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Factors which influence the academic achievement of senior secondary pupils in the rural Eastern CapeZangqa, Sharleen Nomonde 11 1900 (has links)
This research was conducted to confirm and identify possible and intrinsic factors which may
influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The
literature study indicates that factors such as parental involvement, motivation, the role of
teachers and peers as well as learners' attribution of meaning, involvement, and experience
have a direct influence on academic achievement.
To confmn the influence of the above factors, the researcher conducted a structured interview with
ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents
investigated their relationship with theii·children in terms of discipline, motivation as well as
involvement in their education. Questions to pupils investigated their relationship with their
parents, teachers, peers and self. Learners' level of self-actualization in terms of
attribution of meaning, involvement, experience and self-concept was also examined.
The research revealed that most of the parents are not adequately involved in their children s
education, and the fmdings confirmed this as an extrinsic factor that
influenced the learners achievement. The findings also indicated that teachers have somewhat
lost sight of their role in promoting learners' potential, contributing to the high failure rate in
the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self
actualization, in terms of attribution of meaning, involvement and experience influences academic
achievement.
Based on the findings, recommendations were made to improve the situation of education in the
rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)
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Factors which influence the academic achievement of senior secondary pupils in the rural Eastern CapeZangqa, Sharleen Nomonde 11 1900 (has links)
This research was conducted to confirm and identify possible and intrinsic factors which may
influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The
literature study indicates that factors such as parental involvement, motivation, the role of
teachers and peers as well as learners' attribution of meaning, involvement, and experience
have a direct influence on academic achievement.
To confmn the influence of the above factors, the researcher conducted a structured interview with
ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents
investigated their relationship with theii·children in terms of discipline, motivation as well as
involvement in their education. Questions to pupils investigated their relationship with their
parents, teachers, peers and self. Learners' level of self-actualization in terms of
attribution of meaning, involvement, experience and self-concept was also examined.
The research revealed that most of the parents are not adequately involved in their children s
education, and the fmdings confirmed this as an extrinsic factor that
influenced the learners achievement. The findings also indicated that teachers have somewhat
lost sight of their role in promoting learners' potential, contributing to the high failure rate in
the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self
actualization, in terms of attribution of meaning, involvement and experience influences academic
achievement.
Based on the findings, recommendations were made to improve the situation of education in the
rural Eastern Cape. / Psychology of Education / M. Ed. (Psychology of Education)
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Die herskepping van lewensdrome na `n verlies: `n Gestalt perspektiefVon Wielligh, Belinda 30 June 2006 (has links)
Summaries in English and Afrikaans / Any loss in an adolescent's life may lead to shattered dreams. Therapists, who work with adolescents who have experienced a loss must support and guide them to develop an awareness of their needs, impulses and dreams. Therapists must furthermore be aware of the factors that contributed to a turning point for the adolescents who managed to recreate their dreams.
Adolescents' dreams are influenced by the current circumstances in South Africa, as well as their parents' perceptions and parenting styles. The loss of what could have been, after a loss, must also be addressed. The gestalt therapist establishes the process of awareness in the here-and-now. Furthermore, the adolescent must be guided to accept responsibility for his own choices and to purposeful create a new life dream. / Enige verlies in adolessente se lewens kan lei tot verbrokkelde lewensdrome.
Terapeute wat werk met adolessente wat 'n verlies ervaar het, moet hul
ondersteun en begelei sodat hulle bewustheid kan ontwikkel van hul behoeftes,
drange en drome. Terapeute moet verder bewus wees van die faktore wat 'n
keerpunt meegebring het by die adolessente wat wei hul drome kon herskep.
Adolessente se lewensdrome word beinvloed deur die huidige omstandighede in
Suid-Afrika, sowel as deur hul ouers se persepsies en ouerskapstyl. Die verlies
aan dit wat kon wees, na afloop van 'n verlies moet dus ook aangespreek word.
Die gestaltterapeut bewerkstellig die bewusmakingsproses in die hier-en-nou.
Verder moet die adolessent gelei word om verantwoordelikheid te neem vir sy
eie keuses en om doelbewus 'n nuwe lewensdroom te skep. / Social Work / M. Diac. (Play Therapy)
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Support to parents with children with learning disablitiesRorich, Veronica Johanna Maria 31 October 2008 (has links)
This dissertation attempts to understand what support from the school parents would most value when their child has been diagnosed with a learning disability. The method employed was qualitative in nature, using eight in-depth interviews with the mothers. The interviews confirmed that parents experience emotions similar to those when grieving. They also tend to feel isolated from their communities. Before embarking on a support program the school needs to recognize the depth of these emotions. The interviews also revealed that parents require timeous communication from the teacher. Parents concerns should be taken seriously or time goes by without the disability being attended to. The terminology used by professionals is often not fully understood by parents, and this causes them to feel unsure of how therapy is helping their child in the classroom and what its value is. Various guidelines are offered to support parents with regard to the above-mentioned aspects. / Educational Studies / M. Ed. (Guidance and Counselling)
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Die gebruik van groepterapie ter bevordering van interpersoonlike verhoudingsvaardighede by adolessente koshuisdogtersStiglingh, Marelize 31 January 2002 (has links)
Text in Afrikaans / Educational Studies / M.Ed. (Spesialisering in Voorligting)
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A hermeneutical approach to curriculum interpretation : deconstruction as a learning activityBoshoff, Anna Elizabetha Magdalena Johanna 31 October 2007 (has links)
The general view of educators at all levels of education as well as trainers in
industry, that learners do not have the ability to use their knowledge inter-curricular
and holistically in their lives prompted the study. A very superficial study that was
done in 2000, regarding the same problem, acted as the starting point for this study.
The main purpose of the study was to determine the reasons for the general
perception by educators that learners do not use their embedded knowledge in an
inter-curricular manner. It also aimed to determine the most effective facilitating
styles and methods that would help the learners to develop the skills to learn with the
main aim to achieve learning that lasts and not just learning to pass.
The use of deconstruction as a learning activity forms the biggest part of this
qualitative action research project which was based on the main principles of the
hermeneutic approach namely, communication followed by interpretation in order to
reach understanding. The principles of narrative therapy were also used in the
project.
The hermeneutic approach followed in this study also allows the reader to walk the
road with the participants as a narrative, first person reporting style provides rich
background information regarding all the participants of the study as well as the
contexts in which the actions took place. The reader will also be able to feel the
closeness that existed between the educator and the learners who were part of this
study. / Educational Studies / M.Ed. (Didactics)
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An educational psychological analysis of latchkey childrenRambau, Mutshinyani Eunice 29 February 2008 (has links)
The purpose of this study was to explore the impact of the latchkey situation on children's relationships. A literature study on the concept `latchkey' children was conducted and it was established that there are only a few studies conducted on the phenomenon. However, most of the literature consulted established that self-care has a negative and positive impact on children's relationships with the self, their parents, siblings, peers and educators. To confirm the findings from the literature study an empirical study was conducted by means of collecting data from three `latchkey' children, three educators and four parents. The empirical research confirmed the findings of the literature study that a latchkey situation has indeed a negative impact on children's relationships with the self and others. The empirical study did, however, not confirm the positive impact of a latchkey situation on children's relationships with the self, parents, siblings, peers and educators. / Educational Studies / M. Ed (Guidance and Counselling)
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Selfverwysing as supervisieproses : ontwikkeling van die interne supervisorMeyer, Gert Frederick 09 1900 (has links)
Text in Afrikaans / Die objek van studie in hierdie proefskrif is ietwat
ongewoon. Die studie is outobiografies en is gegrond op die
aanname dat daar tussen die psigoterapeut, sy geskiedenis, die
wetenskap (etnografie en tweede-orde kubernetika) en die
klient(e) 'n unieke patroonverband bestaan.
Die psigoterapeut in die platteland het weens afstand of
finansies nie altyd die voorreg om supervisie van 'n eksterne
supervisor te ontvang nie. In so 'n situasie kan selfsupervisie,
deurdat dit 'n proses van selfontdekking is, 'n belangrike rol in
die psigoterapeut se selfontwikkeling speel. Selfsupervisie
plaas die klem op die psigoterapeut as persoon en as terapeut;
oor wie hy is, waar hy vandaan kom en waarheen hy binne die
psigoterapeutiese proses op pad is.
Vir enige psigoterapeut is dit belangrik om na 'n hoer vlak
van psigoterapie te streef. Hierdie strewe impliseer 'n proses
van selfondersoek, delwing, selfevaluasie en disseksie. Hierdie
proses is aan die hand van dagboekinskrywings gedoen, waar die
psigoterapeut sy daaglikse ervarings en gebeurtenisse vanuit die
verlede interpreteer het. Dit plaas die psigoterapeut as
hoofspeler, met sy familiegeskiedenis en huidige interpersoonlike
opset as inherente deel van sy mondering, op die voorgrond. In
hierdie proses word die psigoterapeut sentraal geplaas met die
klem op eie verantwoordelikheid met betrekking tot die proses van
selfsupervisie.
Die probleme wat deur hierdie persoonlik gekleurde,
wetenskaplike studie aangespreek word, is probleme wat die
psigoterapeut deur middel van sy selfsupervisie ge1dentifiseer
het. So 'n selfondersoek lei tot 'n diepere selfkennis wat die
psigoterapeut tot voordeel van homself, sy gesinsisteem en
klientsisteem kan gebruik.
Hierdie studie is 'n poging om 'n nuwe wyse van navorsing te
identifiseer. Dit is omvattend en lei tot persoonlike vervulling
asook diepere selfkennis en is 'n man waardeur ander
psigoterapeute ook hulself en hul werelde kan ontdek. Dit is 'n
stadige en pynlike proses.
Hoofstukke 1 tot 4 is die teoretiese, wetenskaplike
beredenering van die studie en hoofstukke 5 tot 12 is 'n
uitbeelding van die geskiedenis van die psigoterapeut. Hoofstuk
13 plaas selfsupervisie as selfevalueringsmetode binne die
psigoterapeutiese beroep. / The object of this study somewhat unusual. The study is
an autobiography based on the assumption that there exists an
unique patterned connection between the psychotherapist, his
history, science (ethnography and second-order cybernetics), and
his clients.
Due to distance or financial problems, a rural
psychotherapist cannot experience the privilege of supervision
with an external supervisor. In such a situation selfsupervision
could play an important role in the self-development,
because it includes a search of self that will lead to more
effectiveness in psychotherapy. Self-supervision focuses on the
psychotherapist as a person and therapist, who he is, where he
comes from, and in what direction he, as a psychotherapist, is
developing within the psychotherapeutic process.
It is important to any psychotherapist to strive towards a
higher level of psychotherapy. This implies a process of selfinvestigation,
dissection and self-evaluation. This process was
conducted by means of diary entries in which the psychotherapist
interpreted his daily experiences and events in terms of his
past. This places the psychotherapist, with his family history
and current interpersonal situation, as intrinsic parts of
himself, in the foreground. In this process the psychotherapist
takes centre stage with emphasis on his responsibility concerning
the process of self-supervision.
The problems addressed by this personally coloured,
scientific study, are problems that the psychotherapist
identified through the process of self-supervision and
introspection. Such introspection leads to a deeper personal
knowledge which the psychotherapist can use to his own benefit
but also to the benefit of his family and client system.
This study is an attempt to identify a new way of research.
It is comprehensive and leads to personal fulfilment and deeper
self-knowledge and is also a method by which other
psychotherapists could discover themselves and their worlds. It
is a slow and painful process.
Chapters 1 to 4 comprise of the theoretical rationale of the
study and chapters 5 to 12 depict the history of the
psychotherapist. Chapter 13 situates self-supervision as a
method of self-evaluation in the profession of psychotherapy. / Psychology / D. Litt. et Phil.
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Enhancing realistic academic self-actualisation : a psycho-andragogical perspective / Bevordering van realistiese akademiese selfaktualisering : 'n Psigo-andragogiese perspektiefSonnekus, Ingrid Phyllis 11 1900 (has links)
Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not
been addressed by the people involved with the upliftment of disadvantaged students. The
aspect which was addressed was the personal growth of the adult learner within the
academic situation with consideration of his own personal circumstances and ideals. This
means that a micro level approach was generated by creating the Academic Enhancement
Programme (AEP). The purpose of the programme is to give adult learners the opportunity
to understand themselves and their own value systems better on a micro, meso and macro
level, to experience personal growth or self-actualisation and to see how these factors
influence the adult learners' interaction with the tertiary academic situation.
Eight possible value systems were discussed and introduced to the adult learners who
participated in the Academic Enhancement Programme. The adult learners were given the
opportunity to measure themselves against the value systems and to evaluate how these
influenced their realistic academic self-actualisation. The psycho-andragogical categories
were utilised during the application of the programme as criteria to evaluate the
effectiveness of the programme.
The following recommendations were made
• the creation of a faculty specific induction programme
• linking study packages directly to the context of adult learners
• organising personal academic contact
• giving personal academic support
• making the evaluation procedures transparent
• creating and supporting informal study groups
Although the study has certain limitations, it should be of great value to the university
system during the transformation phase that it is experiencing at present. The main aim
of the study is, however, the contribution to the academic growth of the adult learner in the
tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde
wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met
benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei
wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie
persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n
mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die
program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself
en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om
persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie
aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed.
Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die
Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het
die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die
loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering
be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program
as kriteria gebruik om die effektiwiteit van die program te bepaal.
Die volgende aanbevelings is gemaak:
• dat 'n fakulteit-spesifieke induksieprogram geskep meet word,
• dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk
gekoppel meet word,
• dat persoonlike akademiese ondersteuning gebied meet word,
• dat persoonlike kontak op akademiese gebied bewerkstellig moet word,
• dat evalueringsprosedures deursigtig gemaak meet word,
• dat informele studiegroepe tot stand gebring en onderhou meet word.
Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die
universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die
belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese
groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)
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Psigometriese ondersoek na psigologiese optimaliteitVisser, Chrisna 06 1900 (has links)
Text in Afrikaans / Hierdie ondersoek handel oor die psigometriese verwantskappe tussen verskeie konseptualiserings van psigologiese optimaliteit. Die konsepte selfaktualisering (vanuit 'n humanistiese raamwerk), gevoel van koherensie en aangeleerde vernuftigheid (vanuit 'n behavioristiese en salutogenesis paradigma) is vir die doeleindes van hierdie ondersoek gekies. Die gekose meetinstrumente, naamlik die Persoonlike Orientasievraelys vir
selfaktualisering, die Lewensorientasievraelys vir gevoel van koherensie en die Selfkontroleskedule vir aangeleerde vernuftigheid, is op 'n steekproef van 200 middelvlakbestuurders in 'n semi-staatsdiensorganisasie afgeneem. Pearsonkorrelasiekoeffisiente is bereken en 'n faktorontleding is gedoen. Daar is verskeie beduidende korrelasies verkry tussen die subskale van die Persoonlike Orientasievraelys en die Lewensorientasievraelys, maar slegs enkele beduidende korrelasies tussen die Persoonlike Orientasievraelys en die Selfkontroleskedule. Die Lewensorientasievraelys en die Selfkontroleskedule het egter beduidend gekorreleer. Die faktorontleding het getoon dat selfaktualisering aan die een kant, en gevoel van koherensie en aangeleerde vernuftigheid aan die ander kant as twee verskillende konstrukte van psigologiese optimaliteit beskou kan word. / The relationships between various conceptualisations of psychological optimisation are investigated. The concepts of self-actualisation (from a humanistic paradigm), sense of coherence and learned resourcefulness (from a salutogenesis paradigm) are relevant. The measuring instruments were the Personal Orientation Inventory (POl), the Orientation to Life Questionnaire (OLQ) and the Self Control Schedule (SCS). They were administered by means of random sampling of 200 middle level managers in a semi-government organisation. Pearson correlation coefficients were calculated and a factor analysis was done. Several significant correlations were obtained between the subscales of the POl and the OLQ, but limited correlations were found between the POl and the SCS. However, significant correlations between the OLQ and the SCS were apparent. The factor
analysis demonstrated that self-actualisation on the one hand and sense of coherence as well as learned resourcefulness on the other hand may be regarded as two seperate constructs of psychological optimisation. / Industrial and Organisational Psychology / Thesis (M.Com.)--Universiteit van Suid Afrika, 1994.
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