- 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
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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