The process of learning and teaching in supplemental instruction groups at Rhodes University
- Authors: Vorster, Jo-Anne Elizabeth
- Date: 1999
- Subjects: Group work in education , Team learning approach in education , College teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3081 , http://hdl.handle.net/10962/d1002590 , Group work in education , Team learning approach in education , College teaching -- South Africa
- Description: This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.
- Full Text:
- Date Issued: 1999
- Authors: Vorster, Jo-Anne Elizabeth
- Date: 1999
- Subjects: Group work in education , Team learning approach in education , College teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3081 , http://hdl.handle.net/10962/d1002590 , Group work in education , Team learning approach in education , College teaching -- South Africa
- Description: This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.
- Full Text:
- Date Issued: 1999
The psychological adjustment of middle managers after revolutionary organisational change
- Authors: Coates, Nicholas Robert
- Date: 1999
- Subjects: Psychology, Industrial -- South Africa Organizational change -- South Africa Organizational change -- Psychological aspects Management -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3190 , http://hdl.handle.net/10962/d1008554
- Description:
With the accelerated process of political and socio-economic transformation in South Africa, revolutionary organisational change has become a given in contemporary South African business life (Human & Horwitz, 1992). For revolutionary organisational change to succeed in South Africa, middle managers who represent the 'cement' of the organisation, need to adjust at the individual level. However, the literature on organisational change remains curiously silent about individual adjustment (Ashford, 1988). The goals of the research were firstly, to recount the middle manager's perceptions and experiences of revolutionary organisational change. Secondly, to detail the psychological re-
- Full Text:
- Date Issued: 1999
- Authors: Coates, Nicholas Robert
- Date: 1999
- Subjects: Psychology, Industrial -- South Africa Organizational change -- South Africa Organizational change -- Psychological aspects Management -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3190 , http://hdl.handle.net/10962/d1008554
- Description:
With the accelerated process of political and socio-economic transformation in South Africa, revolutionary organisational change has become a given in contemporary South African business life (Human & Horwitz, 1992). For revolutionary organisational change to succeed in South Africa, middle managers who represent the 'cement' of the organisation, need to adjust at the individual level. However, the literature on organisational change remains curiously silent about individual adjustment (Ashford, 1988). The goals of the research were firstly, to recount the middle manager's perceptions and experiences of revolutionary organisational change. Secondly, to detail the psychological re-
- Full Text:
- Date Issued: 1999
The psychological experience of being in hiding against the background of political repression in South Africa during the 1986 general State of Emergency: a phenomenological explication
- Authors: Scheepers, Esca
- Date: 1988
- Subjects: Violence -- South Africa -- Psychological aspects , South Africa -- Politics and government -- 1989-1994
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3111 , http://hdl.handle.net/10962/d1004586 , Violence -- South Africa -- Psychological aspects , South Africa -- Politics and government -- 1989-1994
- Description: This is a study in Critical Psychology which examines the psychological costs of one of the direct outcomes of political repression - the experience of being in hiding. The aims of the study can be depicted on two levels: it is first and foremost an attempt to provide a true account of the phenomenon of being in hiding. On a second level of equal importance it is an implicit and overt critique of the social order in which this phenomenon takes place. The psychological experience of being in hiding is examined and discussed in its proper socio-political context. Therefore, the theoretical part of the mini-thesis has a strong political bearing, focusing on the State, and extra-parliamentary opposition in South Africa. repression The empirical part of the mini-thesis explicates the psychological experience of being in hiding with the aid of the phenomenological method of investigation. Due to the lack of research on this or similar topics, it is discussed within the framework of the experience of a stressful life event. For the five subjects being in hiding was an extreme intervention which was imposed upon their existences and which brought about a qualitative transformation in the individual subjects mode of being-in-the-world - not only in terms of practicalities, but also on a deep experiential level. It was a phenomenon which touched on fundamental parts of their experience of themselves and their individual worlds and the way in which they actualized themselves. For them it essentially entailed a loss of relationships and roles which resulted in an experience of a measure of encapsulation or separation from the world of others . It was a profound, multi - dimensional disruption of the structure of the subject ' s existence which infused a rich emotional experience .
- Full Text:
- Date Issued: 1988
- Authors: Scheepers, Esca
- Date: 1988
- Subjects: Violence -- South Africa -- Psychological aspects , South Africa -- Politics and government -- 1989-1994
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3111 , http://hdl.handle.net/10962/d1004586 , Violence -- South Africa -- Psychological aspects , South Africa -- Politics and government -- 1989-1994
- Description: This is a study in Critical Psychology which examines the psychological costs of one of the direct outcomes of political repression - the experience of being in hiding. The aims of the study can be depicted on two levels: it is first and foremost an attempt to provide a true account of the phenomenon of being in hiding. On a second level of equal importance it is an implicit and overt critique of the social order in which this phenomenon takes place. The psychological experience of being in hiding is examined and discussed in its proper socio-political context. Therefore, the theoretical part of the mini-thesis has a strong political bearing, focusing on the State, and extra-parliamentary opposition in South Africa. repression The empirical part of the mini-thesis explicates the psychological experience of being in hiding with the aid of the phenomenological method of investigation. Due to the lack of research on this or similar topics, it is discussed within the framework of the experience of a stressful life event. For the five subjects being in hiding was an extreme intervention which was imposed upon their existences and which brought about a qualitative transformation in the individual subjects mode of being-in-the-world - not only in terms of practicalities, but also on a deep experiential level. It was a phenomenon which touched on fundamental parts of their experience of themselves and their individual worlds and the way in which they actualized themselves. For them it essentially entailed a loss of relationships and roles which resulted in an experience of a measure of encapsulation or separation from the world of others . It was a profound, multi - dimensional disruption of the structure of the subject ' s existence which infused a rich emotional experience .
- Full Text:
- Date Issued: 1988
The psychological role of homoeroticism in the spiritual growth of priests: a study of individuation processes and homoerotic sexualities
- Authors: Taute, Harold Graeme
- Date: 2000
- Subjects: Homosexuality -- Psychological aspects Homosexuality -- Religious aspects -- Christianity
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3069 , http://hdl.handle.net/10962/d1002578
- Description: The study explored the psychological role of homoeroticism in the spiritual growth of priests, using Grounded Theory and James Fowler’s stages of faith development as the basis for the research methodology. Three Anglican priests were interviewed using a semi-structured interview format. The research interview combined Fowler’s Faith Development Interview Guide and a semi-structured interview in order to ascertain the priests’ level of spiritual development, as well as to explore their experience of the homoerotic component to their sexuality, and its influence on their spiritual growth. The interviews and iterative analysis focussed on four major questions: (1) Are priests who experience and actively work at integrating the homoerotic aspect to themselves assisted thereby in their spiritual growth, and if so, how might this be accounted for?; (2) Following Fowler’s model of spiritual development, what processes characterise each priest’s approach to meaning-creation in their lives?; (3) Following Fowler’s model, can the psychological work of engaging with and accepting homoeroticism be conceived of as serving an initiatory function in the emergence of new processes of meaning-creation?; (4) What role does homoeroticism serve in the spiritual growth of priests? The interpretative phase consisted of three stages. A grounded theory analysis of each interview was undertaken, developing a model for understanding the role of homoeroticism in spiritual growth. In the second stage, the priest’s level of spiritual development was ascertained, using Fowler’s Faith Development Guide. The third stage linked each participant’s level of spiritual development (in Fowler’s terms) with their core stories regarding experiences, meanings, and roles of homoeroticism. Finally, an integrative theory of the role of homoeroticism in spiritual growth was developed, using Jungian and post-Jungian theory as a basis for the discussion. The results suggested that homoeroticism did not play any role in spiritual growth and individuation separate to the manner in which it was experienced as having been constructed by society and the Church, and separate to the manner in which each priest in the study expressed, experienced, or engaged with it. In this context the experience of homoeroticism appeared to play a diversity of roles, including representing the collective and personal shadow, the archetypal anima/animus, the archetypal puer/senex constellation, the transcendent function, and thereby, as an expression of these roles, contribute to the emergence of new processes of meaning-creation in the spiritual growth and individuation of priests.
- Full Text:
- Date Issued: 2000
- Authors: Taute, Harold Graeme
- Date: 2000
- Subjects: Homosexuality -- Psychological aspects Homosexuality -- Religious aspects -- Christianity
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3069 , http://hdl.handle.net/10962/d1002578
- Description: The study explored the psychological role of homoeroticism in the spiritual growth of priests, using Grounded Theory and James Fowler’s stages of faith development as the basis for the research methodology. Three Anglican priests were interviewed using a semi-structured interview format. The research interview combined Fowler’s Faith Development Interview Guide and a semi-structured interview in order to ascertain the priests’ level of spiritual development, as well as to explore their experience of the homoerotic component to their sexuality, and its influence on their spiritual growth. The interviews and iterative analysis focussed on four major questions: (1) Are priests who experience and actively work at integrating the homoerotic aspect to themselves assisted thereby in their spiritual growth, and if so, how might this be accounted for?; (2) Following Fowler’s model of spiritual development, what processes characterise each priest’s approach to meaning-creation in their lives?; (3) Following Fowler’s model, can the psychological work of engaging with and accepting homoeroticism be conceived of as serving an initiatory function in the emergence of new processes of meaning-creation?; (4) What role does homoeroticism serve in the spiritual growth of priests? The interpretative phase consisted of three stages. A grounded theory analysis of each interview was undertaken, developing a model for understanding the role of homoeroticism in spiritual growth. In the second stage, the priest’s level of spiritual development was ascertained, using Fowler’s Faith Development Guide. The third stage linked each participant’s level of spiritual development (in Fowler’s terms) with their core stories regarding experiences, meanings, and roles of homoeroticism. Finally, an integrative theory of the role of homoeroticism in spiritual growth was developed, using Jungian and post-Jungian theory as a basis for the discussion. The results suggested that homoeroticism did not play any role in spiritual growth and individuation separate to the manner in which it was experienced as having been constructed by society and the Church, and separate to the manner in which each priest in the study expressed, experienced, or engaged with it. In this context the experience of homoeroticism appeared to play a diversity of roles, including representing the collective and personal shadow, the archetypal anima/animus, the archetypal puer/senex constellation, the transcendent function, and thereby, as an expression of these roles, contribute to the emergence of new processes of meaning-creation in the spiritual growth and individuation of priests.
- Full Text:
- Date Issued: 2000
The psychological sequelae of involvement in combat: a preliminary investigation
- Authors: Hodgson, Shane Ralph Colin
- Date: 1992
- Subjects: War -- Psychological aspects , War victims -- Mental health , Post-traumatic stress disorder
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:2993 , http://hdl.handle.net/10962/d1002502 , War -- Psychological aspects , War victims -- Mental health , Post-traumatic stress disorder
- Description: The psychological sequelae of being involved in combat are only recently coming to be understood. Most of the available data are from research conducted on help-seeking Vietnam veterans in the United States, and very little work has been done in South Africa. There does not as yet appear to be any instrument designed specifically to detect combat-related psychopathologies amongst soldiers who are still in active service, either in the USA or in South Africa. Combat involvement has been shown to lead to a high incidence of combat stress reaction. This in turn has shown that it can predispose sufferers to the development of a Post-traumatic Stress Disorder. It is thus expected that there would be significantly higher incidences of reported symptoms of stress disorders amongst soldiers exposed to high levels of combat as compared with a similar group of soldiers who had no combat involvement. This study used a self-reporting questionnaire, developed in the USA but adapted for use in South Africa, to allow the soldiers in the study to rate the severity of various symptoms derived from the DSM-III criteria for Post-traumatic Stress Disorder. A Beck Depression Inventory was also administered to eliminate any persons who nay have been exhibiting symptoms of depression, as this would have confounded the results. Both questionnaires were administered to serving members of the Permanent Force of the South African Defence Force, with one group being members of various high-combat units based in what was then South West Africa, and the other group being non-combat or Headquarters elements. As a precondition of the study, absolute confidentiality of the respondents and their units was maintained. The study found the expected higher scores in the high-combat group, and also showed that the Keane questionnaire has a good coefficient alpha in South Africa. The study closes with several recommendations for further research, especially in the light of the new PTSD criteria in the DSM-IIIR.
- Full Text:
- Date Issued: 1992
- Authors: Hodgson, Shane Ralph Colin
- Date: 1992
- Subjects: War -- Psychological aspects , War victims -- Mental health , Post-traumatic stress disorder
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:2993 , http://hdl.handle.net/10962/d1002502 , War -- Psychological aspects , War victims -- Mental health , Post-traumatic stress disorder
- Description: The psychological sequelae of being involved in combat are only recently coming to be understood. Most of the available data are from research conducted on help-seeking Vietnam veterans in the United States, and very little work has been done in South Africa. There does not as yet appear to be any instrument designed specifically to detect combat-related psychopathologies amongst soldiers who are still in active service, either in the USA or in South Africa. Combat involvement has been shown to lead to a high incidence of combat stress reaction. This in turn has shown that it can predispose sufferers to the development of a Post-traumatic Stress Disorder. It is thus expected that there would be significantly higher incidences of reported symptoms of stress disorders amongst soldiers exposed to high levels of combat as compared with a similar group of soldiers who had no combat involvement. This study used a self-reporting questionnaire, developed in the USA but adapted for use in South Africa, to allow the soldiers in the study to rate the severity of various symptoms derived from the DSM-III criteria for Post-traumatic Stress Disorder. A Beck Depression Inventory was also administered to eliminate any persons who nay have been exhibiting symptoms of depression, as this would have confounded the results. Both questionnaires were administered to serving members of the Permanent Force of the South African Defence Force, with one group being members of various high-combat units based in what was then South West Africa, and the other group being non-combat or Headquarters elements. As a precondition of the study, absolute confidentiality of the respondents and their units was maintained. The study found the expected higher scores in the high-combat group, and also showed that the Keane questionnaire has a good coefficient alpha in South Africa. The study closes with several recommendations for further research, especially in the light of the new PTSD criteria in the DSM-IIIR.
- Full Text:
- Date Issued: 1992
The Raven's Coloured Progressive Matrices Test: a pilot study for the establishment of normative data for Xhosa-speaking primary school pupils in the Grahamstown region
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
- Date Issued: 2000
- Authors: Bass, Natalie Tanyia
- Date: 2000
- Subjects: Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:2930 , http://hdl.handle.net/10962/d1002439 , Raven's Progressive Matrices , Students -- South Africa -- Psychology , Educational tests and measurements -- South Africa , Intelligence levels -- South Africa , Students -- Psychology
- Description: The Raven’s Coloured Progressive Matrices (CPM) test is used extensively across a wide variety of settings in South Africa, however more appropriate local normative data has yet to be established. The CPM is internationally recognised as a culture-fair test of nonverbal intelligence, designed for use with children between the ages of 5½ and 11½. This pilot study thus sought to establish normative data for this instrument for a population of Xhosa-speaking Primary School children in the peri-urban township area in the Grahamstown region. The booklet version of the test was used and it was administered in group format and according to an alternate method of test administration (using Xhosa instructions) developed by Vass in 1992. The final normative sample consisted of 197 male and 182 female Xhosa-speaking children in Grades Two to Seven (N=379). The results showed (1) a significant effect of age on test scores, where scores increased with age as expected; (2) a consistent tendency for males to outperform females was also noted, however small sample sizes precluded any categorical claims to this effect; (3) no significant effect of education on test scores was observed and finally; (4) and finally, it appeared that the norms generated for this study revealed a tendency to be lower than those obtained by Raven, Court and Raven (1990) during the standardisation of this instrument in the United Kingdom and America. The study concluded that (1) there is an urgent need for more appropriate South African normative data for this test; and (2) that when assessing African children from disadvantaged backgrounds, further research into the effects of cultural and socio-economic factors and gender on non-verbal intelligence (and on performance on this test in particular) is required.
- Full Text:
- Date Issued: 2000
The relationship between psychological androgyny and attitudes towards women, self-actualization, and concepts of adjustment
- Authors: Finlay, Helen Ann
- Date: 1983
- Subjects: Androgyny (Psychology) , Sex differences (Psychology) , Self-actualization (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3139 , http://hdl.handle.net/10962/d1006964 , Androgyny (Psychology) , Sex differences (Psychology) , Self-actualization (Psychology)
- Description: In accordance with American findings, it was proposed that androgynous individuals would be more liberal in their attitudes towards women and more self-actualizing than sex-typed individuals, and that they would tend to conceptualize the well-adjusted person as androgynous, while the sex-typed individual would tend to conceptualize such a person as masculine. It was further hypothesized that sex differences in favour of the female subjects would be found on the first two variables. The Bern Sex-Role Inventory, Shostrom's Personal Orientation Inventory and Spence and Helmreich's Attitudes Toward Women Scale were applied to 192 school counsellors in training and in the field. The hypotheses regarding an androgynous as opposed to a sex-typed orientation on the variables attitudes toward women and self-actualization were not supported; nor were sex-typed individuals found to conceptualize a well-adjusted person as masculine . Sex differences in favour of female subjects were found on the Attitudes Toward Women Scale and on some of the Personal Orientation Inventory scales, and androgynous subjects were found to hold an androgynous model of adjustment.
- Full Text:
- Date Issued: 1983
- Authors: Finlay, Helen Ann
- Date: 1983
- Subjects: Androgyny (Psychology) , Sex differences (Psychology) , Self-actualization (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3139 , http://hdl.handle.net/10962/d1006964 , Androgyny (Psychology) , Sex differences (Psychology) , Self-actualization (Psychology)
- Description: In accordance with American findings, it was proposed that androgynous individuals would be more liberal in their attitudes towards women and more self-actualizing than sex-typed individuals, and that they would tend to conceptualize the well-adjusted person as androgynous, while the sex-typed individual would tend to conceptualize such a person as masculine. It was further hypothesized that sex differences in favour of the female subjects would be found on the first two variables. The Bern Sex-Role Inventory, Shostrom's Personal Orientation Inventory and Spence and Helmreich's Attitudes Toward Women Scale were applied to 192 school counsellors in training and in the field. The hypotheses regarding an androgynous as opposed to a sex-typed orientation on the variables attitudes toward women and self-actualization were not supported; nor were sex-typed individuals found to conceptualize a well-adjusted person as masculine . Sex differences in favour of female subjects were found on the Attitudes Toward Women Scale and on some of the Personal Orientation Inventory scales, and androgynous subjects were found to hold an androgynous model of adjustment.
- Full Text:
- Date Issued: 1983
The relationship between the alcohol use patterns and cognitive and symptomatic functioning of Rhodes University students
- Authors: Mayson, Tamara Ann
- Date: 2016
- Subjects: Drinking of alcholic beverages -- South Africa , Rhodes University -- Students -- Alcohol use , Alcohol -- Physiological effect
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3270 , http://hdl.handle.net/10962/d1020327
- Description: Introduction: Studies reveal differential cognitive effects of alcohol use, with moderate to heavy alcohol having some beneficial effects in older adults, whereas in young adulthood, heavier alcohol use produces deficits. The aim of the research was to investigate the relationship between patterns of alcohol use and the cognitive and symptomatic functioning of university students over one year, and to discern which demographic, clinical and alcohol factors might moderate cognitive outcomes. Method: The sample included undergraduate Psychology students from a South African University, aged 18 to 23 years (n = 86). The sample was divided into two alcohol use groups based on four categories from the Alcohol Use Disorders Identification Test (AUDIT) (Babor et al., 2001), including a lighter drinking group (Safe/Hazardous, n = 74) and a heavier drinking group (Harmful/Dependent, n = 12). The two drinking groups were statistically equivalent for distribution of age, gender, English first language, race groups, history of neurological or psychiatric vulnerability, a measure of initial intelligence/cognitive reserve (Peabody Picture Vocabulary Test: PPVT-4) (Dunn & Dunn, 2007) and for a measure of test-taking validity (Immediate Postconcussion Assessment and Cognitive Test: ImPACT Impulse Control) (p = < 0.05 in all instances). Participants were tested on the computerized ImPACT battery (ImPACT, 2007) at three intervals over an academic year (May, August, October 2012). Repeated measures ANOVAs were used to investigate cognitive and symptomatic differences between the two alcohol use groups, in association with moderating factors. Results: The heavier drinking group revealed: (i) poorer performance on ImPACT Visual Motor Speed, Reaction Time and Cognitive Efficiency Index scores, including less ability to benefit from practice over time; (ii) symptom reports of severe Numbness/Tingling, Balance problems and Dizziness. Deleterious cognitive outcome was exacerbated by longer lifetime duration of alcohol use, passing out monthly, beer or wine drinking, smoking or substance use. Conclusion: Deleterious cognitive and symptomatic effects of heavy alcohol use are in evidence for undergraduate university students implicating current and/or cumulative alcohol induced brain impairment. The results of the study are of concern for optimal academic performance of students at an early stage of university level study, who engage in heavier (Harmful/Dependent) drinking patterns, with negative implications for future career attainment.
- Full Text:
- Date Issued: 2016
- Authors: Mayson, Tamara Ann
- Date: 2016
- Subjects: Drinking of alcholic beverages -- South Africa , Rhodes University -- Students -- Alcohol use , Alcohol -- Physiological effect
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3270 , http://hdl.handle.net/10962/d1020327
- Description: Introduction: Studies reveal differential cognitive effects of alcohol use, with moderate to heavy alcohol having some beneficial effects in older adults, whereas in young adulthood, heavier alcohol use produces deficits. The aim of the research was to investigate the relationship between patterns of alcohol use and the cognitive and symptomatic functioning of university students over one year, and to discern which demographic, clinical and alcohol factors might moderate cognitive outcomes. Method: The sample included undergraduate Psychology students from a South African University, aged 18 to 23 years (n = 86). The sample was divided into two alcohol use groups based on four categories from the Alcohol Use Disorders Identification Test (AUDIT) (Babor et al., 2001), including a lighter drinking group (Safe/Hazardous, n = 74) and a heavier drinking group (Harmful/Dependent, n = 12). The two drinking groups were statistically equivalent for distribution of age, gender, English first language, race groups, history of neurological or psychiatric vulnerability, a measure of initial intelligence/cognitive reserve (Peabody Picture Vocabulary Test: PPVT-4) (Dunn & Dunn, 2007) and for a measure of test-taking validity (Immediate Postconcussion Assessment and Cognitive Test: ImPACT Impulse Control) (p = < 0.05 in all instances). Participants were tested on the computerized ImPACT battery (ImPACT, 2007) at three intervals over an academic year (May, August, October 2012). Repeated measures ANOVAs were used to investigate cognitive and symptomatic differences between the two alcohol use groups, in association with moderating factors. Results: The heavier drinking group revealed: (i) poorer performance on ImPACT Visual Motor Speed, Reaction Time and Cognitive Efficiency Index scores, including less ability to benefit from practice over time; (ii) symptom reports of severe Numbness/Tingling, Balance problems and Dizziness. Deleterious cognitive outcome was exacerbated by longer lifetime duration of alcohol use, passing out monthly, beer or wine drinking, smoking or substance use. Conclusion: Deleterious cognitive and symptomatic effects of heavy alcohol use are in evidence for undergraduate university students implicating current and/or cumulative alcohol induced brain impairment. The results of the study are of concern for optimal academic performance of students at an early stage of university level study, who engage in heavier (Harmful/Dependent) drinking patterns, with negative implications for future career attainment.
- Full Text:
- Date Issued: 2016
The relationship between three anxiety related clusters in projective drawings and anxiety and ego-strength scales of the Minnesota multiphasic personality inventory-2
- Authors: Brink, André
- Date: 2002
- Subjects: Projective techniques , Personality assessment , Personality tests , Anxiety , Minnesota Multiphasic Personality Inventory
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2942 , http://hdl.handle.net/10962/d1002451 , Projective techniques , Personality assessment , Personality tests , Anxiety , Minnesota Multiphasic Personality Inventory
- Description: Based on the shortcomings of past research, the need for understanding and investigation of the general relationship between self-report measures and human figure drawings required understanding and investigation (Riethmiller & Handler, 1997b; Waehler, 1997) while utilising a quantitative, configural scoring approach. Riethmiller and Handler (1997a; 1997b) hypothesised that subjects have one of two typical approach styles to anxiety/stress that influences their execution of the Human Figure Drawing (HFD) Test: “Avoidance” or “Coping” as measured by composite scoring index clusters. They argue that these two approach styles had to be taken into account when investigating anxiety on the HFD Test. According to Handler and Reyher (1965) those who experience more intense anxiety typically rely on an “Avoidant” approach, while those with lower anxiety typically rely on a “Coping” approach. The “Coping” response is hypothesised to suggest good ego-strength, and the “Avoidant” response poor ego-strength. Handler and Reyher (1964; 1965; 1966) also argued that there are two sources of anxiety on projective drawings: internal and external sources of anxiety. They hypothesised that the “External” anxiety cluster (measured by utilising the car drawing) and self-report measures both assess ‘external’ anxiety. Using Handler’s (1967) HFD index scoring manual, this research therefore inve stigated the level of correlation of the two MMPI-2 anxiety scale scores with (a) the hypothesised Stress Approach HFD cluster scores, as well as with (b) the “External” anxiety cluster score, while the hypothesised Stress Approach HFD cluster scores were compared with the (c) MMPI-2 ego strength scale score. The results of the investigated relationships yielded non-significant correlations overall. The differences in nature of the two measurement instruments, and the potential weaknesses of this study, as two likely explanations for these correlations, are discussed. In the consideration of the differences of the two measurement instruments, the weaknesses of SR measures and criterion-related validity are discussed while self- attributed and implicit motives are contrasted with each other. Potential extraneous variables and possible truncated range are discussed as potential weaknesses of this study.
- Full Text:
- Date Issued: 2002
- Authors: Brink, André
- Date: 2002
- Subjects: Projective techniques , Personality assessment , Personality tests , Anxiety , Minnesota Multiphasic Personality Inventory
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2942 , http://hdl.handle.net/10962/d1002451 , Projective techniques , Personality assessment , Personality tests , Anxiety , Minnesota Multiphasic Personality Inventory
- Description: Based on the shortcomings of past research, the need for understanding and investigation of the general relationship between self-report measures and human figure drawings required understanding and investigation (Riethmiller & Handler, 1997b; Waehler, 1997) while utilising a quantitative, configural scoring approach. Riethmiller and Handler (1997a; 1997b) hypothesised that subjects have one of two typical approach styles to anxiety/stress that influences their execution of the Human Figure Drawing (HFD) Test: “Avoidance” or “Coping” as measured by composite scoring index clusters. They argue that these two approach styles had to be taken into account when investigating anxiety on the HFD Test. According to Handler and Reyher (1965) those who experience more intense anxiety typically rely on an “Avoidant” approach, while those with lower anxiety typically rely on a “Coping” approach. The “Coping” response is hypothesised to suggest good ego-strength, and the “Avoidant” response poor ego-strength. Handler and Reyher (1964; 1965; 1966) also argued that there are two sources of anxiety on projective drawings: internal and external sources of anxiety. They hypothesised that the “External” anxiety cluster (measured by utilising the car drawing) and self-report measures both assess ‘external’ anxiety. Using Handler’s (1967) HFD index scoring manual, this research therefore inve stigated the level of correlation of the two MMPI-2 anxiety scale scores with (a) the hypothesised Stress Approach HFD cluster scores, as well as with (b) the “External” anxiety cluster score, while the hypothesised Stress Approach HFD cluster scores were compared with the (c) MMPI-2 ego strength scale score. The results of the investigated relationships yielded non-significant correlations overall. The differences in nature of the two measurement instruments, and the potential weaknesses of this study, as two likely explanations for these correlations, are discussed. In the consideration of the differences of the two measurement instruments, the weaknesses of SR measures and criterion-related validity are discussed while self- attributed and implicit motives are contrasted with each other. Potential extraneous variables and possible truncated range are discussed as potential weaknesses of this study.
- Full Text:
- Date Issued: 2002
The relationships between perceived competence, goal orientation and mind sets on the motivation to participate in sport at university
- Authors: Nel, Marcus Craig
- Date: 2018
- Subjects: College sports -- South Africa -- Makhanda , College students -- Attitudes , Sports -- Psychological aspects , Motivation (Psychology) , Competition (Psychology)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61592 , vital:28040
- Description: The research sought to uncover the links that exist between perceived competence, goal orientations and mind sets with the motivation to participate in sports. The research was conducted in a South African university context and was comprised of 212 participants. Data was collected through the use of Sports Motivation Scale 6, Intrinsic Motivation Inventory: Perceived Competence Subscale, Task and Ego Orientation in Sport Questionnaire and the Self-Theory Questionnaire. The participants completed the questionnaires using a pen and paper technique at their various sports practices. Data was collected and analysed using Pearson’s correlation coefficient in order to demonstrate the strength and nature of the relationships that existed between the variables. Findings generally supported previous findings. Using a deductive approach, the main findings found that various types of motivation based on Self-Determination Theory demonstrated a proportional relationship with task orientation and little to no relationship was found between motivation and ego orientation. The relationships between motivation and perceived competence were mixed, with the most significant relationship occurring between integrated regulation and perceived competence. Fixed mind sets also showed little to no relationship with motivation, whereas growth mind sets showed proportional relationships with the various kinds of motivation. Further relationships between these variables were also explained. It is recommended that data collection techniques are improved in future research. This research may be useful in indicating what factors are related to motivation to play sport at university.
- Full Text:
- Date Issued: 2018
- Authors: Nel, Marcus Craig
- Date: 2018
- Subjects: College sports -- South Africa -- Makhanda , College students -- Attitudes , Sports -- Psychological aspects , Motivation (Psychology) , Competition (Psychology)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/61592 , vital:28040
- Description: The research sought to uncover the links that exist between perceived competence, goal orientations and mind sets with the motivation to participate in sports. The research was conducted in a South African university context and was comprised of 212 participants. Data was collected through the use of Sports Motivation Scale 6, Intrinsic Motivation Inventory: Perceived Competence Subscale, Task and Ego Orientation in Sport Questionnaire and the Self-Theory Questionnaire. The participants completed the questionnaires using a pen and paper technique at their various sports practices. Data was collected and analysed using Pearson’s correlation coefficient in order to demonstrate the strength and nature of the relationships that existed between the variables. Findings generally supported previous findings. Using a deductive approach, the main findings found that various types of motivation based on Self-Determination Theory demonstrated a proportional relationship with task orientation and little to no relationship was found between motivation and ego orientation. The relationships between motivation and perceived competence were mixed, with the most significant relationship occurring between integrated regulation and perceived competence. Fixed mind sets also showed little to no relationship with motivation, whereas growth mind sets showed proportional relationships with the various kinds of motivation. Further relationships between these variables were also explained. It is recommended that data collection techniques are improved in future research. This research may be useful in indicating what factors are related to motivation to play sport at university.
- Full Text:
- Date Issued: 2018
The relative discriminatory power of a selection of neuropsychological tests in Alzheimer's disease
- Authors: Aronson, Steven
- Date: 1994
- Subjects: Alzheimer's disease -- Physiological aspects , Neuropsychological tests
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3154 , http://hdl.handle.net/10962/d1007498 , Alzheimer's disease -- Physiological aspects , Neuropsychological tests
- Description: KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 1994
- Authors: Aronson, Steven
- Date: 1994
- Subjects: Alzheimer's disease -- Physiological aspects , Neuropsychological tests
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3154 , http://hdl.handle.net/10962/d1007498 , Alzheimer's disease -- Physiological aspects , Neuropsychological tests
- Description: KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 1994
The relative influence of value priorities ethnicity and worries in the determination of political party affiliation amongst Ugandan university students
- Authors: Kibanja, Grace M
- Date: 1999
- Subjects: Political psychology , Uganda -- Politics and government -- 1979- , Students -- Uganda -- Political activity , College students -- Uganda -- Psychology
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3003 , http://hdl.handle.net/10962/d1002512 , Political psychology , Uganda -- Politics and government -- 1979- , Students -- Uganda -- Political activity , College students -- Uganda -- Psychology
- Description: This study examines the relative influence of value priorities, ethnicity and 'worries' in the determination of political party affiliation amongst Ugandan university students. Schwartz's values questionnaire was administered to 309 male and 176 female first year students from the faculties of engineering, medicine, law, commerce, social sciences, sciences, education and mass communication at Makerere University Uganda. The sample included respondents from all of the six sub-ethnic groups in Uganda. Respondents also covered the major religious groups in the country and were also representative of the major political parties. Results from the statistical analysis on the data show that ethnicity and certain values playa role in the determination of these students' affiliation to a political party. Chi-square results show that achievement, benevolence, universalism, security, tradition and conformity values are given differing importance across political parties. And, Anova results show that the tradition value has a significant mean difference across parties. Other factors such as religion and course of study are also found to have significant influence on these student's affiliation to political parties. Although 'worries' are found not to have a significant influence on student's political party affiliation, findings show that students from different political parties differ in their ratings of the different types of ' worries'. Therefore results show that ethnicity and value priorities do infl4ence these students' affiliation to a political party but ' worries' do not. The discussion section explores these findings in the context of contemporary Ugandan politics.
- Full Text:
- Date Issued: 1999
- Authors: Kibanja, Grace M
- Date: 1999
- Subjects: Political psychology , Uganda -- Politics and government -- 1979- , Students -- Uganda -- Political activity , College students -- Uganda -- Psychology
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3003 , http://hdl.handle.net/10962/d1002512 , Political psychology , Uganda -- Politics and government -- 1979- , Students -- Uganda -- Political activity , College students -- Uganda -- Psychology
- Description: This study examines the relative influence of value priorities, ethnicity and 'worries' in the determination of political party affiliation amongst Ugandan university students. Schwartz's values questionnaire was administered to 309 male and 176 female first year students from the faculties of engineering, medicine, law, commerce, social sciences, sciences, education and mass communication at Makerere University Uganda. The sample included respondents from all of the six sub-ethnic groups in Uganda. Respondents also covered the major religious groups in the country and were also representative of the major political parties. Results from the statistical analysis on the data show that ethnicity and certain values playa role in the determination of these students' affiliation to a political party. Chi-square results show that achievement, benevolence, universalism, security, tradition and conformity values are given differing importance across political parties. And, Anova results show that the tradition value has a significant mean difference across parties. Other factors such as religion and course of study are also found to have significant influence on these student's affiliation to political parties. Although 'worries' are found not to have a significant influence on student's political party affiliation, findings show that students from different political parties differ in their ratings of the different types of ' worries'. Therefore results show that ethnicity and value priorities do infl4ence these students' affiliation to a political party but ' worries' do not. The discussion section explores these findings in the context of contemporary Ugandan politics.
- Full Text:
- Date Issued: 1999
The relevance of industrial/organisational psychology research in “post” colonial/apartheid South Africa : exploring the views of academics
- Authors: Christison, Michael Alan
- Date: 2020
- Subjects: Psychology, Industrial -- Research -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140331 , vital:37880
- Description: This dissertation explored the views of academics who teach and research in the area of Industrial/Organisational Psychology in South Africa about the utility of the field in engaging with the post-1994 South African workplace, thereby remaining relevant. When it emerged as a field of study and practice, Industrial/Organisational Psychology research’s aim was to inform workplace practice and contribute to the betterment of society. It appears as if today this research is deemed irrelevant to the workplace and society, with many practitioners relying on their own knowledge and irrelevant repetitive one size-fit-all Euro-American developed theoretical framework and research evidence to solve the challenges of the post-1994 South African workplace, and to serve its society. The latter propelled the researcher to ask broadly the question of relevancy of the discipline in meeting the demands of the post-1994 South African workplace. Face-to-face, semi-structured interviews were employed to collect data on 8 senior and younger generations of academics in 3 different universities. The collected data was analysed using Braun and Clarke’s 6 steps of thematic analysis. The data and study as a whole was approached with a ‘post’-colonial lens and a Contexualist paradigm in order to contextualise in the present time the past nuances that arose in our country during the colonial and apartheid eras. Themes discussed seemed to indicate a lack of research focus by academics and their students due to limited time and stringent bureaucratic publication structures present both within their universities and outside. When it came to the discipline as seen through the lens of the data and what this suggested in terms of speaking to post-1994 workplace organisational psychological problems, the study found that the findings arising out of the research in I/O psychology appear to be of little relevance to whom they are currently aimed, leading to the idea of these studies acting as a change agent in the workplace and society to fall to the wayside.
- Full Text:
- Date Issued: 2020
- Authors: Christison, Michael Alan
- Date: 2020
- Subjects: Psychology, Industrial -- Research -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140331 , vital:37880
- Description: This dissertation explored the views of academics who teach and research in the area of Industrial/Organisational Psychology in South Africa about the utility of the field in engaging with the post-1994 South African workplace, thereby remaining relevant. When it emerged as a field of study and practice, Industrial/Organisational Psychology research’s aim was to inform workplace practice and contribute to the betterment of society. It appears as if today this research is deemed irrelevant to the workplace and society, with many practitioners relying on their own knowledge and irrelevant repetitive one size-fit-all Euro-American developed theoretical framework and research evidence to solve the challenges of the post-1994 South African workplace, and to serve its society. The latter propelled the researcher to ask broadly the question of relevancy of the discipline in meeting the demands of the post-1994 South African workplace. Face-to-face, semi-structured interviews were employed to collect data on 8 senior and younger generations of academics in 3 different universities. The collected data was analysed using Braun and Clarke’s 6 steps of thematic analysis. The data and study as a whole was approached with a ‘post’-colonial lens and a Contexualist paradigm in order to contextualise in the present time the past nuances that arose in our country during the colonial and apartheid eras. Themes discussed seemed to indicate a lack of research focus by academics and their students due to limited time and stringent bureaucratic publication structures present both within their universities and outside. When it came to the discipline as seen through the lens of the data and what this suggested in terms of speaking to post-1994 workplace organisational psychological problems, the study found that the findings arising out of the research in I/O psychology appear to be of little relevance to whom they are currently aimed, leading to the idea of these studies acting as a change agent in the workplace and society to fall to the wayside.
- Full Text:
- Date Issued: 2020
The role of black consciousness in the experience of being black in South Africa: the shaping of the identity of two members of AZAPO
- Authors: Mnguni, Mphikeleli Matthew
- Date: 2000
- Subjects: Black consciousness , Azanian People's Organization , Identity (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3022 , http://hdl.handle.net/10962/d1002531 , Black consciousness , Azanian People's Organization , Identity (Psychology)
- Description: The research attempts to understand the role Black Consciousness (BC) plays in the identity of blacks in South Africa by exploring and describing the experience of self-identity in the life-history context of two members of AZAPO, a BC organisation. The literature review explores the work of Biko, Manganyi, and Fanon with a view to understanding whether and how it might be claimed that BC galvanises the black person to discard the crippling fear of colonialism which inflicts feelings of inferiority, and to rise up to claim his/her rightful place in community life. To explore the philosophical assumptions made in the literature review, a qualitative study was conducted. Interviews were conducted with two black adults who have adopted BC philosophy. Three separate in-depth phenomenological interviews were conducted which yielded a description of the experiences of each respondent. A tape recorder was used to record the interviews and they were transcribed for analysis. A thematic analysis was conducted using the reading guide method. The material was thematised using the following questions: What biographical factors are seen as being important prior to the respondent becoming black conscious? How did the participant come to realise his/her self-identity as problematic? How did the process of adopting BC change the participant’s selfidentity? The results indicate that participants became aware very early in their lives and prior to adopting BC, that their own supportive and cohesive family cultures were at odds with the surrounding social context. Early experiences of this were initially unintelligible but impressionable. BC in this sense provided a framework for understanding and engaging with these experiences. The study shows that the adoption of BC helped to make sense of experiences of community isolation, discrimination, oppression and provided them with a mode of engaging practically with these issues. It was not adopted from a perspective of poor self-esteem or other such purely personal characteristics which may have been expected on the basis of literature in the area. BC was adopted as a way of understanding the relationship between their communities or backgrounds and the broader social environment and if there was a ‘healing’ project it was at this level.However, the study did show the close relationship between individual and social well-being that emerged as intrinsic both to the philosophy of BC and the lives of these individuals. This was shown to play out in the commitment of these individuals to the development of black communities and in their tying of their own destinies to the destiny of the oppressed black people in general. These and other issues which emerged in the two case studies are discussed in relation to the literature in the area.
- Full Text:
- Date Issued: 2000
- Authors: Mnguni, Mphikeleli Matthew
- Date: 2000
- Subjects: Black consciousness , Azanian People's Organization , Identity (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3022 , http://hdl.handle.net/10962/d1002531 , Black consciousness , Azanian People's Organization , Identity (Psychology)
- Description: The research attempts to understand the role Black Consciousness (BC) plays in the identity of blacks in South Africa by exploring and describing the experience of self-identity in the life-history context of two members of AZAPO, a BC organisation. The literature review explores the work of Biko, Manganyi, and Fanon with a view to understanding whether and how it might be claimed that BC galvanises the black person to discard the crippling fear of colonialism which inflicts feelings of inferiority, and to rise up to claim his/her rightful place in community life. To explore the philosophical assumptions made in the literature review, a qualitative study was conducted. Interviews were conducted with two black adults who have adopted BC philosophy. Three separate in-depth phenomenological interviews were conducted which yielded a description of the experiences of each respondent. A tape recorder was used to record the interviews and they were transcribed for analysis. A thematic analysis was conducted using the reading guide method. The material was thematised using the following questions: What biographical factors are seen as being important prior to the respondent becoming black conscious? How did the participant come to realise his/her self-identity as problematic? How did the process of adopting BC change the participant’s selfidentity? The results indicate that participants became aware very early in their lives and prior to adopting BC, that their own supportive and cohesive family cultures were at odds with the surrounding social context. Early experiences of this were initially unintelligible but impressionable. BC in this sense provided a framework for understanding and engaging with these experiences. The study shows that the adoption of BC helped to make sense of experiences of community isolation, discrimination, oppression and provided them with a mode of engaging practically with these issues. It was not adopted from a perspective of poor self-esteem or other such purely personal characteristics which may have been expected on the basis of literature in the area. BC was adopted as a way of understanding the relationship between their communities or backgrounds and the broader social environment and if there was a ‘healing’ project it was at this level.However, the study did show the close relationship between individual and social well-being that emerged as intrinsic both to the philosophy of BC and the lives of these individuals. This was shown to play out in the commitment of these individuals to the development of black communities and in their tying of their own destinies to the destiny of the oppressed black people in general. These and other issues which emerged in the two case studies are discussed in relation to the literature in the area.
- Full Text:
- Date Issued: 2000
The role of drinking fathers in later contradictions and choices in the lives of married women
- Authors: Meyer, Jennifer Anne
- Date: 1997
- Subjects: Adult children of alcoholics -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3018 , http://hdl.handle.net/10962/d1002527 , Adult children of alcoholics -- Psychology
- Description: This qualitative, interpretive research sought to elicit explanations for certain contradictions and choices in the lives of four married women who were autonomous and assertive in their careers, yet non-assertive and compliant in their married lives. Such contradictions appeared both in their projected stories and semi-structured interviews. It had been expected that these projected stories would reveal autonomy and assertiveness, in line with the white, middle-class, feminist values of the subjects, but they had not. Explanations for these apparent contradictions were attributed to the effects of being children of alcoholic fathers. While the subjects' socialisation and vulnerability to family ideology provided certain explanations for the presence of such contradictions, an object relations account of the unconscious need to resurrect an ideal father and repair the generic family provided a more probable explanation,and accounted for their traditional gender role behaviour as ideal wives in spite of their non-traditional, feminist behaviour outside of marriage.
- Full Text:
- Date Issued: 1997
- Authors: Meyer, Jennifer Anne
- Date: 1997
- Subjects: Adult children of alcoholics -- Psychology
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3018 , http://hdl.handle.net/10962/d1002527 , Adult children of alcoholics -- Psychology
- Description: This qualitative, interpretive research sought to elicit explanations for certain contradictions and choices in the lives of four married women who were autonomous and assertive in their careers, yet non-assertive and compliant in their married lives. Such contradictions appeared both in their projected stories and semi-structured interviews. It had been expected that these projected stories would reveal autonomy and assertiveness, in line with the white, middle-class, feminist values of the subjects, but they had not. Explanations for these apparent contradictions were attributed to the effects of being children of alcoholic fathers. While the subjects' socialisation and vulnerability to family ideology provided certain explanations for the presence of such contradictions, an object relations account of the unconscious need to resurrect an ideal father and repair the generic family provided a more probable explanation,and accounted for their traditional gender role behaviour as ideal wives in spite of their non-traditional, feminist behaviour outside of marriage.
- Full Text:
- Date Issued: 1997
The role of psychologists in the #FeesMustFall movement in South Africa: a thematic analysis
- Authors: Kramer, Briony
- Date: 2019
- Subjects: Higher education and state -- South Africa , Psychologists -- South Africa , Student movements -- South Africa , College students -- Psychology -- South Africa -- Makhanda , Student movements -- Psychological aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76287 , vital:30544
- Description: Since 2015, students across South Africa have protested for free tertiary education. This protest movement is known as #FeesMustFall. It was deemed important to understand what psychologists could do in this movement, as these protests have highlighted the existing inequality and lack of transformation in South African universities. Further, these protests have shown to cause psychological sequelae, and, at present, there is very little information regarding the role of psychologists in these types of protests. In response, this current qualitative study explores what four psychologists believe their role could be within the protests, specifically within Grahamstown, Eastern Cape. Semi-structured interviews were conducted, and a Thematic Analysis methodology and Critical Psychology approach were used to analyse the findings. The results of the study revealed that these psychologists understood they could have varying roles within the protests. These varying roles linked to the broader concept of transformative versus ameliorative interventions. Ameliorative practices are usually more short-term in their effect to initiate change and are mainly aimed at the individual level, while transformative approaches are long-term and are mainly aimed at the societal level. Under the ameliorative approach, the psychologists’ roles included that they provide individual therapy to students who were affected by the protests. The transformative approach, on the other hand, included that the psychologists use their role to act as advocates, negotiators or advisors, and therefore take an active role in assisting the University with the protests. The findings also showed that some participants were ambivalent and uncertain about their role. This ambivalence led to these participants questioning the protests themselves. Results also showed limiting factors within the Psychology profession, which prevented psychologists from taking a more active stance in the protests. The limiting factors referred to phenomena which prevent psychologists from being able to take a role, not only in protests, but in society as a whole. These factors included the idea of the psychologist being a bystander and/or being limited by the professional scope of practice. The implications of these findings highlight the possible key roles that psychologists can play in protest situations. However, it shows that perceived limiting factors sometimes prevent these roles from being fully realised. The findings also then point to a broader issue within the Psychology discipline, specifically relating to its relevance in the South African context.
- Full Text:
- Date Issued: 2019
- Authors: Kramer, Briony
- Date: 2019
- Subjects: Higher education and state -- South Africa , Psychologists -- South Africa , Student movements -- South Africa , College students -- Psychology -- South Africa -- Makhanda , Student movements -- Psychological aspects
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76287 , vital:30544
- Description: Since 2015, students across South Africa have protested for free tertiary education. This protest movement is known as #FeesMustFall. It was deemed important to understand what psychologists could do in this movement, as these protests have highlighted the existing inequality and lack of transformation in South African universities. Further, these protests have shown to cause psychological sequelae, and, at present, there is very little information regarding the role of psychologists in these types of protests. In response, this current qualitative study explores what four psychologists believe their role could be within the protests, specifically within Grahamstown, Eastern Cape. Semi-structured interviews were conducted, and a Thematic Analysis methodology and Critical Psychology approach were used to analyse the findings. The results of the study revealed that these psychologists understood they could have varying roles within the protests. These varying roles linked to the broader concept of transformative versus ameliorative interventions. Ameliorative practices are usually more short-term in their effect to initiate change and are mainly aimed at the individual level, while transformative approaches are long-term and are mainly aimed at the societal level. Under the ameliorative approach, the psychologists’ roles included that they provide individual therapy to students who were affected by the protests. The transformative approach, on the other hand, included that the psychologists use their role to act as advocates, negotiators or advisors, and therefore take an active role in assisting the University with the protests. The findings also showed that some participants were ambivalent and uncertain about their role. This ambivalence led to these participants questioning the protests themselves. Results also showed limiting factors within the Psychology profession, which prevented psychologists from taking a more active stance in the protests. The limiting factors referred to phenomena which prevent psychologists from being able to take a role, not only in protests, but in society as a whole. These factors included the idea of the psychologist being a bystander and/or being limited by the professional scope of practice. The implications of these findings highlight the possible key roles that psychologists can play in protest situations. However, it shows that perceived limiting factors sometimes prevent these roles from being fully realised. The findings also then point to a broader issue within the Psychology discipline, specifically relating to its relevance in the South African context.
- Full Text:
- Date Issued: 2019
The role of psychosocial factors in academic performance of first year psychology students at a historically white university
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
- Authors: Dlamini, Sipho Solomon
- Date: 2017
- Subjects: Rhodes University -- Students , Academic achievement , Undergraduates -- South Africa , Dropouts -- South Africa , College students -- South Africa , Psychology students -- South Africa , Minorities -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5150 , vital:20781
- Description: The success rate of students in higher education has been a cause for concern in South Africa (Letseka & Maile, 2008; Department of Higher Education and Training, 2015). This has been particularly concerning for first-year students, where the rate of attrition is especially high (Letseka, Cosser, Breier, and Visser, 2010). A number of factors have been identified in past research as having an effect on academic performance, which influences attrition and graduation. These factors include age (Justice, & Dornan, 2001), gender (Buchmann, & DiPrete, 2006), socio-economic status which is confounded by race (Letseka & Breier, 2008), type of educational background (Spreen, & Vally, 2006), and whether a student is a domestic or international student (Li, Chen, Duanmu, 2009), social capital (Young & Strelitz, 2014), whether the student is a first language speaker of the language of instruction at the university (Snowball, and Boughey, 2012), student wellbeing (Quinn, & Duckworth, 2007), locus of control (Findley, & Cooper, 1983), and frequency of lecture attendance (van Wallbeek, 2004). The study was conducted at Rhodes University, a small historically white South African institution. For this study, academic performance was measured using the participant’s midyear exam results for an introductory psychology cause, a course that straddles faculties. Of the 690 students registered for the course, 361 (52%) completed an electronic survey that explored the various factors associated with academic performance. A hierarchical regression analysis indicates that pre-university factors (age, gender, race, nationality, language, type of school, and socio-economic status) were the only significant predictors of academic performance, contributing 11% of the effect. Race and nationality, when all the other factors were controlled for, were the only predictors of academic performance. The implications of these findings pose troubling questions of the institutional culture at the university.
- Full Text:
- Date Issued: 2017
The scrum-down on brain damage effects of cumulative mild head injury in rugby: a comparison of group mean scores between national rugby players and non-contact sport controls
- Authors: Finkelstein, Melissa
- Date: 2000
- Subjects: Sports injuries , Head -- Wounds and injuries , Sports injuries -- Psychological aspects , Neuropsychological tests , Rugby football injuries
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:2976 , http://hdl.handle.net/10962/d1002485 , Sports injuries , Head -- Wounds and injuries , Sports injuries -- Psychological aspects , Neuropsychological tests , Rugby football injuries
- Description: The present study comprises the second phase of a larger and ongoing research study investigating the brain damage effects of cumulative mild head injury in rugby. The purpose of this study was to determine whether cumulative mild head injury sustained in the game of rugby would cause brain injury as evidenced by impaired performance on sensitive neuropsychological tests. Participants were Springbok professional rugby players (n = 26), Under 21 rugby players (n = 19), and a non-contact sport control of national hockey players (n = 21). Comparisons of performance were carried out across a spectrum of neuropsychological tests for the three rugby groups (Total Rugby, Springbok Rugby, and Under 21 Rugby) versus the performance of the non-contact sport control group (Hockey Control), as well as comparisons of performance f9r the subgroups of Rugby Forwards versus Rugby Backs. Comparisons revealed a consistent pattern of poorer performance across all rugby groups relative to the performance of the controls on tests highly sensitive to the effects of diffuse brain damage. Within rugby group comparisons (Forwards versus Backs) showed significantly poorer performance for Total Rugby Forwards and Springbok Rugby Forwards relative to the performance of the respective Total Rugby Backs and Springbok Rugby Backs on sensitive, as well as on somewhat less sensitive, neuropsychological tests. The performance of Under 21 Rugby Forwards relative to Under 21 Rugby Backs demonstrated similar trends. Brain reserve capacity theory was used as a conceptual basis for discussing the implications of these findings.
- Full Text:
- Date Issued: 2000
- Authors: Finkelstein, Melissa
- Date: 2000
- Subjects: Sports injuries , Head -- Wounds and injuries , Sports injuries -- Psychological aspects , Neuropsychological tests , Rugby football injuries
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:2976 , http://hdl.handle.net/10962/d1002485 , Sports injuries , Head -- Wounds and injuries , Sports injuries -- Psychological aspects , Neuropsychological tests , Rugby football injuries
- Description: The present study comprises the second phase of a larger and ongoing research study investigating the brain damage effects of cumulative mild head injury in rugby. The purpose of this study was to determine whether cumulative mild head injury sustained in the game of rugby would cause brain injury as evidenced by impaired performance on sensitive neuropsychological tests. Participants were Springbok professional rugby players (n = 26), Under 21 rugby players (n = 19), and a non-contact sport control of national hockey players (n = 21). Comparisons of performance were carried out across a spectrum of neuropsychological tests for the three rugby groups (Total Rugby, Springbok Rugby, and Under 21 Rugby) versus the performance of the non-contact sport control group (Hockey Control), as well as comparisons of performance f9r the subgroups of Rugby Forwards versus Rugby Backs. Comparisons revealed a consistent pattern of poorer performance across all rugby groups relative to the performance of the controls on tests highly sensitive to the effects of diffuse brain damage. Within rugby group comparisons (Forwards versus Backs) showed significantly poorer performance for Total Rugby Forwards and Springbok Rugby Forwards relative to the performance of the respective Total Rugby Backs and Springbok Rugby Backs on sensitive, as well as on somewhat less sensitive, neuropsychological tests. The performance of Under 21 Rugby Forwards relative to Under 21 Rugby Backs demonstrated similar trends. Brain reserve capacity theory was used as a conceptual basis for discussing the implications of these findings.
- Full Text:
- Date Issued: 2000
The search for daily meaning: A technique for career counselling
- Authors: Rainier, Markseller Garrett
- Date: 1994
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193003 , vital:45289
- Description: Because work is such a tremendous potential source of meaning in an individual’s life, techniques which turn career choice into technical talent matching are inadequate. The individual’s search for authentic meaning needs to be the focus of career counselling, but few approaches have been able to addressed this relationship between working and living. Major developments in career theory are reviewed to highlight the distinction between the more technical logical positivist and the phenomenological approaches. Super’s Career- Development Assessment and Counselling (C-DAC) model is described in detail as it is the first significant attempt to move beyond the technical approaches by incorporating developmental theory into career counselling and by stressing the role of counsellee readiness to use the information provided. However, especially in South Africa, any test-based approach to career counselling runs the risk of shifting the locus of control from the counsellee to the counsellor, so an autobiographical non-test approach, the life-line, is introduced to assist counsellees in their search for personal meaning without running the risks associated with test-based assessments. The life-line helps to contextualise the choice of work within the counsellee’s subjective life experience and turns career counselling into a shared search for a range of personal meanings rather than the provision, by the counsellor, of a limiting interpretation. Three case studies are presented to demonstrate the use of the life-line, and the conclusions arrived at are shown to be essentially1 similar to conclusions obtained from using the C-DAC battery. The advantages and limitations of the life-line are discussed and its ability to combat problems associated with school based career counselling is outlined as well as its usefulness with mid-life career changers, in cross-cultural contexts, and in group counselling. , Thesis (MA) -- Faculty of Humanities, Psychology, 1990
- Full Text:
- Date Issued: 1994
- Authors: Rainier, Markseller Garrett
- Date: 1994
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193003 , vital:45289
- Description: Because work is such a tremendous potential source of meaning in an individual’s life, techniques which turn career choice into technical talent matching are inadequate. The individual’s search for authentic meaning needs to be the focus of career counselling, but few approaches have been able to addressed this relationship between working and living. Major developments in career theory are reviewed to highlight the distinction between the more technical logical positivist and the phenomenological approaches. Super’s Career- Development Assessment and Counselling (C-DAC) model is described in detail as it is the first significant attempt to move beyond the technical approaches by incorporating developmental theory into career counselling and by stressing the role of counsellee readiness to use the information provided. However, especially in South Africa, any test-based approach to career counselling runs the risk of shifting the locus of control from the counsellee to the counsellor, so an autobiographical non-test approach, the life-line, is introduced to assist counsellees in their search for personal meaning without running the risks associated with test-based assessments. The life-line helps to contextualise the choice of work within the counsellee’s subjective life experience and turns career counselling into a shared search for a range of personal meanings rather than the provision, by the counsellor, of a limiting interpretation. Three case studies are presented to demonstrate the use of the life-line, and the conclusions arrived at are shown to be essentially1 similar to conclusions obtained from using the C-DAC battery. The advantages and limitations of the life-line are discussed and its ability to combat problems associated with school based career counselling is outlined as well as its usefulness with mid-life career changers, in cross-cultural contexts, and in group counselling. , Thesis (MA) -- Faculty of Humanities, Psychology, 1990
- Full Text:
- Date Issued: 1994
The selection paradox: selecting and evaluating trainee psychologists in the context of narrative theory
- Authors: Kaschula, Joanne
- Date: 2002
- Subjects: Psychologists -- Training of -- South Africa , Psychology -- Study and teaching -- South Africa , Psychologists -- Selection and appointment -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3001 , http://hdl.handle.net/10962/d1002510 , Psychologists -- Training of -- South Africa , Psychology -- Study and teaching -- South Africa , Psychologists -- Selection and appointment -- South Africa
- Description: Psychology has become an increasingly popular discipline for study in the South African context, with the number of students enrolling for courses increasing rapidly. The selection and evaluation of trainee psychologists is a complex and contested issue. With so few students reaching Masters level and the changing needs of the South African context, it becomes imperative that only the most suitable candidates are selected for entry into the field of professional psychology. This study focuses on the selection process of trainee psychologists at an institution that incorporates the narrative philosophy in both the selection and training of candidates. The question is raised, whether it is possible to utilize narrative principles in a process that is intended to judge and evaluate candidates? This presents a paradox. The paradox is illuminated in both the intentions behind the narrative questions in the application form and in the candidates' experiences of responding to these. The conclusion reached is that the narrative philosophy makes for an enriching and creative experience of the selection process for candidates but this however, does not ameliorate the negative effects of evaluation and the 'gaze'.
- Full Text:
- Date Issued: 2002
- Authors: Kaschula, Joanne
- Date: 2002
- Subjects: Psychologists -- Training of -- South Africa , Psychology -- Study and teaching -- South Africa , Psychologists -- Selection and appointment -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3001 , http://hdl.handle.net/10962/d1002510 , Psychologists -- Training of -- South Africa , Psychology -- Study and teaching -- South Africa , Psychologists -- Selection and appointment -- South Africa
- Description: Psychology has become an increasingly popular discipline for study in the South African context, with the number of students enrolling for courses increasing rapidly. The selection and evaluation of trainee psychologists is a complex and contested issue. With so few students reaching Masters level and the changing needs of the South African context, it becomes imperative that only the most suitable candidates are selected for entry into the field of professional psychology. This study focuses on the selection process of trainee psychologists at an institution that incorporates the narrative philosophy in both the selection and training of candidates. The question is raised, whether it is possible to utilize narrative principles in a process that is intended to judge and evaluate candidates? This presents a paradox. The paradox is illuminated in both the intentions behind the narrative questions in the application form and in the candidates' experiences of responding to these. The conclusion reached is that the narrative philosophy makes for an enriching and creative experience of the selection process for candidates but this however, does not ameliorate the negative effects of evaluation and the 'gaze'.
- Full Text:
- Date Issued: 2002