Doctoral Degrees (Psychology)
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Browsing Doctoral Degrees (Psychology) by Author "Beukes, R. B. I."
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Item Open Access Die beleweniswêreld van serebraal gestremde adolossente en die rol van psigososiale faktore in hulle sielkundige weerbaarheid(University of the Free State, 2013-01) Visser, Dirkie Amalia; Nel, L.; Beukes, R. B. I.English: Cerebral palsy is a complex condition and stressor, posing specific challenges to the affected individual and those involved. According to the literature, existing studies do not reflect the subjective experience and self-reporting of the person with a disability (Lutz & Bowers, 2005; Reeve, 2006; Singh & Ghai, 2009; Stalker, 2012; Tisdall, 2012; Watermeyer & Swartz, 2008; Watson, 2012). Thus, this study attempts to let the voices be heard of adolescents with cerebral palsy in order to gain new insight into the way in which they ascribe meaning to disability, manage their disability and overcome social, physical and emotional barriers. A qualitative approach within a psychofortigenic framework was followed in the study. The role of psychosocial factors in the psychological resilience of the adolescent with cerebral palsy was investigated in order to include the strength perspective. The theories, frameworks and models of the positive psychology paradigm were used as theoretical foundation to the study. Analysis and interpretation of data from the six semi-structured interviews was done by means of Interpretative Phenomenological Analysis (IPA). Furthermore, the identified themes were contextualised within an ecological systems framework according to intrapsychic, interpersonal and broader community factors. A preliminary conceptual process model was compiled from the cross-case analysis and describes the interrelationship and general dynamics of the experience of disability as well as the role of psychosocial factors (risk and protective factors) in the psychological resilience of the adolescents with cerebral palsy. The results confirm the impact and experience of disability as a multi-layered phenomenon and that each individual ascribes unique meaning to it according to personality traits, needs, emotional and social support, life contexts and life demands. The need of the adolescent with cerebral palsy to be recognised and treated as a unique individual is central in this study. The experience of disability within the broader social community does not only have a psycho-emotional effect on the person with a disability, but also psycho-social implications. Risk and protective factors are interacting in a multi-levelled way and the adolescent applies personal and contextual sources of power in order to ensure positive outcomes. The value of this study is letting the voices be heard of people with a disability regarding their lived reality of disability and psychological sources of resilience. The knowledge gathered in this study can also contribute to improved aid, support and understanding of the person with a disability.Item Open Access Die verband tussen humorsin en psigologiese welstand by adolessente(University of the Free State, 2002-05) Boshoff, Louisa; Beukes, R. B. I.English: The aim of this study was to examine the nature of humour and sense of humour, the dynamics of psychological wellbeing as well as adolescence as a critical phase of life, and to determine whether there is an empirical relationship between sense of humour and psychological wellbeing among adolescents. Various theories involving humour and sense of humour were described and a model of humour and sense of humour was developed. In the discussion of psychological wellbeing the relationship with sense of humour was indicated. During the empirical study a cross-sectional survey was held among 884 Grade 12 learners at ten schools in the Pretoria area (Gauteng) and the East London area (Eastern Cape) in respect of sense of coherence, satisfaction with life, fortology/ fortitude, and sense of humour. Sense of coherence was measured by means of Antonovsky's Sense of Coherence questionnaire (SOC: 1987), while satisfaction with life was assessed using the Life Satisfaction Questionnaire (SWLS) of Diener, Emmans, Larson and Griffen (1985), fortology by means of the Fortology Questionnaire (FORQ) developed by Pretorius (1997), and sense of humour was measured by means of the Multidimensional Sense of Humour Scale (MSHS) of Thorson and Powell (1993). Biographical information was obtained by means of a short biographical questionnaire. In this study relatively favourable reliability indicators were obtained for almost all scales and subscales of the measuring instruments used in the research. The current research found that four subscales of humour yielded a statistically significant contribution in the explanation of fortology among adolescents, whereas three of the four subscales, creation of humour, social use of humour and attitude towards humour, yielded a statistically significant contribution in explaining the variance in sense of coherence among adolescents. It would appear from the results that boys show higher levels of sense of humour in terms of the creation of humour and the social use of humour than girls. Considering the interaction between gender and school placement, it is evident that the boys in mixed-gender schools and girls in mixed-gender schools achieved a significantly higher score on the creation of humour as well as the social use of humour than boys in single-gender schools. As far as attitude to humour is concerned, the boys in the single-gender schools returned a significantly lower score than boys in mixed-gender schools and girls in single-gender schools. These findings are related to findings discussed in the literature study. In conclusion proposals are made regarding the use of humour and sense of humour in practice as well as the promotion of psychological wellbeing among adolescents .Item Open Access Die gebruik van fantasie om kreatiwiteit by kleuters te bevorder: 'n begeleidingsprogram vir moeders(University of the Free State, 2002-08-31) Hattingh, Johannes Gerhardus; Beukes, R. B. I.English: In order for individuals to be able to deal with life’s current demands, they must be able to focus on various creative solutions. Therefore it is important to enrich a child’s life by stimulating his/her imagination, developing his/her mind and freeing his/her emotions from reality in order to find his/her meaning of life. The 5- and 6-year-old phase is seen as the most creative phase of development, where a child’s imaginary world can be stimulated through fantasy. To give creative support to the child may have a positive impact on his/her development, but this effect could be neutralised if he/she doesn’t have the support, understanding and stimulation from the mother. Since she is also the primary caregiver, this programme focused on mothers of 5- and 6-year-old children. A guidance programme was developed in accordance with a wide literature search. Psychofortology was used as a theoretical frame of reference in order to emphasise fortogenesis as opposed to pathogenesis. In order to gain a more holistic view, the developmental tasks of both mother and child were discussed. Creativity is a proficiency that can be developed, stimulated and enhanced, and is something that every human being is capable of. From the definition of creativity the following areas are important : the person, the environment, the process and the product. Fantasy carries strong psychological themes, and includes myths, stories, fables, legends, imagination and fairy tales. It gives ideas on how to explore various alternatives. Fantasy is thus a critical element in creative imagination, and parents, as well as children, should explore it as a part of balanced development. Creative fantasy must be re-evaluated in order to help individuals cope in a swift changing society. The Creation meta-model was used here as a summarised version in order to explain creative fantasy. This model was developed through the use of the following meta- models : The Fantasy Tornado and the Creativity Cycle. The sample of this study consisted of 83 Afrikaans speaking mothers with their 5- and 6-year-old children. These children attended private pre-primary schools and playgroups in Witbank and the surrounding area (Mpumalanga). The Solomon four-group design was used for the experimental research. The implementation of the guidance programme on the experimental group served as the intervention. The Torrance Tests of Creative Thinking, (TTCT) figural form, was used as the measuring instrument and the Creativity Index as the parameter of creativity. The most important findings of this study are : • It is possible to stimulate and enhance creativity of mothers and their 5- and 6-year- old children in the short term, through the use of fantasy, by putting the mothers through a programme. • The Fantasy Tornado is a meta-model that was developed to explain fantasy. • As a meta-model the Creativity Cycle tried to emphasise the most important aspects of creativity. • The Creation meta-model was developed in order to provide an integrated theory of creative fantasy.Item Open Access Die intrapsigiese funksionering van die kind met asma in die middelkinderjare(University of the Free State, 2003-05) Brand, Albertus; Beukes, R. B. I.English: The primary aim of this study was to establish whether the intrapsychic functioning of the child with asthma in late middle childhood significantly differs from that of the child without asthma. The physiological aspects of asthma were briefly discussed with specific reference to its definition, incidence, diagnoses, aetiology and treatment. An explanation was given of relevant developmental aspects during middle childhood, which could possibly be influenced by chronic diseases, in order to establish a framework against which the intrapsychic aspects of children with asthma could be further investigated. An effort was made to clarify the term intrapsychic from the available literature with specific reference to children with asthma. In the empirical research a non-recurrent cross-sectional design was used. The research group consisted of learners in their late middle childhood, representative of all population, language and socio-economic groups from schools in the North West Province, Free State, Gauteng and Mpumalanga. From an availability sample of 1067 learners two further groups were identified, namely those with asthma and a random sample of relatively healthy children proportionally representative of the background variables (gender, language and age). Apart from a general health questionnaire and biographical questionnaire, the test battery consisted out of subscales from the following measuring instruments: the Piers-Harris Children’s Self-Concept Scale, Locus-of-Control Scale for Children, Social Support Appraisal Scale, Child Symptom Inventory, Behavioral and Emotional Rating Scale and Stress Response Scale. Acceptable reliability and validity indices for all the measurements were obtained. The data obtained from these scales was used to evaluate the intrapsychic functioning of the study sample regarding self-concept, handling of stress, locus of control, perception of social support, emotional functioning and psychiatric symptoms. The statistical significance of differences in functioning was established by means of Hotelling’s T² tests, followed up with post hoc t-tests and calculated for effect sizes. Finally a discriminant analyses was performed in order to validate the results of the study. Statistically meaningful differences between children with asthma and relative healthy children in the late middle childhood years were found for five of the 20 dependant variables. Children with asthma during the middle childhood years showed a significantly higher perception of support from three social structures (viz. peer group, family and teachers), a stronger acknowledgement of behaviour problems and a higher incidence of generalized anxiety disorder. Contradictions in the literature were found regarding the other dependant variables and more research is deemed necessary. It appears from the empirical results that the majority of children with asthma still portray healthy psychological functioning, in spite of a possible higher risk for comorbid psychosocial problems. Finally recommendations were made for future research.Item Open Access Die ontwikkeling en evaluering van 'n kreatieweprobleemoplossingsprogram vir adolessente(University of the Free State, 2003-11) Ströh, Glaudina; Beukes, R. B. I.; Esterhuyzen, K. G. F.English: The aim of the research was the development and evaluation of a programme which will enhance creative thinking under adolescents. Psychofortology was used as a theoretical framework. In psychofortology the development of healthy psychological function is stressed and thereby psychological wellness is enhanced. The ability to think creatively can be acquired by learning. Because of the nature of cognitive, emotional, social and psycho-social development during adolescence, adolescence is a critical period in life wherein creative thinking can be developed. In South Africa difficult demands in every circumstance of life are set to adolescents. Creative problemsolving thinking can be used within the psychofortology framework to solve many dominant problems. It gives the adolescent more control over his/her life and this enhances psychological wellness. An extensive literary survey was used in the compilation of the programme, while the theoretical assumptions of creative thinking by different researchers was integrated into a unit in the compilation of the different modules. In the experimental design the Solomon four-group design was used. The target population was adolescents in Grade XI and XII in Academical Secondary Schools in Middelburg who speak Afrikaans. The figurative testform of the Torrance Test of Creative Thinking (TTCT) was used to determine the ability of creative problemsolving. The results show that in both experimental groups a meaningful improvement in the ability of creative thinking occurred (originality, abstractness of titles, expansion, as well as resistance to closure). Only in the achievement on the fluency scale were there no meaningful changes. The programme evaluation by the adolescents shows that they experienced the programme in a very positive way. The research has thus shown that creative problem-solving by adolescents can be developed by means of a computer programme.Item Open Access Die opstel en standaardisering van lees- en speltoetse vir primêreskoolleerlinge(University of the Free State, 1997-11) Esterhuyse, Karel George Frederik; Beukes, R. B. I.; Heyns, P. M.Essentially, language maybe divided into two primary systems, namely spoken or auditory language and secondly visual or written language. Each of these systems comprises of a receptive and an expressive component. Listening and speech respectively represent the receptive and expressive components of the auditory language form, while reading and writing represent the corresponding components of the visual language form. The study focused upon the latter two language skills, namely reading and more specifically spelling. The ability to read is imperative for effective scholastic functioning. During the reading process, the written symbol is associated with the specific sound of the word and its associated meaning. Reading is therefore an integrated process of decoding (word recognition) and understanding/comprehending symbols. Reading comprehension is entirely dependent upon the recognition of the words and the ability to place them in context. However, it is important to note that reading comprehension is not necessarily the result of word recognition. Word recognition results from a direct (visual) as well as an indirect (phonological) process. This emphasizes the importance of both the visual and the auditory modalities in the acquisition of reading skills. The symbol to be read must clearly be distinguished from other visual symbols and be associated with the appropriate auditory symbol which was previously learnt and stored in the memory. A large proportion of learning problems may be prevented by effective reading. Written language results from the spoken word and is the ultimate language skill mastered by man. The focus of this study pertains to spelling skills as one of three areas of written language. The ability to spell correctly, heavily relies on a person’s ability to sequence the letters in a word, to ‘name’ the letters, to recognize the sounds represented by the letters as well as all the exceptions which may occur. This would inter alia require the optimal development of auditory and visual perceptual, haptic and motoric skills as well as the integration of these skills. Due to the close relationship between reading and spelling skills, the teaching methodology employed during the initial reading phase and the child’s level of language development play an important role. In accordance with the aim of this study, the ESSI reading and spelling tests were compiled. These tests may be used to determine the reading (word recognition) and spelling abilities of primary school pupils. During the construction of these tests, care was taken to ensure that certain criteria were met, the most important referring to the measurement of the attribute. This implies that the measurement must be objective and standardized. To ensure objectivity, item analyses were performed by utilizing the item response theory. This prevented the item statistics from being sample dependent. During the standardization process, separate term norms were calculated for the word lists (reading and spelling) of each grade. These norms are available as both stanine scales and percentile ranks. To heighten the utility value of these tests, sifting tests were compiled. These tests consist of 35 spelling and reading words in both English and Afrikaans which may be used to quickly and effectively determine the appropriate grade level at which a specific pupil must be tested with respect to the final tests. In addition to this, the tests also possess qualitative analysis value which may be successfully utilized in practice to determine specific reading and/or spelling errors to facilitate the remedial process. The ESSI reading and spelling tests are reliable and valid measuring instruments. The tests successfully predict the pupils’ achievements at the end of the year in the various academic subjects. The spelling and reading skills of pupils displaying inadequate academic progress may thus be tested to determine whether their inability to read or spell effectively does not underlie this poor progress.Item 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.Item Open Access Die rol van sosiale ondersteuning in die lewenstevredenheid van MIV-geaffekteerde adolessente(University of the Free State, 2012-02) Malgas, Albertus J.; Beukes, R. B. I.; Botha, A.English: South Africa is characterised as a country with high levels of socioeconomic inequalities, poverty, violence and a high incidence of HIV/AIDS, which imply numerous challenges for living conditions of South Africans. These contextual factors cause South African adolescents to be exposed to multiple life stressors. One of the greatest life threats confronting young South Africans is the loss of control over their lives caused by HIV/AIDS. The impact of HIV/AIDS threatens the survival and normal development of children and adolescents. The most destructive effect of the pandemic on children and adolescents is the disintegration of traditional social support structures and social networks. Social support is regarded as one of the most important predictors of physical health and life satisfaction and plays an important role in the relationship between life stressors and life satisfaction. It functions as a buffer to decrease the impact of stress and to increase coping abilities when people find themselves in stressful situations. Social support is provided by parents, family, extended family, friends, teachers and the broader community and plays an important role, because these sources of support can soften the impact of stressful life events. With reference to the details stated above, the purpose of the research was to determine the role of social support in the life satisfaction of a group of adolescents affected by HIV/AIDS. This study was undertaken with a group of 218 HIV/AIDS-affected adolescents from the Northern Cape Province. A qualitative approach was used. A biographical questionnaire including aspects such as sex, race, home language and the parents' marital status and socioeconomic status was developed to measure the biographical variables. The Satisfaction with Life Questionnaire was used to obtain a measure of their life satisfaction. The Perceived Social Support from Family and Friends Questionnaire and the Life Stressors and Social Resources Inventory – Youth Form (LISRES-Y) were used to obtain a measure of their social support. An analysis of the research results indicates that some biographical variables do play a role in the life satisfaction and social support of this group of adolescents affected by HIV/AIDS. Differences in sex and age, socioeconomic status, race and the family structure seem to play a role in the social support and life satisfaction of these adolescents. In addition, it is apparent from the research that social support by the family and friends plays a significant role in the differences in respect of adolescents with high and low levels of life stressors and life satisfaction. However, throughout the study it was clear that adolescents affected by HIV/AIDS experienced lower levels of life satisfaction, regardless of the level of social support.Item 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.Item 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.Item 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.Item Open Access Die verband tussen psigologiese welstand en kognitiewe buigsaamheid by adolessente(University of the Free State, 2003-05) Hill, Amanda; Beukes, R. B. I.English: The primary aim of this study was to investigate the relatioship between cognitive flexibility and psychological wellbeing amongst adolescents empirically, as well as to determine the role of sex and culture as possible predictive variables. Cognitive flexibility was theoretically explored and defined as a cognitive process, characterised by plasticity, elasticity and pliancy, as well as an ability that simultaneously leads to the reconstruction of information and facilitation of problem solving. Adolescence as developmental phase was theoretically explored. Specific attention was given to the potential role of cognitive flexibility regarding problematic developmental tasks, especially within the current South African context and in connection with the adolescent’s experience of psychological wellbeing. Psychological wellbeing was also theoretically examined within the context of the science of psychofortology. Psychological wellbeing is defined as a dynamic state of being at the highest position on the continuum of human functioning. The following constructs were used to determine psychological wellbeing: satisfaction with life, sense of coherence and fortitude. The empirical research conducted amongst schools of the National Department of Education in the Eastern Cape, Gauteng province and Mpumalanga during 2001, amongst others yielded information regarding the psychological wellbeing and cognitive flexibility of a study sample of 1203 grade 11 and grade 12 learners. During 2002 the research sample was enlarged by means of 271 additional adolescents from two schools in Potchefstroom (Northwest Province) with an African language as their mother tongue. All the grade 11 and grade 12 learners of these two schools were included in the study and the necessary consent was obtained. The psychological wellbeing of the study sample was determined by means of the Satisfaction with Life Scale (Diener, Emmons, Larsen & Griffen, 1985), the Fortitude Questionnaire (Pretorius, 1997) and the Sense of Coherence Scale (Antonovsky, 1988). Cognitive flexibility was measured by the Cognitive Flexibility Scale (Martin & Rubin, 1995). Acceptable reliability and validity indices for all the measurements were obtained. It was found that a negative correlation exists between the cognitive flexibility and sense of coherence of the adolescents in the study sample. A difference was also found between the two sexes; no meaningful correlation was found between the cognitive flexibility scores of girls and the three factors measured for psychological wellbeing, whilst the scores of boys statistically correlate meaningfully with all three factors for psychological wellbeing, though negatively. A difference was also found to exist between the two language (cultural) groupings. In the case of Afrikaans speaking learners, a positive correlation was found, whereas a negative correlation was found amongst the speakers of an African language. The importance of culture, life context as well as the spirit of the time upon the functioning of the individual has been confirmed in this study - to such an extent that well established Western theories of cognitive functioning and psychological well-being can indeed be questioned when evaluated within the African context. From the results obtained, recommendations were made for future research. The manifestation of cognitive flexibility amongst different cultures and males and females respectively, as well as the prevalence thereof during later developmental stages should be further investigated.