Core self-evaluations, racial evaluation and learning amongst Zulu students at the university of Zululand

Dodd Nicole Marguerite

Title: Core self-evaluations, racial evaluation and learning amongst Zulu students at the university of Zululand
Creator: Dodd Nicole Marguerite
Subject: Zulu (African people) -- Ethnic identity
Subject: Self-evaluation
Subject: Ethnicity
Date Issued: 2011
Date: 2011
Type: Thesis
Type: Doctoral
Type: DPhil
Identifier: vital:9879
Identifier: http://hdl.handle.net/10948/d1008398
Identifier: Zulu (African people) -- Ethnic identity
Identifier: Self-evaluation
Identifier: Ethnicity
Description: Core Self-Evaluations [CSE] are a person’s estimation of his/her own worth and ability (Judge & Scott 2009). This in turn, is related to Racial Evaluation which is a person’s internal evaluation of his/her racial identity (Diller, 2010). The Employment Equity Act (55 of 1998) makes provision for the employment of equity candidates who can acquire skills in a reasonable amount of time. This requires individuals to be able to learn and then achieve in outcomes-based assessment. Core Self-Evaluations and Racial Evaluation can have an impact on how individuals perceive themselves, and how they perform in education, training and development (Hanley & Noblit, 2009). This study explored the relationship between Core Self-Evaluation, Racial Evaluation, Learning and Outcomes-Based Assessment using an experimental design. The Core Self-Evaluation scores in this study (n=230) were consistent with levels found internationally (Broucek, 2005). There was positive Racial Evaluation, with a relationship existing between Racial Evaluation and Core Self-Evaluations. This means that part of a person’s identity as an individual is related to Racial Evaluation, with that Racial Evaluation being positive amongst young Zulu students at the University of Zululand. There was a statistically significant, but small correlation between Learning and Core Self- Evaluation and a relationship was also found between CSE and Outcomes-Based Assessment results. When Core Self-Evaluation is higher, Learning tends to be more likely. The same pattern does not hold for Outcomes-Based Assessment results. Among Zulu students, lower CSE is linked to improved Outcomes-Based Assessment results. Racial Evaluation has a small relationship with CSE. However, efforts to remedy apartheid may be directed towards socio-economic development and need not focus on boosting Racial Evaluation when it comes to young Zulu adults.
Format: xiii, 290 leaves
Format: pdf
Publisher: Nelson Mandela Metropolitan University
Publisher: Faculty of Health Sciences
Language: English
Rights: Nelson Mandela Metropolitan University

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