Veerkragtigheidsmeganismes wat onderwys ondersteun
| dc.contributor.advisor | Collair, Lynette | en_ZA |
| dc.contributor.author | Afrika, Bernitto Timothy Afrika | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. | en_ZA |
| dc.date.accessioned | 2014-04-16T17:28:16Z | |
| dc.date.available | 2014-04-16T17:28:16Z | |
| dc.date.issued | 2014-04 | en_ZA |
| dc.description | Thesis (MEd)--Stellenbosch University, 2014. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Education supporting factors is of great importance for children who are growing up in very challenging circumstances. The challenge of poverty affects people differently and people also react differently towards it. If educators can understand why certain children can withstand certain risk factors such as severe contextual backlogs, whilst others cannot, they will have a better understanding where to intervene, and also how to put preventative measures in place. (Garmenzy, 1991). This resilience who is intrinsic amongst children, acts as protective factors against certain developmental factors to which children might be exposed to. The different supportive structures who is critical for the learners, acts as extrinsic protective factors. The stronger the protective factors are, the better the parents can resist the pressure from poverty (Ross,1995). This study therefore aimed to understand what education supporting factors exist for learners who are growing up in challenging circumstances. The researcher worked from an interpretive paradigm. The study’s orientation is a basic qualitative research and included the following: purposive sample selection to identify research participants, open questionnaires to gather their biographic information, individual interviews and field notes to generate data, and content analysis to analyse data. Research findings indicate that the encouragement and extensive support that the learners enjoy plays a huge role in their lives. The study also highlighted that if the learners’ intrinsic resilience can be further developed and when the extensive support is sustainable, the learners can be successful and handle life’s challenges. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Onderwys ondersteunende faktore is van groot belang by kinders wat in uitdagende omstandighede groot word. Die uitdaging van armoede raak mense op verskillende maniere en mense reageer verskillend daarop. As opvoeders kan verstaan waarom sommige kinders risiko faktore soos erge kontekstuele agterstande kan weerstaan, terwyl ander nie kan nie, sal hulle ’n beter kans staan deur te weet hoe om in te gryp, en hoe om voorkomende maatreëls te tref (Garmenzy, 1991). Hierdie veerigtigheid wat inherent onder leerders is, tree as beskermende faktore op teen ontwikkelingsfaktore waaraan die kind blootgestel kan word. Die verskillende ondersteuningsnetwerke wat kritiek is vir die leerders, tree op as eksterne beskermende faktore, want hoe sterker die ondersteuning is, hoe beter kan ouers die druk wat deur armoede veroorsaak word weerstaan (Ross,1995). Die studie het dit ten doel om te verstaan en insig te bekom met watter faktore onderwys ondersteun, vir leerders wat in uitdagende omstandighede grootword. Die navorser het binne ’n interpretivistiese paradigma gewerk. Die studie se orientasie is ’n basiese kwalitatiewe navorsing en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste om hul biografiese inligting te bekom, individuele onderhoude en veldnotas om data te genereer, asook inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui daarop dat die aanmoediging en uitgebreide ondersteuning wat die leerders geniet ’n groot rol in hul lewens speel. Uit die studie was dit duidelik dat as die leerders se inherente veerkragtigheid verder ontwikkel word en die uitgebreide ondersteuning is volhoubaar, kan die leerders suksesvol wees en die alledaagse uitdagings met gemak hanteer. | af_ZA |
| dc.format.extent | xii, 153 p. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/86222 | |
| dc.language.iso | af_ZA | af_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Low-income students -- Psychological aspects | en_ZA |
| dc.subject | UCTD | |
| dc.subject | Theses -- Educational psychology | en_ZA |
| dc.subject | Dissertations -- Educational psychology | en_ZA |
| dc.subject | Resilence (Personality trait) in adolescence | en_ZA |
| dc.subject | Children with social disabilities -- Psychological aspects | en_ZA |
| dc.subject | Teacher-student relationships | en_ZA |
| dc.subject | Children with special educational needs -- Encouragement | en_ZA |
| dc.subject.other | Educational Psychology | en_ZA |
| dc.title | Veerkragtigheidsmeganismes wat onderwys ondersteun | af-ZA |
| dc.type | Thesis | en_ZA |