ka ntlha eno. Go tlaleletsa, thutopatlisiso eno e tlhomamisitswe ke dikwalo tse di ka ga seemo se se amogelesegang le botlhokwa jwa seemo se se amogelesegang sa botshelo se se totileng badiri ka bo bona le ditheo ka kakaretso. Dikwalo gape di tshegeditse tlhopho ya me ya go dira patlisiso ka ga seemo se se amogelesegang sa botshelo jwa baithaopi ka mogopolo wa go batla go batlisisa mabaka a a bakang seemo se se rileng. Thotloetso e nngwe ya patlisiso e tlisitswe ke temogo ya me ya dikgwetlho tsa boithaopi gammogo le maemo a a sa amogelesegeng a baithaopi. Fela jalo, ka go lemoga botlhokwa jwa go gokaganya seemo se se amogelesegang sa botshelo mo baithaoping, ke ne ke patelesega go tota mofuta ono wa tiro. Go fitlhelela maikaelelo ano, patlisiso eno e dirisitse mokgwa wa patlisiso o o lebelelang mabaka a a rotloetsang ntlha e e rileng (qualititative research) le mokgwa wa patlisiso o o ranolang (hermeneutic phenomological research methodology). Go dirisitswe dipotsolotso tse di tseneletseng go sekaseka maitemogelo a tiro a baithaopi mme ga dirisiwa thulaganyo ya tshekatsheko ya phenomenological hermeneutial go sekaseka tshedimosetso. Tshedimosetso e ne ya bewa ka bokao mme diphitlhelelo tsa tshegediwa ka dikwalo tse di maleba. Go ikaegilwe mo diphitlhelelong tseno, go ne ga thalwa sekao sa kgopolo sa seemo se se amogelesegang sa botshelo jwa baithaopi. Go tshitshinngwa gore go dirisiwe sekao seno go dirisa ka botlalo le go netefatsa go nnela leruri ga tiro ya baithaopi, gore kwa bokhutlong go tshwaelwe mo kitsong le mo tirong mo lephateng la boithaopi. / Psychology / D. Phil. (Psychology)

Emotion research is an important research topic, thus making the measurement of emotion in the workplace crucial. In attempting to study, understand and measure the role of emotions in the human condition, various researchers have identified different theoretical models to manage the information they have gathered and the observations they have made. In order to study or scientifically investigate any human behaviour, it is essential that such behaviour can be measured, if not quantitatively, then at least qualitatively. However, what one finds with regard to emotion research and measurement are two–dimensional models. The existing affect has been described with a choice of two dimensions and structures, i.e. circumplex, positive and negative affect, tense and energetic arousal, and eight combinations of pleasantness and activation. These two dimensions and structures measure a person’s experiences and, thereafter, report them. The question is if these two–dimensional emotion models are sufficient to cover the broad and often complex dynamics of emotions. The start of multiple–emotion dimension models were reported by researchers, who identified a three–dimensional structure in the emotion domain that is suggestive of the Evaluation–Potency– Activation (EPA) dimensions in the connotative or affective meaning of words. However, in recent studies the sufficiency of two–dimension models to comprehensively investigate emotions was questioned. The three–dimensional emotion model was replicated in cross–cultural similarity sorting studies by other researchers. The similarity sorting studies also indicate the importance of studying emotions in specific cultural contexts. Studying emotion in different cultures is especially relevant in a country such as South Africa that has a variety of cultures and eleven official languages. Researchers followed an approach that studied the meaning of emotion in different cultural groups in the context of 144 emotion features using a componential emotion theory approach. Researchers argue in the groundbreaking research that was published in Psychological Science that emotion meaning has more than only two dimensions. The approach postulated by researchers was tested in a student population of three language groups, namely Dutch–, Englishand French–speaking students. According to researchers this is an empirical and theoretical method to study the meaning of emotions across cultures. However, apart from studying the meaning of emotions in specific cultural groups, research also attempts to determine the meaning of emotion in the natural contexts in which they occur. The relevant natural contexts for the field of Industrial Psychology are the work contexts. It is therefore also important to investigate the categories of emotion episodes in the work environment. The general goal of this study was therefore a) to investigate the emotion lexicon in the white Afrikaans–speaking working adult language group, b) to determine the cognitive emotion structure of this cultural group, c) to investigate the meaning of emotion as comprehensively as possible (multidimensional models of the meaning of emotion), and d) to determine the meaning and content of emotion episodes in the workplace. Research Article 1 The research was subsequently presented in two independent phases. Firstly, a free listing of emotion terms was compiled, and secondly the emotion terms were prototypically rated by Afrikaans–speaking people in South Africa. Both of these were then used as measuring instruments. A survey was designed to explore the research objectives utilising availability samples in two studies. The participants in the free–listing (N=70) and in the prototypicality (N=70) study consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnic group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North–West and KZN provinces and use was made of an availability sample. After conducting the research, the emotion terms with the highest frequency, as identified during the first study, the free listing task, were to be happy (gelukkig wees), be sad (hartseer wees), love (liefde), anger (kwaad) and hateful (haatlik). The emotion terms with the lowest scores as identified during the free listing were uncomfortable (ongemaklik), painful (seer), be hurt (seergemaak wees), sympathetic (simpatiek) and shout/yell (skreeu). Correspondingly, the five (5) prototypical terms with the highest scores in Afrikaans were nice (lekker), fed–up/had enough (gatvol/“genoeg gehad”), loveable (liefdevol), anger (kwaad) and to be scared (om bang te wees). The five (5) least prototypical terms from the list generated in the free listing task were: unstable (onvas), bashfulness (skugterheid), captivation (geboeidheid), envy (naywer) and delight (opgetoënheid). From the information obtained in this research it was revealed that the emotion terms nice (lekker), fed up/had enough (gatvol/“genoeg gehad”) and loveable (liefdevol) are at this stage unique to the white Afrikaans language group. These terms had not been reported in any previously conducted prototypical studies. The results of this study contribute to a cross–cultural understanding of the emotion concepts within the Afrikaans–speaking language groups in South Africa. Research Article 2 A survey design was used to achieve the research objectives utilising availability samples in a series of one study. The participants of the Similarity study (N=131) consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North– West, KZN and Northern Cape provinces and use was made of an availability sample. Results of Multidimensional Scaling revealed a three–dimensional cognitive emotion structure. The first dimension was the evaluation–pleasantness dimension. This dimension evaluates the pleasantness versus the unpleasantness of an emotion. This dimension is characterised by intrinsic appraisals of pleasantness and goal conduciveness and action tendencies of approach versus avoidance. The second dimension that emerged was a power–control dimension. This dimension is characterised by appraisals of control, how powerful or weak a person feels when a particular emotion is experienced. This includes feelings of dominance or submission, the impulse to act or withdraw and changes in speech and parasymphatic symptoms. The third dimension which emerged was an activation–arousal dimension. According to other researchers this arousal dimension is characterised by sympathetic arousal, e.g. rapid heartbeat and readiness for action. This study produced a cognitive emotion structure in a white Afrikaans–speaking working adult population in South Africa. To add value to the field of Industrial Psychology, the threedimension structure (evaluation–pleasantness, power–control and activation–arousal dimension) that was found, is very important and valuable when studying the meaning of emotion and can consequently be used as a reference for other emotion research constructs. If it is accurate as stated in literature, there are three and not only two emotion dimension structures, and researchers are missing out on a bigger picture for not drawing on the experience of emotion sufficiently. Research Article 3 A survey design and an availability sample (N=120) in the Eastern Cape, Free State and Gauteng provinces in South Africa was utilised for this study. The Meaning Grid was translated and backtranslated and adapted for use in Afrikaans. The Cronbach's alpha coefficients were obtained for the emotion terms. According to the results of the Meaning Grid instrument, the following emotion terms were the highest: disgust (afkeur) 0,95; pleasure (plesier) 0,94; stress (stres) 0,92; happiness (blydskap) 0,91; joy (vreugde) 0,91; fear (bang) 0,91; anger (angstig) 0,91 and hate (haat) 0,90. The emotion terms that scored the lowest with the Meaning Grid instrument were compassion (medelye) 0,79; pride (trots) 0,79 and contempt (minagting) 0,74. Out of the 24 emotion terms of the Meaning Grid instrument, 8 terms were above 0,90 and 13 were between 0,80 and 0,89. Only 3 terms were between 0,74 and 0,79 [compassion (medelye), pride (trots) and contempt (minagting)]. A three–factor solution was found which represented four emotion dimensions (evaluation, arousal/unpredictability and power) that were universal to the emotion structures found in European samples. Factor scores of the 24 Meaning Grid emotions indicate a three–factor solution that explained 62,2 % of the total variance. The first factor was labelled evaluation and explained 43,0% of the variance, the second factor was labelled arousal/unpredictability as it was a combination of arousal and unpredictability and explained 11,0% of the variance, and the third factor was labelled power and explained 8,2% of the variance. This study followed an approach that investigated the meaning structure of emotion in the sample group in the context of 144 emotion features using a componential emotion theory approach. Different researchers argued that emotion meaning has more than only two dimensions. A three–dimensional emotion structure was found that was universal to the emotion structures of three language groups in a European sample. Therefore, the meaning of emotions for this sample group is far more complex than the two–dimensional emotion models that are found in literature. According to the componential emotion theory approach, the 144 emotion features are very important building blocks for Industrial Psychology when studying the meaning of emotion. Research Article 4 A survey design was used in this research study. The Episode Meaning Grid was administered and participants reported on the two intense emotion experiences at work (in total 358 episodes). Employees rated their emotion experiences on features based on the componential emotion theory and also described the emotion events in their own words. The participants in the emotion episodes (N=179) study consisted of native white Afrikaans–speaking working adults. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Free State and North–West provinces and use was made of an availability sample. The results indicated a three–dimensional structure (evaluation–pleasantness, activation–arousal and power–control dimension) was identified within a white Afrikaans–speaking working adult language group. The first dimension was an evaluation–pleasantness dimension. The second dimension was an activation–arousal dimension. The third dimension was a power–control dimension. Regarding the reporting of emotion episodes one hundred and ninety seven respondents reported 84 satisfying emotion episodes and 267 less satisfying emotion episodes that took place at work. Nine different categories of episodes for satisfying emotions experienced were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, goal achievement, receiving recognition, workplace policy, task recognition, personal incidents, emotion involvement and subordinate behaviour. The three highest categories of satisfying emotions episodes were “Goal Achievement” (N=31), “Receiving Recognition” (N=20) and “Personal Incidents” (N=10). Goal achievement describes situations where job related targets or goals were met, and receiving recognition refers to positive feedback from managers, supervisors and work colleagues on meeting targets. Nineteen different categories of episodes for less satisfying emotion episodes were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, lack of goal achievement, lack of receiving recognition, workplace policy, task requirement, personal incidents, emotional involvement, subordinate behaviour, workload, work mistakes, customer behaviour, external environment, lack of control, physical well–being, involvement in disciplinary action, workplace strikes, wellness of colleagues and unfairness in the workplace. In the categories of less satisfying emotions episodes, the three highest were “Behaviour of Work Colleagues” (N=58), “Acts of Boss/Superior/Management” (N=47) and “Task Requirement” (N=33). The first two categories are appraised less satisfying behaviour towards oneself or others by work colleagues, managers, supervisors and customers. In terms of the categories of satisfying and less satisfying emotions episodes, less satisfying emotion episodes outnumbered satisfying emotions episodes by three to one. By making use of a multi–componential emotion model, the results confirm that the four factors of pleasantness, power, arousal, and unpredictability, in that order of importance, are essential to satisfactorily determine the emotion experience and meaning of emotion terms. A threedimensional emotion structure (evaluation, arousal and power) was found after determining the meaning of emotion in the natural contexts in which they occur. The answer to the question if these two–dimensional emotion models, as stated in literature, are sufficient to cover the broad and often complex dynamics of emotion, is certainly no. Recommendations for the organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Emotion research is an important research topic, thus making the measurement of emotion in the workplace crucial. In attempting to study, understand and measure the role of emotions in the human condition, various researchers have identified different theoretical models to manage the information they have gathered and the observations they have made. In order to study or scientifically investigate any human behaviour, it is essential that such behaviour can be measured, if not quantitatively, then at least qualitatively. However, what one finds with regard to emotion research and measurement are two–dimensional models. The existing affect has been described with a choice of two dimensions and structures, i.e. circumplex, positive and negative affect, tense and energetic arousal, and eight combinations of pleasantness and activation. These two dimensions and structures measure a person’s experiences and, thereafter, report them. The question is if these two–dimensional emotion models are sufficient to cover the broad and often complex dynamics of emotions. The start of multiple–emotion dimension models were reported by researchers, who identified a three–dimensional structure in the emotion domain that is suggestive of the Evaluation–Potency– Activation (EPA) dimensions in the connotative or affective meaning of words. However, in recent studies the sufficiency of two–dimension models to comprehensively investigate emotions was questioned. The three–dimensional emotion model was replicated in cross–cultural similarity sorting studies by other researchers. The similarity sorting studies also indicate the importance of studying emotions in specific cultural contexts. Studying emotion in different cultures is especially relevant in a country such as South Africa that has a variety of cultures and eleven official languages. Researchers followed an approach that studied the meaning of emotion in different cultural groups in the context of 144 emotion features using a componential emotion theory approach. Researchers argue in the groundbreaking research that was published in Psychological Science that emotion meaning has more than only two dimensions. The approach postulated by researchers was tested in a student population of three language groups, namely Dutch–, Englishand French–speaking students. According to researchers this is an empirical and theoretical method to study the meaning of emotions across cultures. However, apart from studying the meaning of emotions in specific cultural groups, research also attempts to determine the meaning of emotion in the natural contexts in which they occur. The relevant natural contexts for the field of Industrial Psychology are the work contexts. It is therefore also important to investigate the categories of emotion episodes in the work environment. The general goal of this study was therefore a) to investigate the emotion lexicon in the white Afrikaans–speaking working adult language group, b) to determine the cognitive emotion structure of this cultural group, c) to investigate the meaning of emotion as comprehensively as possible (multidimensional models of the meaning of emotion), and d) to determine the meaning and content of emotion episodes in the workplace. Research Article 1 The research was subsequently presented in two independent phases. Firstly, a free listing of emotion terms was compiled, and secondly the emotion terms were prototypically rated by Afrikaans–speaking people in South Africa. Both of these were then used as measuring instruments. A survey was designed to explore the research objectives utilising availability samples in two studies. The participants in the free–listing (N=70) and in the prototypicality (N=70) study consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnic group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North–West and KZN provinces and use was made of an availability sample. After conducting the research, the emotion terms with the highest frequency, as identified during the first study, the free listing task, were to be happy (gelukkig wees), be sad (hartseer wees), love (liefde), anger (kwaad) and hateful (haatlik). The emotion terms with the lowest scores as identified during the free listing were uncomfortable (ongemaklik), painful (seer), be hurt (seergemaak wees), sympathetic (simpatiek) and shout/yell (skreeu). Correspondingly, the five (5) prototypical terms with the highest scores in Afrikaans were nice (lekker), fed–up/had enough (gatvol/“genoeg gehad”), loveable (liefdevol), anger (kwaad) and to be scared (om bang te wees). The five (5) least prototypical terms from the list generated in the free listing task were: unstable (onvas), bashfulness (skugterheid), captivation (geboeidheid), envy (naywer) and delight (opgetoënheid). From the information obtained in this research it was revealed that the emotion terms nice (lekker), fed up/had enough (gatvol/“genoeg gehad”) and loveable (liefdevol) are at this stage unique to the white Afrikaans language group. These terms had not been reported in any previously conducted prototypical studies. The results of this study contribute to a cross–cultural understanding of the emotion concepts within the Afrikaans–speaking language groups in South Africa. Research Article 2 A survey design was used to achieve the research objectives utilising availability samples in a series of one study. The participants of the Similarity study (N=131) consisted of native Afrikaans–speaking employees. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Gauteng, Free State, Mpumalanga, North– West, KZN and Northern Cape provinces and use was made of an availability sample. Results of Multidimensional Scaling revealed a three–dimensional cognitive emotion structure. The first dimension was the evaluation–pleasantness dimension. This dimension evaluates the pleasantness versus the unpleasantness of an emotion. This dimension is characterised by intrinsic appraisals of pleasantness and goal conduciveness and action tendencies of approach versus avoidance. The second dimension that emerged was a power–control dimension. This dimension is characterised by appraisals of control, how powerful or weak a person feels when a particular emotion is experienced. This includes feelings of dominance or submission, the impulse to act or withdraw and changes in speech and parasymphatic symptoms. The third dimension which emerged was an activation–arousal dimension. According to other researchers this arousal dimension is characterised by sympathetic arousal, e.g. rapid heartbeat and readiness for action. This study produced a cognitive emotion structure in a white Afrikaans–speaking working adult population in South Africa. To add value to the field of Industrial Psychology, the threedimension structure (evaluation–pleasantness, power–control and activation–arousal dimension) that was found, is very important and valuable when studying the meaning of emotion and can consequently be used as a reference for other emotion research constructs. If it is accurate as stated in literature, there are three and not only two emotion dimension structures, and researchers are missing out on a bigger picture for not drawing on the experience of emotion sufficiently. Research Article 3 A survey design and an availability sample (N=120) in the Eastern Cape, Free State and Gauteng provinces in South Africa was utilised for this study. The Meaning Grid was translated and backtranslated and adapted for use in Afrikaans. The Cronbach's alpha coefficients were obtained for the emotion terms. According to the results of the Meaning Grid instrument, the following emotion terms were the highest: disgust (afkeur) 0,95; pleasure (plesier) 0,94; stress (stres) 0,92; happiness (blydskap) 0,91; joy (vreugde) 0,91; fear (bang) 0,91; anger (angstig) 0,91 and hate (haat) 0,90. The emotion terms that scored the lowest with the Meaning Grid instrument were compassion (medelye) 0,79; pride (trots) 0,79 and contempt (minagting) 0,74. Out of the 24 emotion terms of the Meaning Grid instrument, 8 terms were above 0,90 and 13 were between 0,80 and 0,89. Only 3 terms were between 0,74 and 0,79 [compassion (medelye), pride (trots) and contempt (minagting)]. A three–factor solution was found which represented four emotion dimensions (evaluation, arousal/unpredictability and power) that were universal to the emotion structures found in European samples. Factor scores of the 24 Meaning Grid emotions indicate a three–factor solution that explained 62,2 % of the total variance. The first factor was labelled evaluation and explained 43,0% of the variance, the second factor was labelled arousal/unpredictability as it was a combination of arousal and unpredictability and explained 11,0% of the variance, and the third factor was labelled power and explained 8,2% of the variance. This study followed an approach that investigated the meaning structure of emotion in the sample group in the context of 144 emotion features using a componential emotion theory approach. Different researchers argued that emotion meaning has more than only two dimensions. A three–dimensional emotion structure was found that was universal to the emotion structures of three language groups in a European sample. Therefore, the meaning of emotions for this sample group is far more complex than the two–dimensional emotion models that are found in literature. According to the componential emotion theory approach, the 144 emotion features are very important building blocks for Industrial Psychology when studying the meaning of emotion. Research Article 4 A survey design was used in this research study. The Episode Meaning Grid was administered and participants reported on the two intense emotion experiences at work (in total 358 episodes). Employees rated their emotion experiences on features based on the componential emotion theory and also described the emotion events in their own words. The participants in the emotion episodes (N=179) study consisted of native white Afrikaans–speaking working adults. The sample consisted of participants from the white ethnicity group speaking Afrikaans within the Eastern Cape, Free State and North–West provinces and use was made of an availability sample. The results indicated a three–dimensional structure (evaluation–pleasantness, activation–arousal and power–control dimension) was identified within a white Afrikaans–speaking working adult language group. The first dimension was an evaluation–pleasantness dimension. The second dimension was an activation–arousal dimension. The third dimension was a power–control dimension. Regarding the reporting of emotion episodes one hundred and ninety seven respondents reported 84 satisfying emotion episodes and 267 less satisfying emotion episodes that took place at work. Nine different categories of episodes for satisfying emotions experienced were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, goal achievement, receiving recognition, workplace policy, task recognition, personal incidents, emotion involvement and subordinate behaviour. The three highest categories of satisfying emotions episodes were “Goal Achievement” (N=31), “Receiving Recognition” (N=20) and “Personal Incidents” (N=10). Goal achievement describes situations where job related targets or goals were met, and receiving recognition refers to positive feedback from managers, supervisors and work colleagues on meeting targets. Nineteen different categories of episodes for less satisfying emotion episodes were mentioned. It consists of behaviour of work colleagues, acts of boss/superior/management, lack of goal achievement, lack of receiving recognition, workplace policy, task requirement, personal incidents, emotional involvement, subordinate behaviour, workload, work mistakes, customer behaviour, external environment, lack of control, physical well–being, involvement in disciplinary action, workplace strikes, wellness of colleagues and unfairness in the workplace. In the categories of less satisfying emotions episodes, the three highest were “Behaviour of Work Colleagues” (N=58), “Acts of Boss/Superior/Management” (N=47) and “Task Requirement” (N=33). The first two categories are appraised less satisfying behaviour towards oneself or others by work colleagues, managers, supervisors and customers. In terms of the categories of satisfying and less satisfying emotions episodes, less satisfying emotion episodes outnumbered satisfying emotions episodes by three to one. By making use of a multi–componential emotion model, the results confirm that the four factors of pleasantness, power, arousal, and unpredictability, in that order of importance, are essential to satisfactorily determine the emotion experience and meaning of emotion terms. A threedimensional emotion structure (evaluation, arousal and power) was found after determining the meaning of emotion in the natural contexts in which they occur. The answer to the question if these two–dimensional emotion models, as stated in literature, are sufficient to cover the broad and often complex dynamics of emotion, is certainly no. Recommendations for the organisation and future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Die doel van hierdie studie is om riglyne daar te stel vir die vroeë identifisering van talent wat die totale funksionering en konteks van die leerder in ag neem. ‘n Literatuurstudie is onderneem om die navorsing en teorieë wat met die onderwerp verband hou, te ondersoek. Die denkverskuiwing van intelligensie as een konstruk na ‘n multikonstrukbenadering wat uit onderliggende intellektuele vermoëns voortvloei, is verken. Definisies van begaafdheid en talent wat oor ‘n tydperk onstaan het, is omskryf en die rasionaal vir die gebruik van talent in plaas van begaafdheid is gegee. Die bio-ekologiese teorie van Bronfenbrenner, die positiewe sielkunde en die bate-gebaseerde benadering dien as teoretiese begronding van die studie. Talentontwikkeling en -identifisering is aan die orde gestel deur die liggaamlike, kognitiewe, sosiale, persoonlikheids-, emosionele en morele ontwikkeling van die adolessent te bespreek. Verder is die stand van talentidentifisering in Suid-Afrikaanse skole ondersoek en is aangedui in watter mate dit deur amptelike beleid gerig en ondersteun word. Beginsels wat tydens talentidentifisering in ag geneem moet word asook enkele identifiseringsmodelle wat ‘n bydrae tot die kennis van begaafdheid en talentidentifisering lewer, is bespreek. Verder is ‘n verskeidenheid talente wat uit algemene intellektuele intelligensie ontwikkel, aangedui. Die literatuurstudie het getoon dat daar nie in die huidige Suid-Afrikaanse skoolbeleid direkte riglyne is vir die identifisering van adolessente leerders se talent nie. Die deurlopende klem op akademiese prestasie en die feit dat leerders teen ‘n graadgemiddeld geassesseer word, lei waarskynlik daartoe dat ander metodes van assessering nie altyd in Suid-Afrikaanse klaskamers tot hul reg kom nie. Ten einde ‘n verskeidenheid talent te identifiseer en terselfdertyd ‘n leerder se konteks in ag te neem, is afsonderlike talentskale vir leerders, ouers en onderwysers ontwikkel en toegepas. Riglyne vir die identifisering van adolessente leerders se talent is dus op ‘n nie-formele manier ontwikkel. Die bevindinge van hierdie studie dui daarop dat die talentidentifiseringsproses bewuswording van verskillende talente waaroor leerders beskik, kan bewerkstellig. Dit help leerders om hul selfkennis uit te brei en om ‘n denkverskuiwing van die erkenning van slegs akademiese talent na ‘n verskeidenheid van talentdomeine wat die uniekheid van elke leerder ontgin, te maak. / The purpose of this study was to formulate guidelines for the early identification of talent, taking into consideration the overall functioning and context of the learner. A literature review was done to investigate the research and theories on the topic. The mind shift from intelligence as one construct to a multiconstruct approach arising from underlying intellectual abilities was explored. The definitions of giftedness and talent, which have existing for some time, were presented and the rationale for using talent instead of giftedness was provided. Bronfenbrenner’s bio-ecological theory, positive psychology and the asset-based approach served as theoretical grounding for the study. Talent identification and development were established by discussing the physical, cognitive, social, personality, emotional and moral development of the adolescent. The state of talent identification in South African schools was also investigated, and an indication was given of the extent to which it is guided and supported by official policy. Principles to be considered in identifying talent and a few identification models that contribute to knowledge of giftedness and talent identification were discussed. A variety of talents developing from general intellectual intelligence were also highlighted. The literature review reveals that in the current South African school policy, there are no direct guidelines for identifying the talent of adolescent learners. The constant emphasis on academic performance and the fact that learners are assessed against a grade average probably lead to other methods of assessment not always coming into their own in South African classrooms. To identify a variety of talents and at the same time take into consideration a learner’s context, separate talent scales for learners, parents and educators were developed and applied. Guidelines for identifying the talent of adolescent learners have therefore been developed in a non-formal way. The findings of this study indicate that the talent identification process can lead to awareness of different talents of learners. This helps learners to expand their self-knowledge and to bring about a mind shift from the recognition of only academic talent to a variety of talent domains which reveal the uniqueness of each learner. / Injongo yalolu cwaningo ukwakha imihlahlandlela yokuhlonzwa kwekhono masinya, kubhekwa indlela umfundi ngamunye asebenza ngayo kanye nesimo angaphansi kwaso. Kwabhekwa imibhalo ukuze kuphenywe ngocwaningo nemibono yezinzululwazi ngaphansi kwalesi sihloko. Kwaphenywa ngokusuka endleleni yokubheka inhlakanipho njengendlela okuyiyona yodwa yokwakha kuyiwe ezindleleni ezihlukene kaningi zokwakha ezisukela emakhonweni obuhlakani acashe ngaphansi kwazo. Izincazelo zesiphiwo nekhono, esezibe khona isikhathi eside, zethulwa kwase kunikezwa izincazelo zokuthi kungani kusetshenziswa ikhono kunesiphiwo. Umbono kaBronfenbrenner wobudlelwano phakathi kwezinto eziphilayo kanye nendawo eziphila kuyo, izifundo zezengqondo zemiphumela emihle kanye nendlela yokubheka encike ekubeni nenani kwento konke kusebenza njengengqikithi yombono wenzululwazi yalolu cwaningo. Ukuhlonza kanye nokuthuthukiswa kwekhono kwasungulwa ngokubamba izingxoxo mayelana nokuthuthuka kwabantwana asebengena ezingeni lentsha ngokomzimba, ngokwengqondo, ngokwenhlalo, ngokwendlela yokuziphatha, ngokomoya nangokwesimilo. Isimo sokuhlonza ikhono ezikoleni zaseNingizimu Afrika naso sibhekiwe, kwanikezwa nesilinganiso sokuthi lingakanani izinga lokuholwa nokusingathwa yinqubomgomo esemthethweni. Imigomo okufanele ibhekwe ngesikhathi sokuhlonza ikhono kanye vii nezinye izibonelo ezingasiza olwazini lokuhlonza iziphiwo namakhono nayo yadingidwa. Izinhlobonhlobo zamakhono avela ebuhlakanini obujwayelekile obuhambisana nemicabango nazo zaqhakambiswa. Ucwaningo lwemibhalo luveze ukuthi kwinqubomgomo yamanje yaseNingizimu Afrika, ayikho imihlahlandlela eqondile yokuhlonza amakhono kubafundi asebengena ezingeni lentsha. Ukuqhubeka nokugcizelela ukwenza kahle kwezemfundo kanye nokuthi abafundi bahlolwa ngokwezilinganiso ezivamile zamabanga cishe kuholela kwezinye izindlela zokuhlola ezingafiki kwezifana nezabo emakilasini aseNingizimu Afrika. Ukuhlonza izinhlobonhlobo zamakhono kube futhi kubhekwa isimo somfundi, kwasungulwa futhi kwasetshenziswa izilinganiso ezihlukile zokukala amakhono abafundi, abazali nawothisha. Ngakho-ke, imihlahlandlela yokuhlonza ikhono labafundi asebengena ezingeni lentsha yakhiwe ngendlela engalandeli kakhulu umthetho kanye nokuhleleka. Imiphumela yalolu cwaningo iveza ukuthi inqubo yokuhlonza amakhono ingaholela ekubonakaleni kwamakhono ahlukahlukene abafundi. Lokhu kusiza abafundi ukuba bakwazi ukwandisa ulwazi labo futhi benze kube khona ukucabanga ngokwahlukile ekwamukeleni kuphela ikhono lezemfundo kodwa kwamukelwe namakhono ahlukahlukene aveza ukwahluka komfundi ngamunye. / Department of Educational Psychology / D. Phil. (Educational Psychology)

Abstract in English, Afrikaans and Sesotho / Classroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively selected group of primary school HODs and teachers in the Gauteng East District view their experiences, skills and knowledge of classroom discipline and management in a post-corporal punishment era, as explored through a qualitative study using multiple techniques of data gathering? The researcher sought to determine how classroom discipline and management took place and which strategies teachers and HODs could adopt for effective classroom discipline and management. A qualitative research approach was employed for the empirical inquiry carried out at the selected research sites. Information about classroom discipline and management strategies was gathered from selected participants, made up of 24 teachers and six HODs from six primary schools. This was achieved using semi-structured interviews, focus group interviews, document analysis and observation tools. The study revealed that all the selected participants were applying the reactive or punitive disciplinary approach rather than a proactive or positive approach. The literature review on the causes of poor classroom discipline and management, along with the research-based behavioural strategies and the empirical enquiry in the selected schools, allowed the researcher to critically assess the current disciplinary strategies implemented by teachers and HODs in Gauteng East primary schools and to make meaningful recommendations for improvement of discipline and classroom management. The main recommendations entail that teachers and HODs extend their horizons in order to be able to use the three models of control proposed by Wolfgang and Glickman in their classrooms. Use of the three models would aid them in exercising effective and meaningful classroom discipline and in utilising the strategies emanating from the research on effective classroom management. These main recommendations are further extended in the additional recommendations put forward. / Klaskamerdissipline is wêreldwyd een van die hoekstene van goeie onderwys. Hierdie studie is uitgevoer om die rol van onderwysers en departementshoofde in die doeltreffende handhawing van klaskamerdissipline by leerders in uitgesoekte laerskole in Gauteng-Oos te bepaal. Die navorsingsvraag wat deur die navorser gestel is om die tersaaklike inligting in te samel, was: Hoe beskou ʼn doelbewus gekose groep laerskooldepartementshoofde en laerskool-onderwysers in die Gauteng-Oos-distrik hul ervarings, vaardighede en kennis van klaskamerdissipline en -bestuur in ʼn post-lyfstraf-era, soos ondersoek in ʼn kwalitatiewe studie met behulp van verskeie data-insamelingstegnieke? Die navorser het gepoog om te bepaal hoe klaskamerdissipline en -bestuur plaasgevind het en watter strategieë deur onderwysers en departementshoofde aangewend kan word vir doeltreffende klaskamerdissipline en -bestuur. ʼn Kwalitatiewe navorsingsbenadering is gevolg vir die empiriese ondersoek wat by die gekose navorsingsplekke uitgevoer is. Inligting oor klaskamerdissipline en -bestuurstrategieë is verkry van gekose deelnemers bestaande uit 24 onderwysers en ses departementshoofde van ses laerskole. Dit is gedoen deur halfgestruktureerde onderhoude, fokusgroeponderhoude, dokumentontleding en waarnemingshulpmiddele te gebruik. Die studie het getoon dat al die gekose deelnemers die reaktiewe of strafbenadering tot dissipline gevolg het, eerder as ʼn proaktiewe of positiewe benadering. Die literatuuroorsig oor die oorsake van swak klaskamerdissipline en -bestuur, tesame met die navorsingsgebaseerde gedragstrategieë en die empiriese ondersoek in die geselekteerde skole, het dit vir die navorser moontlik gemaak om die huidige dissiplinêre strategieë wat deur onderwysers en departementshoofde in laerskole in Gauteng-Oos geïmplementeer word, krities te assesseer en om sinvolle aanbevelings vir die verbetering van dissipline en klaskamerbestuur te doen. Die vernaamste aanbevelings behels dat onderwysers en departementshoofde hul horisonne moet verbreed sodat hulle in staat sal wees om die drie modelle van beheer wat deur Wolfgang en Glickman voorgestel word, in hul klaskamers te gebruik. Die gebruik van die drie modelle sal hulle help om doeltreffende en sinvolle klaskamerdissipline te beoefen, en om die strategieë wat uit die navorsing oor doeltreffende klaskamerbestuur voortspruit, te gebruik. Hierdie hoofaanbevelings word verder uitgebrei in die bykomende aanbevelings wat gemaak is. / Kgalemo ka phaposing ya ho rutela ke e nngwe ya ditshiya tsa thuto e hantle lefatsheng ka bophara. Phuputso ena e ne e reretswe ho tseba boikarabello ba matitjhere le Dihlooho tsa mafapha (di-HOD) ba ho boloka kgalemo e sebetsang phaposing ya ho rutela hara baithuti dikolong tse kgethilweng tsa mathomo Gauteng Botjhabela. Potso ya patlisiso e entsweng ke mofuputsi ho bokella tlhahisoleseding e nepahetseng e ne e le hore na: Sehlopha se kgethilweng ka boomo sa dihlooho tsa mafapha (di-HOD) le matitjhere a Setereke sa Gauteng Botjhabela se bona boiphihlelo ba sona jwang, bokgoni le tsebo tsa kgalemelo ya phaposing ya ho rutela le tsamaiso nakong ya kamora nako ya ho tloswa ha ho shapuwa ha baithuti jwalo ka ha ho hlahlojwa ka phuputso ya boleng ho sebediswa mekgwa e mengata ya ho bokella datha? Mofuputsi o ile a batla ho tseba hore na kgalemo ya phaposing ya ho rutela le tsamaiso di etsahetse jwang le hore na ke mawa afe ao matitjhere le dihlooho tsa mafapha (di-HOD) ba ka a sebedisang bakeng sa kgalemo e sebetsang ya phaposing ya ho rutela le tsamaiso. Mokgwa wa ho etsa dipatlisiso wa boleng o ile wa sebediswa bakeng sa patlisiso ya tlhahlobo e entsweng dibakeng tsa patlisiso tse kgethilweng. Tlhahisoleseding mabapi le kgalemo ya phaposing ya ho rutela le maano a tsamaiso e ile ya bokellwa ho tswa ho bankakarolo ba kgethilweng, ba entsweng ka matichere a 24 le dihlooho tsa mafapha (di-HOD) tse tsheletseng dikolong tse tsheletseng tsa mathomo. Sena se fihletswe ka dipuisano tse batlang di hlophisitswe, dipuisano tsa sehlopha se kgethilweng, manollo ya ditokomane le disebediswa tsa temoho. Phuputso e senotse hore bankakarolo bohle ba kgethilweng ba ne ba sebedisa mokgwa wa kgalemo o sebetsang kapa o fanang ka kotlo ho fapana le mokgwa o sebetsang kapa o nepahetseng. Tlhahlobo ya dingodilweng ka disosa tsa boitshwaro bo bobe ba phaposing ya ho rutela le tsamaiso, hammoho le maano a boitshwaro a ipapisitseng le dipatlisiso tse matla dikolong tse kgethilweng, e dumelletse mofuputsi ho lekola ka botebo maano a kgalemo a tshebetsong a sebediswang ke matitjhere le dihlooho tsa mafapha (di-HOD) dikolong tsa mathomo tsa Gauteng Botjhabela le ho etsa ditlhahiso tse nang le moelelo bakeng sa ntlafatso ya boitshwaro le tsamaiso ya phaposi ya ho rutela. Ditlhahiso tsa mantlha di kenyeletsa hore matitjhere le dihlooho tsa mafapha (di-HOD) ba batle mekgwa e meng eo ba ka sebetsanang le sena ka yona e le hore ba kgone ho sebedisa dimmotlolo tse tharo tsa taolo tse hlahisitsweng ke Wolfgang le Glickman diphaposing tsa bona tsa ho rutela. Tshebediso ya dimmotlolo tse tharo e ka ba thusa ho sebedisa kgalemo e sebetsang le e nang le moelelo phaposing ya ho rutela le ho sebedisa maano a tswang dipatlisisong a mabapi le tsamaiso e sebetsang ya phaposi ya ho rutela. Ditlhahiso tsena tsa mantlha di boetse di atoloswa ho feta ditlhahisong tsa tlatsetso tse hlahisitsweng. / Educational Management and Leadership / D. Ed. (Education Management)