Confirmatory factor analysis of the career development questionnaire and the career decision-making self-efficacy scale for South African high school students.
- Authors: De Bruin, G.P. , Bernard-Phera, M.J.
- Date: 2002
- Subjects: Career development questionnaire , Career decision-making self-efficacy scale , Self-efficacy , Decision-making
- Type: Article
- Identifier: uj:6574 , http://hdl.handle.net/10210/2874
- Description: This study investigated the construct validity of the Career Development Questionnaire and the Career Decision- Making Self-Efficacy Scale for Grade 12 students from a low socioeconomic area in South Africa. The results of confirmatory factor analyses provided support for the construct validity of the Career Development Questionnaire and the Career Decision-Making Self-Efficacy Scale as measures of career maturity and career decision-making self-efficacy respectively. In accordance with theoretical predictions, a moderate degree of overlap between the constructs measured by the two instruments was observed. It appears that a general factor, labelled General Career Decision-Making, underlies responses to the two questionnaires. In addition to the general factor, the Career Decision-Making Self-Efficacy Scale also measures self-efficacy expectations regarding decision-making.
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Hope and coping self-efficacy as predictors of psychological well-being among adolescents in Gauteng
- Authors: January, Jillian
- Date: 2011-12-08
- Subjects: Adolescent psychology , Hope , Self-efficacy , Well-being
- Type: Mini-Dissertation
- Identifier: uj:1879 , http://hdl.handle.net/10210/4234
- Description: M.A. , Adolescence is stage of change on a biological, social, physical and psychological level. Whilst some individuals are able to successfully negotiate through this stage and adapt to the various changes in an adequate manner, some adolescents may encounter difficulty during this process (Geldard & Geldard, 2004). Keyes’ (2006a) has highlighted the importance of success on a developmental level during adolescence as it holds important implications for adult development. Whilst research has continually highlighted risk behaviours and negative outcomes stemming from an inadequate adaptation to the period of adolescence, there is limited information regarding the positive aspects that can further support this process of development. In addition to the developmental challenges which the stage of adolescence holds, South African youth are exposed to a unique socio-economic context, which presents challenges such as familial difficulties, lack of parental monitoring, violence, crime and exposure to abuse (Van Schalkwyk, 2009). It is therefore important to identify factors which could facilitate adolescent development in a positive manner. The aim of the current study was therefore to utilize the explanatory framework of positive psychology to understand and identify psychological strengths which could contribute to positive outcomes for adolescents. Two specific psychological strengths were explored namely hope and coping self-efficacy. The broad aim of the study was to explore hope and coping self-efficacy amongst adolescents from different population groups. Further, the study also aimed to examine the relationship between hope, coping self-efficacy and psychosocial well-being. Finally, the study aimed to determine the extent to which hope and coping self-efficacy predicted psychosocial well-being. A total number of 1173 adolescents participated in the study. Participants completed The Children’s Hope Scale (CHS), Coping Self-Efficacy Scale (CSE) and the Mental Health Continuum Short-Form (MHC-SF). Results obtained indicated that the levels of hope among adolescents from different population groups was similar and relatively high (M=24.41-26.01). Results from the CSE indicated that the mean scores for the adolescents from different population groups were in the average range. The mean scores for the different population groups were as follows: Blacks (n=376) M=78.12 SD=20.74, Whites (n=542) M=78.74, SD=20.9, Coloured (n=180) M=77.84, SD=22.98, and Indian (n=69) M=84.17 SD=21.01. In order to examine the relationship between hope, coping self-efficacy and psychosocial well-being, Pearsons’ correlations were utilised. Results indicated that a positive correlation exists between coping self-efficacy and hope (r = .574, p < 0.01 ), between coping self-efficacy and psychosocial well-being (r = .495, p < 0.01), and between hope and psychosocial well-being (r = .567, p < 0.01). Previous research suggesting positive relationships between these constructs were thus confirmed. A multiple hierarchical regression analysis was implemented to determine the extent to which hope and coping self-efficacy predicted psychosocial well-being. Results indicated that hope accounts for a significant variance in psychosocial well-being (R2 = .396, F (1, 1090) = 529.51, P < .05). Results also indicated that coping self-efficacy accounts for 7% of the variance in psychosocial well-being after controlling for hope (R2 = .396, R2 = .069, F (1, 1091, 125.35, p < .05). To conclude, the findings indicate that adolescents from different population groups have similar, relatively high levels of hope. Further, adolescents from different population groups have similar levels of coping self-efficacy. The levels of coping self-efficacy are in the average range, indicating that most adolescents in the study felt that they are able to cope with the various challenges which they need to contend with on a daily basis. A positive relationship was found between the constructs of hope, coping self-efficacy and psychosocial well-being. Coping self-efficacy also uniquely predicted psychosocial well-being after controlling for hope. The results are encouraging, as it demonstrates that despite the contextual challenges faced by many South African adolescents, they are able to cope relatively well, and hold relatively high levels of hope.
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Income as spurring self-efficacy among university students in Cape Town - South Africa
- Authors: Vivence, Kalitanyi
- Date: 2020
- Subjects: Family income , Self-efficacy , Entrepreneurship
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/445454 , uj:38975 , Citation: Vivence, K.2020. Income as spurring self-efficacy among university students in Cape Town - South Africa.
- Description: Abstract: A study was conducted in Cape Town to determine whether family income has impact on university students’ entrepreneurial self-efficacy. It is argued that self-efficacy is an engine to promote entrepreneurship, which has the possibility of providing a source of income in the families. The motive to conduct the current study is to further the debate about entrepreneurship in South Africa, and the way it can come forward. A hypothetical-deductive approach was adopted. Survey correlational was adopted as the study design, while SPSS was used to capture and analyze the data. Data was collected on 274 entrepreneurship students, using an adapted questionnaire. Cronbach’s Alpha was used to measure the reliability of the instrument. Findings reveal that there is a positive correlation between independent variable of income and dependent variable of self-efficacy. The implications of the results to policy makers have been outlined along with suggestions for future researches in order to refine our present positions and understanding of this relationship.
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Measuring university students’ perceptions about the role of self-efficacy on entrepreneurial intentions in Cape Town
- Authors: Kalitanyi, Vivence , Bbenkele, Edwin
- Date: 2019
- Subjects: Self-efficacy , Entrepreneurial intentions , Entrepreneurship
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/402086 , uj:33634 , Citation: Kalitanyi, V. & Bbenkele, E. 2019. Measuring university students’ perceptions about the role of self-efficacy on entrepreneurial intentions in Cape Town.
- Description: Abstract: Entrepreneurial self-efficacy (ESE) is best seen as a multidimensional construct made of individuals’ beliefs about their abilities and capabilities for tackling the challenges and nurture entrepreneurial intentions towards starting a new business. This study conducted in Cape Town –South Africa- aims at identifying the factors of self-efficacy and the role self-efficacy plays in rising entrepreneurial intentions among university students. Data were collected with the use of a questionnaire-survey, where entrepreneurship students were the respondents. SPSS 22 was used to conduct Bivariate and multivariate tests of statistical significance. Reliability of the data collection instrument was test with the use of Cronbach’s Alpha and the variable of self-efficacy scored the reliability level of 0.877. The validity was ensured by the assessment of the instrument by the two statisticians and two academics who are experts in their fields. The findings reveal the existence of a positive relationship between entrepreneurship university students’ self-efficacy and their entrepreneurial intentions. The paper formulates the recommendations to various and concerned stakeholders; government, civil society organisations, parents, entrepreneurship university lecturers as well as universities themselves.
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Personality, self-efficacy and locus of control in golf players: a correlational study
- Authors: Lovell, Caroline Adele
- Date: 2008-11-06T07:25:05Z
- Subjects: Personality , Jungian psychology , Locus of control , Self-efficacy , Golfers| , Sports psychology
- Type: Thesis
- Identifier: uj:14596 , http://hdl.handle.net/10210/1517
- Description: M.A. , None
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Relationships among senior school students’ self-efficacy, metacognition and their achievement in chemistry
- Authors: Oyelekan, Oloyede Solomon , Jolayemi, Seun Sola , Upahi, Johnson Enero
- Subjects: Academic achievement , Metacognition, , Self-efficacy
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/404562 , uj:33933 , Citation: Oyelekan, O. S., Jolayemi, S. S. & Upahi, J. E. (2018). Relationships among senior school students’ self-efficacy, metacognition and their achievement in Chemistry. Cypriot Journal of Educational Science. 14(2), 208-221.
- Description: Abstract: Learners play very significant roles in the teaching–learning process. Irrespective of how teachers teach, learners often have their own ways of learning. Three hundred senior secondary school II students selected from 10 senior secondary schools in Ilorin, Nigeria participated in the study. Simple random sampling technique was used to select 30 students from each of the 10 purposively sampled senior secondary schools. Data were collected using three instruments, namely, Chemistry Self-Efficacy Questionnaire, Chemistry Metacognition Questionnaire and Chemistry Achievement Test with reliability indices of 0.83, 0.73 and 0.86, respectively. Answers were provided to four research questions each of which has a corresponding hypothesis. The hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation, regression and analysis of variance. Findings from the study indicates significant positive relationship among senior secondary school students’ Chemistry self-efficacy, metacognition and their achievement in Chemistry F(2, 297) = 332.482, p < 0.05.
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Self-efficacy and self-esteem in a group of adolescents with anorexia nervosa
- Authors: Sassoon, Esther
- Date: 2008-11-12T08:49:58Z
- Subjects: Anorexia nervosa treatment , Self-efficacy , Self-esteem in adolescence
- Type: Thesis
- Identifier: uj:14672 , http://hdl.handle.net/10210/1644
- Description: M.A. , Anorexia nervosa is an eating disorder characterised by an intense fear of gaining weight, a refusal to maintain a minimally normal body weight and a significant disturbance in the perception of the shape or size of his or her body (American Psychiatric Association, 2000). Anorexia nervosa typically begins in mid-to-late adolescence (age 14-18 years). Follow-up studies show that only 10% of those with anorexia nervosa fully recover. While almost half may show partial recovery, many continue to be seriously impaired by depression, social phobias or recurrent symptoms (Herzog et al., 1993). Early onset (before 16) may be associated with a less negative prognosis, although a far from favourable one (Theander, 1996). Considerable clinical literature exists on the etiology of anorexia nervosa, but for the purpose of the current study cognitive factors that may relate to anorexia nervosa were examined. Specifically, the study focused on two self-evaluations: self-efficacy and self-esteem. Generalized self-efficacy can be defined as a global confidence in one's coping ability across a wide range of demanding or novel situations (Schwarzer, 1993). Self-esteem is defined as the evaluation that the individual makes and customarily maintains with regard to himself/ herself (Rosenberg, 1965). To ascertain levels of self-efficacy and self-esteem, the Generalized Self-Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1993) and Rosenberg Self-Esteem Scale (RSE) (Rosenberg, 1965) were administered in an experimental group of white adolescent girls diagnosed with anorexia nervosa (n=24) as well as a control group (n=24). An ex-post-facto experimental control group correlational design was implemented, andtwo-tailed t-tests conducted to determine the significance of differences regarding levels of self-efficacy and self-esteem between the two groups. The results indicated that there was no significant difference between the experimental group and control group with regard to their levels of self-efficacy. However, the experimental group exhibited lower levels of self-esteem in comparison to the control group. These results indicate that generalized self-efficacy, as a cognitive self-evaluation on its own, does not distinguish between adolescent girls with anorexia nervosa and a control group, and that domain-specific self-efficacy should also be considered in future research. The results further confirmed that girls diagnosed with anorexia nervosa exhibit lower levels of self-esteem as suggested in previous research (e.g. Wilksch & Wade, 2004). With regard to future research, larger groups are needed to elaborate on the current findings. Furthermore, additional research investigating the role of other aspects of self-esteem such as outer self-esteem and inner or trait self-esteem, as well as other aspects of self-efficacy such as domain specific self-efficacy, could contribute to the current findings.
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Self-efficacy as mediating factor in the stress response
- Authors: Caldeira, Fatima
- Date: 2012-02-06
- Subjects: Self-efficacy , Stress (Psychology) , Locus of control , Type A behavior , Adjustment (Psychology)
- Type: Thesis
- Identifier: uj:2015 , http://hdl.handle.net/10210/4368
- Description: M.A. , Over the years it has become clear that self-efficacy beliefs play a significant role in various domains of human functioning. According to Bandura (1986) individuals possess a self-system that enables them to exercise a measure of control over their thoughts, feelings and actions. This implies that the construct of self-efficacy has a pervasive influence on human functioning as it is seen to influence the way in which people feel, think and act. The literature has also shown that the physiological dimension of the self also stands to be affected by efficacy beliefs. One of the goal's of this research was to investigate the role of self-effiCacy as a mediating factor in the stress response, and how the various facets of self are affected by and affect an individual's perception of and response to a stressful situation. The stressful condition refers to the semester tests and how the students predicted their academic perfonnance under these conditions of stress. The design of the study was quantitative, and the sample comprised of 49 undergraduate psychology students. They completed a series of questionnaires a week before the first condition of stress, and their blood pressure was also measured at this time. Their blood pressure was also measured pretest and posttest at both conditions of stress. By means of a cluster analysis the group was divided into two homogeneous groups (high self-efficacy group, N=27) and (a low self-efficacy group, N=22) and this was followed by a detailed statistical analysis. The results revealed that the high self-efficacy group showed a bigger decline in diastolic and systolic blood pressure than the low self-efficacy group once the stressful condition had passed. Therefore the high self-efficacy group made a quicker physical recovery than the low self-efficacy group. It thus appears that the stress response of the more efficacious group may have been mediated by their beliefs of coping efficacy. Furthennore, the high self-efficacy group was more accurate in predicting their academic perfonnance than the low self-efficacy group. Even though the more efficacious group did not perfonn as well as the less efficacious group, they showed more optimism, and their prediction suggests that they are able to realistically appraise what they are capable of, since the test result was similar to what they had predicted. This ability to predict perfonnance is vital, as a major function of thought is to predict events and to exercise control over these events. This sense of control can be regarded as a self-confident view of an individual's capability to deal with certain life stressors (Schwarzer, 1997). Even though this study has highlighted some interesting trends relating to selfefficacy and the stress response, further research is needed to gain a more comprehensive understanding of this dynamic relationship.
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The factor structure of six salutogenic constructs.
- Authors: Breed, M. , Cilliers, F. , Visser, D.
- Date: 2006
- Subjects: Salutogenic constructs , Sense of coherence , Hardiness , Learned resourcefulness , Potency , Internal locus of control , Self-efficacy
- Type: Article
- Identifier: uj:6427 , http://hdl.handle.net/10210/1284
- Description: The aim of this research was to investigate the factor structure of six salutogenic constructs, namely sense of coherence, hardiness, learned resourcefulness, potency, internal locus of control and self-efficacy. Measurement with a sample of 935 part-time students did not fit the conceptualisation of salutogenesis. A different factor structure for Whites versus Others occurred. For Whites, all six constructs more or less contributed towards the general salutogenic factor and for Others all but learned resourcefulness contributed. For Whites, salutogenesis consisted of two clear dimensions (a global positive orientation; specific behavioural skills) and for Others one dimension (an optimistic life view). Confirmatory factor analysis performed on the data for both groups, indicated a weak fit. It was recommended that salutogenesis be further explored within an overall personality theory.
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The impact of the South African post-matric programmes on career maturity and self-efficacy.
- Authors: MacKenzie, Suzanne Janine
- Date: 2012-08-14
- Subjects: Self-efficacy , Vocational guidance , Postsecondary education , Self-efficacy - South Africa , Vocational guidance - South Africa , Postsecondary education - South Africa
- Type: Thesis
- Identifier: uj:9278 , http://hdl.handle.net/10210/5722
- Description: M.A. , The purpose of this study is to determine the impact of the South African post-matric programmes on career maturity and self-efficacy. The research design employed in order to measure this impact was a non-equivalent three group, pre-posttest design within a quasi-experiment. Post-matric students in the experimental group were taken from nine independent schools in South Africa. Two control groups were used, one consisting of matriculation students and the other of first year university students. Post-matric is an additional year of schooling aimed at bridging the gap between school and university. The difficulties experienced by young people during this school to work transition and the main reasons for students partaking in post-matric programmes are presented. In order to comprehensively outline the construct career maturity, the theories of three authors, namely, Donald Super, John Crites and Ronelle Langley, are discussed. The construct self-efficacy is also fully outlined with a theoretical exposition of the work of Albert Bandura, John Krumboltz and Nancy Betz. Measurement instruments used in this study are a biographical questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self- Efficacy Scale (CDMSES). Various hypotheses were formulated and Hotelling's T 2- tests, Students t-tests, multivariate analysis of variance (MANOVA), univariate analysis of variance (ANOVA) and the Scheffe test were used to test the hypotheses. Results of these statistical tests showed that the three groups of participants started off unequally with regard to the measures of career maturity and career decision-making self-efficacy, but the two school groups improved to such an extent that their mean scores on all scale variables compared favourably with those of the university group at the end of the study. It is especially the career maturity and career decisionmaking self-efficacy of the post-matric students that improved significantly within the nine month period during which the post-matric programmes were implemented. This finding reflects positively on the impact of the post-matric programmes. As the CDMSES is an overseas research instrument being used extensively in South Africa for the first time in this research, certain statistical procedures were carried out in order to highlight its psychometric properties. Of particular interest is the finding that in South Africa the CDMSES measured only one factor which can be named as Forethought with regard to Career Knowledge. In conclusion it is recommended that full use be made in educational institutions of the measurement instruments used in this study as diagnostic aids to enhance the effectiveness of career counselling. It is also recommended that further research in this topic be carried out on the broader community in South Africa.
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The influence of a ropes course development programme on the self-concept and self-efficacy of young career officers.
- Authors: Stadler, K. , Kotze, M.E.
- Date: 2006
- Subjects: Adventure training , Self-concepts , Self-efficacy , Self-description questionnaire , General self-efficacy scale
- Type: Article
- Identifier: uj:5688 , http://hdl.handle.net/10210/2933
- Description: The aim of this study was to determine whether adventure training could be utilised to enhance the self-concepts and self-efficacy of young career officers in the South African National Defence Force. A quasi-experimental design with a pre-test, post-test and post-post-test was used. Two measuring instruments were administered, namely the Self-description Questionnaire III and the General Self-efficacy Scale. No statistically significant improvement was measured in the various dimensions of the self-concepts and self-efficacy of members of the experimental group, but some encouraging indications of change in the experimental group were observed after the intervention. The implications of the findings are discussed further.
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The relationship between career decision self-efficacy and self-directed learning amongst female university students : a cross-cultural study
- Authors: Hughes, Gillian
- Date: 2011-12-08
- Subjects: Career choice , Self-efficacy , University students, female , Self-directed learning
- Type: Thesis
- Identifier: uj:1884 , http://hdl.handle.net/10210/4239
- Description: 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.
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The relationship between career maturity and career decision-making self-efficacy expectations among disadvantaged learners
- Authors: Bernard-Phera, Martha Joy
- Date: 2010-11-23T05:44:56Z
- Subjects: Career development , Adulthood , Emotional maturity , Decision making , Self-efficacy , Children with social disabilities
- Type: Thesis
- Identifier: uj:7024 , http://hdl.handle.net/10210/3530
- Description: M.A. , The purpose of this study was to examine the relationship between career maturity and career decision-making self-efficacy expectations among disadvantaged Grade 12 students. Factor analysis was used for this purpose. The construct of career maturity was dealt with comprehensively by means of a theoretical review of the contributions made by Donald Super, John Crites and Ronelle Langley. The second construct, i.e., career decision-making self-efficacy expectations was covered by reviewing the contributions of Albert Bandura, Nancy Betz, Steven Brown, Gail Hackett and Robert Lent. Three measurement instruments were utilised, namely, the Biographical Questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self-Efficacy Scale (CDMSES). The data was analysed by means of principal factor analysis with iterated communalities. The Scree-test and eigenvalues-greater-than-one criterion were used to determine the number of factors. The factors were obliquely rotated according to the Promax criterion. The factor analysis revealed that career maturity and career decisionmaking self-efficacy expectations are two distinguishable but empirically and conceptually related constructs. Although the CDQ and CDMSES and their respective sub-scales define two separate factors, the correlation between the factors show that they are not entirely independent. Factor analysis also revealed that the CDQ and CDMSES were valid and reliable measures of career maturity and career decision-making selfefficacy for a sample other than the white, middle-class samples. The results also show that the disadvantaged learner has a lower level of career maturity and career decision-making self-efficacy as compared to a normative high school sample and an affluent sample. These results were expected, especially in the light of South Africa's historical past. Changes in the economic environment may prove to be instrumental in changing perceptions about the world of work and attitudes towards career planning and choice. Researchers are challenged to implement programmes that will assist in the enhancement of career maturity and career decision-making self-efficacy ofthe disadvantaged learner.
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The relationship between organisational climate and salutogenic functioning.
- Authors: Cilliers, F.V.N. , Kossuth, S.
- Date: 2002
- Subjects: Organisational climate , Psychological atmosphere , Salutogenic , Psychological health , Locus of control , Self-efficacy
- Type: Article
- Identifier: uj:5666 , http://hdl.handle.net/10210/2910
- Description: Organisational climate, defined as psychological atmosphere, was measured by means of 14 climate and four managerial support dimensions. Salutogenic functioning, referring to the origins of psychological health, was measured as the constructs sense of coherence, self-efficacy and locus of control. A representative sample of 245 mining personnel was used. Climate correlates significantly with sense of coherence and locus of control, and through these, with self-efficacy. It is recommended that Industrial Psychologists can act as facilitators in improving organisational climate by monitoring and enhancing the level of salutogenic functioning amongst its managers and staff members.
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The relationship between sense of coherence, self-efficacy and post-traumatic stress disorder
- Authors: Fourie, Sandra Anne
- Date: 2011-12-06
- Subjects: Post-traumatic stress disorder , Self-efficacy , Coherence (Psychology)
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/374581 , uj:1800 , http://hdl.handle.net/10210/4163
- Description: M.A. , The current social and political situation in South Africa has resulted in an extremely violent climate in which the incidence of highly stressful events experienced by people on the whole is extremely high. The severe and pathological negative symptoms that often follow the experience of highly stressful events are defined as Post-traumatic Stress Disorder (PTSD) in the Diagnostic and Statistical Manual for Mental Disorders - IV (DSM-IV)(APA, 1994). An improved understanding of the factors involved in the development, treatment and prevention of PTSD is important considering the potentially debilitating effects of this disorder. With the increasing emphasis being placed on 'positive' psychology, the salutogenic orientation was given focus in this study. Antonovsky (1979, 1987) defines salutogenesis as 'the origins of health', and the emphasis is on identifying those factors in which health originates and is promoted. This study aimed to investigate two specific variables, sense of coherence (Antonovsky, 1979, 1987) and self-efficacy (Bandura, 1977, 1986) as two potential psychological resilience factors that may positively contribute to effective functioning after the experience of a highly traumatic event. The research tested a postulated model which suggested that the two resilience variables influence the presentation of PTSD symptoms after exposure to a traumatic event. The research was conducted in a police and banking environment with 50 participants, all of whom had experienced a traumatic event as defined by the criteria in the DSM-IV. Three measuring instruments were used to measure the constructs of interest. PTSD symptomatology was measured by means of Horowitz's "Impact of Events Scale - Revised" (Weiss & Marmar, 1997), self-efficacy in the face of a traumatic event was measured by means of a specific questionnaire constructed by the researcher for this study (SEFTE), and sense of coherence was measured by means of Antonovsky's "Orientation to Life" questionnaire, or Sense of Coherence Scale (1983). The results of the study indicated that a relationship does exist between the three constructs of interest. A higher sense of coherence. contributes to higher selfefficacy expectations in the face of a traumatic event, and both these variables reduce the level of PTSD symptomatology after exposure to a traumatic event. In conclusion, the importance of understanding some of the psychological resilience factors which may help to prevent PTSD after exposure to a traumatic event, or at least reduce the severity of the symptoms, was highlighted. By doing so, emphasis can be moved from the treatment of PTSD after the event, to the prevention of the disorder, by strengthening the resilience of those people at risk of exposure to a highly traumatic event, before the event occurs.
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Vocational interest and other non-cognitive factors as predictors of academic performance in high school
- Authors: Bloye, Elton Jeremy
- Date: 2008-08-15T07:56:00Z
- Subjects: Vocational interests , Academic achievement , Personality and academic achievement , Self-efficacy , Secondary education
- Type: Thesis
- Identifier: uj:7898 , http://hdl.handle.net/10210/878
- Description: Research has indicated that there are many factors affecting academic performance of high school students, which in turn can have a significant effect on their future educational and occupational opportunities. While much international research has been done on cognitive and non-cognitive factors affecting academic performance, there seems to be a lack of empirical studies within the South African context, especially with regard to the effect of vocational interests, academic attitudes and study behaviours. The study investigated three hypotheses. Firstly, academic ability has a significant influence on school students’ academic performance; secondly, school students who show vocational interest patterns that correspond with specific subject content, perform academically better than school students who do not have interests that are in line with the subject content; and thirdly, school students with positive academic attitudes and study behaviours perform academically better than students with negative academic attitudes and study behaviours. The study included 285 Grade 10 students who completed the General Scholastic Aptitude Test, the Self-Directed Search and the Academic Behaviours and Attitudes Questionnaire. The results of multiple regression analyses revealed that academic ability, vocational interests, self-efficacy, achievement motivation, self-directedness in learning and avoidance of procrastination all contributed toward predicting academic performance. With regard to the role of vocational interests, the results also revealed that Investigative and Realistic interests had a significant effect on academic performance even when subject content did not match vocational interest patterns. An adjusted model, based on Social Cognitive Career Theory was formulated in order to conceptualise the study. , Dr. K. de Bruin
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