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Gender as moderator in the relationship between identity formation and bully behaviour among adolescents
No full textEnglish: During adolescence, individuals face several social challenges while forming their identities. These social pressures may contribute to increases in risky behaviour such as bully perpetration and bully victimisation. Bully behaviour occurs on all social levels in South Africa and therefore adolescents are confronted with this behaviour from a young age. Males and females form identities in different ways and are confronted with bully behaviour differently. Therefore, the aim of the study was to investigate whether a significant amount of the variance in bully behaviour can be explained by identity formation.
The present research study was conducted using a quantitative, non-experimental approach, with a correlational research design. A sample of 168 participants was selected from a high school in the Mangaung area, Bloemfontein, by means of non-probability, convenience sampling. Self-report questionnaires, including a biographic questionnaire, the Ego Identity Process Questionnaire (EIPQ) and the Forms of Bullying Scale (FBS) with versions to measure bully victimisation (FBS-V) and perpetration (FBS-P), were used to collect data for the research. Physical bullying and psychological bullying were measured and data were analysed by means of regression analyses.
In this study, it was found that 2.56% of variance in bully victimisation can be explained by identity formation and 2.62% of variance in psychological bully victimisation can be explained by identity formation. Various significant intercorrelations between the different forms of bully behaviour were observed. It was also concluded that, in the present study, gender did not play a significant moderating role in the relationship between bully behaviour and identity formation. This study contributed to the literature in terms of adolescence, identity formation, bully behaviour and gender. In practical settings, the study contributed to the field of psychology, especially in the contexts of secondary schools where workshops regarding identity formation and bully behaviour can be presented.Afrikaans: Individue vorm ‘n duidelike identiteit gedurende adolessensie. Identiteitsvorming gaan gepaard met vele sosiale uitdagings wat mag lei tot ‘n toename in risiko gedrag in die vorm van boelie. Boeliegedrag kom voor in alle sosiale kringe in Suid-Afrika en daarom word adolessente reeds op ‘n jong ouderdom met sulke gedrag gekonfronteer. Mans en vroue vorm hul identiteit op verskillende maniere en word daarom op verskillende wyses met boeliegedrag gekonfronteer. Die doel van die studie was dus om te ondersoek of ‘n beduidende hoeveelheid variansie in boeliegedrag verduidelik kan word deur identiteitsvorming.
Die huidige navorsingstudie is uitgevoer deur van‘n kwantitatiewe, nie-eksperimentele benadering met ‘n korrelasionele navorsingsontwerp gebruik te maak. ’n Steekproef van 168 deelnemers is gekies vanuit ‘n hoërskool in die Mangaung area, Bloemfontein, deur middel van ‘n nie-waarskynlikheid-, gerieflikheidsteekproef. Self evalueringsvraelyste, insluitend ‘n biografiese vraelys, die Ego Identity Process Questionnaire (EIPQ) en die Forms of Bullying Scale (FBS) met weergawes om boeliegedrag te meet vanuit die perspektief van die slagoffer (FBS-V) en die oortreder (FBS-P), is gebruik om data vir die data in te samel. Fisiese boeliegedrag en sielkundige boeliegedrag is gemeet en data-ontleding is gedoen deur middel van regressie-analises.
Die resultate het aangedui dat 2.56% van die variansie in boeliegedrag vanuit die perspektief van die slagoffer verduidelik kan word deur identiteitsvorming, terwyl 2.62% van die variansie in sielkundige boeliegedrag vanuit die perspektief van die slagoffer deur identiteitsvorming verduidelik kan word. Daar is verhoudings gevind tussen fisiese boeliegedrag en sielkundige boeliegedrag, asook tussen boeliegedrag vanuit die perspektief van die slagoffer en boeliegedrag vanuit die perspektief van die oortreder. Dit is ook verklaar dat geslag in hierdie studie nie ‘n modererende rol speel tussen boeliegedrag en identiteitsvorming nie. Die studie dra by tot literatuur in terme van adolessensie, identiteitsvorming, boeliegedrag en geslag. Die studie dra ook prakties by tot die sielkundeveld, veral in die konteks van hoërskole waar werkswinkels oor identiteitsvorming en boeliegedrag aangebied kan word
VAN DER WESTHUIZEN, W. Pamphlets
No full textCOVERAGE: 1945-1954; 0.10 metresPamphlets and periodical
Development and implementation of a training programme for preceptors: a realist evaluation
No full textPreceptors need training for two main reasons; one is to successfully facilitate students’ learning through theory-practice integration and secondly to equip preceptors with the necessary skillset to do so. Currently, no preceptor-training programme exists that is built on the clinical nursing education and training model where preceptors are employed, supported and trained by nursing education institutions. There is also limited quantitative research done to measure the effect of preceptorship on students’ learning. The researcher hypothesised that undergraduate students who are accompanied by trained preceptors will experience quality support and be more competent than those accompanied by untrained preceptors. This thesis offers not one but two new contributions to the field of knowledge: a preceptor-training programme and a refined programme theory for preceptorship.
The study unfolded in three phases. The first phase comprised a multimethod process to generate topics for the preceptor-training programme. A nominal group technique and general literature review were used to generate topics which were verified through a Delphi technique where the twelve participating experts reached a 70% consensus on each topic. Seven outcomes were formulated, based on the results. The training programme is immersed in strong pedagogical theories and principles that promote active engagement and thinking operations.
Phase two piloted the training programme as a quantitative experimental randomised control trial with a pre-test and post-test design. Two nursing education institutions were randomly selected as the experimental and control groups. Census sampling allowed 21 preceptors at the experimental group and 346 students from both institutions to participate in the intervention. The pre-test comprised assessing students’ competence and students completed a preceptor support questionnaire. Shortly thereafter, the researcher presented the training programme to undergraduate preceptors from the experimental group. Only six preceptors attended the training. Students continued to complete the support questionnaire after each clinical rotation. The competence of students was reassessed during the post-test. Quantitative data showed a poor outcome that may be due to poor participation by preceptors and high student attrition rates. Critical reflection allowed the researcher to describe several valuable lessons learned during the execution of the pilot study.
The researcher used a realist evaluation, as phase three, to explore the implementation of the intervention in the ‘real world’. Reflective field notes made during the pilot study allowed the researcher to describe the context-mechanism-outcome configuration of the programme. By exploring the context, insight was gained into the influences and motivation of preceptors to transfer their learning. The mechanism describes the complex interrelationships within the systems where preceptors need to function.
Through the realist evaluation, the researcher concluded that a preceptor-training programme is not the sole determinant that promotes the transfer of learning by preceptors to their students. A systems approach is essential as preceptors’ function both within the nursing education institution and healthcare system. Nursing education institutions need to support and value preceptors as a stakeholder by creating a place for them within their system. Other results revealed that institutions should be mindful of the enacted curriculum and the alignment of theory with practice. Through a realist evaluation the researcher presents a refined theory for a positive outcome where preceptors can function optimally.National Research Foundation (NRF
ROOS, J.P. Inventory of documents
No full textCOVERAGE: 1910-1939Meeting minutes book Orange Union, SAP, NP, VSNP - branch Roodewal (1910-1939); transferred to PV 2
VAN DER SPUY, P Inventory of documents
No full textCOVERAGE 1919-1972; 0.10 metreTeacher since 1922; Voortrekker Centenary, opening of Voortrekker Monumen
VAN DER MERWE, A.E.I.M. n Vrou in die Suid-Afrikaanse politiek: persoonlike herinneringe van mev AE van der Merwe ivm vrouestemreg
No full textCOVERAGE: 0.01 metresManuscript: 'n Vrou in die Suid-Afrikaanse politiek: persoonlike herinneringe van mev AE van der Merwe ivm vrouestemreg (A woman in South African politics: personal memoirs of Mrs AE van der Merwe regarding voting for women
WOLLHEIM, O.D. (Dr.) Inventory of documents
No full textCOVERAGE: 1965; 0.01 metreColoured representative for the Southern Cape in Cape Provincial Council (1965); debates; photo
MALHERBE, Janie A. Inventory of documents
No full textCOVERAGE 1850-1970; 9 Files; 0.44 metrePrivate papers of J.A. Malherbe, daughter of Rev. Paul Nel; wife of Dr. E.G. Malherb
BUYS, MM Inventory of documents
No full textCOVERAGE 1917-1938; 1 File; 0.10 metreMember of the SAR and H in Pretoria (1934-1946). Joined the OFS Education Society in March 1959. Includes letters from General Hertzog and President MT Steyn
MALAN, S.I. Inventory of documents
No full textCOVERAGE 1974, 2 Files; 0.11 metrePrivate papers of S.I. Malan, professor in Library Science, UNISA