Psychology
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Browsing Psychology by Advisor "Beukes, R."
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Item Open Access The development and validation of a social emotional school readiness scale(University of the Free State, 2009-09-23) Bustin, Caron; Beukes, R.; Esterhuyse. K. G. F.English: The first year at school is a major life transition. School readiness assessments do not always assess social-emotional competence although it is considered to be a key aspect of successful school adjustment. This omission is compounded by the absence of an appropriate measure of social-emotional school readiness. Subsequently, this research aimed at the identification of behaviours that underpin the major social-emotional school readiness constructs, namely Self Awareness and Regulation, Social Relationships, Empathy and Coping Skills. A scale, in the form of a questionnaire (BUSSE-SR), was developed for such assessment. A convenience sample of 338 Grade R children in Durban, Kwa-Zulu Natal, were evaluated by their parents and Grade R teachers according to these scales. The same cohort was assessed the following year by their Grade One teachers in terms of their adjustment to school and academic performance in Life Skills, Literacy and Numeracy. The results indicated that the predictive validity of the scales was greater for Grade R teachers than Grade R parents. Through factor analysis, 28 behaviours of the most valid items were identified for the final version of the scales. The correlation coefficient for social-emotional competence and school adjustment, and social-emotional competence and academic performance, indicated a significant relationship between Self Awareness, Self Regulation, Social Relationships, Coping Skills and school adjustment and performance in Grade One.Item Open Access The development of a school readiness screening instrument for grade 00 (pre-grade R) learners(University of the Free State, 2013-01) Mohamed, Shireen Ahmed; Beukes, R.; Esterhuyse, K. G. F.English: School readiness is increasingly being recognised as major need in education as it has far reaching consequences in a child’s educational and later life. Inadequate preparation and lack of timeous identification of at risk factors in this phase of life has many negative sequaleae. The literature has highlighted the role of prediction variables for scholastic achievement to facilitate appropriate intervention. School readiness assessments have been criticised for a lack of multidimensional assessment approach. In contrast to previous studies, which are generally univariate in their approach, this research aimed at a multidimensional approach to assessing at risk factors in grade 00 learners in the age cohort (4-5 ½ years). A further aim was to investigate the predictor variables/isolate the dimensions of development that would be linked to academic achievement in reading, spelling and maths in grade 1. The behaviours underpinning eight developmental domains and 19 dimensions (indicated in brackets) namely, 1) Cognitive (Ability, Approaches to learning); 2) Perceptual (Body awareness, Auditory, Spatial ability); 3) Speech (Speech, Language); 4) Neurological (Fine motor, Gross motor, Low tone), 5) Emotional (Empathy, Emotional Regulation, Self-confidence); 6) Social (Interpersonal competencies, Social regulation behaviour, Social graces, Play); 7) Developmental (Concentration, Sensory) and 8) Independence were identified in the form of a screening instrument (comprehensive version) for assessment of grade 00 learners. Factor analyses reduced the total pool of 214 items to 100 on the Comprehensive version of the test. A shortened version of the screening instrument was also compiled, using 42 items. Cronbach α coefficient’s yielded high values (>0.7) indicating sound reliabilities for the 19 dimensions and 8 domains. A convenience sample of 579 grade 00 learners in Durban schools were evaluated on the questionnaire by their teachers and parents in the first phase of the study. The same cohort were followed up in grade 1 and assessed on South African standardised tests, the ESSI and VASSI in spelling, reading and maths. The results indicated that the domains of Cognitive, Perceptual, Speech and Language displayed acceptable validity to predict academic achievement of grade 1 learners. The remaining domains, viewed as indirect variables, play an integral part in the child’s future scholastic achievement. Results of a stepwise regression analyses showed that the combined value of four predictor variables (Cognitive Ability, Social Regulation, Sensory, and Speech) roughly contribute to 17% of the variance in academic achievement of Grade 1 learners. As MANOVA analyses showed small effect sizes between the mean domain and dimension scores for the two gender groups, norms were calculated for the entire sample in the form of percentiles and stanines. The present research supports previous studies that show that early cognitive, perceptual and speech and language are strong predictors of grade 1 academic achievement. The findings of the study have implications at policy and practice level for early identification and intervention. It is suggested that the screening instrument be used to facilitate curriculum goals at preschool level, that the predictor variables be targeted for intensive intervention at preschool level and later schooling to ensure positive academic trajectories.Item Open Access An evaluation of the effectiveness of the form series test in the selection of semi-skilled labourers(University of the Free State, 1989-05) Malekele, Moeketsi Dennis; Beukes, R.; Schoeman, De WetThe present study evaluates the effectiveness of the Form Series Test as a selection measure for semi-skilled labourers. There are relatively few reported projects on the selection of semi-skilled labourers. The literature review revealed that of these reported projects the majority are job-related selection tests and that very few are of a non-job related nature. This is particularly due to the fact that what one organization regards to be trainable may not be regarded as trainable in another organization. Due to technological advancement job specifications at this occupational spectrum change quite rapidly, too. The present study concentrated on the effectiveness of the Form Series Test (A) - industrial version - in selecting trainable candidates for training in various manual skills at the Northern Free State Training Centre. This test was standardized on coloured and heterogeneous black forestry workers. However, there is no evidence that this test is valid for other manual skills. The methodological approach applied in this study has previously been used by Cascio (1982) and Huysamen (1980) and is useful for purposes of evaluating the effectiveness of a selection instrument. A total number of 281 subjects who opted for training between August 1987 and February 1988 at the Northern Free State Training Centre in Welkom, South Africa were Ulilized for the purpose of this study. The sample consisted of black 245 males and 36 females with either no schooling or up to standard 6 (passed). Subjects were tested with the Form Series Test then allowed into training irrespective of the score obtained on the test. Thirty subjects in each training course were utilized. The training courses utilized being Welding, repairshop assistant, electrical aide, plumbing, security, domestic assistant, fork-lift operator, bricklaying, carpentry, painting and glazing. Evaluations on the outcomes of training were done by the instructors at this centre. Data was analyzed according to the criteria as stated in chapter 5. For each course used in this study data was analyzed independently. Unlike in Huysamen (1980) and Cascio's (1982) studies, scattergrams were not utilized in the analysis as the criterion was not measured numerically, but as a dichotomous variable. The major findings can be summarized as follows: 1. The FST (Form Series Test), as currently utilized at the centres, is ineffective as a selection instrument for prospective trainees. 2. When the criterion is elevated to good pass versus bad pass and failure the Form Series Test becomes effective as a selection instrument for electrical aide, repairshop assistant, v., 1 ding, security and domestic assistant courses. 3. The Form Series Test is not at all effective as a selection instrument for fork-lift operator, bricklaying, carpentry, plumbing, painting and glazing. 4. As noted by Huysamen (1980), it was also found that as the base rate devia,..:s from 0,50 it becomes increasingly difficult for a test to improve on the base rate.Item Open Access Die rol van sosiale ondersteuning op die psigiese weerbaarheid van adolessente in jeugsorgsentrums(University of the Free State, 2010) Vickers, Riekie; Beukes, R.; Nel, L.; MomentumEnglish: A qualitative study was conducted to determine the role of social support in the psychological resilience of adolescents in youth care centres. Multiple case studies were used to understand participants. Semi-structured interviews were held with eight adolescents from Ons Kinder- en Jeugsorgsentrum. Transcriptions of the interviews were analysed according to a qualitative data-analysis method. The most important conclusions regarding the role of social support in the psychological resilience of adolescents in youth care centres are as follows: there is a greater need for friends in these adolescents’ lives than in those of adolescents from stable families; there is a tendency to view other adults as parental figures; they have restricted access to family support; professional persons, such as social workers and teachers, provide social support; and religion is considered a significant source of support by some of these adolescents.