Masters Degrees (Psychology)
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Browsing Masters Degrees (Psychology) by Advisor "Esterhuyse, K."
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Item Open Access The influence of stressors and coping strategies in hospice workers(University of the Free State, 2004-11) Sardiwalla, Nasreen; Esterhuyse, K.English: The present study examines the importance of work-related stressors and coping strategies as factors contributing to burnout experienced by hospice workers. A crosssection survey design was used, with a sample of 78 hospice workers drawn from hospices in Bloemfontein (Free State) and Ladysmith (KZN). The Life and Work Circumstances Questionnaire (Van Zyl & Van der Walt, 1991), the Maslach Burnout Inventory (Maslach & Jackson, 1996), and the Cope Scale (Carver, Scheier & Weintraub, 1989) were administered. A hierarchical regression analysis was used to determine the relative contribution of different job-related stressors such as job insecurity, task characteristics, career matters and organisational functioning to burnout experienced by participants, and also to determine the effect of coping strategies, namely problem-focused, emotionally-focused and ineffective coping strategies on burnout. The results indicated that 43 % of the sample reported high levels of burnout, with 67% experiencing high levels of emotional exhaustion. The most important stressors were related to organisational functioning, stressors outside the work situation, task characteristics, and career matters. Problem-focused and ineffective coping strategies also played a significant role in burnout.Item Open Access Utility of Koppitz norms for the Bender-Gestalt Test performance of a group of Sesotho-speaking children(University of the Free State, 2005-10) Makhele, Lerato; Walker, S. P.; Esterhuyse, K.The Bender-Gestalt Test (BGT) for visual-motor integration continues to be widely used in standard psychological and education assessments. It is further consistently rated as one of the most popular psychological tools. Recently, the utility of the Bender and more specifically the use of the original Koppitz norms in cross-cultural assessments has come into question. Moreover, little attempt appears to have been made to develop relevant South African norms for this instrument. The current study compares the Bender performance of a group of seven to nine-year-old Sesotho-speaking children (n=671) in the greater Mangaung region of the Free State, to the original 1974 Koppitz norms. The Bender performance of the Sesotho-speaking children compared poorly with the Koppitz norms for corresponding age groups. Contrary to available literature, socio-economic status was found to have no significant effect on the Bender performance of the sample. The results further emphasize that the sample’s performance fails to improve with increasing age. Recommendations are made regarding possible avenues of future research.Item Open Access Die verband tussen akademiese selfkonsep en akademiese prestasie in gemengde- en enkelgeslagskole(University of the Free State, 2008) Van der Westhuizen, Ané; Naudé, L.; Esterhuyse, K.English: This research study builds on existing knowledge regarding differences between single-gendered and co-ed schools and the advantages of each type of school, in terms of the relationship between academic self-concept and academic achievement. Academic self-concept and achievement seem to be important determinants of adolescent’s future career and subject choices. The research is based on data of 639 learners – 157 boys from boys’ schools, 224 girls from girls’ schools and 258 boys and girls from co-ed schools. Some of the most significant results are that a positive relationship was found between academic self-concept and academic achievement. Furthermore there was found that girls’ academic achievement was higher than that of boys, in terms of total average achievement and achievement in Mathematics, Afrikaans and Life Orientation, which rendered statistical significant results. Lastly that learners in single-gendered schools’ relationship between academic self-concept and academic achievement is higher than that of learners in co-ed schools, especially in terms of academic self-concept and achievement in Afrikaans, which rendered statistical significant results. Possible reasons for this higher relationship in singlegendered schools, as found in the literature, may be that teachers in these schools are more capable to tend to the specific needs of the specific gender in all subjects, than teachers in co-ed schools and girls may have a more study-orientated culture than boys, hence the better academic achievement. In conclusion it seems that singlegendered schools are more advantageous for learners than co-ed schools, in terms of the learners having a stronger relationship between academic self-concept and academic achievement in Afrikaans.