Die rol van belonings in grondslagfaseleerders in ‘n spesiale skool se belewenis van selfdoeltreffendheid
| dc.contributor.advisor | Dreyer, Lorna M. | en_ZA |
| dc.contributor.author | Fourie, Janine | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Educational Psychology. | en_ZA |
| dc.date.accessioned | 2021-10-14T12:33:27Z | |
| dc.date.accessioned | 2021-12-22T14:17:06Z | |
| dc.date.available | 2021-10-14T12:33:27Z | |
| dc.date.available | 2021-12-22T14:17:06Z | |
| dc.date.issued | 2021-12 | |
| dc.description | Thesis (MEd)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Selfdoeltreffendheid het ʼn direkte invloed op hoe gemotiveerd ʼn persoon is om in ʼn spesifieke situasie op te tree. Navorsing toon dat hoë selfdoeltreffendheid tesame met intrinsieke motivering kan lei tot kreatiwiteit, aanpasbaarheid en deursettingsvermoë. Hierdie eienskappe is besonder belangrik in verskeie stadia van ʼn persoon se lewe. Akademiese belonings word reeds dekades lank in klaskamers gebruik om leerders te motiveer om te presteer, maar akademici het teenstrydige menings oor die uitwerking daarvan op leerders se selfdoeltreffendheidsiening. Leerders in spesiale skole het dikwels reeds ʼn lae selfbeeld met betrekking tot hul akademiese vermoëns as gevolg van herhaalde mislukkings of terugslae. Hierdie studie ondersoek die rol van belonings op die selfdoeltreffendheidsiening van grondslagfaseleerders in ʼn spesiale skool. Die doel daarvan is om klaskamerpraktyk ten opsigte van belonings só te rig dat leerders se selfdoeltreffendheidsiening positief beïnvloed word. Die selfbeskikkingsteorie van Deci en Ryan (1985) is as vertrekpunt vir die studie gebruik. Vyf grondslagfaseleerders in ʼn spesiale skool is doelgerig gekies om aan hierdie navorsing deel te neem. Die bevindings toon dat akademiese belonings individueel gewaardeer en ervaar word en daarom doelgerig deur onderwysers geselekteer moet word. Daar is verder bevind dat indien die toeken van akademiese belonings op die leerproses gerig word, leerders se selfdoeltreffendheid positief beïnvloed kan word. Hierdie studie se bevindings dra by tot die toenemende aantal navorsingsuitsette wat fokus op hóé om belonings in die klaskamer te gebruik eerder as om verder te debatteer oor óf belonings gebruik moet word. | af_ZA |
| dc.description.abstract | ENGLISH SUMMARY : Self-efficacy has a direct influence on how motivated a person is to act in a situation. Research shows that high self-efficacy together with intrinsic motivation can lead to creativity, adaptability and perseverance. These attributes are all particularly important for various stages of a person’s life. Academic rewards have been used in classrooms for decades in an attempt to motivate learners to achieve academic excellence. However, academics have different opinions about the influence of academic rewards on learners’ self-efficacy. Learners in special needs schools often already have low self-efficacy because of numerous repeated experiences of failure or setbacks in the past. This qualitative study in the interpretive paradigm investigates the role of academic rewards on the self-efficacy beliefs of foundation phase learners in a special needs school. Its purpose is to direct classroom practice by using academic rewards in a way that enhances learners’ self-efficacy. The study was framed within Deci and Ryan’s (1985) selfdetermination theory. Five foundation phase learners from a private special needs school were purposefully selected to participate in this study, and the findings assisted in bringing about a better understanding of this phenomenon. The study concluded that different individuals value and experience academic rewards differently and should therefore be carefully selected by the educator for each learner. Rewards should furthermore focus on the individuals’ learning processes in order to enhance their self-efficacy. This study adds to the growing repository of literature that focuses on how academic rewards should be used rather than contemplating on whether or not they should be used. | en_ZA |
| dc.description.version | Masters | |
| dc.format.extent | ix, 109 pages ; illustrations, includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/123709 | |
| dc.language.iso | af_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Self-efficacy | en_ZA |
| dc.subject | Reward (Psychology) in children | en_ZA |
| dc.subject | Motivation (Psychology) | en_ZA |
| dc.subject | Primary school students -- Attitude | en_ZA |
| dc.subject | Academic achievement -- Awards -- Psychological aspects | en_ZA |
| dc.subject | Children with disabilities -- Education | en_ZA |
| dc.subject | UCTD | |
| dc.title | Die rol van belonings in grondslagfaseleerders in ‘n spesiale skool se belewenis van selfdoeltreffendheid | af_ZA |
| dc.type | Thesis | en_ZA |