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dc.contributor.advisorLouw, D. A.
dc.contributor.authorDe Vos, Hendrik Moller
dc.date.accessioned2018-01-09T06:47:11Z
dc.date.available2018-01-09T06:47:11Z
dc.date.issued2003-11
dc.identifier.urihttp://hdl.handle.net/11660/7536
dc.description.abstractEnglish: Article 1: The main objective of the present study was to verify the effect of hypnotic training programmes on the academic achievement of students empirically. A pre- and post test design was used. Two experimental and two control groups were selected from a universe of 564 undergraduate students. One of the experimental groups was submitted to active alert hypnosis and the other to relaxation hypnosis. The participants’ April marks were used as a pre-test, while their average June marks served as a re-test. The two psychological training programmes had a significant effect on the academic achievement of the participants, which was not found in the control groups. Regarding the efficacy of the two programmes, no significant difference was found. The findings of the research support the supposition that most people are hypnotically suggestible and that training in hypnotic skills can increase a person’s levels of suggestibility. The supposition that the nature of the suggestions during the induction and the hypnotic phase can be decisive, is also supported by the research. Article 2: The origin of this study was the theories and research concerning the organismic nature of mankind. The main objective of the research was to establish whether mental training programmes based on hypnosis could alter self-concept. Two experimental and two control groups were selected from a universe of 564 undergraduate students. One of the experimental groups was submitted to active alert hypnosis and the other to relaxation hypnosis. Regarding the dependant variable, the self-concept, the Greeff Self-Concept Questionnaire was used. The analysis of variance showed that the two programmes had a significant effect on the self-concept of the participants. The study supports the supposition that the inner organismic contact facilitated by hypnosis can have a positive effect on the conscious experience of the self. As a result the research also supports the holistic African perspective of the self-concept as being collective and organismic by nature. Article 3: In an achievement-orientated and test-conscious society test anxiety can drastically impair academic development. An important purpose of this study was to determine if mental training programmes based on hypnosis could aid the management of test anxiety. Two experimental groups were exposed to active alert- and relaxation hypnosis respectively. Regarding the dependant variable, test anxiety, the participants' pre- and post measurements on the Test Anxiety Scale (TAS) were used. The results of the analysis of variance indicate that the two programmes had no significant effect on test anxiety in undergraduate students. Concerning gender, no significant differences regarding test anxiety were found. In this context statements and recommendations are made.en_ZA
dc.description.abstractAfrikaans: Artikel 1: Die primêre doelstelling van die ondersoek was om die effek wat hipnotiese inoefeningsprogramme op die akademiese prestasie van studente uitoefen, empiries te verifieer. Die studie het van ‘n voor- en nametingsontwerp gebruik gemaak. Twee eksperimentele- en twee kontrolegroepe is uit ‘n universum van 564 voorgraadse studente saamgestel. Een van die eksperimentele groepe is aan aktiewewakkerbewussyn-hipnose blootgestel en die ander groep aan ontspanningshipnose. Die proefpersone se gemiddelde April-predikaatpunt is as voortoets en hul gemiddelde Junie-eksamenpunt as natoets geneem. Die twee sielkundige inoefeningsprogramme het ‘n beduidende effek op die akademiese prestasie van die proefpersone uitgeoefen, ‘n resultaat wat nie by die kontrolegroepe gevind is nie. Geen beduidende verskil ten opsigte van die doeltreffendheid van die twee programme is egter gevind nie. Die bevindings van die ondersoek ondersteun die aanname dat die meeste mense hipnoties suggereerbaar is en dat hipnotiese vaardigheidsleer die suggereerbaarheidsvlakke van die mens kan verhoog. Die aanname dat die aard van die suggesties gedurende die induksie- en die hipnotiese fase van deurslaggewende belang blyk te wees, word ook deur die ondersoek ondersteun. Artikel 2: Hierdie studie spruit uit teorieë en navorsing wat veral met die organismiese aard van die mens te make het. Die primêre doelwit van hierdie ondersoek was om vas te stel of sielkundige inoefeningsprogramme wat op hipnose gebaseer is, ‘n wysiging van die selfkonsep kon bewerkstellig. Vanuit ‘n universum van 564 voorgraadse studente is twee eksperimentele en twee kontrolegroepe saamgestel. Een van die eksperimentele groepe is aan aktiewewakkerbewussyn-hipnose blootgestel en die ander aan ontspanningshipnose. Ten opsigte van die afhanklike veranderlike, die selfkonsep, is die proefpersone se voor- en nametings van die Greeff-selfkonsepvraelys gebruik. Die resultate van die variansie-ontleding het getoon dat die twee programme ‘n beduidende positiewe effek op die selfkonsep van die proefpersone uitgeoefen het. Die ondersoek ondersteun die aanname dat die innerlike organismiese kontak wat deur hipnose bewerkstellig kan word ‘n positiewe effek op die bewustelike belewing van die self kan uitoefen. In aansluiting hierby ondersteun die ondersoek ook die holistiese Afrika-perspektief van die selfkonsep as kollektief en organismies van aard. Artikel 3: In ‘n prestasie-georïenteerde en toetsbewuste samelewing kan toets-angs menslike ontwikkeling op akademiese gebied ernstig kortwiek. ‘n Belangrike doelstelling van die ondersoek was om te bepaal of hipnose-gebaseerde sielkundige inoefeningsprogramme as ‘n hulpmiddel kan dien in die hantering van toets-angs. Twee eksperimentele groepe is onderskeidelik aan aktiewewakkerbewussyn- en ontspanningshipnose blootgestel. Ten opsigte van die afhanklike veranderlike, toets-angs, is die proefpersone se voor- en nametings van die Toetsangskaal (TAS) gebruik. Die resultate van die variansie-ontleding het getoon dat die twee programme geen effek op die toets-angs van voor-graadse studente gehad het nie.Wat geslag betref, het die resultate van die tweerigting-variansie-ontleding ook geen beduidende verskille tussen die groepe ten opsigte van toets-angs gevind nie. Verklarings en aanbevelings in hierdie verband word gemaak.af
dc.language.isoafaf
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectAcademic achievementen_ZA
dc.subjectAnxietyen_ZA
dc.subjectHypnotismen_ZA
dc.subjectSelf-perceptionen_ZA
dc.subjectCollege students -- Psychologyen_ZA
dc.subjectThesis (Ph.D. (Psychology))--University of the Free State, 2003en_ZA
dc.titleDie effek van twee sielkundige inoefeningsprogramme op die akademiese prestasie, selfkonsep en angsvlak van studenteaf
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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