The newly developed Differential Aptitude Test Form S (DAT) does not give
an indication of general intelligence or expected achievement in Grade 9. The aim
of the current study was to determine the relationships of the aptitude subtests
(measured by the DAT) with intelligence and achievement. Two affective factors,
motivation and self-concept, as well as study orientation, were included as
variables predicting achievement. An empirical study was carried out in which 60
Grade 9 learners were tested. The variables were measured using reliable
instruments. Correlations were calculated and multiple regression analyses used to
predict achievement. Moderate to high positive correlations between aptitude and
intelligence were found. Affective factors explained more of the variance in
achievement in key subjects than aptitude variables. One conclusion is that Grade
9 achievement measures affective rather than cognitive factors. Recommendations
are made regarding the use of the DAT-S in predicting school achievement. / Educational Studies / M.Ed. (Specialisation in Guidance and Counselling)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/531 |
| Date | 30 June 2007 |
| Creators | Marais, Amanda Claudia |
| Contributors | Bester, Garfield |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (164 leaves) |
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