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Changements sociaux, instabilité et bien-être psychologique : le rôle de la trajectoire de la privation relativeAuger, Emilie 05 1900 (has links)
Les comparaisons temporelles sont essentielles pour s’évaluer. Plusieurs études se sont
intéressées aux conséquences négatives d’être insatisfait à la suite de comparaisons
temporelles désavantageuses (c.-à.-d., à la privation relative). Peu d’étude a toutefois
examiné l’évolution de ce sentiment d’insatisfaction. Le présent mémoire propose que
ressentir différents niveaux d’insatisfaction au fil du temps, soit une trajectoire instable
d’insatisfaction, affecte négativement le bien-être psychologique. Trois études
expérimentales ont été menées. Les résultats révèlent que percevoir une trajectoire
instable d’insatisfaction affecte négativement le bien-être psychologique. Une quatrième
étude corrélationnelle a été menée au Kirghizstan afin d’examiner si les perceptions
d’insatisfaction et d’instabilité mesurées à fil de l’histoire d’un groupe sont associées au
bien-être psychologique lors de changements sociaux. Les résultats suggèrent que
percevoir un haut niveau d’instabilité et d’insatisfaction au fil du temps est associé
négativement au bien-être. Les implications théoriques et méthodologiques sont
discutées. / Temporal comparisons are essential for one’s self evaluation. Several studies have
examined the negative consequences of being dissatisfied after unfavorable temporal
comparisons (i.e., having a feeling of relative deprivation). However, few studies have
examined how changes in relative deprivation affect well-being. The present master’s
thesis proposes that feeling different levels of relative deprivation over time (i.e., an
unstable trajectory of relative deprivation) negatively affects people’s well-being. Three
experimental studies were conducted. Results showed that perceiving an unstable
trajectory of relative deprivation negatively affects well-being. A fourth correlational
study was conducted in Kyrgyzstan in order to examine whether perceptions of relative
deprivation and instability measured retrospectively across a group’s history are
associated with people’s well-being in times of social change. Results suggested that
perceiving high instability and a high level of relative deprivation over time is
negatively associated with well-being. The theoretical and methodological implications
are discussed.
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Psychological well-being of HIV-affected children and their experience of a community based HIV stigma reduction and wellness enhancement intervention / Tshadinyana Merriam Phetoe.Phetoe, Tshadinyana Merriam January 2012 (has links)
The HIV epidemic does not only affect people living with HIV or AIDS but has a large impact on the children. They are being stigmatised by association. There is paucity in research on HIV stigma interventions. In addition, existing interventions aimed at reducing HIV stigma are not community based and very few are aimed at HIV-affected children. The purpose of this study was to assess the change on psychological well-being of HIV-affected children after a Community based HIV Stigma Reduction and Wellness Enhancement Intervention, and to explore and describe their experiences thereof. This study formed part of a larger Community based HIV Stigma Reduction and Wellness Enhancement Intervention project.
A mixed method convergent parallel design involving quantitative and qualitative data collection, analyses and integration of findings was applied. The sample was drawn from populations in the greater Potchefstroom urban area and rural Ganyesa in the North West Province. The children as participants in this study were children of PLHA in the larger study and were recruited using snowball sampling (n=11) and were between the ages 15 and 21 years. The quantitative component utilised a one group pre-test-repetitive-post-test design which was analysed by using IBM SPSS (ver. 20) by comparing t-test scores and F-ratios in ANOVA. The qualitative component of the study employed a holistic multiple case study approach and qualitative interpretive description and data were analysed by using thematic content and document analyses.
The results indicated no significant difference between the urban and the rural groups in the subscales and total scores of mental well-being. The results of the total scores projected that the participants’ mental health was in the region of moderately mentally healthy. The in-depth interviews confirmed the three dimensions of the subscales indicating that they have verbalised similar experiences to the itemised subscales of emotional, social and psychological well-being. The intervention was a meaningful experience to the children. They gained knowledge about HIV stigma and how to cope with it; as well how to build relationships amongst themselves and with the PLHA. They gained a better understanding of their parents suffering from HIV and other PLHA as well as support of one another being in this difficult situation. Conducting the project led to them becoming empowered to act as leaders in HIV stigma reduction. The results of the in-depth interviews showed that the children gained a greater awareness of the process of the stigma and experienced a general increase in their knowledge throughout the workshop and the project. They formed meaningful relationships with other children and deepened their relationships with their parents and other PLHA. The children were empowered through these interventions to advocate against HIV stigma despite the challenges they faced. They gained confidence and experienced personal growth through their participation in the project.
It is recommended that the findings of the study be applied in education to raise awareness of HIV stigma among psychology students and for training of practicing psychologists on their role in reducing HIV stigma and enhancing well-being of the PLHA and those living close to them. It could also be meaningful if the intervention were to be used for practice purposes where support is given to the newly diagnosed PLHA and those associated with them. Further research can be done to test sustainability of the intervention in a different context and with a bigger sample. / Thesis (MA (Research Psychology))--North-West University, Potchefstroom Campus, 2013.
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Psychological well-being of HIV-affected children and their experience of a community based HIV stigma reduction and wellness enhancement intervention / Tshadinyana Merriam Phetoe.Phetoe, Tshadinyana Merriam January 2012 (has links)
The HIV epidemic does not only affect people living with HIV or AIDS but has a large impact on the children. They are being stigmatised by association. There is paucity in research on HIV stigma interventions. In addition, existing interventions aimed at reducing HIV stigma are not community based and very few are aimed at HIV-affected children. The purpose of this study was to assess the change on psychological well-being of HIV-affected children after a Community based HIV Stigma Reduction and Wellness Enhancement Intervention, and to explore and describe their experiences thereof. This study formed part of a larger Community based HIV Stigma Reduction and Wellness Enhancement Intervention project.
A mixed method convergent parallel design involving quantitative and qualitative data collection, analyses and integration of findings was applied. The sample was drawn from populations in the greater Potchefstroom urban area and rural Ganyesa in the North West Province. The children as participants in this study were children of PLHA in the larger study and were recruited using snowball sampling (n=11) and were between the ages 15 and 21 years. The quantitative component utilised a one group pre-test-repetitive-post-test design which was analysed by using IBM SPSS (ver. 20) by comparing t-test scores and F-ratios in ANOVA. The qualitative component of the study employed a holistic multiple case study approach and qualitative interpretive description and data were analysed by using thematic content and document analyses.
The results indicated no significant difference between the urban and the rural groups in the subscales and total scores of mental well-being. The results of the total scores projected that the participants’ mental health was in the region of moderately mentally healthy. The in-depth interviews confirmed the three dimensions of the subscales indicating that they have verbalised similar experiences to the itemised subscales of emotional, social and psychological well-being. The intervention was a meaningful experience to the children. They gained knowledge about HIV stigma and how to cope with it; as well how to build relationships amongst themselves and with the PLHA. They gained a better understanding of their parents suffering from HIV and other PLHA as well as support of one another being in this difficult situation. Conducting the project led to them becoming empowered to act as leaders in HIV stigma reduction. The results of the in-depth interviews showed that the children gained a greater awareness of the process of the stigma and experienced a general increase in their knowledge throughout the workshop and the project. They formed meaningful relationships with other children and deepened their relationships with their parents and other PLHA. The children were empowered through these interventions to advocate against HIV stigma despite the challenges they faced. They gained confidence and experienced personal growth through their participation in the project.
It is recommended that the findings of the study be applied in education to raise awareness of HIV stigma among psychology students and for training of practicing psychologists on their role in reducing HIV stigma and enhancing well-being of the PLHA and those living close to them. It could also be meaningful if the intervention were to be used for practice purposes where support is given to the newly diagnosed PLHA and those associated with them. Further research can be done to test sustainability of the intervention in a different context and with a bigger sample. / Thesis (MA (Research Psychology))--North-West University, Potchefstroom Campus, 2013.
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The association between identity style, psychological well-being and factors associated with eating disorders in adolescent females / Fernanda Da Pãz FranciscoFrancisco, Fernanda Da Pãz January 2006 (has links)
Worldwide. adolescents are at risk of dcvdoping eating disorders since they tire in a
process of negot ia( ing important developmental tasks and are thus vulnerable to the
internalisation of the thin ideal (Polivy 8: Herman, 2002). Body dissatisfaction,
bulimia nnd drive for thinness haw been identified as the primary risk factors related
to developing eating disorders (Garner, 2004). Despite the heightened vulnerability
during adolescence and societal pressures to be thin. some adolescents are happy with
their bodies and arc not body dismtisfied nor have a drive for thinness. Since
adolesccnce is associated with negotiating an identity. Berzonsky's (1999) socialcognitive
model of identity formation is instrumental in exploring the relationship
betn~ccn identity style and factors associated with eating disorders. Furthermore.
Berzonsky's (1999) informational identity style (11s) as well as the normative identity
style (N IS) are positively correlated LO psychological well-being (PWB) whcreas the
diffuse-avoidant identity style (DAIS) is negatively correlated to PWB. Consensus has
not been reached with regard to this (Adams et al.. 2001), thus this investigation may
provide impomn~ information with regard to the application of identity styles and
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Ryffs (1995) six dimensions of PWB in Suture preventive programmes. This study
aimed to investigate thc relalionship between idcnrity styles. the primary eating
disorder risk factors, psychological traits associated with eating disorders and the six
dimensions of psychological well-being (PWB). Furthermore. it aimed to investigate
wllcther the three groups of identity styles diflered significantly in terms of the
primary eating disorder risk Faclors, psychological traits associaied with eating
disorders and the six dimensions of PWB. Lastly. it aimed to investigate whether
different age and race groups of adolescent girls differed significantly in identity style.
primary eating disorder risk factors, psychological traits associated \vith eating
disorders and PWB. A one-shot cross-sectional survey design was used in which an
availability and multicultural sample of adolescent females(n=290) ranging from 13-
to 17-year old in grades 9 to 11 attending an English high school in the Gauteng
Province was used. They completed the Eating Disorder Inventory3 (EDI-3) (Gamer,
2004). Identity Style Inventory ( E l ) (Berzonsky, 1992). Scales of Psychological Well-
Being (SPWB) (Ryff, 1989a). a self-designed biographical qucstiomaire and their
b d y Mass Indcx (BMI) was recorded. Significant negative cor~lationsw erc fbund
between the dimensions of PWB, eating disorder risk factors and associated
psychological traits. Self-acceptance. enviro~unental mastery and positive relations
appeared to be key dimensions negatively associated with the prinlary eating disorder
risk factors and associated psychological traits. Identity styles did not direr
significantly with regard to the primary eating disorder risk factors. however
relationships were found between identity styles and some psycl~ologicat traits
associated with eating disorders. These included the positive correlalion betwecn the
IIS and perfectionism. the negative correlation betwecn the NIS versus personal
alienation and interpersonal alienation and the positive correlation between [he DAIS
and introceptive delicits. Comparisons between the rhret. identity styles and each of
the six dimensions of PWB validarcd that femalc adolescents using an [IS and NIS
experience greater levels of P%JB than compared lo their DAIS counterparts.
Although age did not impact on the in~plementaliono f identity styles nor the primary
eating disorder risk factors and associated psychcllogical traits. the 17-year-old age
group experienced greater levels of PWB with regard to autonomy, environmental
mastery and personal growth. Furt hcrmore, no significant di fferenccs were found with
regard to race, identity styles. the primary eating disorder risk factors and PWB. Black
female adolcscents experienced more interpersonal insecurity and maturity fears than
the White female adolescents in this study. These findings encourage the development
of a regression model identifying protective factors in future research as wcll as
constructing an effective preventive programme against eating disorders in female
adolescents. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2007.
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The relationship between psychological well-being and academic performance of university students / Nadia van der MerweVan der Merwe, Nadia January 2005 (has links)
Emotional intelligence is a relatively new and growing area of behavioural research, which
stimulated the imagination of the general public, the commercial world and the scientific
community. Only a few studies have been done on the relationship between emotional
intelligence and academic performance. The objective of this study was to determine the
relationship of emotional intelligence, optimism, life satisfaction and self-efficacy, as well as the
validity and reliability of these measures on a sample of university students. Further objectives
included conceptualising emotional intelligence, optimism, life satisfaction, self-efficacy, wellbeing
and academic performance and determining the validity and reliability of the 33-item
measurement of emotional intelligence (SEIS) for a sample of potential future employees in
economical sciences professions. The results obtained from this study will help organisations
determine the level of emotional intelligence and well-being of their future workforce, in order to
implement certain interventions to improve it.
A cross-sectional survey design was used for this study. A sample of 341 students was used for
this study, but only 324 of the responses could be utilised. The participants (N = 324) were
students within the field of economics. 1 17 Students were from the Vanderbijlpark Campus and
207 students were from the Potchefstroom Campus. The Schutte Emotional Intelligence Scale,
Life Orientation Test Revised, Satisfaction with Life Scale, and the General Perceived Self-
Efficacy Scale were administered. Descriptive and inferential statistics were used to analyse the
statistical data.
The results obtained from the SEIS proved this measuring instrument to be valid and reliable.
By using the multiple linear regression analysis approach, a six dimensional factor structure for
emotional intelligence among students emerged, which supported earlier conceptions in this
regard.
The results showed that Interpersonal factors consisted of Positive Affect, Emotions-Others,
Happy Emotions, Emotions-Own, Non-Verbal Emotions and Emotional Control. Intrapersonal
factors consisted of Self-Efficacy, Life Satisfaction and Optimism.
Self-efficacy, Life satisfaction, Optimism, Pessimism, Positive Affect, Emotion-Others, Happy
Emotions, Emotion-Own, Non-Verbal Emotions and Emotional Control, predict 16% of the
variance in Academic Performance. Significant predictors of Academic Performance are Life
Satisfaction, Optimism, Pessimism and Emotions-Others.
A second order factor analysis was done on the factors of the SEIS, LOT-R, GPSES, and the
SWLS. Two factors were extracted explaining 50,95% of the variance. These factors were
called Interpersonal Factors and Intrapersonal Factors. On the Intrapersonal Factor, the
following factors loaded: Emotions-Others, Happy Emotions, Emotions-Own and Non-Verbal
Emotions. Self-Efficacy, Life Satisfaction and Optimism, Positive Affect and Emotional Control
loaded on the Interpersonal Factor. It is evident from the above that psychological well-being
consisted out of two dimensions namely Interpersonal and Intrapersonal aspects.
Positive Affect is significantly positively related (large effect) to Optimism and Self-Efficacy
and significantly positive related (medium effect) to Emotions-Others, Happy Emotions,
Emotions-Own, Non-Verbal Emotions and Emotional Control. Emotions-Others is significantly
positively related (medium effect) to Happy Emotions, Emotions-Own and Self-Efficacy. Happy
Emotions is significantly positively related (medium effect) to Emotions-Own, Non-Verbal
Emotions, Emotional Control, Optimism and Self-Efficacy. Emotions-Own is significantly
positively related (medium effect) to Non-verbal Emotions, Emotional Control, Optimism and
Self-Efficacy. Non-verbal Emotions significantly positively related (medium effect) to
Emotional Control and Self-Efficacy.
Emotional Control significantly positively related (large effect) to Self-Efficacy and significantly
positively related (medium effect) to Optimism and Life Satisfaction. Optimism significantly
positively related (medium effect) to Life Satisfaction and Self-Efficacy.
Pessimism is significantly negatively related (medium effect) to Life Satisfaction and Self-
Efficacy. Life satisfaction is significantly positively related (medium effect) to Self-Efficacy and
Academic Performance.
Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.
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Psychological well-being in cultural context : measurement, patterns and relevance for practice / J.A.B. WissingWissing, Jan Andries Benjamin January 2006 (has links)
This study, presented in article format, contributed to the development of the
science and practice of positive psychology / psychofortology, specifically in the
South African multi-cultural context, through (i) a first phase exploration of the
validity of several scales, mainly developed in a 'western' context, for applicability of
measurement of facets of psychological well-being in the South African (multicultural)
context (manuscript I), (ii) an exploration of patterns of psychological wellbeing
and satisfaction with life in cultural context (manuscript 2), and (iii) a review of
the state of the art of the applicability of knowledge (theory and experimental
findings) from the domain of positive psychology, for use in practice to enhance the
quality of life for people (manuscript 3). For purposes of this study "cultural context"
referred to relatively individualist and relatively collectivist cultural orientations as
manifested in shared patterns of behavioural readiness, assumptions, attitudes, beliefs,
self-definitions, norms, values, historical background and language groupings.
The aim of the first study I article was to do a first phase screening of
psychometric properties of several scales measuring facets of psychological wellbeing
in a South African context. Most of these scales were developed in a western
context, and measure facets of cognitive, affective, conative, social, and spiritual
psychological well-being. Data were gathered in two projects including 731
participants from different cultural contexts in the North West Province. The FORTproject
(FORT = Clarifying the nature of psychological strengths; -=strength)
included a convenience sample of 384 mainly white students and adults from the
Potchefstroom area, and a convenience sample of 130 mainly black students from the
Mafikeng area. The POWIRS-project (POWIRS = Profiles of Obese Women with the
Insulin Resistance Syndrome) included 102 black and 1 15 white adult women.
Reliability and validity of scales for use in a South African context were reported.
Results indicated that the reliability and validity of scales varied from acceptable to
totally unacceptable for use in specific subgroups. It was concluded that the most
promising scales for use in all groups were the Affectometer 2 (AFM), the Fortitude
Questionnaire (FORQ) (except the FORQ-S), the Cognitive Appraisal Questionnaire
(CAQ), the Satisfaction with Life Scale (SWLS) the General Health Questionnaire
(GHQ) (the latter measuring pathology), and to some extent the Sense of Coherence
Scale (SOC).
This second study I article explored the patterns of psychological well-being
and satisfaction with life in relatively more individualist and relatively more
collectivist cultural contexts in South Africa. Secondary factor analyses were
conducted on data obtained in four cross-sectional studies, comprising 1,909
participants. Questionnaires varied in studies, and measured facets of affective,
cognitive, physical, spiritual, interpersonal and social well-being. Similarities and
differences in patterns of psychological well-being and satisfaction with life were
found. Satisfaction with life clusters with intra-psychological well-being in relatively
more individualist cultural groups, and with inter-personal factors in relatively more
collectivist African groups. Implications for models of psychological well-being and
interventions to enhance psychological well-being were indicated.
The aim of the third study I article was to review and evaluate the practical
applicability of scientific knowledge from the domain of positive psychology
/ psychofortology, with specific reference to assessment, interventions, lifespan
development and application in various contexts. It was shown that knowledge in the
scientific domain of positive psychology has great relevance for, and application
possibilities on individual, community and public policy levels. Applications were
found as far as evaluation (assessment) and interventions are concerned in various life
contexts (such as education, psychotherapy, health promotion, work), and in various
phases of life (from childhood through adolescence and adulthood to old age). Several
specific, empirically validated, strategies for enhancement of facets of psychological
well-being were highlighted. It was pointed out that an advantage of positive
psychology is that it has the theory, research evidence, and techniques to bring benefit
to many people on the total mental health continuum, and not only, but also, to the
minority who have a problem or are at risk of developing problems.
A main conclusion across the different studies reported in this thesis (articles
1-3), was that cultural contexts and variables certainly need to be taken into account in
research and practice of positive psychology. Despite the major developments in the
scientific domain of positive psychology / psychofortology, its theories and
applications have mainly been developed and explored in a western context, and
further research is necessary, specifically in the African context. Several
recommendations for future research were made. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2007.
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The role of gender in the relationship between emotional intelligence and psychological well–being / Taryn S. SteynSteyn, Taryn Samantha January 2010 (has links)
The relationship between emotional intelligence (EI) and psychological well–being has been empirically and theoretically elaborated. This suggests that highly emotional intelligent individuals are likely to experience higher psychological well–being if compared to individuals with lower EI (Gallagher & Vella–Brodrick, 2008; Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008; Mavroveli, Petrides, Rieffe, & Baker,2007; Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007; Zeidner, Matthews, & Roberts, 2009). On the other hand, the role of gender has been found to be influential as well as contradictory in both EI and psychological well–being. Gender has been shown to differentially influence both emotional intelligence and psychological well–being (Castro–Schilo & Kee, 2010; McIntryre, 2010; Schutte, Malouf, Simunek, McKenly & Holland, 2002;Thomsen, Mehlesen, Viidik, Sommerlund & Zachariae, 2005). Therefore, the aim of this study was to explore the role of gender as moderator in the relationship between emotional intelligence and aspects of psychological well–being (positive affect, negative affect and satisfaction with life).
EI was measured with the Emotional Intelligence Scale (Schutte et al., 1998) while psychological well–being was measured with the Satisfaction With Life Scale (Diener, Emmons, Larsen & Griffen (1985) and the Affectometer 2 (Kamman & Flett, 1983). A cross–sectional survey design based on the study by Williams, Wissing, Rothmann and Temane (2009) was implemented after informed consent had been obtained. A sample of 459 participants consisting of both males (n= 59.5%) and females (n=32.9%) with an average age between 25 to 44 years. A 2–step hierarchical regression analysis was conducted to determine, in the first place, the influence of EI on psychological well–being, followed by the interaction between gender and EI.
The findings indicate that gender moderated only the relationship between EI and negative affect. The influence of EI on the two dependent variables, namely positive affect and satisfaction with life, was not moderated by gender. The conclusion is thus made that gender’s role as a moderator between EI and psychological well–being is evaluated only between EI’s ability to reduce the perception and experience of negative components on one’s life.
Limitations of the study include the use of a cross–sectional design that lacks continuous monitoring of variables across time. The use of self–report measures indicating only subjective self–report by the participants themselves without other triangulating or collateral information is another limitation. As well as the lack of control for other moderator variables such as age, urban–rural context, and educational attainment that may play a role, but have not been taken into account.
Future research can investigate other possible predicting variables (e.g. interpersonal relationships, social skills, coping and social support) on gender as moderator. These predicting variables can possibly explain additional variance in psychological well–being. The outcomes of the moderating role of gender in the relationship between EI and psychological well–being can be investigated by means of alternative measures that would explore the different levels of functioning along the mental health continuum for males and females alike. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.
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The effect of the Tomatis method on the psychological well-being and piano performance of student pianists / A.C. VercueilVercueil, Anna Catharina January 2010 (has links)
The literature on psychological well-being indicates that high levels of psychological well-being encourage a psychological loop that reinforces itself, lifting an individual on an 'upward spiral' of continued psychological flourishing, which may contribute to positive human functioning. In addition, the literature suggests that effective intervention can raise the levels of psychological well-being.
There are features inherent in the training of student pianists that can contribute to their psychological vulnerability, especially with regard to self-concept and anxiety. Therefore, they can benefit from an intervention that may raise their level of psychological well-being, thus contributing to their resilience in coping with the challenges presented by their training as well as their piano performance.
Clinical observations as well as research indicate that the Tomatis Method can enhance psychological well-being and improve academic functioning. Furthermore, Tomatis' theories and observations suggest that this programme can also enhance music performance, especially with regard to self-listening skills. However, although Tomatis indicates that he observed the same results with instrumentalists as with singers, his writings mostly refer to singers. Except for a single case study by Madaule in 1976, there seems to be no other scientific evidence that the Tomatis Method has benefited student pianists. Therefore, the purpose of this exploratory study was to investigate the effect of the Tomatis Method on student pianists' psychological well-being and piano performance.
The empirical study consisted of a two-group pre-post assessment mixed-method design,
involving thirteen 2nd year to postgraduate student pianists from the School of Music and Conservatory, of the North-West University (Potchefstroom Campus). These students were randomly assigned to an experimental group (n = 7) which was exposed to the Tomatis Listening Programme, and a non-intervention control group (n = 6). Quantitative data were obtained by means of a battery of tests, which included self-report inventories regarding psychological well-being and music performance anxiety, as well as scales regarding piano performance. The levels of the participants' psychological well-being were measured with the Scales of Psychological Well-Being (Ryff, 1989), the Affectometer 2 (Kammann & Flett, 1983), and the Profile of Mood States (Mc Nair et al., 1992). Participants' levels of music performance anxiety were measured with the Music Performance Anxiety Inventory for Adolescents (Osborne & Kenny, 2005), and the Kenny Music Performance Anxiety Inventory (Kenny et al., 2004). The quality of the students' piano performances was assessed by means of a general impression expressed as a percentage, Mills' constructs (1987) for the assessment of music performance, and Piano Performance Rating Scale (PPRS) which was developed for this study. Qualitative data were acquired by means of interviews, group discussions, projective drawings, written reports, personal observations and the Tomatis Listening Test
Results indicated improvement regarding some aspects related to student pianists' psychological well-being and piano performance. Further research with regard to these aspects is required. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.
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Stress, coping behaviour and the psychological well-being of a group of South African teachers : the SABPA study / Marilize WillersWillers, Marilize January 2009 (has links)
The aim of this study was to examine the effects of coping behaviour on the stress and psychological well-being as experienced by South African teachers. A review of relevant literature revealed that the teaching profession is an extremely stressful occupation globally. Factors contributing to the stress that teachers experience include the downsizing of the number of teachers in schools and insufficient training being provided for teachers. Exposure to these chronically stressful conditions has psychological and physical consequences for some teachers. Numerous
studies, however, have also pointed out that some teachers, in the same teaching environment, experienced less stress and had better physical health than others. In an effort to gain clarity on these contradictory findings, many studies regarding the effect of various coping behaviours have been undertaken. No literature could, however, be found regarding the different coping behaviours used by African teachers and which strategies proved a success. Therefore, the aim of this study was to investigate the effect that coping behaviour had on the level of stress, as well as psychosocial well-being, experienced by black South African teachers.
The current study was conducted as part of the SABP A (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted at the North-West University. Data for this sub study was collected through a cross-sectional design and the statistical consulting services of the university were involved in the analysis of the raw data.
The Teacher Stress Inventory (TSI) (Boyle, Borg, Falzon, & Baglioni, 1995), the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and the Mental Health Continuum-Short Form (MHC-SF) (Keyes, 2006) were administered to 200 urban African teachers residing in the Kenneth Kahunda district in the North West Province. The TSI was administered as a self report measure of occupational stress in teachers. The CSI was administered to all the participants in an attempt to establish what coping strategies were employed by them. It consists of three subscales (problem solving, avoidance, and seeking social support) which are independent of one another and, according to the authors, free from demographic influences. The MHC-SF was administered to all the participants as a measure of well-being. The MHC-SF places individuals on a continuum which ranges between complete mental health (flourishing) to incomplete mental health (languishing). Those who are neither flourishing nor languishing are said to be moderately mentally healthy.
All the measures that were administered proved to be reliable and thus interpretable, except for the subscales of the TSI. Therefore, only the TSI total scale score was used for interpretation. Results indicated that this group of teachers were experiencing high levels of stress and were making above average use of all three coping behaviours to deal with their stressors. 70% of the teachers were reportedly moderately mentally healthy, while 2% of them were languishing, and only 28% of them were flourishing. Of these teachers, those who reported smoking and alcohol use as a coping behaviour were experiencing less stress than those who abstained. These results were, however, only of small to medium practical significance.
Intercorrelational results indicated that, although stress levels were high, stress had no direct and significant relation to either coping or well-being. The use of certain coping strategies, however,
correlated positively with some aspects of mental health. In order to elucidate the nature of the relationships that seemed to exist between these constructs, path analysis was conducted.
Structural Equation Modelling (SEM) results revealed a strong negative path between the use of avoidance as a coping strategy and the emotional well-being of participants. A direct significant path was reported between seeking social support and the social well-being of this group of teachers. Another significant finding was the existence of a direct path between problem solving and the social and psychological well-being reported by participants.
The implications of these results, as well as the possible shortcomings of the current study and its limitations, were discussed.
In conclusion, the results indicated that coping behaviour had little effect on the amount of stress that the teachers experienced, although it seems that coping behaviour does have a significant effect on some aspects of mental health. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2010.
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The role of gender in the relationship between emotional intelligence and psychological well–being / Taryn S. SteynSteyn, Taryn Samantha January 2010 (has links)
The relationship between emotional intelligence (EI) and psychological well–being has been empirically and theoretically elaborated. This suggests that highly emotional intelligent individuals are likely to experience higher psychological well–being if compared to individuals with lower EI (Gallagher & Vella–Brodrick, 2008; Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008; Mavroveli, Petrides, Rieffe, & Baker,2007; Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007; Zeidner, Matthews, & Roberts, 2009). On the other hand, the role of gender has been found to be influential as well as contradictory in both EI and psychological well–being. Gender has been shown to differentially influence both emotional intelligence and psychological well–being (Castro–Schilo & Kee, 2010; McIntryre, 2010; Schutte, Malouf, Simunek, McKenly & Holland, 2002;Thomsen, Mehlesen, Viidik, Sommerlund & Zachariae, 2005). Therefore, the aim of this study was to explore the role of gender as moderator in the relationship between emotional intelligence and aspects of psychological well–being (positive affect, negative affect and satisfaction with life).
EI was measured with the Emotional Intelligence Scale (Schutte et al., 1998) while psychological well–being was measured with the Satisfaction With Life Scale (Diener, Emmons, Larsen & Griffen (1985) and the Affectometer 2 (Kamman & Flett, 1983). A cross–sectional survey design based on the study by Williams, Wissing, Rothmann and Temane (2009) was implemented after informed consent had been obtained. A sample of 459 participants consisting of both males (n= 59.5%) and females (n=32.9%) with an average age between 25 to 44 years. A 2–step hierarchical regression analysis was conducted to determine, in the first place, the influence of EI on psychological well–being, followed by the interaction between gender and EI.
The findings indicate that gender moderated only the relationship between EI and negative affect. The influence of EI on the two dependent variables, namely positive affect and satisfaction with life, was not moderated by gender. The conclusion is thus made that gender’s role as a moderator between EI and psychological well–being is evaluated only between EI’s ability to reduce the perception and experience of negative components on one’s life.
Limitations of the study include the use of a cross–sectional design that lacks continuous monitoring of variables across time. The use of self–report measures indicating only subjective self–report by the participants themselves without other triangulating or collateral information is another limitation. As well as the lack of control for other moderator variables such as age, urban–rural context, and educational attainment that may play a role, but have not been taken into account.
Future research can investigate other possible predicting variables (e.g. interpersonal relationships, social skills, coping and social support) on gender as moderator. These predicting variables can possibly explain additional variance in psychological well–being. The outcomes of the moderating role of gender in the relationship between EI and psychological well–being can be investigated by means of alternative measures that would explore the different levels of functioning along the mental health continuum for males and females alike. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.
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