Parental Involvement in Career Development among Disadvantaged Adolescents

The study investigated perceived parental involvement in career development amongst disadvantaged adolescents. Participants were 14 Grade 9 learners (8 boys and 6 girls: mean age =14 years) from a disadvantaged community in North-West Province in South Africa. Data were collected using semi-structured interviews, and analyzed thematically. Perceived constructive verbal persuasion or encouragement was influential in parents' facilitation of career development in their adolescent children. One-way communication from the parents to the adolescents was perceived to be non-supportive of their career development. Vicarious learning was manifested in the adoption of well-known people as role models in the absence of parental role models.     

Exploring the Reliability and Validity of the DAT-K in Grade 11 Learners in a Historically Disadvantaged School in Johannesburg,South Africa

This study explored the reliability and validity of the Differential Aptitude Test—Form K (DAT-K) in a sample of 75 learners (mean age = 17.1 years, SD = 1.13) from a previously disadvantaged school in Johannesburg. Adequate reliability coefficients were obtained but coefficients were higher for nonverbal than verbal subtests. Face validity was judged to be adequate but construct validity was questionable. All subtests correlated within cluster (verbal, non-verbal) but all the subtests with the exception of the Comparison subtest loaded highly on a single factor. Examination of the influence of language as a variable suggested that learners whose home language was an African language did significantly poorer on all the DAT-K subtests except for the Comparison subtest. These findings lend support to the arguments that psychological testing in South Africa is problematic particularly in individuals who do not speak English as their first language.     

Teacher reported types of sexual abuse of learners with intellectual disability in a South African school setting

This study investigated prevalent types of sexual abuse of learners with intellectual disability, as reported by teachers. Participants were 28 teachers from special educational needs schools in Gauteng Province, South Africa (females = 80%, age range = 30 to 55 years). The teachers participated in a focus group discussion on prevalent types of sexual abuse they were aware of that occurred to learners with intellectual disabilities. Thematic analysis of the data suggested five forms of sexual abuse of learners with intellectual disability: incest, rape by the members of the community, sexual harassment, child prostitution, and exposure to adult sexual encounters. Future research should focus on the ways to mitigate in-school sexual abuse of learners with intellectual disability; prioritising which forms of interventions would be effected.     

Measuring emotional intelligence in English and in the native language of students in South Africa

800 students in Grades 9 and 11 from schools in the Sekhukhuneland, Nebo, and Apel regions of the Limpopo Province of South Africa completed the English and the Pedi version of the Bar-On Emotional Quotient Inventory in 2004 after the test was translated into Pedi language. Although there was some consistency between the answers to the same item in the two languages, it was low in general. Nuance differences in meaning probably contributed to the low consistency.     

School-based care and support for the intellectually disabled learners at risk for sexual abuse: South African teacher carer perspectives

This study examined the functionality of a school-based care and support program for the intellectually disabled learners who have a history of sexual abuse. Participants were 28 teachers from four special educational needs schools in the Gauteng Province, South Africa (females = 80%; age range 30 to 55 years). The teachers participated in a focus group discussion on the extent to which the school-based care and support for learners with intellectual disability worked to the intended goals and procedures. Thematic analysis of the data suggested the school care and support program to work to purpose within the school system and with partner non-governmental organisations; but less so with the local school district personnel.     

Psychometric properties of the Social Problem Solving Inventory‐Revised Short‐Form in a South African population

The Social Problem Solving Inventory‐Revised Short‐Form (SPSI‐R:SF) has been used in several countries to identify problem‐solving deficits among clinical and general populations in order to guide cognitive‐behavioural interventions. Yet, very few studies have evaluated its psychometric properties. Three language versions of the questionnaire were administered to a general population sample comprising 1000 participants (771 English‐, 178 Afrikaans‐ and 101 Xhosa‐speakers). Of these participants, 210 were randomly selected to establish test–retest reliability (70 in each language). Principal component analysis was performed to examine the applicability of the factor structure of the original questionnaire to the South African data. Supplementary psychometric analyses were performed, including internal consistency and test–retest reliability. Collectively, results provide initial evidence of the reliability and validity of the SPSI‐R:SF for the assessment of problem solving deficits in South Africa. Further studies that explore how the Afrikaans language version of the SPSI‐R:SF can be improved and that establish the predictive validity of scores on the SPSI‐R:SF are needed.     

Social support-oriented coping and resilience for self-harm protection among adolescents

The study aimed to investigate the extent to which social support-focused coping and resilience can predict lower risk for self-harm by at-risk adolescents. Participants were 962 high school learners from nine high schools in the Free State Province, South Africa (female = 57.9 %; black = 70.7 %; mean age = 16.34 years). They completed the Revised Coping Schemas Inventory and the Resiliency Scale for Children and Adolescents. Logistic regression analysis was computed to predict risk for self-harm from social support-focused coping and resilience. The results indicate that higher levels of social support predict lower risk for adolescent self-harm. Social support-oriented coping and resilience predicted tension-reduction and emotional reactivity. Social support-focused coping seems to have an influence in lowering the risk of self-harm amongst adolescents.     

Teacher Reported Poverty Effects on Education Participation in a South African District

This study reports on teachers' perceptions of the effects of poverty on education participation in a district in the Eastern Cape Province in South Africa. Participants were 21 teachers (males = 10; females = 11) from seven schools (primary =5, high schools =1, special school =1). Focus group discussions and key informant interviews were used to collect the data. Teachers were of the view that poverty prevented learners and parents (or guardians) from full participation of the education provided by the schools. Poverty had the effects to disempowered both learners and parents as partners in education. It also constrained the quality of teaching.     

Comorbidity of Attention Deficit Hyperactive Disorder (ADHD) and major depression in primary school children

The study investigated comorbid Attention-Deficit/Hyperactivity Disorder (ADHD) and depression in a sample of rural primary school children in Limpopo Province, South Africa. A total of 320 learners participated in this study of whom 160 learners had teacher and parent identified ADHD symptoms (females?=?50%; age range 6–14 years). All the learners took the Beck Depression Youth Inventory, second edition. Data were analysed applying ANOVA to investigate the possible differences between and within age, gender, and ADHD subtype group differences in depression symptomatology. Results indicated no statistically significant differences in the scores on the depression scale between the children with ADHD as identified by parents and teachers and the comparison group peers.     

英语学习策略量表在非英语专业大学生中的测量报告

本研究旨为确定英语学习策略量表(ELSI)在非英语专业大学生中的信、效度及调查分析结果。研究表明:(1)英语学习策略量表(ELSI)由元认知策略分量表(MSS)、认知策略分量表(CSS)、社会策略分量表(SSS)和情感策略分量表(ASS)组成,并具有较好的信、效度。(2)高CET4成绩组大学生英语学习策略各维度显著优于低CET4成绩组。(3)对情感策略的应用,女大学生显著优于男大学生;对社会策略的应用,文科大学生则显著优于理科大学生。     

Gender,Spirituality and Psychological Well-Being

The aim of this study was to determine whether gender moderates the relationship between spirituality and psychological well-being. A secondary data analysis based on a cross sectional survey was implemented. A convenience sample of 508 participants (males = 143, females = 365; age range 18–65 with 66% in the 18–25 category) from the North-West Province of South Africa completed questionnaires on spirituality and psychological well-being after informed consent was obtained. Findings show that gender moderates the relationship between spirituality and psychological well-being. This moderation effect was stronger in the case of existential well-being rather than religious well-being as components of spiritual wellbeing, and also stronger in one of the sub-groups. Future studies may explore the role of contextual factors such as cultural orientation and other socio-demographic variables in this moderation effect, as well as gender based perceptions and practices of spirituality with a view to facilitate gender sensitive psychological well-being programmes.     

Confirming the Factor Structure of the 41-Item Version of the Schutte Emotional Intelligence Scale

The main aim of this study was to investigate the factor structure of the 41-item version of the Schutte Emotional Intelligence Scale within a South African nursing environment. An availability non-probability sample (N =290) of nurses from hospitals in the North-West and Gauteng Provinces of South Africa were taken. Participants completed the Schutte Emotional Intelligence Scale (SEIS). The data were analysed by employing Structural Equation Modelling (SEM) via AMOS. The data fitted the original model of Emotional Intelligence of Salovey and Mayer (1990), best explaining 58.52% of the variance. The results supported a five-factor structure of the SEIS. The five factors were named: Emotion Utilisation; Emotion Management; Emotion Awareness; Emotion Perceiving and Emotion Integration.     

Facets of loneliness and depression among Chinese children and adolescents

The authors examined the relation among different facets of loneliness and depression in a sample of 6,356 Chinese children and adolescents from Grades 4-9. Loneliness and depression were closely related among the primary (Grades 4-6) and secondary (Grades 7-9) students, both boys and girls. Although the different facets of loneliness were predictive of the various facets of depression, peer-related loneliness and aloneness were more predictive of depression in both groups than was parent-related loneliness. The students in Grades 5 and 6 scored lower for loneliness but a little higher for depression than did the students in Grade 4. The students in Grades 8 and 9 scored higher than the students in Grade 7 for loneliness and depression. The primary boys scored higher than the primary girls for both loneliness and depression. Among the secondary students, there was no difference between the scores of the boys and those of the girls for loneliness, but the boys scored lower than the girls for depression.     

Personal and socio-ecological resilience resources among school-going teenage mothers: An exploratory study

This qualitative study explored the self-perceived personal and socio-ecological resilience resources that enabled teenage mothers to cope with early parenthood and school in a South African school. Participants were a convenient sample of ten school-going teenage mothers in the Gauteng Province of South Africa. Their ages ranged from 16–19 years and they were in grades 10 to 12. Four teenage mothers took part in individual semi-structured interviews while six took part in a focus group interview. The interviews focused on personal and socio-ecological resilience resources that enabled their resilience as early mothers and learners. Thematic analysis of the data suggested personal resilience resources of the teenage mothers that include a positive outlook on life, a sense of humour, tenacity, toughness, determination, religiosity, and prayerfulness. Regarding social-ecological resilience resources, the teen mothers self-reported social capital from biological parents, partners, peers, teachers and pastors.     

Measuring positive,psychological rewards: The validation of the Intrinsic Work Rewards Scale

This study sought to validate the Intrinsic Work Rewards Scale (IWRS) using a transnational sample. Respondents were 486 non-profit employees from Australia, South Africa and the United States of America (females = 72.0%; managerial/ supervisory job level employees = 57.4%). Data analysis included reliability testing, exploratory and confirmatory factor analysis, and concurrent validity testing with established measures to which the IWRS is theoretically linked. The scores from the IWRS obtained an overall acceptable reliability coefficient of 0.86. Factor analysis confirmed its five factor structure, and correlations indicated that intrinsic rewards are positively related to work engagement, and negatively related to intention to quit. The IWRS appears to yield reliable scores for human resource managers advising in the non-profit employment sector.     

Construct validation of the Zimbardo Time Perspectives Inventory

The aim of the present study was to validate the factorial structure and psychometric properties of the Zimbardo Time Perspectives Inventory (ZTPI) in a South African student sample. A total of 200 students completed the ZTPI. The sample comprised 58 0.8% female students. Of these, 61.1% were black students and 38.9% were white students. The average age for the sample was 21.59 years. Exploratory and confirmatory factor analyses were used to examine the construct and discriminant validity of the ZTPI. The data suggest ZTPI to comprise four factors of Present-Fatalistic (PF), Present-Hedonistic (PH), Past-Negative (PN), and Past-Positive (PP). Many of the factors cross-loaded onto one or two others, suggesting poor differentiation in the study sample. Scores from the ZTPI were of acceptable reliability. The study results suggest the ZTPI is usable for research purposes in South Africa.     

Sex- and age-related differences in mathematics

This study examined sex differences and age-related changes in mathematics based on Eccles's 1985 expectancy-value model of "achievement-related choices" and Dweck's 1986 motivation-process model. We have assessed motivational variables and performance in mathematics for youth in Grades 5, 7, and 9 in a German comprehensive secondary school. Significant sex differences in Grades 7 and 9 were observed even when school marks were controlled for. Furthermore, the results indicated differences between Grade 7 and Grade 9 on most of the motivational variables. Older students show a less favorable motivational pattern. Our results give evidence of the importance of motivational encouragement in mathematics classes, especially for girls and low achieving learners.     

Validation of the Life Role Salience Scale in a South African setting

This study aimed to validate the Life Role Salience Scale (LRSS) in a South African context. Respondents were 300 working adults (72.3% = women; 57.9% = non-white; mean age = 35.12 years, SD = 10.25 years; mostly from the finance sector = 35.6%). Confirmatory factor and exploratory factor analyses were conducted to determine the LRSS’s factor structure and reliability of scores from the scale for the South African sample. Results yielded five factors emerging from the analyses: Homecare role reward value and homecare role commitment; marital role reward value and marital role commitment; occupational role commitment; occupational role value reward; and parental role reward value. The reliability of scores from the LRSS ranged from 0.79 (parental role reward value) to 0.95 (homecare role reward value and homecare role commitment). The LRSS shows validity for research use in South Africa.