Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary goal with this research project was to investigate the
psychosocial development of a group grade 8 boys before adolescence in
terms of the four developmental crisis according to Eriksson's' theory.
The study proceeded through two phases. A questionnaire investigation
with a larger study group (N=221) was done in phase 1, and this
(quantitative) data was analysed. Phase 2 comprised a further
investigation, which took place 2 years later. Based on the results of the
questionnaire investigation, a small group (N=ll) experiencing a
potencial low self-consciousness was identified and focus group interviews
were conducted with them. The researcher made the assumption that
individuals' experiences of the first four stages of Erikson's psychosocial
developmental model form the basis for later identity development during
adolescence, as well as continuing personality development.
Current research indicates that the total scale and two of the sub-scales
('Industry vs Inferiority' and 'Autonomy vs Shame') show sufficient
reliability (Alpha-coefficients are greater than 0.70). The distributions of
the sub-scales were in all cases skew to the left, which indicate that most
of the scores for each sub-scale are closer to the maximum value than
the minimum value. A negative measure of skewness is reported. All the
sub-scales relate significantly to each other (p < 0.01). Therefore, one
can conclude with relative certainty that this scale is valid. Age does not
correlate significantly with any of the sub-scales (p > 0.05 in all cases),
but a significant correlation was not expected given the small age
variance.
From the qualitative responses of phase 2 it appeared that the present
level of expectations, which learners experience, is not appropriate. They
would benefit from more positive feedback on their successes. The
responses reflect that feedback is not always constructive, nor given in a
positive, non-judgemental spirit. / AFRIKAANSE OPSOMMING: Die primêre doel met hierdie navorsingsprojek is om ondersoek in te stel
na psigososiale ontwikkeling voor adolessensie by 'n groep graad 8-seuns
in terme van die eerste vier ontwikkelingskrisisse volgens Erikson se
teorie. Die ondersoek het in twee fases verloop. In Fase 1 is 'n
vraelysondersoek met 'n groter ondersoekgroep (N=221) gedoen, en
hierdie (kwantitatiewe) data is verwerk. Fase 2 het twee jaar later uit 'n
verdere ondersoek bestaan.
vraelysondersoek verkry is,
Op grond van die resultate wat uit die
is 'n klein ondersoekgroep (N=ll)
geïdentifiseer wat 'n lae
fokusgroeponderhoude gevoer is.
selfbelewing ervaar, met wie
Die ondersoeker het van die
veronderstelling uitgegaan dat individue se belewing van die eerste vier
fases van Erikson se psigososiale ontwikkelingsmodel die basis vorm vir
latere identiteitsontwikkeling tydens adolessensie asook vir verdere
persoonlikheidsontwikkeling.
Die huidige navorsing dui daarop dat die totale skaal en twee van die
subskale ('Arbeidsaamheid vs Minderwaardigheid' en 'Outonomie vs
Skaamte') oor voldoende betroubaarheid beskik (Alfa-koëffisiënte is
groter as 0.70). Die verspreiding van die subskaaltellings is in alle
gevalle skeef na links, wat beteken dat die meerderheid tellings vir elke
subskaal nader aan die maksimumwaarde as aan die minimumwaarde lê.
'n Negatiewe maatstaf van skeefheid word gerapporteer. AI die subskale
hou beduidend met mekaar verband (p < 0.01). Dus kan daar met
redelike sekerheid die gevolgtrekking gemaak word dat hierdie skaal
geldig is. Ouderdom hou nie beduidend verband met enige van die
subskale nie (p > 0.05 in alle gevalle), maar 'n beduidende korrelasie is
nie verwag nie as gevolg van die klein ouderdomsvariansie.
Vanuit Fase 2 se kwalitatiewe response wil dit voorkom asof die leerders
se huidige vlak van uitdagings wat aan hulle gestel word nie toepaslik is
nie. Hulle sou kon baat vind by meer positiewe terugvoer ten opsigte van
hul suksesse. Terugvoer blyk uit die response nie altyd konstruktief en in
'n positiewe, nie-veroordelende gees te wees nie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52786 |
| Date | 12 1900 |
| Creators | Viljoen, Johannes Jacobus |
| Contributors | Ackermann, C. J., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology . |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 80 p. |
| Rights | Stellenbosch University |
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