Cette thèse a pour objet l’étude de la perception par les enfants du soutien conditionnel parental et enseignant, défini comme un soutien vu comme dépendant de l’atteinte des exigences fixées par ces adultes (Harter, 1999). Deux objectifs sont poursuivis dans ce travail. Le premier étudie l’évolution d’une telle perception lors de la transition entre le primaire et le secondaire. Pour ce faire, nous devions disposer d’un outil de mesure. Nous avons testé, dans trois études, les qualités psychométriques d’une échelle de perception du soutien conditionnel parental et enseignant dans le domaine scolaire auprès d’élèves de CM2 et de 6ème. Les analyses sur l’instrument ont mis en évidence trois dimensions dans le soutien conditionnel : un soutien conditionnel d’estime (parental et enseignant), un soutien conditionnel émotionnel parental et un soutien conditionnel émotionnel enseignant. Concernant le premier objectif, les résultats révèlent que la perception du soutien conditionnel émotionnel parental est stable du CM2 à la 6ème. La perception du soutien conditionnel émotionnel enseignant est aussi stable entre le début et la fin du CM2, mais diminue en 6ème alors que celle du soutien d’estime diminue faiblement au cours du temps. Le deuxième objectif vise à vérifier les liens entre ce soutien conditionnel parental et enseignant et la perception de compétence scolaire des élèves. Nous supposions (1) que les différents types de soutien conditionnel perçu seraient liés négativement à la perception des élèves de leur compétence scolaire, (2) que ces relations seraient médiatisées par l’anxiété envers l’évaluation et la sensibilité à l’erreur et (3) que le lien entre le soutien parental et la perception de compétence scolaire des élèves serait modéré par le soutien conditionnel émotionnel enseignant. Nos résultats montrent que le soutien conditionnel émotionnel parental et le soutien conditionnel émotionnel enseignant sont bien liés négativement à la perception de compétence scolaire et que seule l’anxiété d’évaluation médiatise cette relation. Le soutien conditionnel d’estime n’est pas lié à la perception de compétence quand le soutien conditionnel émotionnel est contrôlé. Enfin, le soutien conditionnel émotionnel parental et le soutien conditionnel enseignant interagissent pour prédire la perception de compétence scolaire : sous une perception élevée du soutien conditionnel d’une source, la perception du soutien conditionnel de l’autre source n’est plus liée à la perception de compétence scolaire. Pris dans leur ensemble, nos résultats confortent les études qui soulignent les effets néfastes du soutien conditionnel perçu en termes d’adaptation scolaire et sociale (e.g., Assor, Roth, & Deci, 2004 ; Côté, Bouffard, & Vezeau, 2014 ; Makri-Botsari, 2015). Ils ajoutent aux connaissances en montrant l’importance du soutien conditionnel de l’enseignant dans cette même adaptation. / This thesis focuses on children perception of the conditional support provided by their parents and teachers. Conditional support refers to a support that depends on succeeding to achieve standards set by these adults (Harter, 1999). This work has two objectives. The first aims at studying the evolution of the perception of the adults’ conditional support during the transition from primary to secondary school. To do so, a series of three studies was conducted to test the psychometric properties of an instrument devoted to assess the perception of students from the 5th and 6th grades that the availability of their parents and teachers support was conditional to their academic achievement. Factorial analyses (EFA and CFA) revealed the presence of three types of conditional support: an esteem conditional support common to parents and teachers, a parents’ emotional conditional support and a teachers’ emotional conditional support. Regarding our first objective, results reveal that the perception of parents’ emotional conditional support is stable across the transition to secondary school. Teachers’ emotional conditional support is stable between the beginning and the end of 5th grade, but decreases during the 6th grade. The esteem conditional support slowly drops throughout the whole period. Our second objective is to verify the links between perception of conditional support from parents and teachers and the students’ perception of their scholastic competence. We hypothesised (1) that all types of conditional support would be negatively linked to the students’ perception of their scholastic competence, (2) that anxiety towards evaluation and sensitivity to error would mediate these relations and (3) that the teacher’s emotional conditional support would moderate the link between the parents’ conditional support and the students’ perception of their scholastic competence. Our results show that the emotional conditional support from both the parents and the teacher are negatively linked to the perception of scholastic competence and that only anxiety mediates these relations. The esteem conditional support is unrelated to the perception of scholastic competence when emotional conditional support is controlled. Finally, the parents’ emotional conditional support and the teachers’ conditional support interact to predict the perception of scholastic competence: under a high perception of conditional support from one source, the perception of conditional support from the other source is no more linked to the perception of scholastic competence. Altogether, our results strengthen previous studies that underline the deleterious effects of perceived conditional support on social and academic adaptation (e.g., Assor et al., 2004 ; Côté et al., 2014 ; Makri-Botsari, 2015). They bring new knowledge by showing the importance of teacher conditional support for this adaptation.

The choice of a career is an important decision that a person has to make in his life. The purpose of this study was to identify factors at play at the time that learners' have to commit themselves to chosen career paths. From the literature it became,evident that there exists an interplay between personal and situational factors. This interplay results in the formation of a certain identity which is later actualised in a chosen career. The empirical study revealed that factors like the type of school attended, the school curriculum the socio-economic location of the school and the availability of guidance services played an important role in the choice of a career. Family factors and other factors such as prestige and remuneration were also influential. It appeared however that the level of a learner's career maturity would be a major factor influencing career identity formation, choice and subsequent satisfaction. / Summaries in English and Afrikaans / Een van die belangrike besluite wat In mens moet maak in sy lewe is die van In beroepskeuse. Die doel van hierdie ondersoek was om die faktore te identifiseer wat In rol speel gedurende die tyd wanneer leerders hulself verbind tot In gekose loopbaan. Uit die literatuur blyk dit dot daar In wisselwerking best a an tussen persoonlikeen omstandigheidsfaktore. Hierdie wisselwerking lei tot die vorming van In sekere identiteit wat later verwesenlik word in In gekose beroep. Die empiriese ondersoek toon dot faktore soos die tipe skool bygewoon, die kurrikulum, die sosio-ekonomiese ligging van die skool en die beskikbaarheid van voorligtingsdienste In belangrike rol gespeel het in die keuse van In beroep. Gesinsfaktore en onder faktore soos aansien en vergoeding het ook 'n rol gespeel. Dit het veral geblyk dot die vlak van die leerder se beroepsvolwassenheid In aansienlike faktor was wat beroepsidentiteitsvorming, keuse en die daaropvolgende beroepsbevrediging, be'invloed het. / Psychology of Education / M.Ed. (guidance and Counselling)

在國小女性教師日益增加以社會上生理和心理性別的一致性日漸分歧的趨勢下，教師在生理與心理性別上的差異，是否影響學生成長與學習？如何在現況中了解教師性別角色與性別對學的影響，如何輪換不同性別教師以減少對學生可能產生的影響，值得吾人重視。因此，本研究乃從男女教師在教學效能、教學態度的差異上著手，而以性別角色理論為基礎，探討男女教師性別角色與學生學校適應、學業成就之關係。以期做為師範院校師資養成教育以及國小安排及輪換教師之主要參考。 為達成研究目的，本研究採二部份進行，第一部份採問卷調查法，以分層叢集取樣，選取桃竹苗四縣市國小男女教師256人（男119；女137），以探討教師性別角色、性別與教學態度、教學效能之關係；第二部份以問卷調查為主，兼及實驗法優點，以分層立意取樣選取第一部份樣本中，新竹縣市四至六年級七十九個班級的師生為研究對象，計男學生1245人，女學生1187人，以探討男女教師性別角色與學生學校適應、學業成就之關係。 根據研究結果的分析與討論，歸納如下結論： 一、教師性別與性別化特質對學生學校適應與學業成就均有直接影響，唯影響不大，重要的教師在學生心目中角色與形象。 二、學生學業成就主要受其學校適應之影響，而學校適應良窳又取決於學生對教師形象的評定。學生認為級任教師是其心目中的好老師，則其學校生活愉快，適應良好，學業表現亦優異。反言之，學生學業成就上的差異來自其不同的學校適應，以及對老師形象不同評價。 建議： 一、小學教育方面 （一）擴展教師的性別化角色 （二）加強學校輔導工作，協助學生適應學校以能全心向學 （三）教師應重視學生需求與感受，並扮演學生心目中的好老師 （四）教師多關心智商、社經地位較低之學生，並予以適切輔導 （五）輪換不同性別級任教師時，宜對學生多加關懷並予以定向輔導 （六）宜縮小學校規模為中小型學校以利學生適應學校 二、師範教育方面 （一）教導學生扮演兩性化角色 （二）增進師範生的輔導知能

published_or_final_version / Education / Master / Master of Education

In this dissertation a study will be made of university performance in the Science Faculty of the University of Natal, Durban. In particular, we will develop models that can be used to predict the success rate of a student based on his or her matriculation results. These models will prove useful for selecting students to universities. They may also be used to assist sponsors, bursars and donors in allocating funds to deserving students. In addition, these models may be used to identify students who might experience difficulties in their studies at university. / Thesis (M.Sc.)-University of Natal, Durban, 1994.

Contemporary philosopher of science Nancy Cartwright (b. 1944) has raised many an eyebrow with her books How the Laws of Physics Lie (1983) and The Dappled World (1999), among others. The primary task of this dissertation is to link her philosophy with that of Charles S. Peirce (1839–1914)—a link that includes Duns Scotus. My focus is especially on the criticism Peirce would have of Cartwright, and on the philosophical support he can offer her. The question is this: Given her stated philosophy of science, to what else must Cartwright be philosophically committed? This includes discussions of metaphysics, scholastic realism, laws of nature, and the very possibility of science. There are many striking similarities between Peirce and Cartwright, but I argue that he sees further and deeper into the metaphysical implications of her views on science. / Graduate

The Mesopotamian inscriptions and collections in ancient Mesopotamia consist of different meanings extended over long time-periods and with social, political, economic and ethnic differences. Scholars in determining whether the texts are an authentic source for Mesopotamian law traditions developed different theories and each of these theories has different variations. In a literature study to obtain if the inscriptions and collections are an authentic source, the different theories and methodologies of the inscriptions and collections were mentioned and the inscriptions and collections were tested in accordance with the characteristics of the Mesopotamian law traditions. Until new interpretation of documents of daily activities and legal activities, which can prove, that these texts are an authentic source, the interpretation of the collections and inscriptions on the legal issues of ancient Mesopotamians must be applied with caution and studied together with the greater corpus of cuneiform texts. / Old Testament and Ancient Near East Studies / M.A. (Ancient Near East Studies)

The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used in the empirical study. A self constructed questionnaire was used. Three hundred and fourteen school counsellors and 636 students participated in this study. The SAS/STAT version 9.1 was used to analyse the data. One way and combined two way frequency tables were calculated. Ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. The study revealed that there were differences between the level of the school guidance and counselling services in Zimbabwean secondary schools and the international arena. For example, school guidance and counselling services policy in Zimbabwe was not mandatory as compared to the international policies. The Zimbabwean school guidance and counselling services were not always planned for at the beginning of each year, Students and parents were not frequently involved in needs assessment while the services were not frequently evaluated in comparison with those in the international arena. The study also revealed that some biographical variables significantly influenced the way the respondents responded to given items while others did not. The study revealed that the majority of both school counsellors and students viewed the school guidance and counselling services as beneficial and school counsellors as effectively playing their role. The study further revealed that the effectiveness of the Zimbabwean secondary school guidance and counselling services was negatively affected by lack of resources and training in guidance and counselling and non-counselling duties performed by school counsellors. Recommendations for future approaches and strategies in secondary school guidance and counselling services in Zimbabwe are made. Areas for further research are proposed. / Educational Studies / D.Ed. (Psychology of Education)

Recent political and social changes in South Africa have created the need for culture-fair tests for cross-cultural measurement of cognitive ability. This need has been highlighted by the professional, legal and research communities. For cognitive assessment, dynamic assessment is more equitable because it involves a test-train-retest procedure, which shows what performance levels individuals are able to attain when relevant training is provided. Following Binet’s thinking, dynamic assessment aims to identify those individuals who are likely to benefit from additional training. The theoretical basis for learning potential assessment is Vygotsky’s concept of the zone of proximal development. This thesis describes the development, standardisation and evaluation of the Learning Potential Computerised Adaptive Test (LPCAT), for measuring learning potential in the culturally diverse South African population by means of nonverbal figural items. In accordance with Vygotsky’s view, learning potential is defined as a combination of present performance and the extent to which performance is increased after relevant training. This definition allows for comparison of individuals at different levels of initial performance and with different measures of improvement. Computerised adaptive testing based on item response theory, as used in the LPCAT, is uniquely suitable for increasing both measurement accuracy and testing efficiency of dynamic testing, two aspects that have been identified as problematic. The LPCAT pretest and the post-test are two separate adaptive tests, hence eliminating the role of memory in post-test performance. Several multicultural groups were used for item analysis and test validation. The results support the LPCAT as a culture-fair measure of learning potential in the nonverbal general reasoning domain. For examinees with a wide range of ability levels, LPCAT scores correlate strongly with academic performance. For African examinees, poor proficiency in English (the language of teaching) hampers academic performance. The LPCAT ensures the equitable measurement of learning potential, independent of language proficiency and prior scholastic learning and can be used to help select candidates for further training or developmental opportunities. / Psychology / D. Litt. et Phil. (Psychology)

There is dissatisfaction with the Collects when scholastically (classically) understood. An alternative phenomenological understanding is an engaging and artistic philosophical enquiry. Phenomenological philosophical enquiry engages the individual in meaningful interpretation and construction of the life-world founded on a non-dichotomous ontology. Phenomenological enquiry (existential philosophy) interprets the present and relates to the future such as is not possible in scholastic (classical) philosophy. The early twentieth century philosophers, Edmund Husserl and Martin Heidegger, conceived a phenomenological method of interpretation which innovatively placed the subject and object in a dialectical union. Understanding the Collects phenomenologically presents new insights susceptible to consensus within a community. At present, the Collects are structured on the principles of classical (dichotomous) ontology. The Collects reflect the collective religious meaning of the life-world and provide a vision upon which a community may build. In phenomenological interpretation an individual and a community, in the presence of that which is divine, participate as co-creators of the life-world. Thus, in contemporary western society phenomenological methodology ~ay be more helpful and therefore more desirable than scholastic methodology for theological interpretation. The hypothesis that phenomenological philosophy is more helpful, thus more desirable, than scholastic philosopl1y began as a hunch on my part. From a theological perspective, I examined data obtained from a particular focus group. Intelligent reflection, phenomenologically not classically understood, is a working principle in this thesis. / Taking into account phenomenological methodology and conceptualising the problem as originally and scientifically as circumstances permit, I offer a resolution to the dissatisfaction with the Collects. I suggest replacing scholastic ontological understanding with the more helpful phenomenological ontological understanding in liturgical interpretation. This replacement-solution hypothesis is evidenced in this study minimally, but sufficiently, to conclude that such replacement is occurring in theological understanding. There are clear existential intimations of a shift from classical understanding to phenomenological understanding. The results of the survey show traditional understanding to be favoured, however. In the concluding remarks, I evaluate my findings and suggest what direction future studies may take. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)