Department of Psychology

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Browsing Department of Psychology by Subject "Academic achievement"

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    Die 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.
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    Die 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 ) .
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    Perceived 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.
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    Suksesvolle 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.
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    Two hypnotic procedures and their respective effects on test anxiety and academic performance
    (Stellenbosch : Stellenbosch University, 1997-12) Brennan, Catherine Valerie; De Vos, H. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology
    ENGLISH ABSTRACT: This study determined the effect of two self-hypnotic techniques (Nell's and the clenched fist technique) on test anxiety and academic performance. The most effective technique was when determined by comparing the two self-hypnotic interventions with regard to reducing test anxiety as well as improving academic performance. The subjects for the study were volunteer test-anxious students from the first- and second-year Psychology classes at the University of Stellenbosch. Changes in test anxiety and academic performance were measured by means of the Suinn Test Anxiety Behavior Scale (STABS) and the Test Anxiety Scale (TAS), and the mid-year and year-end exam results. The pretest and post-test means were compared amongst the first year and second year, and first and second year subjects combined. According to the results of the t-tests there was significant reduction in test anxiety for both techniques for all year groupings. Academic performance increased significantly for both interventions for second year subjects. The academic performance of the first and second year group combined also increased significantly after the application of Neil's technique. There was however no significant increase in academic performance for the first and second year students groups combined that were exposed to the clenched fist technique. Inspite of these differences the two interventions were equally effective with regard to their influence on the academic performance. Differences with regard to technique efficacy for the first versus second year subjects were also not significant. The value of self-hypnotic and particularly short hypnotic intervention to decrease test anxiety and in certain instances to increase academic performance was indicated.