Thesis (M.A.(Research Psychology)) --University of Limpopo, 2014 / This study investigated the association between family structure and both academic outcome and psychological well-being among learners (N = 500) from the Nkomazi Municipality, Mpumalanga. The learners were classified into six family structure types, including traditional, two-biological parents, single mother, single father, blended, grandparent-led and sibling-led types. The results regarding the association between family structure and academic outcomes were equivocal; chi-square analysis showed that there was no association between family structure and the overall mid-year examination results (“pass” or “fail”) and the learners qualitative self-rating (ps > 0.05); yet the overall symbol obtained for the mid-year examinations was related to family structure (p < 0.05). Furthermore, an association was found between family structure and both self-esteem and positive affect (ps < 0.05), and the relationship between family structure and psychological distress, life satisfaction and negative affect, all measures of psychological well-being did not achieve statistical significance. Possible reasons for lack of association between family structure and some variables of academic performance and psychological well-being variables used in this study are explored.
Keywords: family structure, academic outcome, psychological well-being
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/1411 |
| Date | 23 September 2014 |
| Creators | Mbatsane, Thulisile Enough |
| Contributors | Moripe, S., Mashegoane, S. |
| Publisher | University of Limpopo |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | x, 71 leaves |
| Relation |
Page generated in 0.0019 seconds