M.A. / Cognitive development has been an important area of research among many theorists in the past. The study of cognitive development includes the study of the development of cognitive functions, processes and abilities (Demetrious, Doise, & Van Lieshout, 1998). Wick-Nelson and Israel (2000) assert that cognitive development remains an important area of research in the field of contemporary psychology. Piaget formulated a stage theory of cognitive development, and although one can draw certain assumptions from this regarding moral development, it does not address it directly. Kohlberg’s theory of moral development, on the other hand, addresses moral development directly, which, indirectly, builds on Piaget’s theories of cognitive development. This implies a theoretical relationship between these two theories, even though Kohlberg’s theory goes beyond Piaget’s initial formulations (Flavell, 1982). In this study, this theoretical relationship is investigated. The goal of this study was to investigate the relationship between formal operational thought and post-conventional moral reasoning, specifically. In order to investigate this relationship, a correlational research design was used. The two main variables, i.e. formal operational thought and moral reasoning, were measured by means of Kohlberg’s Moral Judgement Interview (MJI) and the Similarities sub-test of the Wechsler Adult Intelligence Scale – third edition (WAIS-III). A biographical questionnaire was also included in order to gain information that could be used as independent variables (e.g. age, race, gender, etc.). This was used to categorize the data for the purposes of the statistical analysis. The assessments were done on 150 undergraduate psychology students. The demographic characteristics of the sample were as follows: - Age group: 17-35 years of age - Gender: 36 male and 114 female - Race: 83 Black, 41 White, 16 Indian, 9 Coloured and 1 Asian. Although the sample size was adequate to perform parametric statistical analyses, the level of measurement, which was ordinal, only allowed for non-parametric analyses. Given the fact that the sample was not representative of the general population, only tentative conclusion could be drawn from the results. To this effect, the study was able to show that there are indications that a significant relationship exists between the level of cognitive development and the level of moral development. This finding warrants the further investigation between these two constructs. A significant relationship between maternal education levels and moral development was also found, which is contrary to the findings of other, similar studies. This finding seems to suggest that there might be certain unique factors in the South African population that may affect moral development in different ways than in other, western populations. It is strongly recommended that these differences be addressed in future research.

M.A. / The career landscape has undergone considerable change within the past three decades (Hackett, Lent & Greenhaus, 1991; Sharf, 2002). Globalisation, the opening up of markets and rapid technological advances have produced a new world of work. Career choices and career challenges are more numerous and the career decision-making process more complex (Stead & Watson, 2006b). Baruch (2006) suggests that with these changes comes a need to address the preparation of future recruits. According to Super (in Sharf, 2002), individuals between the ages of 18 and 25 are in the career preparation stage, with career decision making as one of its key tasks. In the face of the numerous challenges in the new world of work, students in this career phase are increasingly struggling with indecision. Many students who enter university are undecided and once they are enrolled as a student, they often change their major at some point in their academic career (Reese & Miller, 2006). Self-directedness with regards to learning may potentially contribute to coping with the career demands and general career development, including career decision making. A self-directed learner takes responsibility for his or her own learning and development (Clardy, 2000). The relationship between self-directed learning and career decision making appears to be an under-researched area (Wang, Lo, Xu, Wang, & Porfeli, 2007). Although all new entrants into the world of work are subjected to challenges, women and people of colour appear to be particularly vulnerable. Women, despite various instutionalised efforts to address previous inequities, continue to perceive career barriers and experience subtle discrimination and unfair labour practice (cf. Betz, 2005; Gianakos, 2005; Mafunisa, 2006). These inequities are also evident amongst people of colour (cf. Creed, Patton & Watson, 2002; De Bruin & Bernard-Phera, 2002; Gushue, 2005). In an effort to make a contribution to addressing the current problems, challenges and areas of neglect both within the field of career psychology and the broader career landscape, the aim of this research was to investigate the relationship between career decision self-efficacy and self-directed learning. The research provides a cross-cultural comparison of black and white women students and is situated within the Social Cognitive Career Theory (Lent, Brown & Hackett, 1994). Two hundred and sixty five undergraduate university students (211 black; 144 white) completed a biographical questionnaire, the Student Self-Directed Learning Questionnaire (SSDL; De Bruin, 2008) and the Career Decision Self-Efficacy Scale-Short Form (CDSE-SF; Betz, Klein & Taylor, 1996b). Descriptive statistics were used to determine the levels of self-directed learning and career decision self-efficacy in the participants. Both groups of students showed above-average levels of self-directed learning and career decision self-efficacy. There was a significant difference between the SSDL scores of the black and white students, with the black students scoring higher. Pearson product-moment correlation was used to determine the relationship between self-directed learning and career decision self-efficacy. The results revealed a statistically significant and practically meaningful correlation (r = 0.46; p < 0.0001) between the two variables. Moderated multiple hierarchical regression analysis was used to determine the influence of race on this relationship. Self-directed learning explained approximately 20% of the variance in self-directed learning. The interaction of self-directed learning and race explained an additional 2.2% of the variance in career decision self-efficacy. This research has implications for career counsellors and academics in their efforts to prove support to students with regard to making career decisions.

M.A. / This was a study of how a group of second and third year humanities students at the University of Johannesburg managed to access University and progress past the critical and often turbulent first year. Data collected from the study participants through in-depth interviews and life histories reveal that encouraging parents and teachers, access to information on financial aid, and self-determination, were significant in contributing positively toward academic success. The study also reveals that role models play a very important part in student success. Especially significant is the role played by mothers (most with low educational qualifications) in encouraging their children to pursue higher education. This is noteworthy because it shows that students‘ pursuit of higher education is not wholly dependent on parents‘ education but on the parents‘ educational aspirations for their children.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Career indecision is one of the key aspects that professionals in career guidance counselling are interested in assessing. Career indecision, in the context of university students has been defined as the "inability to select a university major or occupation" (Borgen & Hiebert,2006, p. 58). Thus, with the purpose of addressing career indecision, the proposed study would examine the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information,integration of self-information and career information, and career planning) underlying career indecision will be investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision will be examined. Thus, career indecision is encapsulated as either a trait or state an individual encompasses. The term career indecision has been widely used with reference to problems relating to career development, particularly problems in making career-related decisions. The construct of career indecision is strongly coupled with society's expectations of certain chosen career paths and a strong belief that many should pursue these careers. Therefore, current societal trends push people to revise their career decisions over their life spans. As a result the perceptions and expectations that society holds can gravely impact a student's level of career readiness and the lack thereof. Furthermore, the role of the family as a fundamental influence on the career development of adolescents and young adults has been stressed by some classic theories of career development and choice. However, the exact nature and degree of the family's influence on career decision making is not completely understood. Thus, cognizance should be taken of the fact that there are multiple facets impacting on the levels of career indecision experienced by some and not all, prospective university students. Furthermore, deciding on a career is an most important aspect of individual's development and satisfaction and establishing what they are suited to do, and securing an opportunity to do it, is imperative to an individual's life goals. A biographical and Career Decision Making Difficulties Questionnaire was administered to respondents. The sample group (N=200) consists of Grade 10, 11 and 12 male and female students from model c, private and lower income schools in the Somerset West District in the Western Cape. Future research on career decision making difficulties experienced by students could yield interesting insights into the causes of these factors. The results indicate that irrespective of the type of high school these students attended, indecision exists and is prevalent amongst many students. Notwithstanding the insights derived from the current research, results need to be interpreted with caution since a convenience sample was used, therefore restricting the generalizability to the wider population of students.

Despite the growing need for depression prevention programming for university students, few programs exist and those that do are too resource-intensive for broad dissemination. Furthermore, limited research has been conducted on mechanisms of change in CBT-based prevention programs and similar research conducted on CBT for depression demonstrates mixed findings. Therefore, there is a need to incorporate a formal model of health-behaviour change in prevention (and intervention) programs to clarify mechanisms of change and improve outcomes, such as the theory of planned behaviour (TPB). This series of studies developed and tested a formal CBT-TPB “hybrid” model to predict intention to change thinking patterns and a brief depression prevention program for university students and to examine the program’s potential to change the hypothesized constructs in the hybrid model. Results indicated support for the hybrid model, in that TPB factors predict intention to change thinking patterns. In addition, across an open and randomized control trial, my “Start Making a Change” intervention promotes change in TPB factors, as well as improvement in relevant CBT and well-being outcomes. The implication of this work is that brief, easy-to-disseminate, programs, based on a formal model of change, can effectively, at least in the short term, target and change important risk factors for depression onset in university students.

South African female swimmers have become a frequent feature in online media articles since zero female swimmers managed to qualify for the 2015 FINA World Championships and the 2016 Rio de Janeiro Olympic Games. Despite this being a valuable area to focus on, majority of the online articles reviewed have neglected to provide South African female swimmers with the opportunity to share their experiences, perceptions and personal interpretations on being a female swimmer in South Africa. As such, this research study explored the lived experiences of South African female student-athlete swimmers who are in the process of competing at an elite level. A qualitative research approach was utilised in this study, with interpretative phenomenological approach as its paradigmatic point of departure. One in-depth semi-structured interview was conducted with each of the eight South African female student-athlete swimmers from a swimming club located within a Tshwane-based university. Interpretative phenomenological analysis (IPA) was used to interpret the transcripts. Six main themes surfaced; the context, the body, the social and relational, the decision, career, and staying afloat. Along with this, numerous corresponding subthemes and two integrated themes (the emotional self and ways of thinking) also emerged from analysis. These themes highlighted the complexity of these participants’ lives as female student-athletes as well as South African female swimmers. These findings can assist coaches, parents, and other relevant role players to gain an enriched understanding of these participants’ experiences and needs so that they may better support and lead this population group; in doing so, they may be better equipped to reach their full potential. / Dissertation (MA)--University of Pretoria, 2019. / Psychology / MA / Unrestricted

MCom (Business Management) / Department of Business Management / Consumer mobile phone adoption is on the rise exponentially, and offers marketers with many new opportunities to reach and serve customers. The South African mobile phone market has increased rapidly and a significant proportion of mobile services usage in South Africa is the youth. South African youths are following international trends as well as becoming the fastest-growing group in terms of technology adoption in the country. The prevalence of mobile technology as well as its capability to enable laser precision marketing on an individual basis has directed marketers to consider the adoption of mobile marketing. However, the question remains whether consumers are ready for uptake of mobile phone marketing. The purpose of this study was to bring light and create an understanding of the factors affecting university students’ willingness to participate in mobile phone marketing in South Africa. This study used a positivist paradigm that ensures that there is a gap between the researcher’s subjective bias and the objective reality being studied. The study was descriptive in nature with survey method being used to complete the study. The quantitative research technique was applied with data being collected from respondents by a self-administered questionnaire targeted at youth students from selected South African Universities. The questionnaire was pre-tested in a pilot study involving the research participants to identify errors in the research questionnaire and to ensure that the data collected would be relevant and as precise as possible. Findings from this study revealed how consumers want to participate in mobile marketing as well as the contributory factors influencing the acceptance of mobile marketing. Furthermore, this study supplements to the increasing body of evidence on mobile marketing acceptance. The study can also assist managers to utilise the potential of this marketing medium amongst university students in South Africa. More essentially, this study also provided information that can be used to monitor decision making towards mobile advertisements and marketing planning.

Higher education institutions are tasked with providing opportunities in and out of the classroom that provide students opportunities for a successful college experience. First year student expectations of the college experience initially influence selection of academic and social activities. Unmet or unrealistic expectations may lead to poor academic outcomes, stunted social development, and attrition. This study focused on traditional first year students at the onset of their college career. Through selection of anticipated field of major study, GPA, and extracurricular activities, students initially identify potential academic activities and potential social activities. This study provided quantitative data in an effort to identify possible relationships between and among those intentions. Student selection of major field of study may drive academic progress and influence selection of social activities. This study used the College Student Expectations Questionnaire (CSXQ) responses of 3272 first time in college (FTIC) students who attended a large public university in the southeast during the fall 2012 semester. Results, conclusions, significance, and implications of the work to the discipline are reported here.

Doctor Legum - LLD / Many of the disadvantaged groups which are impacted by a high burden of poverty and are thereby food insecure in South Africa, have over the years received attention from the government, resulting in many interventionist schemes to guarantee their right to food. These include for instance, social grants for children, the disabled and the elderly, as well as school meals for primary and high school students. Unfortunately, one of such groups has hitherto received little or no attention -that is, students in South African tertiary institutions. Food insecurity among students in tertiary institutions links back to the trajectory of poverty- students in tertiary institutions are food insecure mainly because they come from homes which are food insecure. This is proven in the disparity between the numbers and severity of food insecure students in historically advantaged universities and historically disadvantaged universities in South Africa.

La sobre educación ha sido definida en la literatura como el desajuste entre el nivel educativo del individuo y el nivel educativo requerido por su puesto de trabajo. En este trabajo de investigación se buscar explicar los factores que originan que un individuo se encuentra sobre educado; los cuales están relacionados con las características socioeconómicas del individuo, según la literatura revisada. Para esto, en el presente estudio aplica el método Probit a un conjunto de datos longitudinal, para un período de seis años. Con ello, se encuentra entre las principales conclusiones que las mujeres son menos propensas a encontrarse sobre educada que los hombres, la cual concuerda con la hipótesis de investigación de este documento de investigación y que la percepción del individuo sobre la institución donde recibió educación básica disminuye la probabilidad de que el individuo se encuentre sobre educado. Estos resultados son de validez interna debido a las limitaciones de acceso a datos. / Over-education has been defined in the literature as the mismatch between the individual's educational level and the educational level required by his job. In this research work, we seek to explain the factors that cause an individual to be over-educated; which are related to the socioeconomic characteristics of the individual, according to the reviewed literature. For this, in the present study the Probit method is applied to a longitudinal data set, for a period of six years. With this, it is among the main conclusions that women are less likely to be over-educated than men, which agrees with the research hypothesis of this research document and that the perception of the individual about the institution where he received basic education decreases the probability that the individual is over-educated. These results are internally valid due to data access limitations. / Trabajo de investigación