Selfkonsep, tydkonsep en skolastiese prestasie
- Authors: Grobler, Regina Catherina
- Date: 2012-08-28
- Subjects: Personality and academic achievement , Self-perception in children - Longitudinal studies , Motivation in education - Case studies , Time management
- Type: Thesis
- Identifier: uj:3389 , http://hdl.handle.net/10210/6787
- Description: D.Ed. , Societal structures are undergoing drastic changes at present. In the modern technological community, increasing pressure is placed on the child to achieve, particularly in the scholastic field. The urgent need for higher scholastic achievement makes greater demands on both the educator (parent and teacher) and the child. A positive self-concept can provide the motivation which could lead to higher scholastic achievement, but the way in which the child plans and uses his time, and works towards future success, may be of the utmost importance for high average scholastic achievement. Against this background, the aim of this research was to investigate selfconcept and time-concept within an educational context. The study probed the issue of whether there is a difference between the self -concept and time-concept of pupils with a high average scholastic achievement and those of pupils with a low average. Further, the possible relationship between the self-concept and the time-concept of these pupils was investigated. To achieve this goal, the research was based on seven sub-goals. The first three of these goals were realised by investigating a theoretical framework regarding the self-concept and time-concept of pupils within an educational context, and also by educationally founding self-concept, time-concept and scholastic achievement. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. Standard six, eight and ten pupils who were enrolled at an Afrikaans-medium and an English-medium high school in the Roodepoort area falling under the ex-Transvaal Education Department, as well as such pupils at an English-medium high school in the Johannesburg area, falling under the ex-Department of Education and Training, were involved in the investigation. A structured questionnaire in Afrikaans and English was developed on the basis of the above-mentioned self-concept and time-concept by adapting and refining already existing instruments. In accordance with the fourth sub-goal, this questionnaire, consisting of two instruments, was used to investigate the pupils' self-concept (instrument one) and timeconcept (instrument two). The approach followed for analysing and interpreting the data entails six steps. The data on self-concept and time-concept were analysed separately in steps 1, 4 and 5. In step 1 the validity and reliability of the measuring instruments were investigated. First order factor analytical procedures and item analyses were applied respectively in this regard. In each case only one variable (scale), namely self-concept and time-concept, was identified in this way. In step 2 the calculation of the correlation between the average percentage of the previous examination (biographical information) and the calculated average percentage (from information in Annexure C) was done on the basis of the data obtained from the Afrikaans-medium high school. This calculation was aimed at using the data from the questionnaire (obtained from the one English-medium high school that failed to provide the information required in Annexure C) for further statistical analyses. Step 3 entailed the determination of the cut-off points for pupils with a high average and those with a low average in scholastic achievement. Two groups of pupils were thus identified, namely the group of pupils with a high average scholastic achievement and the groups of pupils with a low average. The variables (number of factors) of self-concept and time-concept that could be used in the further analyses of the data, were identified by means of a prime factor analysis (PFA1), together with a Doblimin rotation method identified in step 4. The variables of self-concept and time-concept were subsequently used to conduct multi-variable and single variable analyses according to step 5 on the data of the pupils. These analyses were aimed at establishing whether there was a difference between the self-concept and the time-concept of the pupils with a high average and those of the pupils with a low average in scholastic achievement. The Hotelling T 2 test and MANOVA were used to test multi-variable hypotheses. The Student's t-test, ANOVA and the Scheffe test were used to test the single variable hypotheses. In step 6 of the analyses a canonical correlation analysis was performed on the data to establish whether there were statistically significant relationships between the self-concept and the time-concept of the pupils with a high average scholastic achievement. The same procedure was followed to determine whether there were statistically significant relationships between the self-concept and the time-concept of the pupils with a low average scholastic achievement. The findings obtained from all these analyses are stated briefly: There is, in fact, a difference between the self-concept and time-concept of pupils with a high average scholastic achievement and those with a low average. With regard to self-concept, the pupils with a high average have a more positive academic self, a better relationship with family and relatives, a more supportive religious orientation and a better attitude towards values than the pupils with a low average in scholastic achievement. With regard to time-concept, the pupils with a high average are more future-oriented, more conscientious in their time management, experience less anxiety about the future and are less focused on the present than the pupils with a low average in scholastic achievement. With regard to the relationships between the self-concept and the timeconcept of the pupils, the findings include the following: * Pupils with a high average scholastic achievement - there is a relationship between academic self, relationship with family and - relatives, social relations, religious orientation, physical self, negative experience of frustration, attitude towards values and future orientation, conscientious time management, negative in anxiety about the future, independent utilisation of time and contentment with the present and the past. Pupils with a low average scholastic achievement - there is a relationship between academic self, relationship with family and relatives, social relations, religious orientation, physical self, attitude towards values and future orientation, conscientious time management, time-consciousness, focus on the present, independent utilisation of time and contentment with the present and the past. On the whole, it would therefore appear that two variables of the timeconcept, namely anxiety about the future and focus on the present, can give rise to an inability to achieve a high scholastic average. It could therefore be in the interest of the child that the educators (parents and teachers) should make every effort to foster a positive selfconcept and a future-oriented time-concept in the child. The emphasis should be placed on planning and working towards a future goal. In addition, it should also be stressed that the enjoyment of the moment should be exchanged for future success.
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Time management as an aspect of the learning environment : implication for the management of teacher competence
- Authors: Mukhithi, Mukondeleli Margaret
- Date: 2012-09-07
- Subjects: School management and organization -- Planning , Time management , Teachers -- Rating of , Teachers -- Training of -- Evaluation
- Type: Mini-Dissertation
- Identifier: uj:9770 , http://hdl.handle.net/10210/7177
- Description: M.Ed. , In this chapter an analysis and interpretation of some of the empirical data was undertaken. The construct validity of the research instrument was investigated by means of two successive factor analysis which reduced the 108 items to just two factors namely: Educative competence consisting of 81 items with a reliability coefficient of 0,978 and Collaborative competence consisting of 27 items with a reliability of 0,918. The statistical analysis of the research was rationed to a comparison of one example of two independent groups and one example of three or more independent groups. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. An instrument which has construct validity should also be able to distinguish between groups which are known to differ from one another. It can be seen from the data in Table 4.5 that many of the groups which one expects to differ significantly from one another do indeed differ in their perceptions of educative and collaborative competence. These differences were discussed and possible reasons for the differences in factor mean scores were postulated.
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The relationship between time management behaviour, flow, happiness and life satisfaction in the hospitality training environment
- Authors: Geyser, Ita
- Date: 2013-07-11
- Subjects: Hospitality industry - Management , Time management , Happiness , Vocational education , Occupational training
- Type: Thesis
- Identifier: uj:7607 , http://hdl.handle.net/10210/8473
- Description: M.Comm. (Industrial Psychology) , There is ample evidence to suggest that optimal experience (flow), happiness and life satisfaction are related to one another in the creative culinary training environment. In this study, the effect of time management behaviour on these relationships was investigated within the hospitality training environment. Furthermore, the mediating role of perceived control of time on flow was explored, as well as the direct effect of happiness and life satisfaction on flow, among the different demographic groups. A quantitative research design was used and data were gathered with the use of an online questionnaire (cross-sectional survey). The sample consisted of n=229 students within the culinary training environment, in a tertiary institution spanning across different gender, age, racial groups and educational levels. Significant results were found for mechanics of time management that mediated fully through the perceived control of time on flow; goals and priorities mediated partially through the perceived control of time on flow. Happiness, however, had a direct link on flow. The practical implications of this study are that time management behaviour training should become more prominent in the culinary studies practical training for hospitality students. Successful time management behaviour skills may be beneficial in increasing the flow, happiness and life satisfaction outcomes of the students. This research further contributes to the body of knowledge of positive psychology, particularly within a South African vocational training context.
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Lean application in student finance department within a learning institution can lead to high academic throughput: a case study.
- Authors: Kholopane, Pule , Vandayar, Candice
- Date: 2014
- Subjects: Lean manufacturing , Time management , Universities and colleges - Administration
- Type: Article
- Identifier: uj:5034 , http://hdl.handle.net/10210/13554
- Description: The knowledge of lean principles is just as applicable to offices and other work environments as it is to manufacturing plants. Lean is a theory that can help organizations to simplify and organize their working environment so that waste can be reduced, avoid high employee turnover and proper equipment and workspace is used. Although services can be consumed and perceived, they cannot be measured easily and objectively, like manufacturing products. An objective measurement is a critical aspect of lean, which requires data-driven decisions to eliminate defects and reduce variation. Waste and the misuse of time could cost the company and the clients’ money and time, and in an academic environment, this is known to be extremely valuable. The study focuses on the finance department supporting students in one of the leading South African institution. There has been a number of incidents of wastage and non-professionalism identified in that department, which led to some students not getting their tuition and study material on time and some unable to register for the current year. The research attempts to highlight these problems and provides a solution as to how they can be resolved in order to assist the university to reach its expected throughput.
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Conversation about goal setting and self-determination among grade 8 learners
- Authors: Pullen, Adele
- Date: 2014-01-27
- Subjects: Goal (Psychology) , Time management , High school teachers , Education, Secondary
- Type: Thesis
- Identifier: uj:7944 , http://hdl.handle.net/10210/8846
- Description: M.Ed. (Educational Psychology) , Through observing my grade eight learners I noticed that most of them found the transition from primary to high school difficult as they appeared to struggle to manage their time effectively towards completing and submitting quality class assignments. Houck is one of many researchers to present setting and attaining personal and academic goals as a positive coping method in high-stress situations. The purpose of this inquiry was to analyse and understand how grade eight learners' organize their conversation and what they converse about on their experiences in utilizing goal-setting strategies towards better time-management and self determination in completing a class assignment. This inquiry utilized an ethnomethodological Design whereby both Content Analysis and Conversation Analysis were my mode of analysis. Through the qualitative Content Analysis I was able to identify ten categories or themes that explained the experiences these grade eight learners had in utilizing goal-setting strategies towards better time management and self-determination in completing a class assignment. The Conversation Analysis of the video recorded conversation of a small group of six grade eight learners was analysed on four levels. On the experience of completing an assignment utilizing goal-setting strategies the inquiry found that, the participants demonstrated an understanding of the benefits of goal-setting (planning, prioritizing and meeting deadlines) within the school learning context. As expected, goal-setting has made a positive difference in the attitude of these participants towards themselves, their abilities and their school work. Additionally, through this conversation participant voices and perspectives were honored as they refined ideas and judged whether there was anything of merit offered by their fellow participants. It is recommended that teachers and therapists working with grade eight learners converse with learners within the classroom on how to approach their different learning areas' workload utilizing goal-setting strategies in order to achieve the learning outcomes successfully.
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Die verband tussen tydoriëntasie en prestasiemotivering met spesifieke verwysing na die beroeps- en bedryfswêreld
- Authors: Van Rensburg, Carel
- Date: 2014-02-18
- Subjects: Achievement motivation , Time management
- Type: Thesis
- Identifier: uj:4147 , http://hdl.handle.net/10210/9494
- Description: M.Com. (Industrial Psychology) , The twentieth century is marked by fast developing communities which are currently moving into a new era of social, political, economic and cultural change. These developments include, among other, increased economic activities, over-population and an international tendency towards political conflict. In the South African environment these factors, together with the socio-economic structure and heterogeneous racial composition place an ever increasing demand on the occupational and organisational environment...
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Tydoriëntasie as 'n fundamentele konsep in bestuursgedrag en bestuurstalent
- Authors: De Bod, Adrie Dawid
- Date: 2014-07-28
- Subjects: Time management , Time perception , Executive ability
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369148 , uj:11876 , http://hdl.handle.net/10210/11605
- Description: M.Com. (Industrial Psychology) , It is in the interest of the modern organisation to have control over the physical passage of time. The passage of time impl ies change and it is often the way in which change is handled that determines the success or failure of the organisation. Although the manager has a wide variety of means at his disposal with which he can manipulate concrete physical time within his managerial functions, it is especially his ability to move psychologically in time, either to the past or to the future, that enables him to control the passage of time. The manager's ability to orientate himself towards should, therefore, play an important part in the successful execution of his managerial functions. The importance of time orientation in management is not only self evident, but time orientation itself is increasingly receiving attention as a fundamental determinant of human behavior...
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Sistematiese tydorientasie as 'n sielkundige konstruk van beroepsgedrag
- Authors: De Jager, J. I.
- Date: 2015-11-11
- Subjects: Human behavior , Organizational behavior , Time - Psychological aspects , Time management
- Type: Thesis
- Identifier: uj:14543 , http://hdl.handle.net/10210/15074
- Description: M.Com. (Industrial Psychology) , Please refer to full text to view abstract
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