Akademiese selfkonsep by leerlinge in die junior-primêre skoolfase
- Authors: Botes, Katrina Alida
- Date: 2014-11-05
- Subjects: Self-perception in children - Testing , Personality and academic achievement
- Type: Thesis
- Identifier: uj:12779 , http://hdl.handle.net/10210/12671
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Botes, Katrina Alida
- Date: 2014-11-05
- Subjects: Self-perception in children - Testing , Personality and academic achievement
- Type: Thesis
- Identifier: uj:12779 , http://hdl.handle.net/10210/12671
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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Belangstelling as determinant van studieprestasie in ingenieurswese
- Authors: Smit, Christoffel Gerhardus
- Date: 2015-08-18
- Subjects: Engineering - Study and teaching - South Africa , College students - Psychology - South Africa - Johannesburg , Personality and academic achievement
- Type: Thesis
- Identifier: uj:13894 , http://hdl.handle.net/10210/14238
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Smit, Christoffel Gerhardus
- Date: 2015-08-18
- Subjects: Engineering - Study and teaching - South Africa , College students - Psychology - South Africa - Johannesburg , Personality and academic achievement
- Type: Thesis
- Identifier: uj:13894 , http://hdl.handle.net/10210/14238
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
Die invloed van belangstelling op die studiesukses van eerstejaar onderwysstudente
- Authors: Froneman, Elizabeth Maria
- Date: 2014-11-19
- Subjects: Interest (Psychology) - Testing , Academic achievement , Personality and academic achievement , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12967 , http://hdl.handle.net/10210/12857
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Froneman, Elizabeth Maria
- Date: 2014-11-19
- Subjects: Interest (Psychology) - Testing , Academic achievement , Personality and academic achievement , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12967 , http://hdl.handle.net/10210/12857
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
Die invloed van persoonlikheid op die studiesukses van eerstejaar onderwysstudente
- Authors: Nel, Johanna Petronella
- Date: 2014-06-12
- Subjects: Personality and academic achievement , College students - Psychology
- Type: Thesis
- Identifier: uj:11534 , http://hdl.handle.net/10210/11237
- Description: M.Ed. (Tertiary Didactics) , The Bureau for University Education at the Rand Afrikaans University spearheaded this empirical study as part of a team research project. The relatively high failure rate of first year students and the negative implications it has for an institute of higher education mnde it essential. The Bureau for University Education makes it its object to establish a better student selection mechanism and therefore this study forms part of a team research project that has attempted to identify cognitive and non cognitive factors that may _~ave an influence on the academic achievements of first year students. This study is purely complimentary to the team research project in that it concentrates on a single non-cognitive factor, namely personality, and its influence on academic achievement. This study tries to determine whether personality tests can be of value as part of the selection process at universities. The test group consisted of first year B.A. (Ed.), B.Bibl. (Ed.), B.Com. (Ed.) and B.Sc. (Ed.) undergraduate students who registered at the Rand Afrikaans University during 1988 and 1989. ·Student's t-test was used as a measuring instrument for the relative extensive B.A. (Ed.) group, while the Mann-Whitney U-test was used for the other three groups. The already available data was processed by means of the BMDP3S computer programme. The findings of this empirical study indicate that personality as a single factor cannot be utilised in the prediction of academic achievement on its own, but combined with other cognitive and non cognitive factors it forms an integral part of the selection mechanism.
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- Authors: Nel, Johanna Petronella
- Date: 2014-06-12
- Subjects: Personality and academic achievement , College students - Psychology
- Type: Thesis
- Identifier: uj:11534 , http://hdl.handle.net/10210/11237
- Description: M.Ed. (Tertiary Didactics) , The Bureau for University Education at the Rand Afrikaans University spearheaded this empirical study as part of a team research project. The relatively high failure rate of first year students and the negative implications it has for an institute of higher education mnde it essential. The Bureau for University Education makes it its object to establish a better student selection mechanism and therefore this study forms part of a team research project that has attempted to identify cognitive and non cognitive factors that may _~ave an influence on the academic achievements of first year students. This study is purely complimentary to the team research project in that it concentrates on a single non-cognitive factor, namely personality, and its influence on academic achievement. This study tries to determine whether personality tests can be of value as part of the selection process at universities. The test group consisted of first year B.A. (Ed.), B.Bibl. (Ed.), B.Com. (Ed.) and B.Sc. (Ed.) undergraduate students who registered at the Rand Afrikaans University during 1988 and 1989. ·Student's t-test was used as a measuring instrument for the relative extensive B.A. (Ed.) group, while the Mann-Whitney U-test was used for the other three groups. The already available data was processed by means of the BMDP3S computer programme. The findings of this empirical study indicate that personality as a single factor cannot be utilised in the prediction of academic achievement on its own, but combined with other cognitive and non cognitive factors it forms an integral part of the selection mechanism.
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Selfkonsep en akademiese prestasie by die standerd 7-leerling
- Authors: Connoway, Haneline Isabel
- Date: 2014-02-10
- Subjects: Personality and academic achievement , High school students - South Africa - Transvaal - Psychology , Self-perception in adolescence - South Africa - Transvaal
- Type: Thesis
- Identifier: uj:3691 , http://hdl.handle.net/10210/9074
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Connoway, Haneline Isabel
- Date: 2014-02-10
- Subjects: Personality and academic achievement , High school students - South Africa - Transvaal - Psychology , Self-perception in adolescence - South Africa - Transvaal
- Type: Thesis
- Identifier: uj:3691 , http://hdl.handle.net/10210/9074
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
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.
- Full Text:
- 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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The balancing of life roles as essential condition for personal leadership
- Authors: Kruger, Sonja
- Date: 2012-08-29
- Subjects: Leadership , Personality and academic achievement , Role expectation
- Type: Mini-Dissertation
- Identifier: uj:3419 , http://hdl.handle.net/10210/6816
- Description: M.Phil. , The purpose of the study was to investigate the importance of balancing life roles as essential condition for personal leadership. The problem investigated in the study was that people experience unhappiness and unfulfilled lives due to imbalance between life roles. The problem arises because people do not identify and prioritise their life roles based on values, and they do not set goals to create balance between life roles. The general aim of the study was to investigate the nature of life roles, to explore the value of prioritised and balanced life roles, and to search for ways how balance between life roles can be created, all within the personal leadership framework. The research methodology used in the study included hermeneutic and descriptive strategies. The research methods that were used included a word and concept analysis in order to clarify concepts central to the title of the study. A literature study was conducted to clarify typical life roles as well as how people experience imbalance between these roles, and how prioritised and balanced life roles can be achieved, within the personal leadership framework. The following are the most important findings of the study: Roles refer to a place in society, together with a defined code of conduct, and attitudes that society deems appropriate for somebody occupying that specific role. It was also found that roles represent responsibilities, relationships and areas of contribution. The study found that certain concepts related to life roles can cause serious imbalance in a person's life. Life roles can be categorised into personal, family, work, recreational and community roles. The impact roles have on individuals were identified. Life dimensions (physical, mental, social and spiritual) and life roles are interrelated and can not be separated. By investigating the relationship between life roles and life dimensions it was found that each life role consists of a social, mental, physical and spiritual dimension, but also that these life dimensions consist out of life roles. * It was found that value clarification in order to identify life roles, and clear goal setting for each life role are important steps in achieving balance. * The study concluded by indicating that the balancing of life roles indeed form an important part of the personal leadership process.
- Full Text:
- Authors: Kruger, Sonja
- Date: 2012-08-29
- Subjects: Leadership , Personality and academic achievement , Role expectation
- Type: Mini-Dissertation
- Identifier: uj:3419 , http://hdl.handle.net/10210/6816
- Description: M.Phil. , The purpose of the study was to investigate the importance of balancing life roles as essential condition for personal leadership. The problem investigated in the study was that people experience unhappiness and unfulfilled lives due to imbalance between life roles. The problem arises because people do not identify and prioritise their life roles based on values, and they do not set goals to create balance between life roles. The general aim of the study was to investigate the nature of life roles, to explore the value of prioritised and balanced life roles, and to search for ways how balance between life roles can be created, all within the personal leadership framework. The research methodology used in the study included hermeneutic and descriptive strategies. The research methods that were used included a word and concept analysis in order to clarify concepts central to the title of the study. A literature study was conducted to clarify typical life roles as well as how people experience imbalance between these roles, and how prioritised and balanced life roles can be achieved, within the personal leadership framework. The following are the most important findings of the study: Roles refer to a place in society, together with a defined code of conduct, and attitudes that society deems appropriate for somebody occupying that specific role. It was also found that roles represent responsibilities, relationships and areas of contribution. The study found that certain concepts related to life roles can cause serious imbalance in a person's life. Life roles can be categorised into personal, family, work, recreational and community roles. The impact roles have on individuals were identified. Life dimensions (physical, mental, social and spiritual) and life roles are interrelated and can not be separated. By investigating the relationship between life roles and life dimensions it was found that each life role consists of a social, mental, physical and spiritual dimension, but also that these life dimensions consist out of life roles. * It was found that value clarification in order to identify life roles, and clear goal setting for each life role are important steps in achieving balance. * The study concluded by indicating that the balancing of life roles indeed form an important part of the personal leadership process.
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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
- Full Text:
- 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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