The motivation of students to learn is one of the most investigated topics in education. Abu Asba (2007) and Assor (2005) have tried to understand the basic factors that enhance motivation and how both teachers and students can benefit from enhancing the motivation to learn. There has been no research that has contributed to the study of motivation in Israeli Arab high schools. The main purpose of the current study was to examine the processes elicited by a counselling intervention designed to enhance motivation, to improve self-image, school climate and student-teacher achievements of high-school students. Thirty students from five 10th grade classes and thirty-five teachers participated in the study. One of the research aims was to formulate a strategy teachers can use when attempting to motivate their students. The study found that it is difficult for teachers to arouse students' intrinsic motivation to learn in a cultural and educational system where motivation to learn is extrinsically controlled. The study also found that motivation to learn increased after students and teachers participated in a counselling intervention program. When students' motivation to learn was elicited, student engagement with the learning processes was enhanced. The findings showed that student and teacher motivation grew and developed when student and teacher self-images improved. Strategies to improve teacher and student self-images included the implementation of teacher training on the subject of learning styles and on the use of relevant instructional styles and the training of educational teams to address teacher and student motivation.

Magister Artium (Child and Family Studies) - MA(CFS) / Substance use amongst youth in Grabouw has been recognised as a concern by the community. Essentially parenting styles and family functioning are important contributors to adolescents‘ engagement in substance use. Adolescence is a sensitive time for youths as they are faced with many developmental changes; consequently it is vital for positive parenting styles and healthy family functioning to be present to ensure healthy development. However, previous research shows that families of substance users do not function in a healthy manner and tend to have negative parenting styles. The aim of this study is to compare family functioning and parenting styles within the families of substance users and non-users in Grabouw. The study used a quantitative approach with a cross-sectional, correlational comparative design. The sample consisted of 300 adolescents between the ages of 15-17 years in schools in Grabouw. The participants completed the McMaster Family Assessment Device (FAD) and the Parenting Styles Dimension Questionnaire (PSDQ). Descriptive statistics and the Pearson correlation were used to analyse the data. A t-test was used to determine the differences between groups. The findings of the study show that there is no difference in family functioning between the user and non-user groups. Notably, findings reveal that authoritative and permissive parenting styles are the prevalent parenting styles in both user and non-user groups. Furthermore the results indicate that the authoritarian parenting style was higher in the substance using group. The findings also show that there is no correlation between family functioning and the authoritative parenting style.

viii, 70 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The relationship between principal's scored levels of innovativeness and shared leadership behaviors was studied using an embedded case study methodology. The purpose of this study was to explore the relationship between a scale of principal innovativeness and reported shared leadership behaviors. Using a research-based self-report questionnaire, the principals reported their perceived innovativeness preferences. Semi-structured interviews with the principals and literacy coaches gave insight into shared leadership behaviors. Principals reported similar levels of innovativeness, though shared leadership behaviors varied between participants. Variances were relative to the extent that each principal shared decision-making power with informal leaders within their respective buildings. / Adviser: Diane Dunlap

This is a study which is looking to explore how and why the leadership styles within the music industry differs from the various sectors of the industry. Seeing how this is a topic which has not been studied very much in the past it is an interesting way of understanding how leadership is conducted within an industry which is changing at such a rapid pace due to technological changes (Tschmuck, 2014). The music industry was divided into three different sectors: Recording and Production, Event Organization, and Orchestras. Semi-structured interviews were conducted with one representative within each sector and each respondent of the interview held a leadership position at a company which operates within the given sector.   The theoretical framework of leadership that was used for this study is the six leadership styles of Daniel Goleman (2000). This was used as the main source of knowledge for leadership theory, but other sources were used to compliment this framework. After analysing the empirical data that was gathered through the interviews it was linked to the theory of Goleman in order to identify what leadership styles and traits were present within each sector.   The conclusions that could be drawn from this multiple case study is that leadership styles differ from one sector to another due to differences in climate, contextual dependency and goals of each organisation.

Doctor of Philosophy / Department of Psychology / Patrick A. Knight / Corporations spend tens of millions of dollars each year to conduct organizational surveys and report the results. It is imperative that survey results provide clear, actionable results to organizational leaders for an employee survey program to be effective. To the extent that survey results are impacted by response style biases, organizations cannot be certain their actions address real issues. The following research examines the impact of managers' national culture on the response styles of their employees. Power distance is a construct that reflects how different cultures address inequality. In this study, power distance scores for managers are hypothesized to be predictive of employee response style behavior such that power distance is positively associated with greater extreme responding and lower acquiescence. Additionally, individualism/collectivism scores for managers are hypothesized to be predictive of employee response style behavior such that individualism is positively associated with greater extreme responding and negatively associated with acquiescence. Overall, results did not support the key hypotheses of the study. While employees from high power distance countries did display higher levels of extreme responding than employees from low power distance countries (Hypothesis 1), none of the other three hypotheses were supported. Despite this lack of significant results, this single result supports Johnson, et al.'s (2005) results from a sample of over eighteen-thousand employees in nineteen countries suggesting it is a consistent, real difference between high and low power distance countries. There were several limitations to be considered in evaluating this research. First, the study was based on archival data limiting the flexibility of the design and analysis. Another key limitation that should be addressed in future research is the use of abstracted cultural trait scores. Despite the lack of significant results and the limitations of this study, the fact remains that differences in response behaviors do exist across different cultures and geographic locations. Further research is needed to more clearly understand the influence that geographic culture, organizational culture and individual level demographics may have on employee response styles to help facilitate how organizations understand survey results.

Philosophiae Doctor - PhD / The Health Promotion Model provides a theoretical framework exploring the relationships between healthy lifestyle behaviours of individuals. The three behavioral determinants affecting healthy lifestyle behaviours as posited by the model are (i) individual characteristics, (ii) behaviour-specific cognitions and affects, and (iii) behavioural outcomes that promote health. Research indicates that a number of health risk behaviours are established in adolescence and affect health and well-being in later life. In South Africa where young people account for more than 9 million of the population, and with adolescence being a period where the development of health risk behaviours is prevalent, it becomes important to research the associations that aid in healthy lifestyle behaviours of adolescence in this country, particularly in rural communities where research on adolescents remains limited. This study therefore aimed to develop and test a model that examined the effects of the interaction between perceived parenting styles and adolescent decision making styles on healthy lifestyle behaviours of adolescents in the rural Western Cape. The study employed a mixed methodological sequential exploratory design, using (i) systematic reviews and (ii) a quantitative methodology with a cross-sectional research design. Systematic reviews established the associations in existing empirical studies that examined the associations of parenting approaches with (a) healthy lifestyle behaviours and (b) decision making styles. Quantitative data was collected using a self-report questionnaire that consisted of four sections, demographical information, Parenting Style and Dimension Questionnaire, Health-Promoting Lifestyle Profile II and the Melbourne Decision Making Questionnaire among 457 Grade 9 learners in the Overberg Education District in the Western Cape, South Africa. The quantitative data was analysed using the Statistical Package for Social Sciences V23 (SPSS) for descriptive and inferential statistics (correlations and multivariate analysis of variance) and the Analysis of Moment Structures (AMOS) for confirmatory factor analysis and structural equation modelling. The systematic reviews suggested that empirical studies have found parenting approaches to be associated with (i) healthy lifestyle behaviours and (ii) decision making styles of children and adolescents in existing literature. The quantitative studies showed that perceived authoritative parenting, vigilant decision making styles, and frequent engagement in healthy lifestyle behaviours were the most prevalent among adolescents in the rural Western Cape. No significant main effects were established on the basis of participant gender or family structure. The model developed and tested, guided by the Health Promotion Model, suggests that a significant positive relationship exists between maternal parenting styles and decision making styles of adolescents. In addition, the findings demonstrated that paternal parenting styles positively affect the decision making styles of adolescents as well as their engagement in healthy lifestyle behaviours. Overall, the study suggested the important role that parents play in adolescent decision making styles and healthy lifestyle behaviours, and even more the role of paternal parental figures in the development of children and adolescents.

The premenstrual syndrome (PMS) continues to be an enigma for many: those women who report PMS, for professionals who attempt to treat premenstrual symptoms, and for researchers attempting to identify PMS and to compare treatments. The present study investigated the responses from 86 subjects between the ages 30-45 for their perceptions of daily stress and coping styles by PMS level. Three levels of PMS were formulated by subject responses to the questionnaire (a) PMS for scores within the criteria, (b) Non-PMS for scores lower than the criteria, and (c) Psy-Non-PMS for certain scores higher than the criteria with a psychological, or neurotic, profile. Hassle intensity (daily stress) and coping style, whether problem-focused (P) or emotion-focused (E), were assessed by questionnaire. In addition, help seeking behavior, i.e., whether a woman sought help from a doctor in the past twelve months, was examined but did not significantly relate to level of PMS, hassle intensity, or coping style. Psy-Non-PMS women reported perceiving significantly more hassles and significantly greater use of four of the E coping styles, Detachment, Focusing on the Positive, Self-blame, and Keep to Self, than the Non-PMS women. PMS women endorsed perception of significantly more hassles and significantly greater use of two of the E coping styles, Detachment and Keep to Self, than the Non-PMS women. These E coping styles are consonant with detached, avoidant, escapist, and self-deriding coping mechanisms, typical of depressed and anxious persons. There was some difficulty in differentiating the PMS group from the Psy-Non-PMS group. Only one coping style, Focusing on the Positive, was endorsed by the Psy-Non-PMS group significantly more than the PMS group. Further statistical analysis of the data could determine psychological/behavioral PMS subtypes as distinct from physiological PMS subtypes, providing more clearly defined PMS groups. Future research involving a carefully controlled study for determining PMS levels and utilizing psychotherapy as well as specified medications for treatment of PMS is indicated.

This study investigated relationships between learning style, as measured by the Kolb Learning-Style Inventory, and brain hemisphere dominance, as measured by the Herrmann Participant Survey. The possible influence of either or both of these factors on organizational role selection as a supervisor, subordinate or work project group member was also studied. Subjects were 134 graduate management students. Pearson product moment correlations at p <.01 (n = 125) were found between the following dimensions: Concrete Experience and right brain hemisphere dominance, r = .41; Concrete Experience and the Right Limbic, r = .42; Abstract Conceptualization and left brain hemisphere dominance, r = .23; Abstract Conceptualization and the Overall Cerebral, r = .49; Abstract Conceptualization and the Left Cerebral, r = .42. Although some results regarding organizational role selection based on learning style or brain hemisphere dominance were significant at p <.05 using chi square analysis, strong evidence was not found to support the concept that individuals would prefer working with others like themselves. There was some evidence, however, that the longevity of the acquaintance may influence students to select right brain hemisphere dominant students in some situations. The bipolarity of the factors measured by both instruments was assessed. Using a level of p <.01, Concrete Experience and Abstract Conceptualization were correlated at -.46 (n = 133), whereas Reflective Observation and Active Experiementation were correlated at -.52 (n = 133) on the Kolb instrument. On the Herrmann instrument, Overall Left and Overall Right measures were correlated at -.84 (n = 126), whereas Overall Cerebral and Overall Limbic measures correlated at -.73 (n = 126). Split-half correlations on the Kofb factors yielded reliabilities of .85 to .90 (n = 133) for the four factors measured. Test-retest correlations for the Herrmann ranged from .67 to .81 (n=30) for the subscales. Suggestions for future research using these instruments were made.

Human resource management, or people management, is concerned with the philosophies, policies, programmes, practices and decisions that affect the people who work for an organisation. The various people management functions are aimed at helping the organisation achieve its strategic goals and as such are an integral part of the management process. People management consists of several aspects and sub-divisions of which pro-active conflict handling and management is one and which is also the subject of this study. The objective of this study was to assess causes of conflict and interventions and styles of conflict management in the workplace. Workplace politics, change management, diversity, cultures and religious views are but a few major sources for the emergence of conflict. We are currently in the era of fast change or more aptly put “hyperchange” and conflict is inevitable and management styles can also create and/or escalate conflict situations including, the composition of diversity in the workplace. This adds to the new challenges of management. Organisations in this decade need to acknowledge that their management styles of days gone by are not relevant anymore and one must understand to recognise conflict and resolve it in an appropriate manner. This study assessed the major causes of conflict in the workplace and whether the managerial style of managers and management interventions impacts on the overall conflict situations experienced by staff members in organisations in Cape Town and Windhoek. It also gave an indication if interventions and conflict management training/programmes are in place or used, if at all. Sometimes conflict is resolved successfully or unsuccessfully and what impact it has on the managers, his/her staff and colleagues and the organisation as a whole. This can have a detriment impact on the business and the culture within the organisation and which could result in or give rise to high labour turnover, underlying unhappy staff and disempowerment of managers and staff and poor production and service levels.

The purpose of this study was to explore the nature of the influential factors of teacher stress in the special education settings: specifically, some cognitive aspects of the coping process. The importance of the study was summarized in terms of the reported incidence of teacher stress and the need to develop more effective stress intervention and prevention programs. A two-part study was designed to determine the differences in the coping processes of high- and low-stressed teachers in terms of particular cognitive variables. In the first part, high- and low-stressed teachers were differentiated on the basis of the responses of approximately 150 teachers to the Teacher Stress Inventory. In the second part, eleven subjects from each of the low- and high-stressed groups were interviewed. The interviews involved the recollection and report of stressful teaching-related incidents. Teachers were asked to rate each of their incidents in terms of self-evaluation, self-efficacy, outcome evaluation, and incident resolution. As well, they were asked to describe their coping behaviours and to explain what the consequences of the situations meant to them. Statistical and descriptive comparisons were made to determine if there were differences in the responses of the high- and low-stressed teachers. The most significant results of the study were that low-stressed teachers attributed more positive meaning to the consequences of stressful incidents, and that the responses of the low-stressed teachers reflected established philosophies and attitudes. These results have implications for counsellors who are interested in developing intervention and prevention programs and for individuals who conduct teacher-training programs. As well, teachers who feel ineffective at coping with stress are encouraged to seek guidance and to gain awareness of how they contribute to their experience of stress. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate