Experiences of first year NMMU students from previously disadvantaged communities regarding academic resilience in high school education
- Hokonya, Nozipho Rungano Emma-Jean
- Authors: Hokonya, Nozipho Rungano Emma-Jean
- Date: 2015
- Subjects: Resilience (Personality trait) -- South Africa , Motivation in education , Academic achievement -- South Africa , College students -- South Africa -- Attitudes , Self-perception in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4067 , vital:20509
- Description: The current landscape of South Africa’s education system is one riddled with many challenges. Young people studying in this unfavourable climate have become disillusioned by the failing system and this has resulted in negative attitudes towards schooling. A shortage of teaching personnel and a lack of resources further exacerbate the situation. In recent years however, it has been found that a significant number of young people seem to have “beaten the odds”, in spite of these unfavourable conditions as they have seen themselves being granted entry into tertiary institutions. The dearth of information on academic resilience and the increased number of “educational success stories” led the researcher to embark on this qualitative study. The aim of this exploratory, descriptive and contextual research study was: to enhance understanding of the academic resilience and subsequent academic success at school, as experienced by first year NMMU students from disadvantaged communities, by exploring their constructions of academic resilience. Bronfenbrenner’s Ecological Systems Theory as well as Resilience Theory was used to examine the phenomenon of academic resilience. Purposive sampling techniques was utilised to draw participants within the NMMU’s School of Behavioural Sciences and data was collected by means of narrative accounts by participants. The two phases of narrative analysis were applied to analyse the data collected and Guba’s model for trustworthiness was used to verify the data. The findings of the study indicated that both intrinsic and extrinsic factors contribute to the fostering of resilience.
- Full Text:
- Date Issued: 2015
- Authors: Hokonya, Nozipho Rungano Emma-Jean
- Date: 2015
- Subjects: Resilience (Personality trait) -- South Africa , Motivation in education , Academic achievement -- South Africa , College students -- South Africa -- Attitudes , Self-perception in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4067 , vital:20509
- Description: The current landscape of South Africa’s education system is one riddled with many challenges. Young people studying in this unfavourable climate have become disillusioned by the failing system and this has resulted in negative attitudes towards schooling. A shortage of teaching personnel and a lack of resources further exacerbate the situation. In recent years however, it has been found that a significant number of young people seem to have “beaten the odds”, in spite of these unfavourable conditions as they have seen themselves being granted entry into tertiary institutions. The dearth of information on academic resilience and the increased number of “educational success stories” led the researcher to embark on this qualitative study. The aim of this exploratory, descriptive and contextual research study was: to enhance understanding of the academic resilience and subsequent academic success at school, as experienced by first year NMMU students from disadvantaged communities, by exploring their constructions of academic resilience. Bronfenbrenner’s Ecological Systems Theory as well as Resilience Theory was used to examine the phenomenon of academic resilience. Purposive sampling techniques was utilised to draw participants within the NMMU’s School of Behavioural Sciences and data was collected by means of narrative accounts by participants. The two phases of narrative analysis were applied to analyse the data collected and Guba’s model for trustworthiness was used to verify the data. The findings of the study indicated that both intrinsic and extrinsic factors contribute to the fostering of resilience.
- Full Text:
- Date Issued: 2015
The impact of a career development programme on career maturity and academic motivation
- Authors: Miles, Jean
- Date: 2008
- Subjects: Vocational guidance , Motivation in education
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11602 , http://hdl.handle.net/10353/143 , Vocational guidance , Motivation in education
- Description: The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
- Full Text:
- Date Issued: 2008
- Authors: Miles, Jean
- Date: 2008
- Subjects: Vocational guidance , Motivation in education
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11602 , http://hdl.handle.net/10353/143 , Vocational guidance , Motivation in education
- Description: The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
- Full Text:
- Date Issued: 2008
Motivation of teachers for the implementation of the further education and training certificate (Grades 10-12)
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
The influences of substitute care on learner motivation
- Authors: Johannes, Arnold Marius
- Date: 2007
- Subjects: Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9479 , http://hdl.handle.net/10948/527 , Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Description: Substitute care is a temporary or permanent placement of children under the supervision of an adult person due to the absence of their biological parents. The escalating divorce rate, increase in extramarital births, high incidence of family violence, the growing number of children orphaned by HIV/AIDS, and the increasing career-orientatedness of parents have led to the development of diverse family structures. Grandparents and other family members are increasingly becoming the primary caretakers for children. Whilst it is generally assumed by society that children’s well-being is better served when they are raised by their biological parents, the purpose of this study is to: • explore what influence substitute care has on learners’ motivation; • formulate guidelines and recommendations for educators to improve the current levels of motivation of learners in substitute care. The literature related to substitute care and motivation were reviewed, with the aim of providing a firm theoretical basis for the study. Concepts related to motivation discussed, included types of and sources of motivation. Concepts related to the second focus of this study included forms of substitute care. Motivational theories related to this study were briefly discussed, namely: the Attribution Theory, the Drive Theory, Goal Theory, and the Self-worth and Selfefficacy Theories. Factors that have a motivational influence on learners, such as acceptance versus rejection, praise versus criticism, success versus failure and positive self-concept versus negative self-concept, were also discussed. A link was then drawn between motivation and substitute care. ii The research design chosen for this study can be described as qualitative, interpretive and constructive in nature. The research study was conducted in two phases: Phase One provided an investigation of the research problem by means of the following open-ended question: What is the influence or impact of your status as a child in substitute care on your motivation? Data were collected by means of eleven unstructured, in-depth personal interviews. Purposeful sampling was undertaken, which included high school learners all in substitute care. Data were analysed, as proposed by the eight steps of Tesch. Discussions between the observer, moderator and an independent re-coder took place to determine the final results of the research through a consensus principle. Key and related concepts were clustered together to formulate themes, categories and sub-categories. The following three themes emerged, based on the results of the data analysis. I. Problems in the close family circle have profound effects on learner motivation. II. Certain motivating forces help learners in substitute care to cope. III. Substitute care does influence learner motivation. Phase Two offered recommendations, derived from the findings of Phase One, to empower teachers in effectively supporting and motivating learners in substitute care. The conclusion was reached that substitute care does have an influence on the motivation of learners. This motivation can either be positive, which means encouraging learners towards their goal, or negative, which implies that it moves learners away from their goal.
- Full Text:
- Date Issued: 2007
- Authors: Johannes, Arnold Marius
- Date: 2007
- Subjects: Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9479 , http://hdl.handle.net/10948/527 , Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Description: Substitute care is a temporary or permanent placement of children under the supervision of an adult person due to the absence of their biological parents. The escalating divorce rate, increase in extramarital births, high incidence of family violence, the growing number of children orphaned by HIV/AIDS, and the increasing career-orientatedness of parents have led to the development of diverse family structures. Grandparents and other family members are increasingly becoming the primary caretakers for children. Whilst it is generally assumed by society that children’s well-being is better served when they are raised by their biological parents, the purpose of this study is to: • explore what influence substitute care has on learners’ motivation; • formulate guidelines and recommendations for educators to improve the current levels of motivation of learners in substitute care. The literature related to substitute care and motivation were reviewed, with the aim of providing a firm theoretical basis for the study. Concepts related to motivation discussed, included types of and sources of motivation. Concepts related to the second focus of this study included forms of substitute care. Motivational theories related to this study were briefly discussed, namely: the Attribution Theory, the Drive Theory, Goal Theory, and the Self-worth and Selfefficacy Theories. Factors that have a motivational influence on learners, such as acceptance versus rejection, praise versus criticism, success versus failure and positive self-concept versus negative self-concept, were also discussed. A link was then drawn between motivation and substitute care. ii The research design chosen for this study can be described as qualitative, interpretive and constructive in nature. The research study was conducted in two phases: Phase One provided an investigation of the research problem by means of the following open-ended question: What is the influence or impact of your status as a child in substitute care on your motivation? Data were collected by means of eleven unstructured, in-depth personal interviews. Purposeful sampling was undertaken, which included high school learners all in substitute care. Data were analysed, as proposed by the eight steps of Tesch. Discussions between the observer, moderator and an independent re-coder took place to determine the final results of the research through a consensus principle. Key and related concepts were clustered together to formulate themes, categories and sub-categories. The following three themes emerged, based on the results of the data analysis. I. Problems in the close family circle have profound effects on learner motivation. II. Certain motivating forces help learners in substitute care to cope. III. Substitute care does influence learner motivation. Phase Two offered recommendations, derived from the findings of Phase One, to empower teachers in effectively supporting and motivating learners in substitute care. The conclusion was reached that substitute care does have an influence on the motivation of learners. This motivation can either be positive, which means encouraging learners towards their goal, or negative, which implies that it moves learners away from their goal.
- Full Text:
- Date Issued: 2007
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