Masters Degrees (Psychology)

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Open Access
Assertiveness and perception of style of assertiveness among future South African employees
(University of the Free State, 2017) Van Heerden, Rian E.; Beukes, R. B. I.; Esterhuyse, K. G. F.
This study explored the assertiveness and the person perception of the style of assertiveness among future South African employees. An ethnic comparison was made and gender differences investigated with respect to perceptions of assertion. Regarding the style of assertiveness, prior findings indicate that assertion plus extra consideration (empathic assertiveness) seems to be preferred by test subjects to pure assertion. It is important to note, however, that how a leader is perceived matters a great deal and flexibility in assertiveness is key; it should be appropriate to the situation and take into consideration the assertiveness of the team members. It was also found that persons with low assertion reacted relatively negatively to assertive behaviour. When it comes to the two variables, race and gender, previous research indicates that racial variables are important for assertion (even if it was not as predicted by researchers). Regarding gender, a consistent pattern of sex differences could initially not be found. Later on, research found that the gender variable indeed plays a role in the perception of assertiveness. A non-probability sampling method, namely convenience sampling, was used. The study initially made use of the AI (Assertion Inventory), a 40 item self-report inventory to test the assertiveness of the participants. The mean scores of the different groups were then compared using one-way MANOVAs. In case of a significant value of F, the analyses were followed up by one-way variance analyses to determine on which of the dependent variables significant differences in averages appeared. The Scheffe post hoc t-test was applied to determine between which of the four groups (combination of gender and ethnicity) these differences appeared. Regarding own assertion, the entire group (black males, white males, black females, white females) was more assertive than non-assertive. Concerning the subgroups themselves, major differences were not found between the genders regarding the levels of discomfort experienced, although they did differ in the likelihood of a response. The research did not indicate any differences between the two ethnic groups with regard to their levels of discomfort or probability of action. However, if ethnicity and gender are combined, a clear picture emerged with regard to differences in assertive behaviour. Black males were found to be the most assertive, followed by white females, white males and lastly, black females. Black females experienced higher levels of discomfort and were less likely to act in the situations described by die Assertion Inventory. Regarding the perception of the style of assertiveness in the workplace, the majority of the participants preferred empathic-assertive behaviour. In the case of gender, both genders regarded empathic-assertiveness as the most appropriate and effective. The same applied to the two ethnic groups. It is important to note that significant differences were found between the two genders and two ethnic groups regarding the appropriateness and effectiveness of some of the statements. In the case of the combination of the two, it seems as if black females are less of the opinion that empathic-assertive, assertive or non-assertive behaviour is appropriate in a corporate environment. Black females also seem to regard aggressive behaviour as effective in a corporate environment. According to this study, it seems as if the appropriate and effective manager should communicate with his multi-cultural staff using an empathic-assertive approach with the understanding that employees with low levels of assertiveness (especially young black females) will tend to have a negative view of all forms of assertiveness. Flexibility is indeed the key and the behaviour of a leader should be adjusted depending on the assertiveness of the team members.
Open Access
Die audiblox-program as aanvullende tegniek tot remediërende onderwys
(University of the Free State, 1999-12) Van Wyk, Hanmarie; Beukes, R. B. I.; Grobler, A. A.
English: Each school has a significant percentage of learners with learning disabilities who receive Remedial Education in addition to their classroom teaching. There are numerous approaches to the treatment of learning disabilities of which Remedial Education is one. Remedial Education comprises of a number of techniques. The Audiblox Programme is one such technique which is based upon one of the approaches to the treatment of learning disabilities, namely process training. As a process training approach Audiblox is considered by many researchers as a controversial programme. The purpose of this research is to determine the supplementary value of the Audiblox Programme in Remedial Education. If learners who are already receiving Remedial Education undergo the Audiblox Programme at the same time, what effect would this have on their scholastic performance, specifically reading and spelling abilities? A study of the literature was undertaken to find a frame of reference within which this research could be accommodated. The relevant phenomena, i.e. Remedial Education and Audiblox, as well as generally controversial techniques, were defined and investigated. After a thorough analysis of the literature no evidence could be found to prove the effectiveness of the Audiblox Programme as a remedial technique. The findings in this research however, cannot be verified with findings from previous investigations. The empirical part of this research was conducted by means of the z-test for related groups. The following hypothesis was tested: the reading and spelling abilities of Remedial Education learners (RE learners) who are subjected to the Audiblox Programme in addition to the ordinary Remedial Programme, will improve more than that of RE learners who only underwent the Remedial Programme. This hypothesis was tested over the short, as well as the long term. In a companson between the experimental and the control groups, t-d values were calculated for both reading and spelling. All four of the calculated t-d values are less than the critical value and subsequently the nil hypothesis cannot be rejected This means that no indication was found that the Audiblox Programme is effective in improving the reading and spelling abilities of RE learners - neither in the short-, nor in the long term. Thus, the supplementary value of Audiblox - as it was implemented in this research _ was found to be insignificant. When the Audiblox Programme is classified as process training (as it has been indicated in this research) these findings do correspond with the majority of research results on this subject. Due to the practical constraints of this research (resulting, inter alia, in a small sample) it is advisable that this study be repeated, using a much larger sample.
Open Access
An evaluation of the efficacy of a career preparation programme
(University of the Free State, 2008-05) Burgess, Natasha; Beukes, R. B. I.; Naidoo, P.
English: The efficacy of the Career Preparation Programme (CPP) of the University of the Free State (UFS) was qualitatively evaluated from a phenomenological approach. By way of focusing on the evaluation of the programme through the explication of experiences, the research branched into the refined area of existential phenomenology. The qualitative study also exemplified the significance surrounding an awareness of the researcher's affiliation with the research subject matter. Three groups of participants were selected according to predetermined criteria to ensure their ability to adequately describe and express their experiences. Data was gathered from the participants using the Nominal Group Technique (NGT) and then interpreted using Giorgi's existential phenomenological research method, a four-step method for psychological phenomenological data interpretation. Comparisons were then reported in terms of the various groups' similarities and differences regarding the efficacy of the programme.
Open Access
Evaluering van dienslewering deur die studentevoorligtingsdiens van die Universiteit van die Oranje-Vrystaat
(University of the Free State, 1998-12) Morton, Melissa; Beukes, R. B. I.; Venter, J. A.
English: The aim of this study was to evaluate the extent to which UOFS students utilise the student counselling center and to determine their attitude concerning services rendered. This kind of feedback from students can help to insure that services rendered by the counselling center are effective and of a high standard. Literature shows that the structure of the student counselling center of the UOFS compares well with that of most other counselling services, that the center's aims and functions comply with the standards for accreditation set by the International Association of Counseling Services, that its functions include a wide range of services and that earlier research showed that more effective marketing is necessary to inform students of services available to them. The study was executed on 219 secondyear students Iiving in hostels on the campus of the UOFS. The respondents were categorized in terms of their sex (male/female) and language (traditional Afrikaans- or Englishspeaking/ nontraditional non Afrikaans- or Englishspeaking). A questionnaire was developed for the purpose of this study and most of the questions could be answered on a Likert-scale, although the questionnaire also included a few open ended questions. The most important findings were the following: CP) Only about half of the respondents has made use of UOFS student counselling services. There is no significant difference between traditional and non-traditional students' utilisation, but women seem to make use of these services more often than men do. - The counselling services students make use of most often, are careercounselling and studytherapy; most students are referred to the center by their fellow students or their parents; students seem to have a positive attitude towards the counselling service, but they are not satisfied with the marketing of these services. - The most important reasons why students do not make use of the counselling service of the UOFS are that they have no need for counselling or are unaware of services available to them. - According to the respondents the most effective way of marketing the student counselling service is to distribute brochures and posters and to advertise on the campus radiostation. - Students seem to be satisfied with the training they have received from the counselling service, but has additional needs which include the following themes: sexuality, careers, multiculturalism, timemanagement and religion. - Respondents who have received individual psychotherapy seem to have a positive attitude about the therapists and the process of psychotherapy. As a result of these findings, the following recommendations were made: - That a study of the attitudes and needs of UOFS students not living on campus is done. - That similar studies are done at other South African universities in order to compare student's use of counselling services and to identify students' changing needs. - That the student counselling service of the UOFS implement a more effective marketing strategy in order to make students aware of the wide range of counselling services available.
Open Access
Jong volwassenes se persepsies van gesonde gesinsfunksionering
(University of the Free State, 2002-11) Mudie, Mia Melinda; Venter, C. A.; Beukes, R. B. I.
English: The aim of this research was to determine which factors, according to a group of young adults, contribute to healthy family functioning and to determine how their perceptions correspond with existing literature in this respect. Qualitative research, specifically a multiple case study design was used. Snowball sampling was used to obtain 10 participants between the ages of 20 and 39. These participants responded in writing to the question: "In your opinion, what are the factors contributing to healthy family functioning?", after which individual interviews were held surrounding the same question. Analysis of the participants' responses yielded 31 themes, 14 of which were mentioned by five or more participants. These 14 themes are: the handling of conflict, misunderstandings and problems; communication; respect; religion; hierarchy; love; example setting by parents; roles and roll distribution; support and co-operation; acknowledgement towards family members; to spend time together; finances; trust; and active investment in the family. These themes were compared to the research/utterances of authoritative family therapy models and it appears that participants' responses correspond with literature surrounding factors contributing to healthy family functioning. Participants' responses also suggested new dimensions not previously indicated in literature. Suggestions were made concerning future research.
Open Access
'n Kreatiwiteitsprogram vir kleuters
(University of the Free State, 1998-11) Venter, Liezel; Beukes, R. B. I.; Sharp, A. A.
English: The purpose of this study is the development of a creativity programme for pre-school children. What distinguishes this study from others, is that the implementation of the programme is not primarily aimed at the pre-school child, but the parent is used to cultivate the creativity of his pre-school child. The eco-systemic approach has been used as a theoretical framework. This approach does not only comply with all the requirements where-by the interdependent relationships of systems can be observed, but it also provides a framework according to which the programme could be designed and the influence of the programme on the different systems can be studied. The different developmental milestones of individuals are important in the compilation of the programme. Thus a separate chapter has been devoted to the developmental milestones of both participant (parent), the pre-school child and the family with the emphasis on creativity. Literature on creativity is confusing, conflicting and diverse. Traditionally creativity was approached from the viewpoint of either the person, the process, the product or the environment. This approach can lead to people losing sight of the total picture. More and more recent literature advocates a more systemic approach in which all four approaches are considered in the study of creativity. According to the eco-systemic approach this relatively new approach in the study of creativity is to be welcomed. Thus, the parents, the nursery school, the educational implications from the side of the authorities as well as the subsystems in the individual, namely the cognitive, psycho-social and physical are taken into consideration. The compilation of the creativity programme demanded a thorough study of existing literature and is very much activity-orientated. Experimental research, more specifically the random double group design, has been used in this study. The creativity programme was implemented on the experimental group. The TTCT, figural form, has been used as measuring instrument. The statistical method used to analyze the data is the Hotelling T2 Test. No significant result has been obtained. The researcher has also received feedback from participants in the programme in terms of recommendations and the evaluation of the programme. The result could possibly be ascribed to the following: Firstly the time-span given for acquiring new behaviour was too short. Secondly the premise is supported that creative behaviour cannot be develop. Thirdly the TTCT, figural form, measures only the nonverbal creativity of pre-school children. Lastly the motivation of the participants and the pre-school children could influence the result.
Open Access
Moedertaalonderrig as moderator by die verband tussen intelligensiekwosiënt en akademiese prestasie
(University of the Free State, 2003-11) Louwrens, Louise; Beukes, R. B. I.; Esterhuyse, K. G. F
English: The primary purpose of this research was to determine what role mother-tongue teaching plays in the relationship between intelligence and academic performance. At present, English enjoys both national and international status, and as a result of this, this language is sometimes the only language in which the majority of South Africans want their children educated. Parents believe that their children need to have a command of English in order to be able to cope with international demands that they may be faced with in the future and that skill in the English language will offer their children access to training, work opportunities and economic freedom. The teaching language in our schools is a matter of great concern as well as a source of conflict between different language groups. Internationally it is accepted that mother-tongue teaching is the most effective form of teaching. The Constitution also stipulates that every person is entitled to receive teaching in the language of his choice, where this is practicable. Researchers recommend that a learner should use his mother tongue as medium of education from the commencement of the school career and that this should continue for as long as it is practically possible. Mother-tongue teaching would then at least be present during the commencement phase of the school career. In the light of all of the above, the purpose of this study was to determine whether learners who are taught in their mother tongue perform better academically than those who receive teaching in their second language. Intelligence is a factor that could have an effect upon the latter. During this study the emphasis was therefore mainly placed on the relationship between academic performance and intelligence. Academic performance is usually expressed as a percentage and in the school it is expected that learners with a high intelligence also attain high achievements. Although there are several factors that play a role in academic performance, intellectual ability is the single most important contributing factor in academic performance. Language, however, plays an important role in the intellectual development of the child. The literature indicates a close relationship between language and thoughts. Language and intelligence are inter-dependent. A learner�s verbal ability is mainly developed by his verbal assimilation, because concepts are taught to the learner through his verbal comprehension. Therefore, the better his verbal comprehension, the better he will conceptualise and the better he will use his abilities. If a learner experiences language problems, this will have a direct influence on his abilities. With regard to this latter statement, the assumption can be made that if a learner experiences problems in the second language it will negatively influence his abilities and more specifically his academic performance. The research group for this study consisted of 138 Grade 2 learners (from schools in Bloemfontein). All of the Grade 2 learners from these two schools were involved, but for various reasons not everyone took part in the research project. The selection of the schools was done on the grounds of the teaching language used and the distribution of non-mother-tongue speakers in these schools. The intelligence of the learners was determined by means of the Group Test for seven to eight-year-olds. Their academic performance was determined by the latest results in Literacy and Numeracy and the average percentage of these two subjects was used as an indication of the average academic performance of the learners. The results indicated that mother-tongue teaching was certainly a moderator in the relationship between intelligence and academic performance of the Grade 2 learners in the study. The learners who received mother-tongue teaching tended to perform better academically than those who did not receive mother-tongue teaching. These results were confirmed by the literature and indicate that learners succeed up to 6% better when taught in their mother tongue. The results of the study show that parents should be careful if they wish to have their children taught in a second language in the commencement phase of education. Key words: Mother-tongue teaching, second language teaching, commencement phase of education, intelligence, academic performance.
Open Access
The role of school connectedness in the relationship between pro-social behaviour and classroom peer relations in Sesotho speaking HIV/AIDS orphans
(University of the Free State, 2013-02) De Gouveia, Amanda; Beukes, R. B. I.; Esterhuyse, K. G. F.
Article 1: It is estimated that at present there are 4.253 million orphans in South Africa, comprising 23% of children in this country. In the Free State, 27% of the province’s children are orphaned. At the commencement of this study it was estimated that there were 3.95 million orphans in South Africa, comprising 21% of children in this country, while 26% of children in the Free State children were orphaned. From these statistics it is apparent that South Africa is still experiencing an ever increasing magnitude of orphans, all of whom must be absorbed within the school system. Despite many developmental risk factors associated with orphan-hood in South Africa, a study among primary school HIV/AIDS orphans in Mangaung in the Free State, found high scores of positive development and normal childhood functioning, namely pro-social behaviour and good classroom peer relations. Data analysis of the raw scores, by means of the Pearson product moment correlation, established a coefficient of 0.291 on the 1% level of significance between pro-social behaviour and classroom peer relations in a sample of 234 Sesotho speaking HIV/AIDS orphans. This outcome is in line with international studies, but is noteworthy within the South African childhood context of HIV/AIDS and poverty, where the risk factors that potentially compromise developmental outcomes for HIV/AIDS orphans are rampant and robust. Article 2: Among the many risk factors to be navigated by HIV/AIDS orphans in South Africa, is the risk regarding attainment of educational outcomes. In the South African context, orphans are the demographic group most likely not to complete their education. Yet, there are protective factors that can help orphans to manage some of the risk factors that they face daily. One such a protective factor is school connectedness. A study among a sample of 234 primary school HIV/AIDS orphans, aged 7-11 years, in Mangaung in the Free State, found high scores of school connectedness among the selected sample of learners. Product term regression analysis of the data shows that school connectedness plays a moderator role in a previously established relationship between pro-social behaviour and classroom peer relations among the same sample of orphaned learners. This study concludes that there is indeed a need to foster and research school connectedness among orphans and other vulnerable children in South African schools, as the protective qualities of this construct could counteract some of the risk factors regarding educational outcomes, not only for HIV/AIDS orphans, but for all children growing up in the context of adversity.
Open Access
Spiritualiteit as mediator in die verband tussen coping en sielkundige weerbaarheid by adolessente met emosionele- en gedragsprobleme
(University of the Free State, 2009-11) Grobbelaar, J. C.; Beukes, R. B. I.; Esterhuyse, K. G. F.
English: The purpose of this study was to investigate the relationship between coping and resilience in adolescents with emotional and behavioral problems, and to describe it according to relevant literature and research. The research group consisted of 150 adolescents between the ages of 15 and 18 years, and represented both genders and Afrikaans-, English- and African language groups. The Coping Response Inventory (Moos, 2004) was selected to measure the coping responses and the Resilience Scale (Wagnild & Young, 1993) to measure the resilience of the adolescents. The study findings indicate that there is a significant positive relationship between coping responses (consisting of approach coping responses and avoidance coping responses) and resilience. By implication, resilient adolescents will be more successful in the application of coping strategies, regaining balance despite adversity and find meaning amidst confusion and tumult (Wagnild, 2009).
Open Access
Die verband tussen aggressie en houding teenoor verskillende musiekgenres by studente
(University of the Free State, 2007-12) Erasmus, Mianda; Beukes, R. B. I.; Esterhuyse, K. G. F.
Afrikaans: Musiek-emosie is ’n baie komplekse fenomeen en alhoewel navorsers nog nie konsensus bereik het oor presies hoe die proses werk nie, is daar genoeg bewyse dat individue wel emosie ervaar in reaksie op musiek en juis vir hierdie rede by musiek betrokke is. Die doel van hierdie artikel is om die teoretiese verband tussen musiek en emosie te beskryf na aanleiding van relevante literatuur. Temas wat bespreek word sluit in: begripsbepaling, navorsing oor die onderwerp, emosie en musiek-emosie, die doel van musiek-emosie, emosie: uitlok versus uitdruk, bronne van musiek-emosie, opwekking van musiek-emosie, eienskappe van musiek-emosie en implikasies vir toekomstige navorsing. ’n Vereenvoudigde skematiese voorstelling van die belangrikste komponente in die beskrywing van musiek-emosie word ook gegee.
Open Access
Die verband tussen kognitiewe buigsaamheid en humorsin by adolessente
(University of the Free State, 2004-11) Pienaar, Anrie; Beukes, R. B. I.; Esterhuyse, K. G. F.
English: The purpose of this investigation was to determine whether a relationship exists between cognitive flexibility and a sense of humour. By means of a literature study it was shown that a theoretical link does, indeed, exist between the abovementioned two constructs. Predictive variables such as sex and cultural group were discussed in terms of the extent to which they influence a sense of humour and cognitive flexibility. The research population consists of 392 adolescents, 205 African language speakers, and 187 Afrikaans speakers. Thorson and Powell's (1993a) Multidimensional Sense of Humour Scale (MSHS), was used to measure humour, while cognitive flexibility was measured using the Cognitive Flexibility Scale (CBS) of Martin and Rubin (1995). The results found that Afrikaans speaking adolescents demonstrating high levels of cognitive flexibility also present with high levels of humour. Conversely, African language speaking adolescents with high levels of cognitive flexibility demonstrated a low level of humour. These differences can be explained as follows. The validity of the questionnaires for African language speakers can be questioned, seeing as these learners responded in a second language. The nature of certain questions was relatively abstract, and furthermore bound to a future perspective, that may be difficult to align within a collectivistic culture. The CBS questionnaire is standardised for Western cultures and this may have influenced the results. Assuming that the results are reliable, a possible explanation may be found in the properties distinguishing individualistic and collectivistic cultures. If social cognitive flexibility in an Africa culture displays a low value dimension in terms of thought patterns, and enjoys low priority in terms of social systems, then this phenomena can be partly understood on this basis.

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