Department of Psychology
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Browsing Department of Psychology by Subject "Academic achievement"
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- ItemDie invloed van gereelde daggagebruik op die skoolprestasies en intellektuele vermoe van 'n groep leerlinge in 'n nywerheidskool(Stellenbosch : Stellenbosch University, 1990) Allie, Abdul Ganie; Brand, H. J.; Hanekom, J. D. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Psychology.ENGLISH ABSTRACT: The present research attempted to determine the effect of regular dagga usage on school performance and intellectual ability of a group or adolescent boys. The research sample comprised of eighty subjects of which forty were smokers and forty non-smokers in a residential industrial school. Most of the pupils resided in the Cape Peninsula, but some came from other parts of the Cape Province. the Transvaal, Natal and the Orange Free State. Their ages varied between 13 years and 18 years. Only standards 6 and 7 pupils participated in the present research. All subjects were Afrikaans-speaking Coloured boys. The selection criterion applicable in identifying pupils as smokers were as follows: all pupils who smoked dagga two times a week or more within the school context were regarded as being regular daggasmokers. The non-smokers were all those pupils who did not smoke dagga within the school context. The experimental and control groups were paired according to their intellectual ability. Measures of the intellectual ability were obtained by means of the NB-Group Test (Intermediate series). School achievement results in Afrikaans, English and Mathematics were derived by means of the H.S.R.C.'s (Human Science Research Council) school achievement tests, whilst the Science marks for both standards were obtained from the final examination results. To differentiate between smokers and non-smokers, a self-compiled biographical questionnaire, which was specifically compiled for the present research, was used. Related studies pertaining to the present research has been done in South Africa, whilst in other countries numerous similar studies have already been conducted, albeit in normal schools, colleges and universities. The present research made use of the Bravais-Pearson Correlation method, t-tests and Chisquare as statistical procedures to determine whether dagga-usage affected school achievement. However, the present research did not provide conclusive evidence for possible negative effects of daggasmoking on school performance. No significant differences were found between the academic performance of smokers and nonsmokers. In both groups statistically significant correlations were found between academic performance and intellectual ability. Regarding the self-compiled biographical questionnaire on dagga, statistically significant differences among the smokers group were found on all the questions, with the exception of questions 5 and 18. Furthermore, it was found that a great deal of ignorance still exists concerning dagga. This emphasizes the need for a broadly based educational programme to inform both parents and children about the potential damages of dagga usage.
- ItemDie invloed van OSGH-itembespreking op studiegewoontes en -houdings en skolastiese prestasie by 'n groep standerd sewe-leerlinge(Stellenbosch : Stellenbosch University, 1978) Rademeyer, Jacobus Johannes; Van Niekerk, H.G.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.AFRIKAANSE OPSOMMING: Dit gebeur daagliks in die meeste skole dat sornrnige leerlinge met oenskynlik hoe skolastiese aanleg, swak presteer terwyl ander met oenskynlik swakker skolastiese aanleg, goed presteer. Dit gebeur dat sornrnlge leerlinge meer doeltreffend studeer as ander. Dit gebeur selfs da t 'n leerling in sekere skool vakke me er doel treffend studeer as in ander skool vakke of da t 'n leerling i n gunstelingvakke, swak presteer en in ongewilde vakke , goed (J.F.van Niekerk, 1972 ) .
- ItemPerceived influences on collegiate success in the context of social adversity(Stellenbosch : Stellenbosch University, 2019-12) Hopson, Kenneth; Naidoo, Anthony V.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.ENGLISH ABSTRACT: Non-traditional students or students entering tertiary education at an older age represent a growing portion of South African students in higher education. These are students who for any number of reasons have disengaged with the typical educational path. The future of postapartheid South Africa is deeply dependent on expanding access to the economy, and securing this access is largely dependent on opening the doors of learning and education to this marginalized group. As such, supporting academic re-engagement for non-traditional students is essential to the growth of South Africa. In order to better understand how to support non-traditional students, this study sought to identify the challenges facing South African students, and to understand the elements that foster resilience in them, specifically as it relates to their academic pursuits. A case study of nontraditional students pursuing higher education was undertaken based on qualitative inquiry that focused on student experiences preceding and during collegiate study at the Tertiary School for Business Administration (TSiBA), a community college catering for students from low-income backgrounds. During semi-structured interviews, students detailed the elements of their experiences that they perceived as impacting their respective academic careers. These elements were determined to be supports or challenges, based on existing literature focused on youth development, education, and resilience. Data was collected from 10 TSiBA students, all having completed at least one year of study at the institution. This study found that, while there was clear evidence of deep levels of adversity and trauma in their lives, students mostly benefitted from supports and programming aimed at providing financial relief, promoting mental and emotional health, and fostering a sense of community and shared responsibility among students. With these elements being core functions of the TSiBA model, the institution’s comparatively high student throughput (success) rate indicates that the provision of such supports is effective in mitigating adverse conditions and allowing students that might have been thwarted by such adversity to maintain their educational pursuits. The essential finding of this study is that students can thrive when adequately resourced and provided with the right supports. Financial backing and people-based supports- such as counselling and development services and mentorship- may yield profound positive impacts on a student’s ability to reach academic achievement and may even be the difference between educational pursuit and unreached potential.
- ItemSuksesvolle en minder suksesvolle akademiese presteerders : 'n sielkundige ondersoek(Stellenbosch : Stellenbosch University, 1971) Botha, Adriaan Gerhardus; Du Toit, J. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.No abstract available.