Doctoral Degrees (Psychology)

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Open Access
Cognitive process in excessive worry : a cross cultural investigation of three theories
(University of the Free State, 2012-10-19) Pretorius, Chrisma; Walker, S. P.; Esterhuyse, K. G. F.
English: Research interest in worry has increased over the past three decades. Theory development, laboratory studies and clinical experience have resulted in the formulation of a number of theories and models related to the development and maintenance of excessive worry and generalized anxiety disorder (GAD). The available cognitive behavioural literature on worry seems to place particular emphasis on three models of worry. The avoidance model of worry (AMW) and GAD (Borkovec, Ray & Stöber, 1998), the metacognitive model (MCM) of GAD (Wells, 1995) and the intolerance of uncertainty model (IUM) (Dugas, Gagnon, Ladouceur & Freeston, 1998) have all enjoyed significant empirical attention and have all formed the basis for specific cognitive-behavioural interventions for worry and GAD. However, to date, no attempt appears to have been made to compare these models to one another or to determine the applicability of these particular models of worry to a multi-ethnic context. Therefore, the current study aimed to determine the applicability of these three cognitive models of worry to the understanding of worry in a non-clinical multi-ethnic sample. To this end, a convenience sample of 1224 university students (87.7% undergraduate) was drawn. Ethnicity was equally distributed in the sample (49.9% black and 50.1% Caucasian). However, the majority (709) of the participants were female. Participants were also assigned to one of three groups (low worry: n = 1105; high-worry non-GAD: n = 49; high-worry GAD: n = 70) based on their worry intensity and GAD self-report diagnoses. Moderated hierarchical regression analyses revealed that gender and worry/GAD status moderated the relationship between the cognitive processes hypothesised to underpin the development and maintenance of worry and worry intensity across all three models of worry, as well as in a model comprised of the cognitive processes relevant to all three individual cognitive models. However, ethnicity was found not to moderate these relationships. Furthermore, hierarchical regression analyses indicated that the three cognitive models of worry, individually and in combination, accounted for a significant proportion of the variance in the worry intensity of the current sample. This finding was evident across gender and worry/GAD status. Thus, the AMW, MCM and IUM, as well as a combination of the three models, appear to be applicable to the understanding of non-clinical worry in the multi-ethnic South African context. Furthermore, when the AWM, MCM and IUM were compared to the combined model of worry, only the AWM was found to account for a significantly lower proportion of the variance in the worry intensity of the sample than the combined model did. Consequently, although all three models appear to be applicable to the understanding of nonclinical worry in the multi-ethnic context, using a combined model to explain worry intensity appears superior only to the AWM. With regard to the interaction between specific cognitive processes and worry intensity, only positive beliefs about worry were found to account consistently for a significant proportion of the worry intensity reported by the low-worry, female and male participants. Furthermore, positive beliefs about worry were not found to account for a significant proportion of the variance in the worry intensity of the high-worry participants. Gender-specific trends were evident with respect to positive beliefs about worry in relation to the non-clinical worry reported by the participants, with females generally viewing worry as a source of motivation and men perceiving worry to be a positive personality trait. The current findings also suggest a significant relationship between negative problem orientation and worry intensity among high-worry GAD individuals. Contrary to most of the existing literature, the current study suggests that negative beliefs about worry, intolerance of uncertainty, negative problem orientation and cognitive avoidance do not significantly contribute to the worry experienced by non-clinical individuals. In addition, negative beliefs about worry, intolerance of uncertainty and cognitive avoidance were not found to contribute significantly to the worry experienced by excessive worriers, irrespective of their self-report GAD diagnostic status. The current study raises a number of questions regarding the applicability of the three cognitive models of worry and their specific components to the understanding of worry, particularly excessive worry, in the multiethnic South African context. Nonetheless, this study has succeeded in exploring the contribution of cognitive processes to the experience of worry in a specific multi-ethnic context by investigating the applicability of theoretical cognitive models of worry in this context. Furthermore, this study has provided a starting point from which a clearer understanding of the role of cognitive processes in worry can be achieved in the South African context.
Open Access
The development and evaluation of a life skills programme for young adult prisoners
(University of the Free State, 2014-12) Jordaan, Jacques; Beukes, R. B.; Esterhuyse, K. G. F.
English: The purpose of this research project was to develop, implement and evaluate a Life Skills programme for young adult male long-term offenders with the aim of improving their life skills that, in turn, could enable them to adjust more effectively in the correctional environment. This programme is developed based on the principles of psycho-education, the cybernetic cycle, and cognitive behavioural therapy. CBT is chosen, as studies had shown that it successfully improved the life skills, psychological well-being, and institutional behaviour of offenders. The game of chess is used as a vehicle of change to enable the offenders to learn new life skills or to improve their existing life skills. Chess, like CBT, trains individuals to think before making a move (acting), generate alternative moves (solutions), evaluate possible risks (consequences), and make decisions about appropriate moves (behaviour). Experimental research is used to investigate the effectiveness of the programme. In this study, 96 literate young male adult offenders between the ages of 21 and 25 years, with long sentences, were selected randomly. The participants were assigned randomly into an experimental and a control group. The Solomon four-group design (Braver & Braver, 1988; Huysamen, 1998; Lusk et al., 1999) is utilized to control for the effect of pretest sensitisation. The experimental groups attended the structured Life Skills programme for a period of six months, while the control groups participated in the normal daily activities of the correctional centre. The effectiveness of the programme was tested by obtaining measurements on the four domains (problem solving, decision-making, anger management, and coping with emotions). These measures were conducted before the programme commenced, directly (short term) after, three months (medium term) after and six months (long term) after. The effectiveness of the programme was thus investigated over various terms. A semantic differential scale was also used to identify the offenders’ perceptions of the programme. The offenders indicated that the programme and its contents were meaningful and beneficial, while the findings indicate that the programme had limited success in equipping them with the necessary skills crucial to their survival in a correctional centre. The programme did have significant effects, especially on problem solving and anger management in the short and medium term. These improvements were not long lived. The results of this study thus show that the programme had limited success and it did not positively influence their life skills in the long term that would have enabled them to deal with the challenges of a correctional environment. It is necessary to refine and adjust or even redevelop this programme. However, the fact remains that programmes must be developed for offenders to improve their adjustment in correctional centres as well as for their release into communities.
Open Access
The development of a mathematics proficiency test for English-, Afrikaans- and Sesotho-speaking learners
(University of the Free State, 2003-11) Vassiliou, Colleen Patricia; Grobler, A. A.; Esterhuyse, K. G. F.
English: Mathematical Literacy, Mathematics and Mathematical Sciences is a learning area in the intermediate phase, which forms part of the General Education and Training band. This learning band is level one of the National Qualifications Framework and is overseen by the South African Qualifications Authority. The curriculum of this learning area consists of various learning strands, namely numbers and operations, fractions, patterns, shapes and space, measurement, and data. When learners fail to meet the expectations of the curriculum, mathematics becomes a major assessment concern. If this problem is not identified it could hinder the acquisition of more advanced mathematical skills. The first task in helping a learner who is struggling with mathematics is to identify the problem. For learners to succeed at mathematics they need to go through various developmental phases. Various cognitive processes form part of these phases. Often in a young child’s functioning, cognitive problems arise such as the inability to perform various mathematical tasks. For this reason a cognitive model for mathematics was used to reflect upon six key concepts that influence learning and teaching in the Mathematical Literacy, Mathematics and Mathematical Sciences learning area. These concepts include the categories of representing experience; motivation; individual differences; cognitive categories and cognitive processes; instructional procedures; and conceptual learning. Learners need to make sense out of what is going on during a mathematics lesson. To help learners develop meaning, a teacher provides experiences that foster mental manipulations. Psychologists refer to these mental manipulations as cognitive processes. When a learner is unable to carry out the cognitive processes necessary for task completion, mathematics becomes a major assessment concern. If a learner fails to meet the expectations of the curriculum or fails to carry out the cognitive processes necessary for successful task completion, then, in accordance with the aim of this study, the Intermediate Phase Mathematics Proficiency Test can be used to identify and address this problem. During the construction of this test, care was taken to ensure that the test was cross-culturally adapted. Differential Item Functioning was used to limit the possibility of cultural bias. The Item Response Theory and the Classical Test Theory were also used for item analysis and selection. The test was standardised for English-, Afrikaans- and Sesotho-speaking grade four, five and six learners. During standardisation, separate norms for each term were calculated. These norms are available in both stanines and percentile ranks. The test can also be used qualitatively to determine not only the learning strand in which the learner may be experiencing problems, but also the specific cognitive process, such as receiving, interpreting, organising, applying, remembering and problem solving, which might be preventing the learner from reaching his or her full mathematical potential. The Intermediate Phase Mathematics Proficiency Test is also a reliable and valid measuring instrument since the bias of the assessment measure has been decreased. This was done by eliminating any item that was biased towards a specific cultural group. The test can therefore be used in practice with confidence. In a multicultural society like South Africa, the adaptation of assessment measures and the elimination of bias from psychometric tools forms a vital part of the transformation process. The Intermediate Phase Mathematics Proficiency Test is a multicultural test with South African norms.
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.
Open Access
The neuropsychological and psychosocial development of children and adolescents with lipoid proteinosis
(University of the Free State, 2014-01) Steenberg, Erika; Esterhuyse, K. G. F.; Thornton, H. B.
English: Lipoid proteinosis (LiP) is a rare hereditary disease, which often results in bilateral, symmetrical and circumscribed calcifications in the mesial temporal region (especially the amygdala). While studies on the neuropsychological and neuropsychiatric difficulties of adults with LiP have been published, a lack of research focusing exclusively on the neuropsychological and psychosocial development of children and adolescents with LiP was identified. A heterogeneous group of five children and adolescents with LiP, ranging in age from 4 to 17 years, and who represented the entire known population of children and adolescents with LiP in South Africa, was assessed with standardized neuropsychological measures and behaviour checklists. Two control participants were matched to each LiP participant according to IQ, home language, right- or left-handedness, sex, race and geographic environment (urban/rural). Each child or adolescent with LiP was compared separately with the control participants matched to them, as well as with the norm groups on which the various instruments were standardized. Variable results were obtained, but in general the children and adolescents with LiP performed significantly worse (practical significance) compared with controls on measures of memory, facial emotion recognition and executive function. Three of the LiP participants also adapted less well socially than their control participants did. All the LiP participants presented with behaviour problems, although the severity and types of behaviour problems varied. Two of the participants in this study presented with amygdala lesions that may have influenced their scores on neuropsychological measures and the ratings of their behaviour, but this possibility can be substantiated only by further research that includes the imaging of controls. The study provides a baseline assessment for future longitudinal and developmental research on LiP; therefore, the study can be regarded as a pilot study.
Open Access
Die ontwikkeling en evaluering van 'n opleidingskursus vir privaat praktisyns in die sielkunde
(University of the Free State, 2006-11) Odendaal, Dirk Cornelius; Esterhuyse, K. G. F.; Van der Merwe, W. J. C.
English: The employment options available to South African psychologists are clearly spelled out in the guidelines given by the Professional Board for Psychology (HPCSA, 2006). According to these guidelines, psychologists may work for a variety of organisations or may opt for self-employment in private practice. PsySSA (2006) indicates that the Health Professions Council of South Africa has near to 6000 psychologists on its psychology register and that 4300 psychologists (excluding industrial psychologists, research psychologists and psychologists in community service) were employed in private practice during 2005. The psychology industry in South Africa is estimated at a value of R2,5 milliard per annum, approximately 65% (1,6 milliard) of which is generated in private practice. The training of psychologists at most South African universities is largely focused on equipping the psychologist in private practice with the skills to be a therapist, counsellor, consultant or researcher, and little or no attention is given to preparing the psychologist for managing a psychology practice; which comprises elements of self-employment and entrepreneurship. Moreover, training in the principles of practice management at South African universities is focused on the ethics of practice as opposed to practice management itself. The conclusion to be drawn from these statements is that the business component of psychology training in South Africa is currently neglected. The purpose of this research is to develop and evaluate a training programme for registered psychologists making an entry into private practice. This programme was developed and evaluated by employing a qualitative research methodology in three phases and was supplemented with the use of quantitative methods. During the first phase of the research, a background study and needs assessment were performed by means of conducting a comprehensive literature study on the nature and content of training models for psychology practice management in the South African context as well as internationally, and by means of qualitative interviews with 10 successful psychologists in private practice in the Free State. In addition to this, an analysis of training practices at South African universities was conducted. The literature study and qualitative interviews with practitioners and training institutions confirmed the research problem, i.e. that formal training in the management of a psychology practice is inadequate and that a pressing need for such training exists in South Africa. The final step in the first research phase comprised the compilation of a structured questionnaire, drawing upon the training agenda formulated from the literature study as well as the supplementary qualitative interviews. This questionnaire was designed with the aim of determining the current state, nature and content of the potential training needs for existing and prospective psychologists in South African private practice. Deriving from the inputs of the first phase, phase two of the research saw the development, presentation and evaluation of an experimental training programme for private practitioners by making use of an experiential model (Kolb, 1984). Phase three of the research process comprised the documentation and evaluation of the final training programme by four specialists. The contribution of this study is such that it attempts to meaningfully integrate the study terrains of psychology and the management sciences, not only to assist prospective psychologists to meet the challenges of private practice but also in the interests of the natural evolution of the profession and its optimal positioning in the South African health services sector. The competencies attained by successful private practitioners through experience and which enables them to establish their practices successfully, currently exists as an informal knowledge system between practitioners. This knowledge base should be theoretically grounded and presented to practitioners during the training preceding the establishment of a private practice. It is hoped that the alignment between the theoretical models and the wisdom of practitioners, acquired through the valuable lessons they have learned, has been captured in this study, and that it may in future be used as a suitable basis for training.
Open Access
A programme to promote internal resiliency among female adolescents: a cognitive-behavioural approach
(University of the Free State, 2014-01) Mould, Jana; Grobler, A. A.; Esterhuyse, K. G. F.; Lacante, M.
English: In acknowledgement of the identified hiatus in existing research and literature, this study aimed to develop, implement and evaluate a programme to promote internal resiliency among female adolescents by means of a cognitive-behavioural approach. In this research, the conceptualisation of resilience was guided by the Resilience Framework proposed by Kumpfer (1999), where the domain pertaining to personal and internal resiliency served as the selected focus area. The implementation strategy and mode of programme delivery were informed by the principles and techniques underlying a cognitive-behavioural approach. The unit of analysis comprised 100 female Grade 9 learners from an English-medium girls’ school in Bloemfontein (Free State Province) with diverse learner demographics pertaining to socio-economic status and race. Following the implementation of the intervention, both the short- and long-term (three months) efficacy, value and integrity of the programme were assessed. Owing to the experimental nature of this research, the Solomon four-group research design (Solomon, 1949) and the accompanying analytical techniques suggested by Walton Braver and Braver (1988) were utilised to guide the statistical procedures. This was achieved by means of employing a three-dimensional assessment strategy, where the Resiliency Outcomes (Sense of Mastery, Sense of Relatedness and Emotional Reactivity), Cognitive-behavioural Outcomes (Self-downing, Need for Achievement, Need for Approval, Need for Comfort, Demands for Fairness and Other-downing), and quantitative and qualitative feedback from the Programme Evaluation Questionnaire were investigated. For this purpose, three measuring instruments were employed: (i) Resiliency Measure – the Resiliency Scales for Children and Adolescents: A profile of personal strengths (RSCA) (Prince-Embury, 2006, 2007); (ii) Cognitive-behavioural Measure – the Shortened General Attitude and Belief Scale (SGABS) (Lindner, Kirkby, Wertheim, & Birch, 1999); and (iii) a Programme Evaluation Questionnaire. The formulated central and secondary research hypotheses were largely confirmed, as results on the Resiliency and the Cognitive-behavioural Measures indicated statistically significant positive effects for this resiliency programme in the short term as well as over a period of three months, irrespective of whether a pre-measure was administered or not. Quantitative and qualitative feedback obtained from the Programme Evaluation Questionnaire also signified positive results with regard to participants’ perceptions of the structure of the programme as well as personal experiences and perceptions of skills learnt. Findings were interpreted against the backdrop of existing international and South African resilience literature and research. Results suggest that female adolescents’ internal resiliency (improved Sense of Mastery and Sense of Relatedness, and reduced Emotional Reactivity), and cognitive processes (increased Rationality, and reduced Self-downing, Need for Achievement, Need for Approval, Need for Comfort, Demands for Fairness and Other-downing) can be promoted significantly through skills training and development. The potential theoretical and practical implications of the findings were presented, with specific consideration of the contextual nuances related to female adolescents from South Africa. The findings support the notion that individuals are able to learn personal and internal resiliency skills and competencies, and that resiliency might not be predetermined solely by genetics, or exclusively dependent on their environmental status in this process. Despite the significant effect observed for the resiliency programme in the short and long terms, an extended implementation period might serve to sustain the initial effect of the programme over a longer period than the current three months. Recommendations for future interdisciplinary resilience research were made, as well as for the advancement of studies on programme development, implementation and evaluation on this dynamic and multi-dimensional construct.
Open Access
The relationship between coping and spiritual well-being during adolescence
(University of the Free State, 2008-11) Moodley, Trevor; Beukes, R. B. I.; Esterhuyse, K. G. F.
ARTICLE I: The factor analyses of the Spiritual Well-Being Questionnaire using a South African adolescent sample Gomez and Fisher (2003) developed the Spiritual Well-being Questionnaire (SWBQ) based on a theoretical model of spiritual well-being proposed by Fisher. According to Fisher, spiritual well-being comprises the personal, communal, environmental and transcendental domains, which are interrelated and cohere to give a global spiritual well-being dimension. The 2003 study showed the SWBQ to have good reliability and validity. Item response theory analyses of the SWBQ (Gomez & Fisher, 2005a) suggested general support for the psychometric properties of the SWBQ. However, there were also indications that certain items in the questionnaire needed to be improved. The present study was undertaken to do a factor analyses of the SWBQ using an adolescent South African sample to gauge its suitability. Gomez and Fisher’s (2005a) recommendation was considered and certain items were added to the SWBQ for factor analyses with the aim of replacing some of the original items. The factor structure that was found in this study corresponds with the factor structure found in Gomez and Fisher’s study (2003). Acceptable coefficients of internal consistency for the different subscales (factors) as well as for the global score of the SWBQ were found. In addition, in line with Gomez and Fisher’s (2005a) recommendation, the revised SWBQ scale presented in this study seems to have been improved in terms of its psychometric properties and appears to be a reliable instrument in measuring the spiritual well-being of adolescents. ARTICLE II: The role of age, gender and specific religious variables in the coping of adolescents This study investigated whether there were statistically meaningful associations (using Scheffé tests to determine effect sizes) between the coping strategies used by adolescents and the variables of age, gender, importance of religion/ spirituality, attendance of church activities and frequency of prayer. The sample comprised of 1283 high school learners located in the metropole of Cape Town, South Africa. The results are as follows: females used the “developing social support” coping strategy much more than males, older adolescents used the “avoiding problems” coping strategy more than younger adolescents, an inverse correlation was found between the “avoiding problems” coping strategy and an increase in the “importance of religion” variable, a positive correlation was found for the three dimensions of religion/spirituality (importance of religion/spirituality, frequency of church attendance and frequency of prayer) and the “seeking spiritual support” coping variable. ARTICLE III: The relationship between coping and spiritual well-being in a group of South African adolescents This study investigated whether there were statistically meaningful associations (using Scheffé tests to determine effect sizes) between coping and spiritual well-being in a group of South African adolescents. The sample consisted of 1283 adolescent learners drawn from high schools in the metropole of Cape Town, South Africa. The ACOPE (Patterson & McCubbin, 1987) instrument was used to measure coping in terms of 12 coping strategies. Spiritual wellbeing was measured by the SWBQ (Gomez & Fisher, 2003) instrument, which gives a global score as well as a score for each of four spiritual well-being domains (personal, communal, environmental and transcendental). The results indicated a significant positive association, with large effect size, suggesting practical importance between the coping subscale “seeking spiritual support” and the transcendental spiritual well-being domain. In addition, a significant positive association with medium effect size, suggesting moderate practical importance, was found for the coping subscale “developing social support” and the communal spiritual well-being domain.
Open Access
The role of identity development, future time perspective and career maturity in first-year students' academic success
(University of the Free State, 2017-01) Seane, Edna Refiloe; Grobler, A. A.; Esterhuyse, K. G. F.; Lacante, M. M.
English: The retention of first-year students and poor throughput rates are problems plaguing higher education globally and South Africa in particular. A significant number of students drop out of university in their first year of study and those who ultimately graduate take longer periods to complete their undergraduate degree. Many first-year students who gain access to higher education are reported to be under-prepared and ill equipped to meet the expectation and the assumption that they should be academically and developmentally prepared to handle the responsibilities associated with higher learning and its unique challenges. First-year students are developmentally at the emerging adulthood stage, where they are generally engaged in a process directed towards their future roles and career aspirations. It was therefore necessary to consider theoretical underpinnings of identity and career development as significant factors at play in students' intrapsychic preparedness and psychological resilience for the task at hand. These two developmental trajectories are significantly influenced by one’s time orientation, specifically one’s future time perspective. The main aim of this study was to investigate the role of career maturity and future time perspective in the relationship between identity development and the academic success of first-year students at university. Thus, the study firstly aimed to determine whether identity development could significantly predict the academic success of first-year students at university and secondly, it investigated the mediating and moderating roles of both career maturity and future time perspective. This investigation was extended to include gender and race/ethnicity as factors influencing the outcome. From the moderated hierarchical multiple regression analyses conducted to investigate the possible effect of gender and race/ethnicity on the relationship between identity development and academic success, it became clear that gender did not moderate this relationship whereas race/ethnicity succeeded in moderating the relationship. Calculated correlation coefficients between the relevant variables indicated that only the commitment scale correlated significantly (at the 5% level) with academic success for the total group and the white students. None of the identity styles reflected a significant relationship with academic success for the black learners. An increased number of career maturity variables appeared to be significantly related to academic success for the total group and for the black and white students. Future time perspective appeared to be significantly related to academic success for the total group as well as for the black and white students. None of the identity styles succeeded in predicting a significant percentage of variance in both the black and white students’ academic success. Therefore, the role of identity development in predicting academic success remains inconclusive and calls for further exploration. The following career maturity scales moderated the relationship between the normative identity and academic success: decision making moderated this relationship for the black students; career information moderated this relationship for both the black and the white students; and, lastly, integration of self- and career information moderated this relationship for the white students. Career information, integration of self- and career information as well as career planning moderated the relationship between diffuse-avoidant style and academic success for the white students. Lastly, future time perspective moderated the relationship between identity commitment and academic success for the black first-year students and not for the white students. This appears to be a strange finding as white students are expected to be more future-oriented and goal directed in that these are the associated effects of identity exploration and the development of identity commitments over time; processes that are often associated with Western cultural values.
Open Access
Spiritual well-being in a group of South African adolescents
(University of the Free State, 2007-11) Van Rooyen, Brenda Mary; Beukes, R. B. I.; Esterhuyse, K. G. F.
Findings in this South African sample of adolescents confirm that adolescents who highly value religion/spirituality also report both praying and attending church/spiritual activities more frequently. Thus there is congruence between their commitment, and their practices – both personal (prayer) and public (church/spiritual activity attendance) – associated with positive psychological outcomes (Pargament, 1997). Whether belief precedes practice or practice precedes belief is arguable (Spilka et al., 2003), but this research supports evidence of a correspondence between belief and practice. This research also suggests that a high valuing of religion/spirituality, more frequent church/spiritual activity attendance and more frequent prayer are all related to higher levels of transcendental spiritual well-being or a self-reported significant and harmonious relationship with a divine Other or energy. Thus commitment to spirituality and public and private practices associated with spirituality seems to generate a closer relationship with the divine and thus higher levels of transcendental spiritual well-being. Similarly this research suggests that a higher valuing of religion/spirituality and more frequent prayer are related to higher levels of personal spiritual well-being and to higher levels of global spiritual health. Thus commitment and private practice, more consistent with an intrinsic religious orientation (Allport & Ross, 1967; Milevsky & Levitt, 2004; Pargament, 1997), seem related to a closer relationship with self and to more developed relationships in all domains (personal, communal, environmental and transcendental) generating higher levels of spiritual health.
Open Access
Die toekomsverwagtinge van die Suid-Afrikaanse skoolverlater: 'n kruiskulturele ondersoek
(University of the Free State, 2003-11) Joubert, Emmerentia; Beukes, R. B. I.; Esterhuyse, K. G. F.
English: The primary aim of this research was to determine the similarities, as well as the differences, which exist between South African school leavers from the different race groups. The construct future expectations was investigated in the study. The theoretical principle of the research was based on the broad conceptual framework of Psychofortology. The ecological systems theory was used to investigate the different contexts in which the school leaver finds himself. Due to the fact that school leavers are in their late adolescence, this stage was discussed at length. The research design includes the Hope Scale of Snyder to determine the levels of hope, as well as the socio-economic index of Riordan, which determines the socio-economic standing of families, and which pointed out large differences between Whites on one side and Blacks and Coloureds on the other. In addition, the researcher has developed a future expectations scale to measure the future expectations of school leavers. Hope has been used as co-variant. Information was acquired from matriculants from 20 schools – 50% in rural areas and 50% in cities. A total of 1823 respondents participated in the research. Of these, 50.06% were Afrikaans speakers (mostly white and Coloured), while 42.46% indicated that they speak an African language. Due to the fact that the focus of the study was cross-cultural and because it was deemed necessary to keep the three groups as homogenous as possible with regard to language, a decision was made to use only respondents from the White and Coloured groups who speak Afrikaans and only speakers of an African language (Sesotho) from the black group. Following these adjustments, the total sample consisted out of 1637 respondents. The future expectations scale was designed in such a way that it was able to show cultural or ethnic, as well as gender differences between the three groups. This was not possible with the application of the Hope Scale. The future expectations scale shows a high correlation with the Hope Scale of Snyder. In fact, the future expectations scale is probably able to indicate the contents of hope – that on which the individual hopes – better than the Hope Scale. The results confirm the hypothesis that there are differences between the general future expectations count (as on the four sub-scales) for school leavers from the different race groups, gender, socioeconomic strata, academic performance levels as well as study and career possibilities. The majority of school leavers think that crime and HIV/Aids will play a large to very large negative role in the development of South Africa in the next decade. The majority of White school leavers (83.3%) are of the opinion that political factors will play a large to very large role in the development of the country in the next decade, compared to only 44.4% of Black and 57.6% of Coloured school leavers. Currently, the South Africa school leaver does not experience a overwhelming negative feeling towards the future. Compared to the other two groups, Black school leavers are experiencing a higher level of hope. White school leavers as well as female Coloured respondents have shown significantly higher family expectations than Black school leavers. Black and Coloured school leavers have indicated that school forms an important frame of reference for them. They have also shown a more positive attitude towards school than White respondents. Black school leavers shows a higher degree of self motivation than the other groups. The use of the self-designed future expectations scale as well as the Hope Scale has enabled the researcher to reach the goals of the research satisfactorily.
Open Access
Die verband tussen lewenstyl en aspekte van psigologiese verbintenis met die natuur by stedelike jong volwassenes
(University of the Free State, 2010-05) Van Zyl, Laurisa; Beukes, R. B. I.; Esterhuyse, K. G. F.
English: The general aim of this study is largely to explore and study aspects (emotional and experiential, and cognitive) of psychological connectedness to nature and life style among urban young adults. Participants (n=1263) between the ages of 21 to 40 years from four cities (Bloemfontein, Durban, Kimberley and Pretoria) were included. The measuring instruments used in this study are the Connectedness to Nature Scale (CNS), the New Ecological Paradigm (NEP), the Lifestyle Index A (L A) and a biographical questionnaire. With regards to cognitive connectedness to nature (also pro-ecological worldview) significant differences were found in terms of race, highest educational qualification and language group. A significant positive correlation between emotional and experiential aspects of connectedness to nature, and lifestyle was also established. This correlation was found to be significant for gender, age, race, language, urban area, growing up living environment, highest educational level, the caring for domestic nature elements and specifically pets. Outdoor working environment pertained significantly to a positive correlation between emotional and experiential, and cognitive connectedness to nature. Identified psychosocial themes such as aspects of participants’ lives that influence their connectedness to nature, differentiated significantly between levels of cognitive connectedness to nature.

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Browsing Doctoral Degrees (Psychology) by Advisor "Esterhuyse, K. G. F."

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