Browsing by Author "Gorgens-Ekermans, Gina"

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    Developing emotional intelligence as a key psychological resource reservoir for sustained student success
    (AOSIS Publishing, 2015-07) Gorgens-Ekermans, Gina; Delport, Marthinus; Du Preez, Ronel
    Orientation: The dire educational situation in South Africa has urged researchers to investigate predictors of sustained student success. - Research purpose: To investigate to what extent an Emotional Intelligence (EI) intervention impacts the level of EI, and critical psychological resources (affect balance, cognitive thought- pattern strategies as a sub-component of self-leadership, perceived stress and academic self- efficacy) necessary for student success. - Motivation for the study: Non-cognitive personal resources (such as EI) may indirectly contribute to student success. - Research design, approach and method: A controlled experimental research design was conducted to test the effect of an EI developmental intervention on affect balance, academic self-efficacy, cognitive thought-pattern strategies, and perceived stress, using a sample of first-year students (n = 114). - Main findings: Limited support of the utility of the intervention to increase EI emerged; whilst stronger support emerged that academic self-efficacy was affected by the intervention. No direct empirical support for the impact of increased EI on the other measured psychological resources was obtained, although some trends in the data could be observed. - Practical/managerial implications: Investments in EI developmental interventions, as part of student-support initiatives, should be further investigated to sufficiently justify its potential to influence sustained student success. - Contribution/value-add: The results of this study lay a foundation that suggest EI could be malleable and influence academic self-efficacy. More research is necessary regarding supplementary teaching and learning initiatives focused on non-cognitive personal resources, which are complementary to the academic offering at tertiary institutions, with the expectation of increasing the student success rates.
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    Psychological capital : internal and external validity of the Psychological Capital Questionnaire (PCQ-24) on a South African sample
    (AOSIS, 2013) Gorgens-Ekermans, Gina; Herbert, Marthine
    Orientation: Psychological capital (PsyCap) is a relatively novel construct measured with the Psychological Capital Questionnaire 24 (PCQ-24). Only one published South African study on the instrument exists, providing inconsistent psychometric results, when compared with other United States of America (USA) and non-USA studies. Research purpose: The objectives of this study were to investigate the internal validity (construct and discriminant validity), reliability and external validity (relationship with theoretically relevant variables, namely stress, burnout and work engagement) of the PCQ-24. Motivation for the study: Multiple studies have underscored the value of PsyCap within the workplace. In order to harness the full potential of the construct in the South African environment, sound measurement thereof, evidenced by a psychometrically sound instrument, is needed. Research design, approach and method: A cross-sectional survey design was used. The sample consisted of employees at managerial and non-managerial levels, from a medium-sized construction company in the Western Cape, South Africa. In addition to PsyCap, perceived stress, work-related burnout and work engagement were measured. Main findings: The results provided preliminary evidence of construct and discriminant validity, reliability and significant relations with external theoretically relevant variables. Practical/managerial implications: Researchers may confidently use the PCQ-24 to measure the construct of PsyCap and investigate relations with workplace outcomes in the South African environment, informing human relations practices. Contribution/value-add: Preliminary evidence of the psychometric properties of the PCQ-24, which measures the construct of PsyCap (consisting of hope, self-efficacy, resilience and optimism) on a South African sample, was provided in this study.
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    Shift work, emotional labour and psychological well-being of nursing staff
    (University of Split, Faculty of Economics, 2017) Vermaak, Christel; Gorgens-Ekermans, Gina; Nieuwenhuize, Cecile
    ENGLISH ABSTRACT: This study explored the effect of emotional labour and the psychological experience of shift work on the psychological well-being at work (PWBW) of long term care nursing staff (n = 206). The ‘psychological experience of shift work’ construct defines the perception of the negative effect that working shifts has on the employees’ daily life. Correlation and multiple regression analyses were conducted. Support was found for the negative relationships between the psychological experience of shift work and PWBW, as well as the emotional labour dimension of surface acting and PWBW. A hierarchical regression analysis suggested that, when controlling for the effect of emotional labour and certain demographic variables (including number of dependents, tenure and actual shift worked), a significant amount of unique variance in PWBW, could be accounted for by the psychological experience of shift work. These results indicate that the PWBW of nursing staff is not only influenced by which shift the individual is on (i.e. day or night shift), but more so by the individuals’ psychological experience of shift work.