Die verband tussen leerstrategieë en intelligensie
- Authors: Harmse, Carel Johannes
- Date: 2014-06-04
- Subjects: Intellect , Study skills - Research - South Africa - Johannesburg , College students - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:11415 , http://hdl.handle.net/10210/11053
- Description: M.Ed. (Educational Psychology) , The object of this research project was to determine if learning strategies of first year students with different intellectual abilities differed and if these differences also applied to male and female students of different language groups. The project comprised of two parts. The first part consisted of a literature study which defined the concepts of intelligence, learning, cognition, metacognition and learning strategies. This was followed by a discussion of possible reasons why intelligent students fail to use effective learning strategies . The second part included an empirical investigation of the differences in the learning strategies of first year students with different intellectual abilities. The students were divided into the following groups: Afrikaans speaking male students, Afrikaans speaking female students, male students from other language groups and female students from other language groups. It was evident from the literature stUdy that learning strategies consist of self-management skills that the learner acquires, presumably over a period of years, to govern his own processes of attending, learning and thinking. Researchers agree that the mastering of learning strategies by a student can influence the success of his university career. When attending university even the intelligent students need effective learning strategies. Some students fail to acquire affective learning strategies while still at school. These students cannot cope with the large quantities of study material and consequently they may underachieve or even fail.
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- Authors: Harmse, Carel Johannes
- Date: 2014-06-04
- Subjects: Intellect , Study skills - Research - South Africa - Johannesburg , College students - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:11415 , http://hdl.handle.net/10210/11053
- Description: M.Ed. (Educational Psychology) , The object of this research project was to determine if learning strategies of first year students with different intellectual abilities differed and if these differences also applied to male and female students of different language groups. The project comprised of two parts. The first part consisted of a literature study which defined the concepts of intelligence, learning, cognition, metacognition and learning strategies. This was followed by a discussion of possible reasons why intelligent students fail to use effective learning strategies . The second part included an empirical investigation of the differences in the learning strategies of first year students with different intellectual abilities. The students were divided into the following groups: Afrikaans speaking male students, Afrikaans speaking female students, male students from other language groups and female students from other language groups. It was evident from the literature stUdy that learning strategies consist of self-management skills that the learner acquires, presumably over a period of years, to govern his own processes of attending, learning and thinking. Researchers agree that the mastering of learning strategies by a student can influence the success of his university career. When attending university even the intelligent students need effective learning strategies. Some students fail to acquire affective learning strategies while still at school. These students cannot cope with the large quantities of study material and consequently they may underachieve or even fail.
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Emosionele intelligensie en akademiese sukses.
- Authors: De Korte, Annemari
- Date: 2012-08-16
- Subjects: Emotional maturity , Personality , Intellect , Intelligence tests - South Africa , Academic achievement - South Africa
- Type: Thesis
- Identifier: uj:2599 , http://hdl.handle.net/10210/6048
- Description: M.A. , The principal aim of the study was to determine whether or not certain aspects of emotional intelligence account for the difference between students' academic success or failure. Although an in-depth study of existing literature on the topic of academic prowess soon disclosed that all aspects of an individual's functioning play a part in his or her academic performance, a flaw was uncovered in this argument in terms of the link between the individual's ability to deal with emotional processes and his or her academic functioning. The present study could, therefore, be considered to be the springboard for theory-building regarding the link between aspects of emotional intelligence and academic performance. Various studies in the domain of emotions have been undertaken with a view to study the manner in which individuals evaluate, communicate and apply emotions in their bid to solve problems and to adapt to circumstances of life. Emotional intelligence can be viewed as a meta ability that co-determines the extent to which an individual develops his or her potential, acquires and hones skills (including his or her intellect) and achieves his or her objectives. The manner in which the individual processes emotional contents could, therefore, have a profound effect on all intra and interpersonal aspects of his or her functioning, including his or her academic performance. In addition, existing literature soon discloses the multidimensional nature of the concept academic success to be a complex interchange between cognitive and non-cognitive factors. The interdependency between a number of these factors often serves to complicate any attempt to study them, however, and oft-times results in inconsistent and even contradictory findings. In the present study, the part that the individual's way of coping with emotional contents plays in his or her academic performance is subjected to close scrutiny. The experimental group selected for the purposes of the present study comprised 133 students in the age group 18 to 23 enrolled for a course in Psychology 1 at the Rand Afrikaans University. The said experimental group was deemed to represent the population of Human Sciences students at this institution. Based on their final-marks for Psychology 1, these students were divided into two categories, namely students who achieved academic success and students who failed to achieve academic success. Following, both groups of students were subjected to the Emotional Intelligence Battery of tests. Hotelling's T2-test was then used to determine whether or not the mean vectors of the two groups differed from each other. The F-test was applied to determine whether or not the variances between the two independent groups were homogeneous. Student's t-test was used to determine whether or not there be a statistically significant difference between the two means in terms of the five sub-scales of the Emotional Intelligence Battery. A stepwise discriminant analysis was conducted to determine which of the five variables (viz. the Social Translations (CBT) sub-scale of the Four Factor Tests of Social Intelligence, the Hogan Empathy Scale (HIES), the Self—Control Schedule (SCS), the Neuroticism sub-scale of the Eysenck Personality Questionnaire (EPQ), the total score of the Adolescent Self-Concept Scale (ASCS)) to the greatest extent contributed towards the differences between the two criterion groups (viz. academically successful students; academically unsuccessful students). The results of Hotelling's T 2-test indicated that the Emotional Intelligence Battery did indeed differentiate between students who achieved academic success and those who failed to achieve academic success in the specified population. Statistically significant differences were found in the vectors of means of Group 1 (viz. students who achieved academic success) and Group 2 (viz. students who failed to achieve academic success) with respect to the five sub-scales of the Emotional Intelligence Battery taken together. Statistically significant differences were found between the means of the two groups in respect of both the Social Translations sub-scale of the Four Factor Tests of Social Intelligence and the Hogan Empathy Scale. No statistically significant differences were, however, uncovered between the means of the two groups in respect of the rest of the sub-scales of the Emotional Intelligence Battery. The results of the stepwise discriminant analysis indicated that the variables Test 1 (the Social Translations sub-scale of the Four Factor Tests of Social Intelligence) and Test 5 (the Adolescent Self-Concept Scale (ASCS)) contributed towards the discrimination between Group 1 (academically successful students) and Group 2 (academically unsuccessful students). All in all, 64.8% of the experimental subjects was correctly classified by the two variables. In the present study, research was only undertaken in respect of the link between certain aspects of emotional intelligence and academic success. The present study could, therefore, be deemed to constitude an exploratory study, as no other study has ever been undertaken in the domain of the processing of emotional content in academic success. It is recommended that future research subject academic performance to a multidimensional scrutiny, with emotional intelligence being one of the factors. Further, it is recommended that future research be undertaken to determine the skills and abilities of experimental subjects from different cultural backgrounds and of both sexes, and that a comparison be drawn between these subjects' abilities and skills and their emotional intelligence.
- Full Text:
- Authors: De Korte, Annemari
- Date: 2012-08-16
- Subjects: Emotional maturity , Personality , Intellect , Intelligence tests - South Africa , Academic achievement - South Africa
- Type: Thesis
- Identifier: uj:2599 , http://hdl.handle.net/10210/6048
- Description: M.A. , The principal aim of the study was to determine whether or not certain aspects of emotional intelligence account for the difference between students' academic success or failure. Although an in-depth study of existing literature on the topic of academic prowess soon disclosed that all aspects of an individual's functioning play a part in his or her academic performance, a flaw was uncovered in this argument in terms of the link between the individual's ability to deal with emotional processes and his or her academic functioning. The present study could, therefore, be considered to be the springboard for theory-building regarding the link between aspects of emotional intelligence and academic performance. Various studies in the domain of emotions have been undertaken with a view to study the manner in which individuals evaluate, communicate and apply emotions in their bid to solve problems and to adapt to circumstances of life. Emotional intelligence can be viewed as a meta ability that co-determines the extent to which an individual develops his or her potential, acquires and hones skills (including his or her intellect) and achieves his or her objectives. The manner in which the individual processes emotional contents could, therefore, have a profound effect on all intra and interpersonal aspects of his or her functioning, including his or her academic performance. In addition, existing literature soon discloses the multidimensional nature of the concept academic success to be a complex interchange between cognitive and non-cognitive factors. The interdependency between a number of these factors often serves to complicate any attempt to study them, however, and oft-times results in inconsistent and even contradictory findings. In the present study, the part that the individual's way of coping with emotional contents plays in his or her academic performance is subjected to close scrutiny. The experimental group selected for the purposes of the present study comprised 133 students in the age group 18 to 23 enrolled for a course in Psychology 1 at the Rand Afrikaans University. The said experimental group was deemed to represent the population of Human Sciences students at this institution. Based on their final-marks for Psychology 1, these students were divided into two categories, namely students who achieved academic success and students who failed to achieve academic success. Following, both groups of students were subjected to the Emotional Intelligence Battery of tests. Hotelling's T2-test was then used to determine whether or not the mean vectors of the two groups differed from each other. The F-test was applied to determine whether or not the variances between the two independent groups were homogeneous. Student's t-test was used to determine whether or not there be a statistically significant difference between the two means in terms of the five sub-scales of the Emotional Intelligence Battery. A stepwise discriminant analysis was conducted to determine which of the five variables (viz. the Social Translations (CBT) sub-scale of the Four Factor Tests of Social Intelligence, the Hogan Empathy Scale (HIES), the Self—Control Schedule (SCS), the Neuroticism sub-scale of the Eysenck Personality Questionnaire (EPQ), the total score of the Adolescent Self-Concept Scale (ASCS)) to the greatest extent contributed towards the differences between the two criterion groups (viz. academically successful students; academically unsuccessful students). The results of Hotelling's T 2-test indicated that the Emotional Intelligence Battery did indeed differentiate between students who achieved academic success and those who failed to achieve academic success in the specified population. Statistically significant differences were found in the vectors of means of Group 1 (viz. students who achieved academic success) and Group 2 (viz. students who failed to achieve academic success) with respect to the five sub-scales of the Emotional Intelligence Battery taken together. Statistically significant differences were found between the means of the two groups in respect of both the Social Translations sub-scale of the Four Factor Tests of Social Intelligence and the Hogan Empathy Scale. No statistically significant differences were, however, uncovered between the means of the two groups in respect of the rest of the sub-scales of the Emotional Intelligence Battery. The results of the stepwise discriminant analysis indicated that the variables Test 1 (the Social Translations sub-scale of the Four Factor Tests of Social Intelligence) and Test 5 (the Adolescent Self-Concept Scale (ASCS)) contributed towards the discrimination between Group 1 (academically successful students) and Group 2 (academically unsuccessful students). All in all, 64.8% of the experimental subjects was correctly classified by the two variables. In the present study, research was only undertaken in respect of the link between certain aspects of emotional intelligence and academic success. The present study could, therefore, be deemed to constitude an exploratory study, as no other study has ever been undertaken in the domain of the processing of emotional content in academic success. It is recommended that future research subject academic performance to a multidimensional scrutiny, with emotional intelligence being one of the factors. Further, it is recommended that future research be undertaken to determine the skills and abilities of experimental subjects from different cultural backgrounds and of both sexes, and that a comparison be drawn between these subjects' abilities and skills and their emotional intelligence.
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The black church as the timeless witness to change and paradigm shifts posed by the Fourth Industrial Revolution
- Authors: Mdingi, Hlulani M.
- Date: 2020
- Subjects: 4IR , Intellect , Black church
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/432847 , uj:37404 , Mdingi, H.M., 2020, ‘The black church as the timeless witness to change and paradigm shifts posed by the Fourth Industrial Revolution’, HTS Teologiese Studies/ Theological Studies 76(2), a5985. https://doi.org/ 10.4102/hts.v76i2.5985
- Description: Abstract: , The current technological and scientific developments of the Fourth Industrial Revolution (4IR) signal great leaps in human intellect and creativity. At the crossroad of great steps into the future, a future that will be determined by science and innovation, the smeared bond between theology and science recoils upon theological consideration of human intellect. Black liberation theology has stressed a change in paradigm, which takes oppression, class and intellect seriously. This research seeks to elaborate that a general acceptance of human intellect and science tends to ignore that modern-day science is part of Western civilisation. The Western world view remains dominant in the world. It will be argued that while the 4IR is important, the intellect, politics, economics and need for a 4IR, however, remain synonymous with the need of the West to ‘civilise’ the world. Institutions such as the World Economic Forum are Western institutions and still represent the goals of Western civilisation. This article argues that great leaps in science must be measured by the Christian church’s commitment to eschatology and a building of an egalitarian society on earth. The article seeks to explore if the notion of a black church can be instrumental in the 4IR for focusing on the human condition and humanity of the oppressed in Africa and Latin America. The article argues that the church’s role is to witness great change in society and it must be prepared to actively respond to great societal change posed by the 4IR. Contribution: This article focuses on theology and the Fourth Industrial Revolution, as such, cutting across disciplines. This allows engagements to occur in all disciplines, proving the relevance of theology today. The contribution of this research is its emphasis on the role of theology within techno-political development.
- Full Text:
- Authors: Mdingi, Hlulani M.
- Date: 2020
- Subjects: 4IR , Intellect , Black church
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/432847 , uj:37404 , Mdingi, H.M., 2020, ‘The black church as the timeless witness to change and paradigm shifts posed by the Fourth Industrial Revolution’, HTS Teologiese Studies/ Theological Studies 76(2), a5985. https://doi.org/ 10.4102/hts.v76i2.5985
- Description: Abstract: , The current technological and scientific developments of the Fourth Industrial Revolution (4IR) signal great leaps in human intellect and creativity. At the crossroad of great steps into the future, a future that will be determined by science and innovation, the smeared bond between theology and science recoils upon theological consideration of human intellect. Black liberation theology has stressed a change in paradigm, which takes oppression, class and intellect seriously. This research seeks to elaborate that a general acceptance of human intellect and science tends to ignore that modern-day science is part of Western civilisation. The Western world view remains dominant in the world. It will be argued that while the 4IR is important, the intellect, politics, economics and need for a 4IR, however, remain synonymous with the need of the West to ‘civilise’ the world. Institutions such as the World Economic Forum are Western institutions and still represent the goals of Western civilisation. This article argues that great leaps in science must be measured by the Christian church’s commitment to eschatology and a building of an egalitarian society on earth. The article seeks to explore if the notion of a black church can be instrumental in the 4IR for focusing on the human condition and humanity of the oppressed in Africa and Latin America. The article argues that the church’s role is to witness great change in society and it must be prepared to actively respond to great societal change posed by the 4IR. Contribution: This article focuses on theology and the Fourth Industrial Revolution, as such, cutting across disciplines. This allows engagements to occur in all disciplines, proving the relevance of theology today. The contribution of this research is its emphasis on the role of theology within techno-political development.
- Full Text:
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