Core self-evaluations, racial evaluation and learning amongst Zulu students at the university of Zululand
- Authors: Dodd Nicole Marguerite
- Date: 2011
- Subjects: Zulu (African people) -- Ethnic identity , Self-evaluation , Ethnicity
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9879 , http://hdl.handle.net/10948/d1008398 , Zulu (African people) -- Ethnic identity , Self-evaluation , 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.
- Full Text:
- Date Issued: 2011
- Authors: Dodd Nicole Marguerite
- Date: 2011
- Subjects: Zulu (African people) -- Ethnic identity , Self-evaluation , Ethnicity
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9879 , http://hdl.handle.net/10948/d1008398 , Zulu (African people) -- Ethnic identity , Self-evaluation , 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.
- Full Text:
- Date Issued: 2011
An investigation of the interrelationship between group commitment, religiosity, marital adjustment and attitude to divorce in the Jewish ethnic group
- Authors: Miller, Bernice
- Date: 1991
- Subjects: Jews -- Psychology , Judaism , Jews -- Attitudes , Ethnicity , Marriage (Jewish law) , Divorce (Jewish law)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3019 , http://hdl.handle.net/10962/d1002528 , Jews -- Psychology , Judaism , Jews -- Attitudes , Ethnicity , Marriage (Jewish law) , Divorce (Jewish law)
- Description: The purpose of this research was to investigate the interrelationships between marital adjustment, group commitment, religiosity and attitude to divorce in the Jewish group. It amounted to a within group empirical study of the Jewish community of Cape Town. Research, to date, has focused on marital stability where researchers have found that Jews have lower divorce rates than the general population. The present study attempted to assess the psycho-social outcomes of group commitment in the form of marital adjustment, thus bridging the gap between marital quality and marital stability in the Jewish group. On a wider level, the purpose of this research was to assess whether a social structural framework, utilizing the concept of social integration, is a perspective that can be used in explaining variations in marital adjustment. The following were the findings of the research : Religiosity was correlated to group commitment but not to marital adjustment; group commitment was correlated to marital adjustment; a negative attitude to divorce was not correlated to marital adjustment, group commitment or religiosity.
- Full Text:
- Date Issued: 1991
- Authors: Miller, Bernice
- Date: 1991
- Subjects: Jews -- Psychology , Judaism , Jews -- Attitudes , Ethnicity , Marriage (Jewish law) , Divorce (Jewish law)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3019 , http://hdl.handle.net/10962/d1002528 , Jews -- Psychology , Judaism , Jews -- Attitudes , Ethnicity , Marriage (Jewish law) , Divorce (Jewish law)
- Description: The purpose of this research was to investigate the interrelationships between marital adjustment, group commitment, religiosity and attitude to divorce in the Jewish group. It amounted to a within group empirical study of the Jewish community of Cape Town. Research, to date, has focused on marital stability where researchers have found that Jews have lower divorce rates than the general population. The present study attempted to assess the psycho-social outcomes of group commitment in the form of marital adjustment, thus bridging the gap between marital quality and marital stability in the Jewish group. On a wider level, the purpose of this research was to assess whether a social structural framework, utilizing the concept of social integration, is a perspective that can be used in explaining variations in marital adjustment. The following were the findings of the research : Religiosity was correlated to group commitment but not to marital adjustment; group commitment was correlated to marital adjustment; a negative attitude to divorce was not correlated to marital adjustment, group commitment or religiosity.
- Full Text:
- Date Issued: 1991
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