Dissertations / Theses: 'Studente'

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De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.

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MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings.
Thesis (MA)--PU vir CHO, 1988

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Roux, L. "Die lewenstyltipering van 'n impulsiewe studente-aankoper." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/21754.

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Thesis (MComm)--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: Lifestyles offer a comprehensive view of behaviour and the motives that underlie many of the purchases made by consumers. Impulsive buying behaviour is a complex phenomenon, and it has not yet been actively researched within a South African context. The aim of this study was to investigate the lifestyle of an impulsive student buyer, and to compile a lifestyle profile of such a buyer. A total of 499 respondents from the particular tertiary institution participated in the study. The sample population reflected young consumers in the age group 17 to 33 years. The students were mostly undergraduates studying in a full-time capacity. This study was exploratory and descriptive in nature. An electronic web-based survey was used as the method of data gathering. The survey was programmed and posted for a period of three weeks on the student portal of the tertiary institution where the survey was conducted. The validation of participation in the electronic survey was done in accordance with the requirements of the sample selection criteria. The questionnaire was tested during a pilot study. Factor analysis and Cronbach’s coefficient alpha was used to assess the validity of the questionnaire and to determine its internal consistency. Mean scores and standard deviations were computed to divide the data into three groups. To determine the current lifestyle dimensions of the students, the Activities, Interests and Opinion statements (AIOstatements) were factor analyzed. The factor matrix was rotated by means of an oblique rotation of axes, making use of the Direct Oblimin rotation technique. This resulted in a solution of five activity and interest factors, and two opinion factors. Mean scores and standard deviations were computed for all the valid life style characteristics. The frequency of impulsive shopping was measured through frequency distribution. Pearson’s product moment correlation coefficient analysis was performed between the differentiating variables, namely lifestyle and impulsive shopping behaviour to establish the relationship between these variables. Multivariate analysis of variance (MANOVA) and univariate (one way) analysis of variance (ANOVA) were used to determine differences between the groups. The five activity and interest factors that were identified, included clothes shopping/clothing specific lifestyle, social interaction, media usage, fashion oriented clothes shopping/fasion oriented clothing lifestyle, and cultural activities and interests. The two opinion factors identified, were positive vision for the future and importance of training/education. However, the opinion factors did not differ in terms of statistic significance between the groups, and was therefore not used in the consequent typology of the groups. Three groups of student consumers were identified based on the respondents’ perceptions of their activities and interests, and impulsive shopping behaviour. The students were categorized into the following three groups: Group 1: Non-impulsive shoppers – Non-impulsive Conservatives/ Traditionalists Group 2: Low impulsive shoppers – Moderates Group 3: High impulsive shoppers – Impulsive Trendsetters The three groups differed in terms of their activities and interests, and impulsive shopping behaviour. The following activities and interests characteristics were considered important: clothes shopping/clothing specific lifestyle, social interaction and media usage. The activities and interests factors that are responsible for differences between the groups could provide retailers with valuable means to identify market segments, and to satisfy their specific needs. Young South African consumers should not be considered as a homogeneous group of consumers. The South African market is a highly competitive environment providing a wide variety of shops and products to consumers which can be targeted at a specific segment to exert an impact on shopping and specifically impulsive shopping. Therefore the retailer and marketer ought not to underestimate this type of shopping behaviour. Implications for retailers and marketers are stated and recommendations for future research are suggested in order to encourage further investigation in a scientific manner in the field of impulsive shopping behaviour, and lifestyle.
AFRIKAANSE OPSOMMING: Lewenstyl bied ‘n uitgebreide en omvattende beeld van verbruikers se gedrag en die motiewe onderliggend aan die aankope van verbruikers. Impulsiewe aankoopgedrag is ‘n komplekse fenomeen en ‘n studierigting waarin beperkte navorsing in Suid- Afrika gedoen is. Hierdie studie poog om ondersoek in te stel na die lewenstyl van ‘n impulsiewe studente-aankoper en om dan gevolglik ‘n lewenstyltipering van hierdie student te doen. ‘n Totaal van 499 respondente het aan hierdie studie deelgeneem. Die steekproef is uit jong verbruikers in die ouderdomsgroep 17 tot 33 jaar geneem. Die studente was meerendeels voorgraads voltyds ingeskrewe studente. Hierdie studie was verkennend en beskrywend van aard. Data is deur middel van ‘n elektroniese webgebaseerde-opname versamel. Die vraelys is tydens ‘n loodsstudie getoets. Die vraelys is geprogrammeer en vir ‘n tydperk van drie weke op die portaal van die studente aan die betrokke tersiêre instansie geplaas. Die vraelys het uit vier afdelings bestaan. Die kontrole van die deelnemers aan die elektroniese opname is in ooreenstemming met die steekproefseleksiekriteria opgestel. Faktorontleding en Cronbach se koëffisiënt alfa is gebruik om die geldigheid en interne konsekwentheid van die vraelys te ondersoek. Deur gebruik te maak van gemiddelde tellings en standaardafwykings is die data in drie groepe verdeel. Om die bestaande lewenstyldimensies van die studente te bepaal, is die Aktiwiteite, Belangstellings en Opinie-stellings (AIO-stellings) aan faktorontleding onderwerp. Die faktormatriks is volgens die skuinsas-rotasietegniek met behulp van die Direct Oblimin-metode geroteer. Vyf aktiwiteite-en-belangstellingsfaktore en twee opiniefaktore is uit die data verkry. Gemiddelde tellings en standaardafwykings is vir al die geldige lewenstyleienskappe bereken. Die frekwensie van impulsiewe aankoopgedrag is deur middel van frekwensieverspreiding gemeet. Pearson se produk-moment korrelasiekoëffisiënt-ontleding is op die data toegepas om die korrelasies tussen die onderskeie veranderlikes, naamlik lewenstyl en impulsiewe aankoopgedrag, te bepaal. Meervoudige ontleding van variansie (MANOVA) en enkelvoudige ontleding van variansie (ANOVA) is gebruik om verskille tussen die groepe te bepaal. Die belangrikste aktiwiteite-en-belangstellingsfaktore wat geïdentifiseer is, sluit klereaankope/klere-spesifieke lewenstyl, sosiale interaksie, mediaverbruik, modieuse klereaankope/modieuse klere-lewenstyl en kuns en kulturele aktiwiteite en belangstellings in. Die belangrikste opiniefaktore sluit positiewe toekomsvisie en belangrikheid van opleiding in. Die opiniefaktore het egter nie statisties beduidend tussen die groepe onderskei nie en is gevolglik nie in die tipering van die groepe gebruik nie. Drie groepe studenteverbruikers is geïdentifiseer, gebaseer op die respondente se persepsie van hul lewenstyl en impulsiewe aankoopgedrag. Die drie groepe is soos volg gekategoriseer: Groep 1: Nie-impulsiewe kopers – Nie-impulsiewe Konserwatiewes/ Tradisioneles Groep 2: Lae impulsiewe kopers – Gematigdes Groep 3: Hoë impulsiewe kopers – Impulsiewe Tendensaanwysers Die drie groepe het volgens hul impulsiewe aankoopgedrag en aktiwiteite en belangstellings verskil. Die volgende aktiwiteite en belangstellingseienskappe is oor die algemeen die hoogste aangeslaan: klereaankope/klere-spesifieke lewenstyl, sosiale interaksie en mediaverbruik. Die aktiwiteite en belangstellings wat beduidend tussen die groepe onderskei, kan moontlik aan kleinhandelaars waardevolle inligting bied om marksegmente te identifiseer en om aan die behoeftes van die onderskeie verbruikersgroepe te voldoen. Jong Suid-Afrikaanse verbruikers behoort nie as ‘n homogene groep verbruikers beskou te word nie. Die Suid-Afrikaanse mark is hoogs kompeterend met ‘n wye reeks winkels en produkte wat op ‘n spesifieke segment gerig kan word om sodoende ‘n impak op aankope en spesifiek impulsiewe aankope uit te oefen. Die kleinhandelaar en bemarker behoort derhalwe nie hierdie tipe aankoopgedrag gering te skat nie. Implikasies vir die kleinhandelsektor en bemarker is gestel en aanbevelings vir verdere navorsing word gemaak ten einde toekomstige navorsing op ‘n wetenskaplik gefundeerde wyse op die gebied van impulsiewe aankoopgedrag en lewenstyl aan te moedig.

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Fillies, Henry. "Hoe gee studente by 'n werkersklasskool in 'n werkersklaswoonbuurt gestalte aan hul opvoedkundige aspirasies? 'n Gevallestudie van vyf graad 11-studente." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17917.

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Thesis (MEd)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: The shaping of students. educational aspirations in their school and neighbourhood context is a complex process of confluence, and largely depends on their context-specific perceptions and conceptualisation. From a sociological perspective, this study focuses on how high-school students at a working-class school in a working-class neighbourhood shape their educational aspirations amidst their particular community dynamics. The study uses the analytical lens of space in order to investigate the underlying relationship between youth development and the youth.s educational aspirations in their neighbourhood context. It emphasises students. life experiences in two spaces, namely their residential space (the neighbourhood) and their institutional space (the school). This is an important focus in order to explore the dynamic relationship between students. spatial living dynamics and how they navigate within these to shape their educational aspirations. The study focuses on how the students experience the neighbourhood and school in relation to their educational aspirations, and how these aspects manifest in the shaping of their aspirations. Also key to the study is the students. prior socialisation processes with regard to their educational aspirations. The study.s primary point of departure is that there is a unique relationship between these students. living contexts and how they construct and position their educational aspirations within these contexts. The study belongs within the qualitative interpretative paradigm, as I attempt to describe and understand how these students consciously draw from practices and interactions in their living contexts to shape their educational aspirations. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The research shows how the students . based on their own resources, networks and interactions as well as their own agency . position themselves in relation to their educational aspirations in order to shape their aspirations. In this way, the study reveals how the participating students dualistically draw from the practices of both their living spaces . school as well as neighbourhood . in order to give content to their educational aspirations; how they navigate the shaping of their educational aspirations .in parallel., as it were, in line with both the aforementioned living contexts.
AFRIKAANSE OPSOMMING: Studente se opvoedkundige-aspirasievorming in hul skool- en woonbuurtkonteks is 'n komplekse proses van samevloeiing, en hang grootliks van hul konteksspesifieke opvattings en konseptualisering af. Uit 'n sosiologiese perspektief konsentreer hierdie studie op hoe hoërskoolstudente by 'n werkersklasskool in 'n werkersklaswoonbuurt aan hul opvoedkundige aspirasies gestalte gee te midde van hul besondere gemeenskapsdinamiek. Die studie gebruik die analitiese lens van ruimte ten einde ondersoek in te stel na die onderliggende verwantskap tussen jeugwording en die jongmense se opvoedkundige aspirasies in hul woonbuurtkonteks. Die klem val op studente se lewenservarings in twee ruimtes, naamlik hul omgewingsruimte (die woonbuurt) en hul institusionele ruimte (die skool). Dit is 'n belangrike fokuspunt ten einde die dinamiese verwantskap te ondersoek tussen studente se ruimtelike leefdinamiek en hoe hulle daarin hul weg baan ten einde aan hul opvoedkundige aspirasies gestalte te gee. Die studie konsentreer op hoe die studente die woonbuurt en skool met betrekking tot hul opvoedkundige aspirasies beleef, en hoe hierdie aspekte in hul aspirasievormingsprosesse na vore kom. Nog 'n belangrike faktor in die studie is die studente se vorige sosialiseringsprosesse met betrekking tot hul opvoedkundige aspirasies. Die hoofuitgangspunt van die studie is dat daar 'n unieke verwantskap bestaan tussen hierdie studente se leefkontekste en hoe hulle hul opvoedkundige aspirasies daarin konstrueer en plaas. Die studie hoort tuis binne die kwalitatief-vertolkende paradigma, aangesien ek probeer beskryf en verstaan hoe hierdie studente op beredeneerde wyse uit praktyke en wisselwerkings in hul leefkontekste put om hul opvoedkundige aspirasies te vorm. Kwalitatiewe navorsingsinstrumente soos veldnotas, deelnemende en niedeelnemende waarnemings sowel as formele en informele onderhoude is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik. Die bevindings word in 'n narratiewe vorm aan die hand van tersaaklike temas aangebied en ook op 'n narratiewe grondslag ontleed. Die navorsing toon hoe die studente hulle - op grond van hul eie bronne, netwerke en wisselwerking sowel as hul eie agentskap - in verhouding tot hul opvoedkundige aspirasies plaas ten einde daaraan gestalte te gee. Sodoende onthul die studie hoe die deelnemerstudente op dualistiese wyse uit die praktyke van albei hul leefruimtes - skool en woonbuurt - put om hul opvoedkundige aspirasies te vorm; hoe hulle hul opvoedkundige-aspirasievorming as't ware 'parallel' in pas met albei voormelde twee leefkontekste navigeer.

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Louw, Karlien. "Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5395.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
Bibliography
AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied.
ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.

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Beukes, Vernita. "Die evaluering van 'n nuutgeskepte luisterprogram vir postbeginner studente." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1818.

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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.
This study contributes to the growing field of CALL. The Authorware programme focus on postbeginner students’ listening skills in an attempt to increase the number of students that complete their studies at Stellenbosch University. The study investigates different types of listening, which forms the backbone for the accompanying programme.

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Human, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente." Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.

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Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996
Clinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.

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Brown, Alexander. "Prestasiemotivering by studente aan die Universiteit van Wes-Kaapland." University of the Western Cape, 1991. http://hdl.handle.net/11394/8375.

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Philosophiae Doctor - PhD
The major objective of this study was to investigate the nature of the relationship between achievement motivation, autonomous and social achievement values, study habits and attitudes, locus of control and socio-economic status (SES) as independent variables on the one hand and the level of achievement as dependent variable on the other. The subjects were 548 second and third year social science students who were studying in seven different directions at the University of the Western Cape during 1990. The following measuring instruments were used in the investigation: The Ray-Lynn (1980) Achievement Orientation questionnaire; Strumpfer's (1975) questionnaire for the measuring of autonomous and social achievement values; Rotter's (1966) internal/external locus of control scale, as adapted by Collins (1974); The study habits and attitudes subscales of the Brown and Holtzman (1955) Survey of Study Habits and Attitudes (SSHA) questionnaire, as adapted for South African conditions; A brief biographical questionnaire The achievement criterion consisted of the average achievement point, which is constituted of a proportion of achievement obtained in continuous evaluation, and a proportion of achievement obtained in the final examination. The following findings were made: Achievement motivation plays a much smaller role in achievement than can be expected and its influence is gender specific. It explains only about 5% of the variance in the achievement of males, and non in the case of females. Academically successful and unsuccessful students could also not be distinguished from each other in terms of level of achievement motivation. The measuring instrument for achievement motivation, although valid and reliable, probably does not succeed in measuring aspects of achievement motivation which are related to a specific situation such as the academic. While social achievement value is not related to achievement, autonomous achievement value explains 4,8% of the variance in achievement of males but none in the case of females. Successful and unsuccessful students also do not differ from each other with regard to their achievement value orientation. Study habit and attitude do not differ in their ability to predict the achievement criterion and explain 4,1% and 5,3% of the variance in achievement of males respectively, but none in the case of females. Successful and unsuccessful students can be distinguished in terms of their study habits and attitudes. Socio-economic status has a differential influence on achievement. While higher SES females achieve at a higher level than low SES females, males do not differ in this regard. The subjects are predominantly internally orientated as far as locus of control characteristic is concerned. Although internal individuals display more "positive" characteristics compared to external individuals, the two groups do not, however, differ as far as level of achievement is concerned, irrespective of gender or socio-economic status. African students have a more positive attitude towards study compared to English and Afrikaans speaking, as well as bilingual (English and Afrikaans speaking) students. Females in this study are generally more homogenous than males. It is recommended that: The suitability of the average achievement point as a criterion of achievement be studied; A broad investigation be launched into practices and problems which might centre around the system of continuous evaluation at uwc, with specific reference to possible problems that students, lecturers and big departments may experience; The nature of differences which might exist between higher and low SES female, and low SES female and low SES male students be investigated; The nature of debilitating factors which affect the achievement of low SES female students be investigated; The tendency towards greater homogeneity among female influence thereof on university study; The adjustment of African students at uwc be studied with the objective of identifying factors that obstruct their academic progress

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Mouton, Estelle. "Studente se persepsies van klientediens deur 'n akademiese departement." Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-06102003-153400/.

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Roets, Leonie. "Studente se persepsie en belewenis van eetverwante selfregulering / Leonie Roets." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2060.

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Koch, Christa. "Sosiale aanpassings van studente met gestremdhede aan die Stellenbosch Universiteit." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5336.

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Bibliography
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The year 1994 is seen as a significant year in South Africa. The new democratic dispensation contributed to the education system, including higher education, by presenting it with new demands and challenges. Higher education institutions have been encouraged to include individuals representing groups that have been excluded on the grounds of age, gender and disabilities. Inclusive education is encouraged with the ultimate goal of attaining inclusion in society as a whole. Inclusion is the overarching concept that addresses the right to acceptance and belonging in society of all learners, adults, children with disabilities and people without disabilities. The primary aim of this study was to obtain an in-depth understanding of how students with disabilities adapt socially at Stellenbosch University. The study was based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of involving students with disabilities in social opportunities can be made to the role players. The study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as document analysis. The research findings can be described as follows: Students with disabilities experience both internal and external support and barrier factors and processes that impact on their social adaptation. Internal support and barrier factors and processes include emotional, behavioural, belief, personality and cognitive aspects. External support and barrier factors and processes include the support network, the faculty and department, the university at large and the social system. Four overarching themes emerged from the data of the participants: communication, attitude and awareness, inclusion and self-advocacy. The findings of the study have important implications for all role players. Recommendations are made with the aim of improving the campus climate so that an inclusive environment can be created together with an environment where all students at Stellenbosch University can adapt socially; enjoy equal opportunities and full participation, and where they experience no discrimination.
AFRIKAANSE OPSOMMING: In Suid-Afrika word 1994 beskou as 'n waterskeidingsjaar. Die nuwe demokratiese bestel het daartoe bygedra dat die onderwyssektor, insluitend hoëronderwys, aan talle nuwe eise en uitdagings blootgestel is. Hoëronderwysinstansies is aangemoedig om groepe wat tradisioneel op grond van ras, ouderdom, geslag en gestremdheid uitgesluit was te ondersteun en te akkommodeer. Inklusiewe onderwys word aangemoedig met die uiteindelike doel dat inklusie in die samelewing bereik word. Inklusie is die oorkoepelende konsep wat alle leerders, volwassenes, kinders, mense met gestremdhede en mense sonder gestremdhede se reg tot aanvaarding en hulle gevoel dat hulle in die samelewing tuishoort ("have a sense of belonging") aanspreek. Die doel van die studie was om diepgaande kennis te verkry van studente met gestremdhede se ervarings van sosiale aanpassing aan die Universiteit Stellenbosch. Die ondersoek is gebaseer op die aanname dat alhoewel daar voorstelle aan rolspelers gemaak kan word ten opsigte van strategieë om studente met gestremdhede meer by sosiale geleenthede op kampus te betrek, dit belangrik is om allereers na die stemme van die studente met gestremdhede self te luister. Die studie is aan die hand van 'n kwalitatiewe metodologie onderneem en data is hoofsaaklik deur middel van individuele en fokusgroeponderhoude asook dokumentanalise, gegenereer. Die navorsingsbevindinge het betekenisvolle insigte oor die ervarings van studente met gestremdhede se sosiale aanpassing opgelewer en kan soos volg opgesom word: Studente met gestremdhede ervaar beide interne en eksterne ondersteunings- en belemmerende faktore en prosesse wat 'n uitwerking het op hul sosiale aanpassing. Interne faktore en prosesse behels emosionele, gedrags-, oortuigings-, persoonlikheids- en kognitiewe aspekte. Eksterne faktore en prosesse sluit onder meer die ondersteuningsnetwerk, die fakulteite en departemente, die universiteit in die geheel, asook die sosiale stelsel in. Die vier oorkoepelende temas sluit kommunikasie, houdings en bewustheid, inklusie en self-voorspraak van die studente met gestremdhede se behoeftes in. Die bevindinge van die studie hou belangrike implikasies in vir alle rolspelers. Aanbevelings word gemaak met die doel om die kampusklimaat te verbeter sodat 'n ware inklusiewe omgewing geskep kan word – 'n omgewing waarin alle studente gelyke geleenthede en volle deelname kan geniet, geen diskriminasie ervaar nie en waar hulle ook as studente aan die Universiteit Stellenbosch sosiaal kan

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Cilliers, Johann J. "Die effek van die afstudering van MBA-studente op owerheidsbefondsing." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52195.

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Thesis (MBA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The theme of this study is an investigation of the financing issues of Universities, with specific reference to the Graduate School of Business of the University of Stellenbosch. The goal of the study is to determine what influence the successful or non-successful completion of studies at the Management School have on the subsidies that the University of Stellenbosch, and therefor the Business School, receive from the state. The following critical factors influence the University's revenue from subsidies. Firstly, time plays a role. It is a fact that when a student is successful in obtaining a degree within the minimum period or longer, or not al all, this directly influences the funding of the University, and therefor also that of the specific department, because each cost unit at University and Faculty level is directly influenced by the number of enrolled students who successfully complete their credits. The principles of the subsidising of instruction inputs and outputs causes that it is more important for the university that students attain their specific credits and therefor their degrees in the minimum prescribed period of time, rather than eventually attaining their degrees. If a student enroll for a number of credits in a specific year, but he does not attain those credits that year, it means that the university will effectively only receive half of the normal subsidy amount, because subsidy will not be calculated for the next year for success. The second factor is the demographic profile of students. Because of the entry of previously disadvantaged communities, and their bigger demand and need for training, there will in future be more and more pressure on the funding principles and the subsidies that universities receive from the government. This will force universities to find ways to support students, and encourage them to attain their degrees within the prescribed time frame, without compromising standards. The third factor is that the central government does not pay the subsidies that it should pay in terms of the so-called subsidy formula. These factors make it imperative that enrolled students should attain their degrees as soon as possible. This study focuses therefor on the so-called subsidy formula and how the success ratio of MBA-students impact on the financing of current expenditure of the Business School of the University of Stellenbosch. In order to make recommendations on which actions the Business School needs to take in the light of successful completion of studies, the following work method was followed. Various personnel of the Administrative Department of the University of Stellenbosch (US), as well as the Business School of the University of Stellenbosch (USB), was interviewed to determine how the formula is used within the framework of the University, as well as to obtain information and statistics on the study patterns of students of the USB. A study was conducted of previous, the current and future funding formulae. Personal interviews were conducted with people at the Management School of the University of Potchefstroom to compare their MBA-course with that of the USB. The most important finding of this study is that Universities should do everything in their power to ensure that students successfully obtain their course credits within the prescribed minimum period, as the subsidy payable for non-successful students are half of that payable for successful students.
AFRIKAANSE OPSOMMING: Die tema van hierdie studie is 'n ondersoek na die finansieringsvraagstukke van universiteite, met spesifieke verwysing na die Bestuurskool van die Universiteit van Stellenbosch. Die doelwit van die studie is om te bepaal watter invloed die afstudering of nie-afstudering van studente aan die Bestuurskool (USB) het op die subsidie wat die Universiteit van Stellenbosch, en uiteindelik die Bestuurskool, van die Staat ontvang. Die volgende kritieke faktore beïnvloed die Universiteit se inkomste uit subsidies. Eerstens speel tyd 'n rol. Dit is 'n feit dat indien 'n student suksesvol binne die minimum tydperk of langer afstudeer, of glad nie, dit 'n direkte invloed op die befondsing van die Universteit, en uiteindelik die befondsing van die departement het, omdat elke koste-eenheid op Universiteits- en Fakulteitsvlak direk geraak word deur die getal ingeskrewe studente wat hulle krediete suksesvol voltooi. Die beginsels ten opsigte van die subsidiëring van instruksie-insette en -uitsette veroorsaak dat dit belangriker is vir die universiteit dat studente hulle spesifieke krediete en dus hulle grade binne die voorgeskrewe minimum periode moet behaal, eerder as dat hulle uiteindelik grade moet behaal. Indien 'n student inskryf vir 'n aantal krediete in 'n sekere jaar, maar nie in daardie jaar sy krediete behaal nie, beteken dit dat hy effektief net die helfte van sy normale subsidiebedrag vir die universiteit beteken, aangesien daar vir die volgende jaar nie weer subsidie bereken kan word ten opsigte van sukses nie. Die tweede faktor is die demografiese profiel van studente. Die toetrede van die voorheen agtergeblewe gemeenskappe, en hulle groter eise en behoefte aan opleiding, veroorsaak dat daar in die toekoms meer en meer druk op die befondsingsbeginsels en die subsidie wat universiteite van die staat ontvang, gaan wees. Dit sal universiteite noodsaak om wyses te vind om studente te ondersteun en aan te moedig om hulle grade binne die voorgeskrewe tyd te behaal, sonder om standaarde te verlaag. Die derde faktor is dat die sentrale regering vir die afgelope paar jaar al, nie die volle subsidies betaal wat hy behoort te betaal ingevolge die sogenaamde subsidieformules nie. Hierdie faktore noodsaak dit dat ingeskrewe studente dus so vinnig as moontlik moet afstudeer. Die studie fokus derhalwe op die sogenaamde subsidieformule en hoe die suksesratio van MBA-studente impakteer op die finansiering van lopende uitgawes van die Bestuurskool van die Universiteit van Stellenbosch. Ten einde aanbevelings te maak oor watter optredes die Bestuurskool in die lig van suksesvolle afstudering behoort te neem, is die volgende werkswyse gevolg. Onderhoude is gevoer met verskeie persone verbonde aan die Administratiewe Departement van die Universiteit van Stellenbosch (US), sowel as die Bestuurskool van die Universiteit van Stellenbosch (USB), om te bepaal hoe die formule binne die raamwerk van die Universiteit toegepas word, asook om inligting te opsigte van die afstuderingstendense van studente aan die USB te bekom. Daar is 'n studie gedoen ten opsigte van vorige, die huidige en toekomstige subsidieformules. Die respondent het ook onderhoude gevoer met persone verbonde aan die Bestuurskool van die Potchefstroomse Universiteit vir Christelike Hoër Onderwys om vergelykings te tref tussen hulle MBA-program en die van die USB. Die belangrikste bevindings van hierdie studie is dat Universiteite alles in hulle vermoë moet doen om te verseker dat studente hulle kursuskrediete op tyd suksesvol voltooi, aangesien die subsidie betaalbaar ten opsigte van nie suksesvolle studente die helfte beloop van die subsidie wat betaal sal word vir 'n suksesvolle student.

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Louw, A. J. N. "Staking van studies aan landbou-opleidingsinstellings in die Wes-Kaap : waarskynlike oorsake en moontlike strategieë vir studente-ondersteuning /." Link to the online version, 2005. http://hdl.handle.net/10019/1619.

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Mdakane, Marry. "Student satisfaction in open distance learning in a BEd Hons programme / Mdakane M." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7312.

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Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

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Drinkwater, Marlize. "Die aard en omvang van kommunikasievrees van HOD-studente / Marlize Drinkwater." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/8611.

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The study aimed at providing scientific answers to two questions namely what the nature and extent of communication apprehension are among HED-students and whether the students’ level of communication apprehension changes during the course of their professional training. In order to answer these questions, communication, as typically human behavior, was studied and contextualised to the school classroom situation. Relationships between communication, classroom communication and teaching were indicated. The conclusion was reached that a very close relationship exists between communication and teaching. In fact, teaching was found to be a particular kind of communication which is qualified by the aim of enabling the learner(s) to perform certain learning tasks. Communication apprehension not only influences communication, but also teaching negatively. This negative relationship was researched further by studying the causes and effects of communication apprehension. The detrimental effects that high levels of communication apprehension (of both learners and teachers) have on the teaching learning situation were given particular attention and suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The empirical investigation entailed the completion of the PRCA (Personal Report on Communication Apprehension) by all fourth year HED-students studying at the PU for CHE between 1990 and 1994. This investigation led to the following findings: • 15,4% of the students experienced high levels of communication apprehension; • during the first measurements students from HED (Secondary)-diploma course manifested the highest level of communication apprehension (54,1%) and students from the post-graduate HED course who specialised in the Human Sciences the lowest (49,7%); • during the course of the professional training a reduction in the level of general communication apprehension was noticeable but of no practical significance: when placed in a teaching situation, students initially experienced relatively high levels of communication apprehension, which, however, decreased to such an extent during their training, that the decrease was of practical significance. The role of micro- and practical teaching played in decreasing communication apprehension should not be underestimated. Research dealing with communication apprehension should be broadened to include students training to become primary school teachers. Communication apprehension should also be investigated within a multicultural context. The causes of high levels of communication apprehension should be examined further and programmes which should be developed.
Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1996

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Jacobs, Joachim John. "Die terapeutiese effektiwiteit van hipnoterapie soos toegepas op studente met gewigsprobleme." University of the Western Cape, 1992. http://hdl.handle.net/11394/8414.

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Magister Artium (Psychology) - MA(Psych)
In 'n geïndustrialiseerde en Westers-georiënteerde samelewing, kenmerkend van sommige bevolkingsektore van Suid-Afrika, is 'n slanke figuur soms aanduidend van skoonheid en gesondheid. Dit is daarom geensins buitengewoon dat gewigsbewustheid een van die belangrikste verskynsels van ons tyd is nie. Duisende oorgewig-persone poog om 'n "norm" van slankheid na te streef (Polivy & Herman, 1987). Estetiese oorwegings is egter nie die. enigste rede waarom mense gewigsbewus is nie. Versekeringstatistieke dui toenemend daarop dat oorgewig-persone 'n hoër mortaliteitsyfer toon (Stunkard, stinnet & Smoller, 1986). Hierdie uiters nadelige gevolge van oorgewig is tweërlei van aard, naamlik psigies en fisiek. Spesifieke fisieke gevolge waarna in die literatuur (Kirschner, Schneider, Ertel & Gorman, 1988; Millar & Stephens, 1986) verwys word, is beroerte, diabetes, kardiovaskulêre- en ortopediese komplikasies. Op sielkundige vlak verwys Stunkard et al. (1986) na sielkundige stoornisse wat uniek is aan die obese populasie. Hierdie stoornisse kan terug gevoer word na die belewenis van uitermatige sosiale diskriminasie en vooroordeel (Rodin, Schank, Striegel & Moore, 1989). Hoër vlakke van stres, angs,depressie en In verwronge liggaamsbeeld word met die oorgewig-persoon geassosieer (Rodin et al., 1989; Stunkard et al.,1986). In talle gevalle moet hierdie sielkundige las as die grootste negatiewe gevolg van obesiteit beskou word. In Bykomende verskynsel ten opsigte van die probleem van oorgewig is die toename in die oorgewigsyfer van die wêreldpopulasie. Oberholzer (1984) beweer dat alreeds eenderde van die Suid -Afrikaanse bevolking oorgewig is. Ten spyte van die toename in die oorgewigsyfer word In begrip van die verskynsel bemoeilik deur die magdom teoretiese aannames en teenstrydighede rakende die etiologie, behandeling, en voorkoming daarvan. Ten opsigte van die etiologie van obesiteit besef te min klinici die multifaktoriale aard van die verskynsel en verklaar hulle dit dikwels slegs vanuit In enkele perspektief (Sobal & Stunkard, 1989) . Met betrekking tot die behandeling daarvan bestaan daar In wye verskeidenheid van benaderings wat chemoterapie, chirurgie, dieetterapie, akupunktuur, fisieke oefening en psigoterapie insluit.

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Louw, Cecilia Jacomina. "Die impak van tutoriale op die wiskundeprestasie van studente in eerstejaarswiskunde." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-05062004-144933/.

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Heyns, Cornelius Muller. "Student travel behaviour : North-West University (Potchefstroom Campus) / C.M. Heyns." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4426.

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The student market is a large and growing segment of the tourism industry that contributes approximately one billion rand annually to the tourism economy Unfortunately, despite the apparent profitability of this market, students are still disregarded by the South African tourism industry This may be explained by the perception and ignorance by the industry and that little is known about the characteristics, travel motivations and behaviour of this market The literature review revealed that students have specific characteristics which influence their travel behaviour such as money, time, social factors, personal characteristics, motives, special interests and especially cultural or ethnic backgrounds. Thus it is clear that although the student market seems homogeneous, heterogeneous differences do exist In order to capitalise on this market and to comprehensively understand student behaviour, information is needed about the activities which the students pursue, with whom and where these activities are pursued and even more importantly , how the students make the decision to purchase the product to go on holiday Thus the main purpose of this study was to determine the travel behaviour of students at the NWU, Potchefstroom Campus. This was achieved firstly by analysing motivation (Chapter 2) and conceptualising travel behaviour (Chapter 3) by means of extensive literature reviews. Motivation is understood as the underlying forces that arouse and direct the behaviours in which students engage, in order to realise certain benefits Behaviour can be viewed as a process of internal psychological factors (e.g. needs, wants and goals) which generate tension to some extent Different students have different needs; their purchase decision may be influenced by individual preference and social circumstances at the least The aim of conducting a literature review concerning the total concept of travel behaviour was to analyse the process of travel behaviour and effecting factors including travel motives, in order to understand and how best to attract the student market. In order to determine the travel behaviour of students at the NWU, Potchefstroom Campus, a survey was conducted between the 5th and 14th of October 2010 The survey was conducted by means of distributing a Questionnaire among third -year students during contact sessions in each of the different Faculties. From the data obtained from the questionnaire; a profile of the third-year students could be compiled and through factor analyses, the travel behaviour of the students could be determined. ANOVAs and Chi-square tests were used to determine whether the student travel behaviour in the different faculties differed from each other as well as to what extent These analyses were conducted in Chapter 4. Evidently convenience was considered as the most important factor with regard to the travelling characteristics of the students, Relaxation and Having fun as the most important factors influencing the travel motivation of students and Finance was the most important factor influencing the travel behaviour of the third-year students at the NWU, Potchefstroom_ Overall it was clear that the students in each faculty differed in their travel characteristics, activities influencing the holiday experience, motives to go on holiday and factors influencing the choice of destination as well as holiday preferences The Faculty of Theology stood out as the faculty which differed the most with regard to the afore-mentioned, whereas the Faculty of Health Sciences indicated the least differences This research therefore revealed that the third-year student market at the NWU, Potchefstroom Campus cannot be seen as a homogenous market since there are definite heterogeneous differences with regard to their travel behaviour. This market is also very complex since the Faculty to which the student belongs, contributes to these heterogeneous differences Knowledge of the travel behaviour of students can aid in segmentation of the student market in order to refine the marketing strategies of the destination as well as the development of target specific marketing messages.
Thesis (M.Com. (Tourism))--North-West University, Potchefstroom Campus, 2011.

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De, Jager Eloise. "Studente se belewenis van 'n hulpgroep in 'n eerstejaarsmodule in Finansiële Rekeningkunde." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4263.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.
AFRIKAANSE OPSOMMING: Agtergrond tot die studie: As gevolg van die druk wat op die sukses van eerstejaarstudente by hoëronderwysinstellings geplaas word, word ‘n hulpgroep in ‘n eerstejaarsmodule, Finansiële Rekeningkunde, in die B.Rekeningkunde graadprogram by die Universiteit van Stellenbosch aangebied. Die hulpgroep is daarop gemik om studente, in besonder die voorheen-benadeelde eerstejaarstudente, te help om sukses te behaal in Finansiële Rekeningkunde. Die hulpgroep het verskeie kenmerke. Daar is byvoorbeeld 6 lesings per week in plaas van die normale 4 lesings en bywoning van die lesings is verpligtend. Die hulpgroep grootte word beperk tot ‘n maksimum van 70 studente om aktiewe leer aan te moedig. Op Vrydae is daar ‘n tutoriaalklas waar studente ‘n vraag uitwerk in die klas met die hulp van studente-assistente. ‘n Verskeidenheid bystandsprogramme en hulp word jaarliks aangebied om die deurvloeikoerse van eerstejaarstudente te verhoog en ook om vir studente ‘n positiewe eerstejaarservaring te verseker. Die probleem is dat al hierdie bystand en hulp baie tyd en spesiale insette van dosente en die departement verg, sodat die vraag ontstaan of dit werklik waarde toevoeg. ‘n Verdere kwessie behels die studente se belewenis van so ‘n hulpgroep. Dit was dus noodsaaklik om hierdie en soortgelyke vrae te ondersoek en vas te stel of ‘n hulpgroep beantwoord aan die doel waarvoor dit geskep is. Opsomming van die werk: Daar is gebruik gemaak van ‘n gevallestudie-ontwerp. Die doel van die studie was om vas te stel wat studente se belewenisse van ‘n hulpgroep by die eerstejaarsmodule in Finansiële Rekeningkunde is. ‘n Kombinasie van die kwalitatiewe en kwantitatiewe navorsingsbenadering is in die ondersoek gebruik deur middel van vraelyste, onderhoude en die analise van prestasiepunte. Gevolgtrekking: Die algehele gevolgtrekking wat uit die ondersoek voortgevloei het, is dat die hulpgroep positief deur die studente beleef word. Verskeie implikasies en voorstelle om die hulpgroep van Finansiële Rekeningkunde aan die Universiteit van Stellenbosch meer doeltreffend te maak, het uit die studie voortgevloei. Voorstelle vir verdere navorsing is ook gemaak.
ENGLISH ABSTRACT: Background to the study: Due to the pressures that are being placed on the success of first year students at higher education institutions, a support group was established in a first year module, Financial Accounting, in the B.Accounting degree programme at the University of Stellenbosch. The support group is aimed at helping students, in particular previously disadvantaged first-year students, to achieve success in Financial Accounting. The support group has various features. There are, for example, 6 lectures per week instead of the normal 4 lectures and attendance of the lectures is compulsory. The size of the support group is limited to a maximum of 70 students in order to promote active learning. On Fridays there are tutorial classes where students work on a question in class with the help of student assistants. A variety of support programmes and help are offered annually to increase the pass rates of first year students and also to ensure a positive first year experience. The problem is that all this support and help is very time consuming and requires special inputs from lecturers and the department. This raises the question if it actually adds value. Another issue that was considered is how students experience being part of such a support group. It was thus necessary to investigate this as well as related questions to establish whether a support group meets the purpose for which it was created. Summary of the work: A case study design was used. The purpose of the study was to establish the experiences of the students of a support group at the first year module in Financial Accounting. A combination of qualitative and quantitative data was used in the study, generated by means of questionnaires, interviews and the analysis of performance marks. Conclusion: The overall conclusion that resulted from this study is that the support group is experienced positively by the students. Various implications and suggestions on how to improve the efficiency of the support group in Financial Accounting at the University of Stellenbosch were a direct result of this study. Suggestions for further research were also made.

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Cloete, Anke. "Self–regulation, psychopathology and gender in a group of university students / Anke Cloete." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4639.

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Self–regulation is a psychological skill that helps individuals to flexibly plan, execute and monitor their own behaviour. The key self–regulation processes include goal establishment, planning, the striving towards a goal and the revision thereof. Although it is clear that poor self–regulation is associated with psychopathology, the role gender plays is not well understood. Some differences between men and women suggest that gender may be a possible factor in self–regulation and the development of specific forms of psychopathology. The aim of this study was therefore to determine the relationship between self–regulation, psychopathology and gender amongst a group of university students. Participants consisted of an availability sample of 384 (284 female and 100 male) students at the NWU’s Potchefstroom Campus. Self–Regulation was measured with the Shortened Self–Regulation Questionnaire (SSRQ) of Carey, Neal and Collins (2004). In this study, the factor structure proposed by Potgieter and Botha (2009), based on a factor analysis of the SSRQ in the South–African context, was used. Psychopathology was measured with the General Health Questionnaire (GHQ) of Goldberg and Hiller (1979) as well as with a selfcompiled Alcohol and Eating Risk Questionnaire (AERQ). Data were captured and analysed using SAS. The two gender groups did not differ clearly regarding either self–regulation or psychopathology. This supports other studies that found no gender differences in specific selfregulation contexts, but contradicts a number of studies which indicate gender differences related to psychopathology. Interesting tendencies were noted regarding the association between self–regulation and psychopathology, independently for male and female students. Decision making and learning from mistakes, was found to be an important self–regulatory skill for both gender groups in this study, but with practical significance for male students only. For male students, differences in self–regulation were found regarding lower and higher risk for alcohol–related problems in contrast to female students, where differences were found only regarding risk for eating–related problems. It is more acceptable for males to misuse alcohol than it is for females in many societies, and this might explain why self–regulation is important for men regarding alcohol use. Current cultural values, attitudes, and practices and social norms, with particular emphasis on the sexualisation and objectification of women and their bodies, contribute to eating disorders and body image distress in females across their life span and specifically in college women. Thus, self–regulation becomes more important for females, as they are more vulnerable to eating–related problems. It was concluded that there is an important relationship between self–regulation and psychopathology, and in this study this relationship was found to be somehow different for male and female students. The results of this study have great implications both for further research and for clinical practice.
Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

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Tlapu, Moipone Martha. "A coaching programme for nursing college managers to facilitate employee wellness / M.M. Tlapu." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9707.

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There have been on-going debates regarding wellness and management roles. There are several general programmes for facilitation of wellness. Some are implemented but others not. The urge to develop a coaching programme for college managers was triggered by personal experiences as the principal of a nursing college with the aim of helping the managers to facilitate employee wellness. The research was conducted to make a meaningful contribution to a body of knowledge, in particular knowledge related to the facilitation of employees’ wellness by the nursing college management. Aim The aim of the study was to develop a coaching programme for nursing colleges’ managers to facilitate employee wellness. The research was conducted into two phases. Phase one The first phase is a situational analysis. A qualitative strategy, which is explorative, descriptive and contextual in nature, was used. The perceptions of employees, guided by a literature review, were explored and described. Research Design Method The design of the study was qualitative, with explorative, descriptive and contextual elements. The nursing college managers were interviewed in both individual and in focus groups interviews. Only six main samples were used, namely: principals, vice-principals, HODs, registrars, nurse educators and support staff. An interview schedule was prepared by the researcher and experts in qualitative design. The first focus group interviews were conducted with the heads of departments in four nursing colleges. Three focus group interviews were held with heads of departments, nurse educators and support staff. Individual interviews were held with three principals and college registrars. The data analysis procedure from Henning, Van Rensburg and Smit’s (2008:106) writing was adopted as the bases for data analysis in phase one of the study. Deductive and inductive strategies were used. The results of phase one relating to the experiences and perceptions of employees and managers were used in conjunction with the integration of the embedded literature to develop the conceptual framework and coaching programme for the management of nursing colleges. Phase two The second phase was the description of the conceptual framework. An integrated map was compiled by mapping the concepts from the conclusions from all the empirical findings from Chapters 3 and 4.The main concepts of the integrated map are described. Finally, a visual conceptual framework was presented. A coaching programme for nursing college managers to facilitate employee’s wellness was developed. The programme was presented into 2 parts; part 1 for training managers to empower them with coaching skills. Part 2 addressed facilitation of employee’s wellness. Ethical considerations were observed throughout the study. Results and findings The results from both the employees and managers reflected challenges which involved the political mandate of increasing numbers of students without extra human and material resource allocation. Most of the employees complained about college management, which did not recognise their efforts and qualifications. Other causes of dissatisfaction included increased workload, the large numbers of students and decreased facilities through the rationalisation and merger of the nursing colleges.
Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.

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Japhta, Elzahne Jeronice. "Die effek van Studente Jool Gemeenskapsdiens se Pick–A–Leader program op adolessente in 'n agtergeblewe gemeenskap / E.J. Japhta." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6256.

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BACKGROUND: The research deals with the effect of the Student Rag Community Service's (SRCS) Pick–A–Leader programme on adolescents in a disadvantaged community. The SRCS has been in existence for 30 years and the Student Representative Council of the North–West University: Potchefstroom Campus, has authorised them to promote voluntary ativities for charity in Potchefstroom and its surrounding areas. The SJGD annually presents various programmes to communities in Potchefstroom; however, these programmes have not thus far been formally evaluated. One of these projects is the Pick–A–Leader (PAL) programme which focuses on leadership– and skills development for adolescents in a disadvantaged community. This study concentrates on the evaluation of the PAL–programme. AIM: The primary aim of this study was to determine the effect of the PAL–programme on the adolescents in a disadvantaged community. METHOD: The nature of the investigation was exploratory and descriptive. Mixed methodology was applied in this study. A quasi–experimental design was used in the form of a comparative pre– and post–test design. Focus groups and a number of measuring instruments were used to gather data. Participants in the experimental groups consisted of 45 grade 11 learners from 3 schools in a disadvantaged community of Potchefstroom. Members of the comparative groups also numbered 45 and were grade 11 learners from the same 3 schools as those in the experimental groups. RESULT: It was concluded that the SRCS PAL–programme had an effect on the adolescents.
Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

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Bester, Paul Machiel. "Enkele kognitiewe faktore en akademiese prestasie van studente in Afrikaans-Nederlands / Paul Machiel Bester." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9297.

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This study is founded on the hypothesis that there is a correlation between certain cognitive factors namely the final std. 10 examination mark and aptitude as measured by the Senior Aptitude Test ( RSA) on the one hand, and academic achievement in Afrikaans- Nederlands 3 (AFN 3) on the other. The test group for the study were the 64 students who wrote the final examination in AFN 3 at the PU for CHE in 1983. These students were mainly from the 1981 enrolment; a few had enrolled in 1980. The study progressed as follows: At first a literature study was undertaken (chapter 2) in which was mainly concentrated on those cognitive factors which could influence study in general and academic achievement in tertiary study in particular. In general it appeared that authoritative researchers are of the opinion that aptitude (as measured by the different aptitude tests) is significant in the prediction of academic achievement and that the final matriculation examination is, of all cognitive factors, the best indicator of academic achievement. Secondly an empirical study was undertaken (chapter 4). Data for this study was obtained from the Statistical Consultation Service of the PU for CHE. Upon enrolment at the university a certain number of first year students are required to write psychometrical tests. Results of these tests (part of which is the Senior Aptitude Tests, tests 1-10) and the students' final examination results, as well as the ensuing academic achievements are stored on computer. Thirdly, in an ex post facto approach eleven variables, namely SAT (1-10) and the final matriculation examination were brought in connection with the achievement in AFN 3 of the said test group. By using BMDP 9 R - and SAS computer programmes intercorrelations were calculated and multiple regression analysis were done in order to calculate the contribution of individual variables and combinations of variables to the variance in AFN 3 (chapter 5) . The results are as follows: (chapters 5 and 6) A combination of the abovementioned eleven variables represent only 17,7% of the variance in AFN 3 and the best application is to be found in the case of std. 10 and SAT 1 and 7, with a contribution of 12,5% to the variance in AFN 3. It is clear that the influence of individual and combined independent variables on the dependent variables is so low that it holds no practical value for the indication of academic achievements. The role of high and low std. 10 achievement as individual independent variables combined with SAT 1-10 in the variance of AFN 3 was inquired into. In a step-by-step regression analysis was found that low std. 10 achievement and SAT 1-10 represent 53,4% of the achievement variance in AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and 10 represent 45,6% of the variance in AFN 3. (Appendix J and K). It can be assumed that a differential application of std. 10 achievement can represent significant results in the search for predictors of academic achievement.
Skripsie (MEd)--PU vir CHO, 1988

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Du, Preez Sonika. "'n Maatskaplikewerkperspektief op swart getroude studente in die akkulturasieproses aan die Universiteit van Pretoria." Pretoria : [s.n.], 1999. http://upetd.up.ac.za/thesis/available/etd-07312006-164940/.

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Lemmens, Juan-Claude. "Metakognisie, intrinsieke prestasiemotivering en kritiese denke as korrelate van akademiese sukses onder eerstejaar-sielkunde studente." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-05222007-142504.

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Du, Toit Jan Johannes Bernardus. "Intuïsie en die belangstelling in kreatiewe denke- en artistieke beroepe by studente / J.J.B. du Toit." Thesis, North-West University, 2004. http://hdl.handle.net/10394/244.

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The research examined the links between intuition, interest in creative thought and the artistic interests of students. Most literature in the past linked intuition with creativity and artistic aptitude, but the question about the specific influence thereof on choosing an artistic career led to many different perspectives. The influence of thoughts and feelings on intuition was examined, as well as their connection to artistic inspiration. The researcher proposed that these factors provide a basis for an artistic career. Research was done on the links between interest in creative thought, artistic interest and intuition. The difference in correlation between intuition and Fine Arts and Performing Arts was also examined. The literature study focused on Jung's typology of personality, and his descriptions of intuition, feelings, thoughts, creative thoughts, art, artistic interest and inspiration, fine arts and performing arts, and their links with intuition. Quantitative research was done as a once-off cross-sectional design. Eight hundred and sixteen students of the University of Pretoria were included in the quantitative research. Intern Psychologists of Student Support Services evaluated these participants with the Jung Personality Questionnaire (JPQ), the South African Vocational Interest Inventory (SAVII) and the 19-Field Interest lnventory (19-FII). Two-directional frequency analyses were used to determine the links between the results of the intuition factor and the feeling and thought factors of the JPQ. The Spearman correlation coefficients were used as measures of the strength of general relation between the results of the intuition factor of the JPQ and the results of Fine Arts, Performing Arts and Creative Thought of the 19-FII and the A 2 (Creative design) and A 3 (Entertainment) of the SAVII. Variance analyses were used to determine the influence of intuition on interest in Fine Arts and Performing Arts. The responses to interview schedules by participants from two focus groups, namely 5 second year Drama students and 5 Fine Arts students, were analysed in the qualitative research. Most participants from the quantitative study fell within the intuition-feeling category and the percentage of participants in the intuition-feeling category was greater than those in the intuition-thought category. Results were supported by the qualitative study. The conclusion was drawn that intuition is more linked to feeling than is thought. Inspiration for art does develop from feeling, but it will be communicated by thoughts, after interplay between intuition and feeling. The quantitative study confirmed that intuition plays a bigger role than sensation when there is interest in careers requiring creative thought. Interest in creative thought also showed a positive link with interests in fine arts and performing arts. The conclusion was drawn that intuition plays an important role in occupations involving interest in creative thought. However, interest in creative thought is still dependent on feeling for verification in the creative process. The research showed that intuition, a personal life-long passion, or love of art were determining factors when an artistic career choice was made. It was therefore concluded that intuition has a strong relation to artistic interest. It was determined that intuition, as well as factors such as a person's strengths and weaknesses, and knowledge of the requirements and demands of success, work together in shaping an artistic career choice. Intuition showed a tendency for a greater correlation with Fine Arts than with Performing Arts. The research had certain deficiencies, as it was only conducted on university students and it did not make provision for environmental influences. The qualitative research was too structured and the JPQ was not developed initially for quantitative analyses. The examination of interest in creative thought could not provide an explanation of the complete creative process. However, the research was of value to counselling psychologists for making career recommendations, as it provided valuable information in artistic careers. It also created a possible framework for future research on the assessment of artists to assist them in developing and reaching their full potential.
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2004.

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Carollo, Pamela <1997&gt. "Serendipity. Un viaggio inaspettato. Proposta alternativa per lo studio dell’italiano e la motivazione dello studente." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20418.

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Il presente elaborato mira a dimostrare che la motivazione è fondamentale nello studio di una lingua e ha lo scopo di offrire un esempio di strategia per la sua stimolazione negli apprendenti. La tesi sarà composta principalmente da due parti. La prima, teorica, fungerà da punto di riferimento e analizzerà tutto ciò che concerne l’educazione linguistica, descrivendo i soggetti coinvolti in questo ambito, la motivazione, i mutamenti della didattica delle lingue avvenuti nel tempo, i diversi metodi e approcci e alcune difficoltà riscontrate da studenti tedeschi di italiano. La seconda, invece, si focalizzerà sullo sviluppo teorico e, in parte, pratico di un serious game dal titolo Serendipity. Un viaggio inaspettato, pensato per la didattica dell’italiano a studenti tedeschi. A tal proposito, verranno specificati i requisiti di un videogioco accattivante e verranno sviluppate due unità didattiche su alcuni degli elementi linguistici che presentano delle difficoltà per gli studenti tedeschi che si approcciano allo studio dell’italiano.

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Niemann, Gerhardus Johannes. "Die persepsies en belewenis van uitbranding by nagraadse teologiese studente van die Gereformeerde Kerke in Suid–Afrika : 'n pastorale studie / Gerhardus Johannes Niemann." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4623.

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The aim of this study was to establish to what extent the post graduate theological students of the RCSA experience emotional burnout and what their perceptions of burnout are. A combination of quantitative and qualitative empirical research was conducted to establish the levels of burnout and co–responding perceptions of the phenomenon. The study found that 75% of the post graduate students had experienced burnout to some extent. Out of these 75% participants, 35% experienced acute burnout, and a further 15% could be classified as being in the breakdown phase of burnout. The study indicated that the post graduate students of the RCSA generally had a positive perception towards burnout in the sense that they had a fair understanding of the causes of the phenomenon. The research has also shown that the post graduate theological students identified a balanced lifestyle as the most important preventative measure to combat burnout. To attain such a lifestyle, post graduate theological students need to attend to their spiritual, emotional, social and physical needs in a balanced way. Despite the fact that the majority of the participating students have a positive perception regarding the treatment and prevention of burnout, it is however clear that they do not address the problem effectively. It became clear from the research that additional guidance in the prevention, management and treatment of burnout is required. Various factors were identified that may contribute to the post graduate theological students' experiencing of burnout. These factors include the following: the effective management of the academic work load, their experiencing of overload and a lack of control over the amount of academic work, perceptions that they are not rewarded sufficiently for their contributions, that they feel excluded from experiencing a sense of belonging to a common group and having communion as a group, a lack of work satisfaction, a lack of effective interpersonal relationships, personal problems in their private lives, the degree of Type A–behaviour amongst some participants, a lack of emotional development and growth and a need for interpersonal skills training in their curriculum for them as future ministers, a lack of maintaining healthy emotional boundaries, structuring and ordering of the post graduate theological students-' own spiritual life, a lack of fulfilment of goals and their inability to keep up with the accelerating tempo of socio–domextic change in society. Other contributing factors to burnout amongst post graduate theological students are that they have certain misperceptions about burnout with regard to their calling as a minister. These misperceptions include the following: false feelings of guilt, complying with unrealistic high moral standards as person, that burnout is seen as a sign of 'weakness' and 'sin' and that treatment is only intended for 'sick people'. It has been established that burnout has definite negative consequences in the lives of the post graduate theological students. These consequences affect students' entire lives on physical, spiritual and emotional levels. The following consequences of burnout were identified: depressive disorders, loss of vision, bitterness, psychosomatic symptoms such as headaches, stomach ulcers, muscle spasms, etc. and their experience of burnout as generally being traumatic. Exegesis on 1 Kings 19:1–18 was normatively applied as a guide to address burnout to the post graduate theological students' experience of the phenomenon. Elijah's experience of burnout and how God led him to healing and also looked after his physical, spiritual and emotional needs was evaluated and guidelines were identified and formulated that could serve as an effective means of addressing burnout. Because burnout influences the post graduate theological students on a physical, spiritual and emotional level, the management and treatment thereof should also consist of the addressing of all three these elements in a balanced way. Pastoral guidelines were thus formulated to address these three elements of burnout - physical, spiritual and emotional in an effective manner.
Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

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Esterhuizen, Maria. "Intonasie as kodewisselingstrategie by die aanleer van Afrikaans deur swart studente : 'n etnolinguistiese ondersoek / Maria Esterhuizen." Thesis, Potchefstroom University for Christian Higher Education, 1991. http://hdl.handle.net/10394/3793.

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Guse, Werner. "Psigologiese uitbranding van MBA-studente : 'n ondersoek na die gedrags-, kognitiewe en eksistensiële komponente / Werner Guse." Thesis, Potchefstroom University for Christian Higher Education, 1987. http://hdl.handle.net/10394/7851.

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The increasing emphasis of the organization's responsibility with regard to the employees' health has cu rrently received widespread attention. The role of stress related problems and the concomitant phenomenon of psychological bu rnout has been the focus of recent research. A literature survey has indicated very little theoretical conceptualisation in this instance, being mainly applicable to the helping professions. The view that South African managers are regarded as a high stress group has led to the investigation of the phenomena of burnout within this population and an attempt to identify causal psychological variables. Behavioral, cognitive and existential variables that have been identified by literature and theoretically linked to stress and burnout have been utilized. These variables respectively form an inclination toward Type A behaviour, endorsement of irrational beliefs and the degree to which value actualisation is experienced. The degree of burnout, as well as the three variables as indicated above was isolated within a group of 56 MBA students at the PU for CHE. The underlying relationship between the variables and the degree of burnout has been described by means of a correlational study. A stepwise regression was used to investigate the predictive role of the variables in regard to burnout. The research results confirm that psychological burnout may occur within managerial populations. In this regard feelings of inadequate personal accomplishment were prominent. There was a definite relationship between burnout and the degree to which a person endorses irrational beliefs as well as the degree to which the person was able to actualise core values. This phenomenon was explained in terms of the possible resources in regard to effective stress coping facilitated via the presence of the above mentioned va riables. Type A behavior, as such, did not indicate a clear relationship in terms of burnout. However, in interaction with the other factors a predictive role was assumed with regard to burnout. The universally high level of Type A behavior for this particular population led to the conclusion that Type A behavior forms an independant adaptation to continuous stress. Fu rther it was postulated that the effectiveness of this mode of adaptation was determined by the contribution of the cognitive and existential variables. It was thus suggested that Type A persons who did not possess this type of protection will experience their adaptation as ineffective and tend to burn out. Proposals were made for the utilisation of Rational Emotive Therapy and Logotherapy in individual, as well as group approaches, in the prevention and treatment of psychological burnout.
Thesis (MComm)--PU vir CHO, 1988

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Visser, Carla Martina. "Die aard van kommunikasie in ontwikkelingsprojekte van die Studente-JOOL-Gemeenskapsdiens (NWU-PUKKE) / Carla Martina Visser." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9245.

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The Student RAG Community Service (SRCS), a unique non-governmental organisation (NGO) of the Potchefstroom Campus of the North-West University, aims to support and to enable other NGOs to function independently. For this reason, the communication between the SRCS and these NGOs is viewed from the sub discipline of development communication, with the participative approach currently being perceived as the normative approach to communication for development. Communication between the SRCS and representatives of the NGOs should therefore conform to the principles of the participative approach to development communication to contribute to empowerment and development. The principles of the participative approach that was identified as relevant to this study are participation, dialogue, cultural sensitivity, to enable the community to be self-reliant and community development. This study is qualitative in nature and the research methods used to gather information about the nature of communication between the SRCS and the representatives of the projects are qualitative content analysis, partially structured interviews and observer–participant reporting. Although this study has focused only on early child development projects, the nature of these projects and their communication varied to a large extent. The overall conclusion of this study is that there are gaps in the participative communication between the SRCS and the representatives of all the researched projects. The type of communication between the SRCS and early childhood development projects did not conform to the principles of cultural sensitivity, community development and the enablement of the community to be self-reliant. These gaps are attributed in part to the present documentation of the SRCS (2010 annual report, portfolio descriptions, transfer reports and minutes of 2010’s and 2011’s meetings) as well as the fact that this NGO’s training guidelines do not emphasise the importance of participatory principles, and do not offer sufficient training in the implementation of these principles to its various members. Although the results indicate that the communication between the SRCS and the representatives of the projects presently does not conform to the principles of participative communication, the organisation is committed to addressing these gaps in future.
Thesis (MA (Communication Studies))--North-West University, Potchefstroom Campus, 2013.

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Boshoff, Louw. "Enkele kognitiewe faktore en akademiese prestasie van HOD(N)-studente met 'n geesteswetenskaplike agtergrond / Louw Boshoff." Thesis, Potchefstroom University for Christian Higher Education, 1986. http://hdl.handle.net/10394/10413.

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This investigation has been undertaken to determine whether a correlation exists between the cognitive factors, final standard ten examination mark and aptitude, as measured by the Senior Aptitude Test on the one hand and academic achievement in HDE-post graduate in the Humanities field of study on the other hand. For this investigation the test group was the 1981-intake of students at the PU for CHE who studied in the hutr.ani ties field of study and completed their studies at the end of 1984. The theoretical background of the investigation was obtained by the study of authoritative literature regarding the cognitive and non-cognitive factors which have an influence on academic achievement. An ex post facto-approach was used for the experimental design. The data used was obtained from the Senior Aptitude Test and the final standard ten examin8.tion marks of the students concerned as well as their final academic achievement in the HDE-post graduate course. The data has been analysed by means of a computer programme. Multiple linear regression analysis was used to determine the combined and individual influence of the independant variables (Senior Aptitude Test and final standard ten examination mark) on the dependant variable (HDE-achievement). From the results of the investigation it becomes clear that the combined and separate influence of the independant variables on the dependant variable is very low and of no significant practical value for the prediction of academic success. The conclusion can thus not be drawn that the Senior Aptitude Test and final standard ten examination mark are good predictors of academic achievement in a post graduate HDE-course in the humanities field of study. Various factors, cognitive as well as non-cognitive, should be used in combination for the best prediction of academic achievement at tertiary level.
Thesis (MEd)--PU vir CHO, 1986

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Snyman, Isak Stefanus De Wet. "Die invloed van ŉ diensleerbenadering in die destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiente." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71658.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Worldwide the stigma attached to psychiatric patients, psychiatric disorders, psychiatrists and the field of Psychiatry is of great concern. The stigmatising perceptions of medical practitioners and medical students towards psychiatric patients have a negative impact on effective treatment, considering the increasing burden psychiatric disorders are placing on communities and health systems. Numerous efforts were attempted and recommendations made for destigmatising medical students' perceptions towards psychiatric patients. It was found that perception usually improved after a clinical rotation in Psychiatry, but the stigmatising perceptions mostly returned a year later. The first clinical exposure to Psychiatry for medical students at the Faculty of Medicine and Health Sciences, Stellenbosch University, is during the fourth or fifth year of study. This rotation was revised in 2010 and a service-learning component added. The research question which consequently developed, is: What is the influence of a service-learning approach on destigmatising students' perceptions towards psychiatric patients? The research followed a phenomenological school of thought in an interpretative paradigm with a qualitative-inductive approach. On the last day of a rotation students handed in their written reflections and an in-depth focus group interview was conducted. The focus group interviews were repeated a year later. Students' reflections and the transcribed texts were analysed. This served as the basis for conclusions from which recommendations were made. It was found that students had stigmatising perceptions towards psychiatric patients before their first clinical rotation in Psychiatry. Directly after that students' perceptions were destigmatised to a greater extend. A year later non-stigmatising perceptions of understanding, acceptance, comfortableness, compassion, respect and responsibility were still present, although a few students experienced the limited return of stigmatising perceptions. Students attributed the positive changes to their service-learning experience in combination with the clinical placement at a psychiatric hospital with a friendly atmosphere and where they were exposed to patients not suffering from complex and extreme psychiatric disorders. The non-stigmatising perceptions a year after a clinical rotation in Psychiatry demonstrates the transformative value of service-learning. Service-learning is where meaningful and relevant service is rendered with and in the community, social responsiveness is purposefully emphasised and structured reflections are done to enhance academic learning. As a result of this study medical schools worldwide can take cognisance that a service-learning approach made a significant contribution to the stained destigmatisation of medical students' perceptions towards psychiatric patients.
AFRIKAANSE OPSOMMING: Stigma teenoor psigiatriese pasiënte, psigiatriese steurings, psigiaters en Psigiatrie as vakgebied is wêreldwyd ŉ groot bron van kommer. Medici en mediese studente se stigmatiserende persep-sies teenoor psigiatriese pasiënte het ŉ negatiewe impak op effektiewe behandeling, veral gesien in die lig van die groterwordende las wat die toename in psigiatriese steurings op gemeenskappe en gesondheidsisteme plaas. Heelwat pogings is aangewend en aanbevelings gemaak om mediese studente se persepsies teenoor psigiatriese pasiënte te destigmatiseer. Daar is bevind dat persepsies gewoonlik verbeter direk na ŉ kliniese rotasie in Psigiatrie, maar dat stigmatiserende persepsies meestal binne ŉ jaar terugkeer. Mediese studente aan die Fakulteit Geneeskunde en Gesondheidswetenskappe, Universiteit Stellenbosch, se eerste kliniese blootstelling aan Psigiatrie is tydens die vierde of vyfde studiejaar. In 2010 is dié rotasie hersien en ŉ diensleerkomponent bygevoeg. Die navorsingsvraag wat hieruit ontwikkel is, is: Wat is die invloed van ŉ diensleerbenadering op die destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiënte? Die navorsing het ŉ fenomenologiese denkrigting gevolg in ŉ interpretatiewe paradigma met ŉ kwalitatief-induktiewe benadering. Studente het skriftelike refleksies op die laaste dag van ŉ rotasie ingehandig en ŉ in-diepte fokusgroeponderhoud is gevoer. ŉ Jaar later is die fokus-groeponderhoude herhaal. ŉ Ontleding van studente se refleksies en die getranskribeerde tekste en gedoen. Dit het gedien het as basis vir die gevolgtrekkings waaruit aanbevelings gemaak is. Daar is gevind dat studente voor hulle eerste kliniese rotasie in Psigiatrie, stigmatiserende persepsies teenoor psigiatriese pasiënte gehad het. Direk daarna was studente se persepsies grotendeels gedestigmatiseer. Na ŉ jaar was nie-stigmatiserende persepsies van begrip, aanvaar-ding, gemaklikheid, deernis, respek en verantwoordelikheid steeds teenwoordig, alhoewel stigma-tiserende persepsies tot ŉ mate by sommige teruggekeer het. Studente het die positiewe verande-ring toegeskryf aan die diensleerervaring in kombinasie met 'n kliniese plasing in die psigiatriese hospitaal waar ŉ vriendelike atmosfeer geheers het en waar daar blootstelling was aan pasiënte wat nie aan komplekse en ekstreme psigiatriese steurings gely het nie. Die nie-stigmatiserende persepsies ŉ jaar na ŉ kliniese rotasie in Psigiatrie toon die transformatiewe waarde van diensleer. Met diensleer word sinvolle en relevante diens met en in die gemeenskap gelewer, doelbewuste klem word op sosiale verantwoordbaarheid gelê en ge-struktureerde refleksie word gedoen om beter akademiese leer te laat plaasvind. Na aanleiding van hierdie studie kan mediese skole wêreldwyd kennis neem dat ŉ diensleer-benadering ŉ betekenisvolle bydrae gelewer het tot die volhoubare destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiënte.

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Kemp, Rene. "Die bepaling van die stressore en behartigingstrategiee van die arbeidsterapie studente aan die Universiteit van Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51691.

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Thesis (MOccTher) -- Stellenbosch University, 2000.
ENGLISH ABSTRACT: The main aim of this study was to investigate the stressors experienced by occupational therapy students at the University of Stellenbosch and the coping strategies used by these students to manage their stress. The possible relationship existing between the coping strategies and certain mediators of stress, namely self esteem, Type A personality, optimism and locus of control, was also investigated. The sample consisted of 151 occupational therapy students at the University of Stellenbosch. A package of questionnaires was completed by each student. This package included a stressor questionnaire, "Self-Esteem Scale of Rosenberg" (SES), "Jenkins Activity Survey - Student version", (SJAS), "Revised Life Orientation Test" (LOT-R), "Internal-External Locus of Control Scale" (I-E), "Cope Scales" and a Biographical questionnaire. The results indicated that students intensely experience the stressors "limited free time" and "fear of failure". The most important academic stressors were "theoretical and practical examinations and tests" and "academic work load". The most important clinical stressor in especially the third and fourth years of study was the "volume of written requirements". The students' self esteem was distressingly low (an average of 7.28 for a possible score of 10, which indicates a low self esteem). The students' self esteem did however, show an increase from the first to the fourth year of study. The B.Occupational Therapy IV students showed a significantly higher Type A personality than did the B.Occupational Therapy I students. The students' "optimism" and "locus of control" did not differ in the four different years of study. The functional coping strategies used most commonly by students are "religion", "positive re-interpretation and growth", "active coping" and "planning". The maladaptive coping strategies, "seeks social support for emotional purposes", "focus on and ventilate feelings" and "mental disengagement" are also often used by students. "Denial" and "alcohol and substance abuse" are not commonly used by students. A negative relationship between avoidance behaviour and self esteem and Type A personality exists in the B.Occupational Therapy I students. There is also a negative relationship between "seeks social support for instrumental purposes" and "optimism". In the B.Occupational Therapy II students, a positive relationship exists between self esteem and "positive re-interpretation and growth", "active coping", "planning", "religion" and "restraint coping". A similar tendency was noted in the B.Occupational Therapy III and B.Occupational Therapy IV students. In conclusion, some recommendations are made to enable students to effectively cope with their stressors.
AFRIKAANSE OPSOMMING: Die hoofdoelstelling van hierdie studie was om ondersoek in te stel na die stressore wat deur die arbeidsterapie studente aan die Universiteit van Stellenbosch ervaar word en watter behartigingstrategieë die genoemde studente gebruik om hulle stres te behartig. Verder is ondersoek ingestel na die moontlike verband tussen die behartigingstrategieë en sekere mediatore van stres naamlik selfagting, Tipe A persoonlikheid, optimisme en lokus van kontrole, bestaan. Die steekproef het bestaan uit 151 arbeidsterapie studente aan die Universiteit van Stellenbosch. 'n Pakket van vraelyste bestaande uit 'n stressore vraelys, "Self-Esteem Scale van Rosenberg" (SES), "Jenkins Activity Survey - Student version", (SJAS), "Revised Life Orientation Tesf' (LOT-R), "Internal-External Locus of Control Scale" (I-E), "Cope Scales" en 'n Biografiese vraelys is deur elke student voltooi. Die resultate het getoon dat die studente die persoonlike stressore van "gebrek aan vrye tyd" en "vrees vir mislukking" baie intensief ervaar het. Die belangrikste akademiese stressore was die "teoretiese en praktiese eksamens en toetse" en die "akademiese werklading". Die belangrikste kliniese stressor in veral die derde en vierde studiejaar was die "volume skriftelike vereistes". Die selfagting van die studente is kommerwekkend laag ('n gemiddelde van 7.28 uit 'n moontlike telling van 10 wat dui op 'n lae selfagting). Die studente se selfagting het egter toegeneem vanaf B.Arbeidsterapie I tot B.Arbeidsterapie IV. Die B.Arbeidsterapie IV studente het In betekenisvolle hoër Tipe A persoonlikheid as B.Arbeidsterapie I. Die studente se optimisme en lokus van kontrole het nie verskiloor die vier verskillende studiejare nie. Die funksionele behartigingstrategieë wat die studente die meeste gebruik is "godsdiens", "positiewe herinterpretasie en groei", "aktiewe behartiging" en "beplanning". Die disfunksionele behartigingstrategieë van "soek sosiale ondersteuning vir emosionele redes", "fokus op en ventileer gevoelens" en "geestelike onttrekking" word ook dikwels deur die studente gebruik. "Ontkenning" en "alkohol en middelmisbruik" word nie gereeld deur die studente gebruik nie. By B.Arbeidsterapie studente bestaan daar 'n negatiewe verwantskap tussen "gedragsonttrekking" en "selfagting" en "Tipe A persoonlikheid". Daar bestaan ook 'n negatiewe verwantskap tussen "soek sosiale ondersteuning vir instrumentele redes" en "optimisme". By die B.Arbeidsterapie II studente bestaan daar 'n positiewe verwantskap tussen "selfagting" en "positiewe herinterpretasie en groei", "aktiewe behartiging", "beplanning", "godsdiens" en "weerhou behartiging". Dieselfde tendens word gesien by B.Arbeidsterapie III en B.Arbeidsterapie IV. Ten slotte word aanbevelings gemaak om die studente toe te rus om hulle stressore effektief te behartig.

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October, Heidi. "Interaksie binne ‘n heteroseksuele studentegemeenskap : ervarings en persepsies van ‘n geselekteerde groep homo- en biseksuele studente." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2237.

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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006.
Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.

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Canuto, Luisa <1961&gt. "Service Learning per l’apprendimento delle lingue straniere: impatto sulla motivazione, competenze comunicative e metacognitive dello studente." Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8834.

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Service Learning, una strategia didattica esperienziale che combina l’impegno degli studenti per una comunità locale con la riflessione su cosa e come stanno imparando, consente di far mettere in pratica e rafforzare l’apprendimento dei contenuti del corso di cui quest’esperienza è parte, oltre che il loro senso di responsabilità civica e politica. Nel contesto di un corso di lingua straniera lo studente può con il service learning sviluppare anche le sue competenze linguistiche ed interculturali. Muovendo dalle più accreditate teorie di glottodidattica questo studio illustra le ragioni e le pratiche del service learning nella classe di lingua, i diversi possibili modelli e quindi l’impatto che può avere sulla motivazione ad imparare e a comunicare, sulla competenza linguistica e sullo sviluppo personale dello studente. Basata sull’esperienza dei nostri corsi intermedi di lingua alla University of British Columbia (Vancouver, Canada) e su un considerevole numero di studenti e relativo gruppo di controllo e nell’arco di sei semestri, la nostra ricerca si è servita di molteplici strumenti di misurazione quantitativi e qualitativi e farci arrivare alla conclusione di ritenere service learning una strategia di grande efficacia per promuovere lo sviluppo delle competenze dello studente di lingua straniera e del cittadino del futuro.

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Steenkamp, Johannes Christoffel. "Skakeling tussen sekondêre skool en universiteit met betrekking tot die praktiese onderwys van studente / Johannes Christoffel Steenkamp." Thesis, Potchefstroom University for Christian Higher Education, 1991. http://hdl.handle.net/10394/8597.

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Practice teaching (student teaching) is one of the most important components in a student teacher's training programme. It creates a real setting within which the student can experience and realise the theoretical and practical training he has had. Only by bringing-into-practice his theoretical, insight, the student's training truly realises. Practice training at university (the so called institute practicum) is also a valuable training instrument, rut it is not a realistic and complete substitute for practice teaching. Practice teaching is a means by which the student is professionally and personally orientated for his future career. In the field of his subject he is availed of the opportunity to school himself in the long-term didactical strategies and to practise and put his teaching skills to the test. At the same time he is provided with an opportunity of gaining experience in teacher-pupil relationships, extra-curricular activities, organizational skills, teaching media, etcetera. In addition, practice teaching can also contribute to the shaping and strengthening of the student's Christian philosophy of life. To get the most out of practice teaching, it is of the essence that the school and university liaise closely with each other. A sound relationship of mutual co-operation must be established and via efficient channels of communication they should strive towards effectively availing each other of information and establishing a mutual understanding. Liaising, therefore implies a management task which is not only based on a partnership, but also functions on an inter-relatedness with other management tasks. Planning, organization, guidance and control of practice teaching should therefore .be regarded as a concerted management effort by the school as well as the university. Research has revealed that the above.-mentioned liaising is not quite what it should be. Students are frequently deprived of the opportunity of taking put in experiencing all that the teaching profession has to offer. A good example of this is the fact that in some cases, students are not allowed to set and evaluate tests, do playground duty, nor attend subject and staff meetings. Tutors are frequently totally uninformed about their particular role and task during practice teaching. This almost invariably results in the unprofessional and inefficient guidance of student teachers. Weak liaising between school and university is also reflected by the apparent indifference of certain universities to consult with headmasters as regards the planning and organization of practice teaching. Conclusively it is clear that meaningful and successful practice teaching is of the utmost importance to the student teacher. The optimal realisation of practice teaching can only take place if the school and the university acknowledge and accept each other as worthy training partners.
Skripsie (MEd)--PU vir CHO, 1992

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Weideman, Antonie Gysbert. "Die verband tussen enkele nie-kognitiewe faktore en akademiese prestasie van studente in Bybelkunde / Antonie Gysbert Weideman." Thesis, Potchefstroom University for Christian Higher Education, 1989. http://hdl.handle.net/10394/10339.

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Researchers have been trying for years to determine why such a large percentage of first-year university students fail or terminate their courses. There is a need for research about the identification of factors which have a negative influence on the academic achievement of students. With regard to the factors which influence academic achievement, one can distinguish between cognitive and non-cognitive factors. In this study intelligence was referred to as a cognitive factor, and its link with academic achievement pointed out. Research has proved that intelligence is one of the best predictor's for academic achievement. Non-cognitive factors selected for this research include the family, the school, interests, motivation and adjustment. From the literature survey which was undertaken (chapter 2) about students in general (practically all fields of study), it was deduced that there is a link between academic achievement and some non-cognitive factors. There is thus a wide spectrum of factors which can affect the individual's total existence positively or negatively. The objective with this study was to identify those variables (non-cognitive) which have the greatest influence on the academic achievement of Biblical students. All the final-year education students (N = 70) in Biblical Studies who had started their studies in 1981 and completed their courses in 1984 were used as population. The students had all completed a degree at the end of 1983 and then completed the HED(P) diploma at the end of 1984. The measuring instruments which were used were the 19-Field Interest Questionnaire, the PHSF-Relationship Questionnaire and Standard 10 achievement. The 19-FIQ was compiled for the measurement of professional interests of senior secondary school pupils, students and adults in 19 broad fields of interest. The purpose of the PHSF was to measure the personal, home, social and formal relationships of high school pupils, students and adults in order to determine their measure of adjustment. As criterion of previous achievement, performance in the subjects' Standard 10 examination was taken. In the empirical study the ex post facto approach was used. The data were analysed by means of a multiple regression analysis in order to identify those non-cognitive variables which influence academic achievement. The BMDP9R computer programme was used for this purpose. Fifteen independent variables were selected because they made the biggest contribution to the R2, and because these different fields and components are very closely linked to the teaching profession. The contribution of the selected independent variables to the R2 indicated a very good correlation, viz. R2 = 0,61, or 61%. The selected independent variables which made the best contribution to the square of the multiple correlation co-efficient (R2) is Standard 10 achievement, with 0,319 or 31,9%, 19-FIQ 10 (congeniality) with 0,277 or 27% and PHSF 4 (nervousness) with 0,044 or 4,4%. The following six independent variables seem, according to the Cp criterion, to be the best predictors of academic achievement in this study: Standard 10 performance, 19-FIQ 10 (congeniality), PHSF 3 (self-control), PHSF 4 (nervousness), PHSF 6 (family influences) and PHSF 7 (personal freedom). The contribution of the six best predictors to the R2 = 0,52 or 52%. The predictors which made the best contribution to the R2 are Standard 10 performance, with 0,31 or 31% and the 10-FIQ 10 (congeniality), with 0,28 or 28%. The results indicate that the independent variables separately and in conjunction had a significant influence on the prediction of academic achievement. The independent variables (non-cognitive factors) thus had a direct influence on the academic achievement of university students. From the results of the study it emerges that the independent variables separately and in conjunction have a significant influence on academic achievement, and the hypothesis is supported that there is a link between the non-cognitive factors and academic achievement.
Skripsie (MEd)--PU vir CHO, 1990

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De, Villiers Corinne. "Evaluering van die effektiwiteit van 'n rekenaargesteunde gehooropleidingsprogram by studente in die musiekoorbruggingsprogram van die Universiteit Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16603.

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Thesis (M.Sc.)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: Current technological development has a strong impact on education. Students normally have free access to computers and the internet. Computer-based instruction is more frequently available in classrooms and reinforces the traditional educational systems. The purpose of this study was to determine whether a computer-based program, Auralia 2.1, can be used effectively in the Music Certificate Course of the University Stellenbosch. Due to limited time during lessons as well as time-constraints for individual practising by the students, the researcher investigated the efficacy of Auralia 2.1 for use in the classroom. Students are able to practise individually during lessons as well as on their own. The problem to find a peer to practise aural training is therefore avoided as the computer fulfills this function. The researcher administered Auralia 2.1 on a group of eight Certificate students from the University Stellenbosch. The evaluation period consisted of two semesters of fourteen weeks each. The researcher used the traditional method of aural training in the first semester and she used Auralia 2.1-sessions in the second semester. The researcher compared the two semesters to each other to ensure the integrity of the results of the research. The researcher systematically held record of observations as well as the progress of the students. Questionnaires were completed and interviews were held as part of the evaluation process. Suggestions are made in this thesis on how Auralia 2.1 can be used effectively for educational aims.
AFRIKAANSE OPSOMMING: Die hedendaagse ontwikkeling in tegnologie het ‘n sterk invloed op opvoeding. Studente het oor die algemeen vrye toegang tot rekenaars en die internet. Rekenaargesteunde onderrig kom toenemend in klaskamers voor en word ter versterking van die tradisionele onderwysstelsel gebruik. Die doelstelling van hierdie navorsing was om te bepaal of ‘n rekenaargesteunde onderrigprogram, naamlik Auralia 2.1, effektief benut kan word in die musiekoorbruggingsprogram (Sertifikaatkursus) van die Universiteit Stellenbosch. Weens beperkte klastyd en ‘n gebrek by Sertifikaatstudente aan noodsaaklike tyd vir gehooropleidingsoefeninge, het die navorser ondersoek ingestel na die effektiwiteit van Auralia 2.1, vir gebruik in die klas. Die studente kon met behulp van die rekenaar individueel tydens asook buite klastyd oefen. Probleme om ‘n “oefenmaat” vir gehoor te vind is dus uitgeskakel aangesien die rekenaar daardie funksie vervul het. Die navorser het die program Auralia 2.1 op ‘n groep van agt Sertifikaatstudente van die Universiteit Stellenbosch toegepas. Die evaluering het oor twee semesters van veertien weke elk gestrek. Die navorser het in die eerste semester ‘n tradisionele metode van gehooropleiding gevolg en in die tweede semester het sy gebruik gemaak van Auralia 2.1-sessies. Die navorser het die twee semesters met mekaar vergelyk om sodoende die integriteit van die navorsingsresultate te verseker. Daar is tydens die navorser se studie sistematies verslag van die waarnemings en die studente se vordering gehou. Vraelyste is voltooi en onderhoude gevoer as deel van die evalueringsproses. In hierdie tesis word daar ook voorstelle gemaak oor hoe Auralia 2.1 effektief gebruik kan word vir opvoedkundige doeleindes.

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Van, der Ross Melissa Reynell. "Die verband tussen uitbranding en veerkragtigheid onder eerste en tweedejaar BCom studente aan die Universiteit van Pretoria." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53008.

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Hierdie studie fokus op positief sielkundige konstrukte soos veerkragtigheid as positiewe krag en die sterk invloed daarvan op alle vlakke van uitbranding. Die studie neem die standpunt in dat dit belangrik is om ondersoek in te stel na die invloed van positiewe konstrukte en die invloed daarvan op die lewens van mense. Verder bied die studie meer spesifieke insig rakende die faktore wat studente in staat stel om bo algemene akademiese en persoonlike uitdagings uit te styg en te floreer. Die doel van die studie was om die verband tussen veerkragtigheid en uitbranding te bepaal, en verder om ondersoek in te stel rakende die vraag of daar verskille bestaan met betrekking tot ras, geslag, jaar van studie, beskouing van akademiese prestasie, persepsies rakende werkslading en tevredenheid met prestasie. Data is ingesamel deur elektroniese opnames per e-pos uit te stuur aan voorgraadse studente aan die Universiteit van Pretoria (UP) deur gebruik te maak van die Universiteit se Qualtrics-sisteem. ? Totaal van (n=361) studente het deelgeneem aan die studie. Die studie het gebruik gemaak van bevestigende faktorontleding om die teoretiese strukture van konstrukte te evalueer. Strukturele vergelykingsmodellering (SVM) is gebruik om beide meervoudige regressie ("multiple regression"), en bevestigende faktorontleding te kombineer. Die aard van verhoudinge tussen veranderlikes is met behulp van SVM verduidelik. Die resultate toon dat die passing van beide modelle aanvaarbaar is nadat sekere items verwyder is. Verder toon resultate dat daar nie ? betekenisvolle verband bestaan tussen veerkragtigheid en uitbranding nie en dat slegs die dimensie van vasberadenheid ? statisties betekenisvolle negatiewe verwantskap met uitbranding toon (b4=?0.614, p<0.01 en ?=0.01). Resultate toon betekenisvolle verskille met betrekking tot geslag, beskouing van akademiese prestasie, persepsies rakende werkslading, asook tevredenheid met akademiese prestasie. Met betrekking tot etnisiteit en jaar van studie was daar geen betekenisvolle verskille in veerkragtigheid of uitbranding nie.
Mini Dissertation (MCom)--University of Pretoria, 2015.
Human Resource Management
MCom
Unrestricted

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Antonaci, Claudia <1994&gt. "Valutazione delle abilità linguistiche di uno studente albanese della scuola secondaria di primo grado con italiano L2." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15834.

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Questo elaborato analizza la competenza linguistica in italiano L2 di uno studente kosovaro di 12 anni recentemente arrivato in Italia. Obiettivo dello studio è il monitoraggio del suo percorso di acquisizione durante il primo anno di esposizione alla lingua e l’osservazione della capacità di produrre e comprendere alcune strutture sintattiche complesse dell’italiano derivate da movimento. Lo studente è stato sottoposto a test mirati in tre diverse fasi di valutazione, a distanza di due mesi l’una dall’altra. I dati sono stati raccolti tramite il TROG-2 e test di comprensione e produzione di frasi passive (Verin, 2010) e frasi relative (Volpato, 2010), il test di produzione di strutture con pronomi clitici (Arosio et. Al, 2014), frasi interrogative (Guasti et al., 2012) e frasi relative complesse (Piccoli, 2017), e il test di ripetizione di frasi complesse (Del Puppo, 2016). Inoltre, è stata valutata l’abilità di produzione orale e scritta, attraverso il Frog Story Test (Mayer, 1969) e prove spontanee e semispontanee. I risultati dei test hanno dimostrato una crescita rapida, un insolito miglioramento della capacità sintattica, pragmatica, morfologica e lessicale in italiano avvenuto in pochissimo tempo. È bastato un anno, infatti, perché lo studente raggiungesse una competenza molto simile a quella nativa, confermando gli studi precedenti sull’acquisizione L1 e L2 e il fatto che, in particolari circostanze ambientali e cognitive, sia possibile appropriarsi facilmente di una nuova lingua.

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Galli, Gianmarco, and Roberto Salvato. "Riqualificazione dell' area ex Staveco a Bologna: Una nuova centralità urbana." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020.

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Progetto urbano, riguardante l'area ex Staveco a Bologna. Si propone un intervento su un complesso di edifici esistenti ad oggi fatiscenti. Si pone al centro del progetto lo spazio collettivo tramite la realizzazione di una piazza coperta che si erge sull'esistente e la costruzione di una casa dello studente di morfologia definita.

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Botha, Hannchen. "Socio–demographic characteristics and antecedents associated with the career uncertainty of university students / H. Botha." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6924.

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The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item The changing work environment has caused individuals to revise and change their career decisions. This creates career uncertainty, which has become a widespread problem, particularly for students. When this problem is not addressed, it leads to career indecision, or less optimal choices which could influence career opportunities and quality of life. Career indecision could impact on organisations, resulting in problems such as person–job adjustment, lack of engagement and burnout. Although research on career uncertainty is available internationally, there is limited research on career uncertainty and its antecedents in the South African context. Career uncertainty can have short– and long–term effects on the individual. This study therefore contributes toward the gap in research on the antecedents of career uncertainty. Given that career uncertainty is a problem that individuals are constantly confronted with, it is important that the antecedents of this be investigated. The objectives of this study were to 1) conceptualise the antecedents of career uncertainty according to the literature; 2) determine if socio–demographic characteristics (gender, career guidance, help from parents, help from other individuals and work experience) are significant predictors of career uncertainty; 3) determine if personality characteristics (self–esteem, self–efficacy and neuroticism) are significant predictors of career uncertainty; 4) determine if career decision–making difficulties are significant predictors of career uncertainty; 5) determine if student burnout and student engagement are significant predictors of career uncertainty; and 6) determine if academic performance is a significant predictor of career uncertainty. A non–probability quota sample (N = 782) was used to investigate antecedents of career uncertainty in a sample of university students. Career uncertainty was measured by one item consisting of four categories: I am very sure; I know exactly what career I will pursue (n = 228), I am fairly sure what career I will pursue (n = 416), I am not sure at all which career I will pursue (n = 135) and I do not plan to follow a career (n = 3). For the objective of the study, categories one and two were grouped together with participants who were fairly certain which career they would follow, while participants in category three represented participants who were uncertain. Category four was not included as only three participants within that category answered. In total, 644 students were (fairly) certain, while 135 were uncertain. These two groups were enclosed as a dependent variable in the logistic regression. The results of this study showed that work experience influences career uncertainty to some extent. This is supported by previous research. Furthermore, it was found that self–esteem also influences career uncertainty to some degree. However, these two variables were only significant in the first steps of the logistic regression. Furthermore, the results showed that career decision–making difficulties share a significant relationship with career uncertainty. The study also found that significant antecedents of career uncertainty include: a lack of information about the decision–making process; a lack of information about occupations; inconsistent information due to internal conflict; a lack of information about ways of obtaining information; and inconsistent information due to external conflict. In conclusion, exhaustion, cynicism and dedication were also found to be significant antecedents of career uncertainty. Based on these results, this study suggests that student burnout and student engagement influence an individual’s level of career uncertainty. Recommendations were made for practice as well as for future research.
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

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Langeveldt, Faith. "Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85618.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The purpose of the current study was to determine how the recognition of prior learning (RPL) process at the University of the Western Cape prepares mature adult students to be successful. These mature adult students gain knowledge, skills and attitudes through an alternative manner, which is acknowledged by the University of the Western Cape (UWC). During the portfolio development course, these mature adults students are expected to reflect on their prior knowledge in order to identify, formulate and document their prior learning according to the specification of the institute. This process stimulates cognitive competencies, introduces them to the formal education discourse, and improves their academic language skills. An interpretive research method was used to collect data. The qualitative data which was collected stems from a self-administered questionnaire, semi-structured individual interviews and also the textual data in the portfolios of the mature adult students who participated in this study. All interviews were recorded on a tape recorder with the consent of the respondents and were transcribed verbatim. Content analysis was used to analyse the data. The results and findings of the study indicate that a holistic approach is followed at UWC to develop the mature RPL students academically. All role players at UWC are involved including their top management. The implementation of RPL at the institute is a top priority where the mature adult students are given the opportunity to develop to their full potential. Support systems are also available to improve the academic performances of these adult students. The results indicated that these students are committed to their studies, are motivated to be successful at the higher education institute, and with the support of the mentors they progress academically.
AFRIKAANSE OPSOMMING: Die doel van die studie was om te bepaal hoe die erkenning van voorafleer (EVL)-proses by die Universiteit van Wes-Kaapland (UWK) die ouer volwasse student voorberei om suksesvol te wees. Hierdie volwassenes se kennis, vaardighede en houdings wat op 'n alternatiewe manier opgedoen is (hulle voorafleer) word deur die UWK erken. Die ouer volwassenes word deur middel van reflektering in die portefeulje-ontwikkelingskursus die geleentheid gebied om hulle voorafleer te identifiseer, te formuleer en te dokumenteer volgens die spesifikasies van die instelling. Algaande word hulle kognitiewe vaardighede gestimuleer, hulle maak kennis met die formele opvoedingsdiskoers, en verbeter hulle akademiese taalvaardighede. 'n Interpretatiewe navorsingsbenadering is gebruik om data in te samel. Die kwalitatiewe data wat ingesamel is, spruit voort uit 'n self-geadministreerde vraelys, semigestruktureerde individuele onderhoude, asook die tekstuele data in die portefeuljes van die volwasse studente wat aan die studie deelgeneem het. Alle onderhoude is met die toestemming van die respondente met 'n digitale opnemer opgeneem en woordeliks getranskribeer. Data-analisering het deur middel van inhoudsanalise plaasgevind. Die bevindinge van die studie dui daarop dat 'n holistiese benadering by die UWK gevolg word om die ouer EVL-studente akademies voor te berei. Alle rolspelers by die UWK word betrek, met inbegrip van hulle topbestuur. Die toepassing en implementering van EVL is 'n topprioriteit by die instelling waar ouer volwasse studente die geleentheid gebied word om tot hulle volle potensiaal te ontwikkel. Ondersteuningstelsels wat akademiese vooruitgang van volwasse ouer studente bevorder, is ook beskikbaar. Die studie het aangedui dat ouer volwasse studente is ook verbind tot hulle studies, is gemotiveer om sukses aan die hoëronderwysinstelling te behaal, en met behulp van die mentors toon hulle akademiese vordering.

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Van, Kerwel Fiona Carmen. "Persepsies van geselekteerde Universiteit Stellenbosch voorgraadse studente binne Lettere en Sosiale Wetenskappe aangaande die Woorde Open Werelde-projek." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96812.

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Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRLiterature shows that exposure to community development projects is a way for people to realize, enhance and improve their own value. The Words open Worlds (WOW) project, part of Stellenbosch University’s community interaction projects, tries to uplift the lives of people through recruitment actions, retention programs, as well as well-structured partnerships with suitable role players. The purpose of this study was to determine the perceptions regarding the WOW project of undergraduate Stellenbosch University’s students within the Faculty of Arts and Social Sciences who come from schools that are actively involved with the WOW project. An interpretative research paradigm and a case study were utilized in order to collect qualitative data from focus groups. The data, which was analyzed through the process of content analysis, demonstrated that the support to prospective WOW students as well as the mentoring and retention programs for current WOW students, made life easier for the participants. Improvements mentioned, included more frequent meetings with current WOW students and the cultivation of a greater awareness of the possibilities which the WOW project offers to students. This can be achieved by improved collaboration with education departments, synergies with similar school outreach projects, extended mentorship programs and more social gatherings organized for WOW students. From the results of the data analysis it became apparent that the perceptions regarding the WOW project of the target focus groups were positive. Due to the restricted participation, however, the results cannot be generalized.
AFRIKAANSE OPSOMMING: Verskeie bronne wys daarop dat die blootstelling aan gemeenskapsontwikkelingsprojekte ’n manier is om mense hul eiewaarde te laat besef en uitbou. Die Woorde Open Wêrelde (WOW)-projek, ŉ Universiteit Stellenbosch gemeenskapsinteraksieprojek, streef daarna om met projek-aksies soos werwingsuitreike en retensieprogramme, asook deur gestruktureerde vennootskappe met geskikte rolspelers, ŉ positiewe verskil in mense se lewens te maak. Die doel van dié studie is om die persepsies aangaande die Woorde Open Wêrelde-projek te bepaal van voorgraadse studente aan die Universiteit Stellenbosch wat afkomstig is van skole waar die WOW-projek werksaam is, en wat tans binne die Fakulteit Lettere en Sosiale Wetenskappe studeer. ŉ Interpretatiewe navorsingsparadigma en ŉ gevallestudie as navorsingsontwerp is gebruik om kwalitatiewe data met fokusgroepe te versamel. Die data, wat verwerk is deur die proses van inhoudsanalise, het getoon dat die deelnemers se lewens aansienlik vergemaklik is deur die ondersteuning wat verleen is aan die voornemende WOW-studente, asook deur die mentorskaps- en retensieprogramme vir huidige WOW-studente. Meer gereelde ontmoetings met studente en ’n groter bewusmaking van die moontlikhede wat die WOW-projek vir studente bied, was voorstelle vir verbetering van die WOW-projek. Dit kan teweeg gebring word deur groter samewerking met onderwysdepartemente, sinergieë met soortgelyke skoolprojekte, uitbreiding van die mentorskapprogram en deur meer sosiale ontmoetingsgeleenthede. Uit die resultate wat die analise van die data opgelewer het, het duidelik geblyk dat die persepsies van die betrokke teikengroep wat aan fokusgroepe deelgeneem het positief is jeens die WOW-projek. Weens die beperkte steekproef kan hierdie resultate egter nie noodwendig veralgemeen word nie.

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Smit, Colleen. "Prediction of academic success of first year National Certificate Vocational (Level 2) students at FET colleges / by Colleen Smit." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9840.

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Since 2006 Further Education and Training (FET) Colleges have been recapitalised through massive government investment in order to improve infrastructure, implement a more relevant curriculum and assist college learners financially to gain access to the different learning programmes. A new curriculum with 11 programmes was introduced and implemented under the National Certificate Vocational (NCV). The results of the 2007 examinations, were disappointing and in general, the national performance of the learners was dismal. Policy requirements for certification and promotion to the next level stipulated that learners need to pass all 7 subjects in a programme. The main aim of the study was to identify variables that are the best predictors of academic success of first year FET students. Thus, if these predictors are considered during the admission process of first year FET students, it could lead to overall improved first year pass rate at FET Colleges and contribute towards the enhancement of human resources and economical development of our country. In order to achieve the research aim and objectives, a literature study and an empirical investigation were conducted. The literature study focussed on cognitive and non-cognitive factors that contribute to academic success of students at colleges. The empirical investigation departed from a positivist paradigm to determine which variables contributed the best towards the prediction of academic success of first year NCV Level 2 students at FET Colleges and a quantitative non-experimental, ex post facto approach was followed .The results of the General Scholastic Aptitude Test (GSAT), the Learning and Study Strategies Inventory – High School version (LASSI-HS), grade mark average and biographical details of the registered first year NCV Level 2 students of the Vuselela FET College (Potchefstroom and Klerksdorp campuses) in 2008 (n=309), were used to determine whether any of these variables significantly predicted the academic success of these students. The investigation revealed that: • None of the LASSI-HS scales were predictors of academic success of the first year NCV Level 2 students; • The GSAT (Total) was a predictor of academic success of these students; • None of the biographical variables, i.e. age or gender, were predictors of academic success; and • Grade mark average on students’ last school reports, was a predictor of academic success. These findings revealed that Grade mark average, and GSAT-(Total) (which is also an indication of intelligence quotient (IQ)) were the best predictors of academic success of first year NCV Level 2 students at the Potchefstroom and Klerksdorp campuses of the Vuselela FET College.
Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

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MOSCONI, GERMANA. "Una ricerca sui vissuti di giustizia e sulle pratiche educative a scuola: docenti e studenti di Scuola Superiore a confronto." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/131647.

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Quale significato assume il termine di giustizia in ambito scolastico? Quali sono le rappresentazioni di giustizia e di ingiustizia negli insegnanti e che rapporto intercorre tra queste ed il loro operato in classe? Come gli studenti descrivono l'effettivo comportamento degli insegnanti? Il tema della giustizia è stato affrontato in diverse discipline come la filosofia (Aristotele; Platone; Kant, 1781) la sociologia (Rawls, 1977; Boudon, 2002), la psicologia cognitiva (Piaget, 1932; Kohlberg, 1958) e solo di recente è diventato oggetto di studio in ambito pedagogico (Dalbert, 2006; Mikula, 2005; Chory Assad, 2002, 2007, 2013; Berti, Molinari, Speltini, 2010; Kanizsa, Garavaglia, Mosconi, 2013; Kanizsa, Mosconi, Garavaglia, 2014), con particolare riferimento agli studi sulla giustizia nelle organizzazioni (Greenberg, 1987, 1990; Cropanzano, 1993, 2001) che si sono in particolar modo focalizzati sulla distribuzione delle risorse in un'organizzazione (distributive justice), sulle modalità e procedure utilizzate a questo scopo (procedural justice) ed infine sulla qualità delle relazioni interpersonali tra coloro che vivono nel medesimo contesto (interactional justice). E' proprio a partire da questi studi che anche in ambito educativo è iniziata una riflessione sul significato che i termini di giustizia e di ingiustizia possono assumere. Obiettivo di questa ricerca è quello di far emergere le rappresentazioni di giustizia e di ingiustizia negli insegnanti della scuola secondaria di II grado ed il rapporto che intercorre tra queste ed il loro effettivo operato in classe (Festinger, 1992), con particolare riferimento alla teoria delle rappresentazioni sociali (Farr, Moscovici, 1989; Palmonari, Emiliani, 2009) e di verificare eventuali discrepanze tra le concezioni di giustizia negli insegnanti e quelle negli studenti. Per fare questo nell'anno scolastico 2014-2015 sono stati intervistati, utilizzando un'intervista con un basso livello di strutturazione (Trinchero, 2002), non direttiva ed in profondità (Kanizsa, 1993), 12 insegnanti di scuola superiore, appartenenti ad Istituti dislocati sul territorio di Milano e Provincia e che insegnano diverse materie (filosofia, lettere, diritto ed economia, matematica, scienze). Sono stati inoltre effettuati 6 focus group che hanno coinvolto un totale di 48 studenti appartenenti alle classi degli insegnanti intervistati. L'analisi dei dati è avvenuta utilizzando il metodo qualitativo (S. Kanizsa, 1993; R.Trinchero, 2002; L. Mortari, 2010) cui è seguita un'analisi di tipo quantitativo con il software T-lab (analisi delle co-occorrenze, delle associazioni di parole, confronti tra coppie). I risultati dell'analisi evidenziano la medesima concezione di giustizia sia negli insegnanti, che si definiscono “giusti” in quanto rispettosi dei bisogni degli studenti ed attenti alle dinamiche relazionali sottostanti il processo di insegnamento-apprendimento, e sia negli studenti che riconoscono in modo particolare queste immagini di giustizia. Ciò che si evince dalle descrizioni che gli studenti fanno dei loro insegnanti è la discrepanza tra l'idea di giustizia che questi ultimi dichiarano e ed i comportamenti effettivi che essi agiscono in classe, che risultano essere “ingiusti” agli occhi degli studenti. Solo una presa di coscienza da parte degli insegnanti di una possibile incoerenza tra quello che pensano essere giusto e quello che agiscono nella realtà scolastica potrebbe risolvere almeno in parte le incomprensioni con gli studenti e permettere che il processo di insegnamento-apprendimento sia vissuto da tutti gli attori come coerente e “giusto”.
What is justice? What about the meaning of justice at school? What are the teachers' representations of justice and injustice and what is the relationship between their representations and teachers' work in the classroom? How do the students describe teachers' behavior during the lesson? Many branches of philosophy (Aristotele; Platone; Kant, 1788; Kelsen, 1952), of sociology (Rawls 1977; Boudon, 2002) and of psychology (Piaget, 1932; Kohlberg, 1958) have studied the topic of justice in depth and recently it has became the object of search of educational science (Dalbert, 2006; Mikula, 2005; Chory Assad, 2002, 2007, 2013; Berti, Molinari, Speltini, 2010; Kanizsa, Garavaglia, .Mosconi, 2013; 2014), with reference to organizational justice theory (Cropanzano & Greenberg, 1997; Greenberg, 1990; Folger & Cropanzano, 2001; Cropanzano, 1993). Organizational studies highlight three concepts of justice: distributive justice that is a subjective perception elicited by a comparison between actual and deserved rewards; procedural justice refers to the fairness of the mean by which distributions are made; interactional justice refers to perception of fairness in the interpersonal treatment received by individuals, mainly in the communicative and relational requests. The aim of this research, with particular reference to social representations theory (Moscovici, 1989; Palmonari, Emiliani, 2009) is therefore to identify and analyse teachers’ meanings about the concepts of justice and injustice through the narration of their past and their experiences in the classroom. Secondly, the aim is to understand their representations of justice, which they unconsciously use in their daily work in the classroom and to understand how they affect, even by implication, their educational and teaching relationships. At least, we hope to verify the possible discrepancies between the teachers' and students thought of justice. The subjects were 12 secondary school teachers belonging to different school in the urban area of Milan and in the hinterland of the same city, and 48 students belonging to the same classroom as the teachers. The teachers were teaching different subjects (philosophy, sciences, math, law and economy and italian literature). The data was collected during the 2014-2015 school year and was obtained during low-structured interviews for the teachers and with 6 focus groups for a total of 48 students. A mixed-method approach was used: the qualitative data collected was coded into categories to facilitate quantitative analysis, while the same of text was subjected to co-word analysis conducted using T-lab software. The results indicated that teachers and students share the same conception of justice. The teachers, on one hand, according to the organizational justice theory, especially in regards to principles of interactional justice, declare themselves to be “just” and fair teachers, because they are respectful to the students and their needs and they have paid attention to the teacher-student relationship. On the other hand, the students' descriptions of their teachers, highlight the discrepancies between the teachers' representations and beliefs and their actual behaviour in the classroom. The results of current research confirm the importance that teachers need to be involved in vocational training or in training courses in which they become aware of a possible inconsistency between their beliefs and their behavior in the classroom. Only a coherent teacher can be “just” and can entertain a fair teachers-students relationship. Briefly, justice can only be achieved if both teachers and students see each other as coherent and just.

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Boninsegna, Rebecca. "Definizione e validazione di uno strumento per la misurazione dell'impatto delle variabili redazionali di un item matematico sulla performance degli studenti." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/10867/.

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Questa tesi descrive la ricerca condotta tra l'autunno e l'inverno di quest'anno da un gruppo di ricercatori in didattica della matematica relativamente all'influenza che le variazioni redazionali di un quesito matematico hanno sulle performance degli studenti. Lo scopo della ricerca è quella di strutturare e validare una metodologia e uno strumento che permettano di individuare e quantificare l'influenza delle variazioni del testo sulle prestazioni dello studente. Si è sentita l'esigenza di condurre uno studio di questo tipo poichè è sempre più evidente il profondo legame tra il linguaggio e l'apprendimento della matematica. La messa a punto di questo strumento aprirebbe le porte a una serie di ricerche più approfondite sulle varie tipologie di variazioni numeriche e/o linguistiche finora individuate. Nel primo capitolo è presentato il quadro teorico di riferimento relativo agli studi condotti fino ad ora nell'ambito della didattica della matematica, dai quali emerge la grossa influenza che la componente linguistica ha sulla comprensione e la trasmissione della matematica. Si farà quindi riferimento alle ricerche passate volte all'individuazione e alla schematizzazione delle variazioni redazionali dei Word Problems. Nel secondo capitolo, invece si passerà alla descrizione teorica relativa allo strumento statistico utilizzato. Si tratta del modello di Rasch appartenente alla famiglia dei modelli statistici dell'Item Response Theory, particolarmente utilizzato nella ricerca in didattica. Il terzo capitolo sarà dedicato alla descrizione dettagliata della sperimentazione svolta. Il quarto capitolo sarà il cuore di questa tesi; in esso infatti verrà descritta e validata la nuova metodologia utilizzata. Nel quinto sarà eseguita un analisi puntuale di come lo strumento ha messo in evidenza le differenze per ogni item variato. Infine verranno tratte le conclusioni complessive dello studio condotto.

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Harvey, Jana. "'n Evaluering van kommunikatiewe tweedetaaltoetsing in die junior-sekondêre fase / Jana Harvey." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/9963.

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L2 teaching has been subjected to •significant changes over the last few years. These changes can mainly be attributed to the fact that more attention has been given to the needs and aims of L2 learners. Agreement has been reached that language is essentially a tool for communication and that the most important need of L2 learners is the need to use the L2 for communicative purposes. Since the implementation of the communicative syllabus for English L2 for std 5, 6 and 7 pupils in 1986, the focus has been on communication. An indisputable link exists between teaching and testing. This implies that, should the overriding aim of a L2 syllabus be communicative competence, then the natural result of this should be the periodic testing of the communicative abilities of the pupils. Communicative teaching has already been explored to a considerable extent. One can assume that the amount of literature available on communicative teaching has resulted in a (positive) change in L2 classrooms. Communicative testing has not been explored sufficiently, however. In fact, there is enough reason to believe that the co-ordination that should exist between L2 teaching and L2 testing is lacking. In this mini-dissertation an attempt has been made to give guidance to L2 teachers in the bridging of the gap that exists between L2 teaching and L2 testing. Test construction has become a specialized field, and L2 teachers should get sufficient training in this field, so as to enable them to measure the progress of their pupils scientifically. In this mini-dissertation the following aspects of testing are discussed: validity, reliability, subjectivity/objectivity, the characteristics of communicative testing, the use of different scales for the evaluation of communicative competence, and techniques that can be applied in the testing of communicative competence. Knowledge of the above-mentioned aspects could lead to more scientific approach to L2 testing and this may help to eliminate the disharmony currently existing between L2.~eaching and L2 testing. It is concluded that communicative language testing in the junior secondary phase is indeed possible if the techniques proposed in this mini-dissertation are followed.
Skripsie (MEd)--PU vir CHO, 1990

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De, Nichilo Alessandra <1993&gt. "INSEGNAMENTO ESPLICITO DELLE STRUTTURE SINTATTICHE A MOVIMENTO: Pronomi clitici, frasi passive e frasi relative in uno studente bengalese con italiano L2." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10643.

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Il presente studio presenta un intervento didattico mirato all’insegnamento esplicito del movimento sintattico rivolto a uno studente bengalese di 17 anni (A.), avente l’italiano come L2 da quando è arrivato in Italia all’età di 14 anni. Lui usa l’italiano solo nel contesto scolastico. Anche se non ha avuto diagnosi di un disturbo specifico del linguaggio, lui mostra di avere diverse difficoltà nella comprensione e nella produzione di strutture sintattiche complesse della lingua italiana. La competenza nell’uso di tali strutture è fondamentale per accedere all’università, frequentare i corsi universitari e utilizzare materiali di studio specifici che fanno uso di registri linguistici formali. È, inoltre, necessario intervenire negli anni della scuola secondaria e proporre specifiche attività individuali rivolte a quegli studenti che presentano difficoltà con linguaggi complessi. Prima dell’intervento didattico, la competenza linguistica dello studente è stata indagata attraverso dei test non standardizzati che hanno permesso di analizzare l’uso delle seguenti strutture sintattiche complesse: pronomi clitici (Arosio et al. 2014); frasi passive (Verin 2010); frasi relative (Volpato 2010). In queste prove, A., ha mostrato dei livelli di accuratezza inferiori rispetto a quelli dei 9 studenti italiani che hanno formato il gruppo di controllo. L’intervento didattico mirato è stato sviluppato seguendo i protocolli sperimentali di Levy-Friedmann (2009) e Thompson et al. (2003) ed è durato 2 mesi. A seguito di tale intervento, la performance di A. è migliorata nettamente e ha raggiunto livelli di accuratezza pari a quelli del gruppo di controllo.

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Bagatella, Matteo <1992&gt. "Prepararsi al test d’ingresso di inglese B2 all’Università Ca’ Foscari di Venezia: le difficoltà dello studente sordo e alcuni suggerimenti per affrontarle." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17272.

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The teaching and the learning of English as a foreign language by Italian deaf students have not been largely discussed in the academic field. This is a reflection of the scarce examples of the actual teaching and learning programs available in Italy for those deaf students who want to learn English as a foreign language. After a broader description of the evolution of the educational strategies for deaf students in history and a brief overview of the current situation in this field in France, Poland, Hungary and Italy, the attention is then drawn to the B2 level English test for entering Ca’ Foscari University. Following an existing analysis model, the test has been analyzed in order to verify to what extent the guidelines for accessibility make the test suitable for disabled students and students with special educational needs. Further data were collected from two informal exploratory interviews to a university deaf student and a tutor for disabled students,an online questionnaire addressing deaf students and teachers who had experiences in teaching English to deaf and from a structured interview to a deaf university student who took the test. Finally, the responses posed the basis for the development of a support program for deaf students who want to train and improve their English skills before taking the B2 level English test. This work wishes to contribute to the improvement of the teaching of English to deaf students in Italy.

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