Theses and Dissertations (Psychology)

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Psychosocial predictors of sexual risk behaviour among HIV infected and affected adolescents living in HIV affected homes of Uganda
(University of Pretoria, 2025-02) Visser, Maretha; stephenkiirya@gmail.com; Kiirya, Stephen Kisembe
Despite the growing research into adolescent health, there is little empirical evidence about the extent and relationships among the psychosocial and sexual experiences of the adolescents who live in homes continuously exposed to HIV infection and its effects in Uganda. To expound theory in this area and provide empirical evidence for proper policy development, this study assessed the extent, associations and pathways of these experiences in this group of adolescents. A structured questionnaire was used to collect data from 289 HIV-infected, 756 HIV-uninfected and 392 HIV-unaware adolescents who reside in 691 HIV-affected homes that were randomly selected from HIV-burdened parishes in the Lira, Rukungiri and Kayunga districts. The questionnaire and data were verified for precision, stability and reliability using factor analysis. Adolescent’s scores on the observed variables were computed and compared using univariate and variance tests, Kruskal-Wallis’s equality-of-population rank test, and Cohen’s strength-of-effect test. The psychosocial factors influencing sexual risk behaviour were examined using general linear model tests while the strengths, directions and pathways by which they influenced their sexual risk behaviour were assessed using structural equation modelling path tests. Whereas the three groups experienced noteworthy levels of the observed psychosocial and sexual factors, the adolescents living with HIV were most prone to the risk factors notably, low post-primary education attainment, double orphanhood, home instability, working as home/bar tenders, and living with many sick people and with caregivers who were relatives, or HIV-negative, or alcohol users. They also showed significantly higher rates of receiving HIV/psychosocial care, negative peer influence, poverty, personal threats, interpersonal problems, psychosocial distress, sexual risk behaviour, and low ability to cope with adversities using constructive methods such as self-control and seeking social support than the other adolescent groups. This implies that despite being more enrolled in school and HIV care programmes, this group could be experiencing poorer family care and more psychosocial problems which result in sexual risk behaviour than their siblings in the same household. The main factors that increased sexual risk behaviour in the adolescents who participated in this study included susceptibility to negative sociocultural norms especially among the younger girls of the Baganda and Lango tribes, single parenting, sexuality discussions from caregivers, negative effects of receiving HIV/psychosocial care, negative peer influence, personal threats, interpersonal problems, psychosocial distress, and coping by deflecting problems. Besides these sociodemographic circumstances, personal HIV status, involvement in work that provides unreliable income such as farming, and living in one home or with caregivers who are HIV-positive or negative, moderated the relationships between the other psychosocial factors and sexual risk behaviour by increasing risks. These risk factors may have prevented the development of protective skills like assertiveness, facilitated negative social relationships that evoked sexual curiosity and carelessness, raised optimism regarding the achievement of sexual life goals, created a conviction that the problems being faced were minor and lowered their risk perception, which could have resulted in sexual risk behaviour. The results also showed that the sexual risk behaviour in this group of adolescents could to some extent be avoided by school attendance, religious conviction, experiencing orphanhood for a shorter time and parenting from two caregivers, sharing a home with only a few people and receiving constructive social support and socialisation, and experiencing poverty, HIV stigma, inattention, depression and aggression. Besides these sociodemographic protective factors, death of the mother, caregivers’ unemployment and adherence to sociocultural norms that promote sexual sanctity, moderated the relationships between the psychosocial factors and sexual risk behaviour of these adolescents by reducing risks. These factors could have led some adolescents to receiving protection and life skills from their caregivers or school or community, recalling their bad memories and experiencing feelings of despair especially soon after a parental death, which could have improved their risk perception, morals and discipline, and helped them to refrain from sexual risk behaviour. The sociodemographic factors and community stressors, mainly interacted with coping methods via psychosocial distress to predict sexual risk behaviour in these adolescents. Community stressors mainly reduced their ability to positively cope with adversities and this not only amplified psychosocial distresses which then increased vulnerability to risky sexual behaviour especially in the HIV infected and unaware adolescents, but also reduced the effects of other negative circumstances in the Lira area, which then reduced their sexual risk behaviour. In all groups, deflection was the most prominent coping method and specifically exacerbated distresses, which then increased sexual risk behaviour among them. The findings highlight the centrality of personal and family factors, psychosocial distress and coping in predicting sexual risk behaviour among these adolescents. They also support and enrich the existing theories by clarifying the directions and pathways in which these factors interact to predict sexual risk behaviour. Interventions by the families, schools and communities are needed to prevent and mitigate the personal, familial, societal, psychological, coping and sexual risks identified in this study, especially among adolescents living with HIV who live in HIV-affected homes.
The role of personality, emotional intelligence and spiritual intelligence among leaders in corporate South Africa
(University of Pretoria, 2025-02-14) Coetzee, Nicoleen; phyllis@kisima.co.za; Ndlovu, Phyllis
This study established to what extent personality, emotional intelligence (EQ) and spiritual intelligence (SQ) played a role in leadership excellence. The study further sought to investigate the relationship between personality, emotional intelligence and spiritual intelligence with six (6) physiological drivers, namely Brain Fitness, Stress Coping, Nutrition, Mindset, Sleep and Exercise which are all key parts of leadership excellence. The study furthermore determined the impact of these physiological drivers on Emotional Intelligence. Phase I, the quantitative phase, involved the administration of three (3) questionnaires, namely the Hogan Personality Inventory (HPI), the EQi2.0 (an emotional intelligence assessment tool), as well as the Neuro Agility Profile (NAP). A total of seventy A sequential explanatory mixed methods research design was used during the course of the study. (70) participants volunteered to participate in the study. Phase II of the study, the qualitative phase, consisted of semi structured in-depth interviews in which six (6) participants partook. Quantitative data were analysed using IBM SPSS version 26©. Descriptive statistics were used to describe the sample and to report on the prevalence of personality, emotional intelligence and spiritual intelligence. The results indicated that certain personality traits, namely Ambition, Sociability, Interpersonal Sensitivity, Inquisitive and Learning Approach were prevalent among the leaders participating in the study. The participants also displayed adequate emotional intelligence and measured high in spiritual intelligence. Correlational statistics were computed which indicated a significant positive relationship between spiritual intelligence and four (4) elements of emotional intelligence, namely Self-perception, Self-expression, Interpersonal and Stress Management. Positive, significant correlations were established between four (4) elements of emotional intelligence (Self-perception, Self-expression, Decision-making and Stress Management) and two elements of personality, namely Adjustment and Interpersonal Sensitivity. Lastly, spiritual intelligence correlated positively and significantly with only one element of personality, namely Adjustment. Three (3) stepwise multiple regression analyses were conducted to determine which variables of personality and spiritual intelligence significantly impacted the elements of emotional intelligence. The first regression analysis indicated that 38.1% of the variance was explained by Spiritual Intelligence (beta = 0.308; p ≤ .05), followed by Learning Approach (beta = 0.265; p ≤ .05), Interpersonal Sensitivity (beta = 0.254; p ≤ .05) and Adjustment (beta 0.226; p ≤ .05). The second regression analysis showed that a third (33.3%) of the variance in Self-expression was explained by Adjustment (beta = 0.334; p ≤ .05), followed by Interpersonal Sensitivity (beta = 0.271; p ≤ .05) and Age (beta = 0.212; p ≤ .05). The third analysis demonstrated that 40% of variance was accounted for by two (2) of the predictor variables. These are Interpersonal Sensitivity (beta = 0.511; p ≤ .05) and Spiritual Intelligence (beta = 0.217; p ≤ .05). The fourth analysis indicated that 51% of the predictor variables account for Decision-making. These four (4) were Learning Approach (beta = 0.413; p ≤ .05), Adjustment (beta = 0.357; p ≤ .05), Sociability (beta = -0.301; p ≤ .05) and Interpersonal sensitivity (beta = 0.200; p ≤ .05). Finally, the fifth regression analysis demonstrated that 37.7% of variance in Stress Management was accounted for by three (3) predictors. These three (3) were Adjustment (beta = 0.385; p ≤ .05), Learning Approach (beta = 0.246; p ≤ .05) and Interpersonal Sensitivity (beta = 0.236; p ≤ .05). In terms of physiological drivers as well as age and gender, three (3) of the eight independent variables have the greatest significant impact on the total score of emotional intelligence. These variables are Mindset (beta = 0,362; p ≤ .05), Nutrition (beta = 0,296; p ≤ .05), and Age (beta = 0,237; p ≤ .05). Qualitative data were thematically analysed using Braun and Clarke’s six-phase approach for thematic analysis. Six (6) themes were identified namely, Individual leadership attributes, Interaction with others, Personal intent to make impact, Line of sight between the leaders and society, Organisational obligations and finally, Awareness of the macro context within which leadership occurs. A staged weaving approach was used to integrate the quantitative and qualitative data. It was found that five (5) themes supported the findings of the quantitative results which added depth and richness to the latter. The five (5) themes are Individual Leadership Attributes, Interaction with others, Personal intent to make impact, Line of sight between the leader and society as well as Awareness of the macro context within which leadership occurs. It was also determined that emotional intelligence and spiritual intelligence are foundational to Steward leadership, which manifested as leadership excellence in the present study. It was argued that corporate leaders who exhibit excellent leadership will be best positioned to address present day challenges in the corporate environment. Some of the challenges identified within the context of this study, are the post-Covid-19 era and its remanence; Digital Transformation; as well as Inclusivity in an increasingly virtual world. It is recommended that, to enhance corporate leadership through the lens of the present study, corporations in South Africa need to embed these findings in their day-to-day functioning. To this end, training, upskilling, and leadership enhancement initiatives need to be reframed to bear the role and significance of Personality, Emotional Intelligence and Spiritual Intelligence.
The effect of an equine-assisted positive psychology intervention on flourishing, ,meaning and hope in an under-resourced South African context : a mixed methods study
(University of Pretoria, 2024-11) Coetzee, Nicoleen; Guse, Tharina; shaboyce@gmail.com; Boyce, Sharon Doris
This study aimed to develop, implement and evaluate the effect of an equine-assisted positive psychological intervention (EAPPI) on the flourishing, meaning, and hope of adults in the under-resourced community of Diepsloot, South Africa. Grounded in the intersection of eco-psychology and existential positive psychology, the research employed a concurrent mixed-methods design, with qualitative data collection embedded in the quantitative phase post-intervention. Participants recruited via purposive sampling were assigned to either an experimental or control group. Quantitative data on flourishing, meaning, and hope levels were collected using standardised self-reported questionnaires at pre-intervention, post-intervention, and three-month follow-up and analysed using non-parametric statistics. Qualitative data, capturing participants' subjective experiences, were gathered through semi-structured interviews and analysed thematically. The quantitative and qualitative findings were integrated via joint display analysis, which confirmed the EAPPI’s effectiveness in enhancing flourishing, deepening a sense of meaning, and fostering hope despite ongoing exposure to adverse conditions. However, the study noted limitations in the ability of quantitative measures to detect subtle changes in psychological distress, which were more effectively captured through qualitative reporting. This research offers robust evidence that the EAPPI is a feasible and culturally adaptable intervention that supports optimal well-being and promotes mental health in marginalised communities. The findings contribute to expanding the scope of positive psychological interventions and highlight the importance of further research on equine-assisted approaches in similar contexts.
Development of an intervention for orphans after the death of a parent on duty as a member of the South African Police Service
(University of Pretoria, 2024) Visser, Maretha; tshitshi.mudau@yahoo.com; Mudau, Tshinanne
Various challenges confront South Africa, including tragic deaths due to murders, accidents, and suicide. The South African Police Service (SAPS) experiences a significant loss of personnel annually due to the prevalence of violent crime in the country, leaving behind a number of orphaned children and adolescents. This research explored the needs of orphans following the death of their parents on duty in the South African Police Service (SAPS). The aim of this research project was to develop an intervention strategy which would be implemented as part of the SAPS’ support services for orphans. The research adopted an action research process, starting with a needs assessment among orphaned adolescents. The study used purposive sampling to choose 15 orphans for semi-structured individual interviews. Ten personnel from the Employee Health and Wellness (EHW) programme of the South African Police Service participated in focus group discussions as key informants to explore the needs of orphans and the available interventions for them. Thematic analysis was used to explore and interpret the needs assessment data. It was found that orphans showed indications of heightened anxiety and depression. Children's frequent exclusion from family grieving rituals could be a contributing factor. Moreover, adults are often preoccupied with their responsibilities and may lack the necessary communication skills to effectively listen to the needs of a grieving child and to explain the situation at hand. Additionally, the orphans' limited access to essential psychological resources, crucial for their ongoing survival and mental well-being, could lead to psychosocial challenges. Based on the needs assessment results, this study developed a psychosocial group intervention for orphaned adolescents who lost their parents, who were employees of the South African Police Service (SAPS). The intervention, based on the principles of cognitive behavior therapy (CBT), consisted of six sessions that focused on emotional awareness and expression, skills training, and social support. A small group of 9 orphaned adolescents in the Gauteng province participated in the sessions of the group-based intervention over a one week period. A summative evaluation method was adopted using a mixed methods design. The study used the Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1999) and the Resilience Scale (RS) (Wagnild & Young, 1987) in a pre- and post-intervention design. The qualitative evaluation used observation and feedback from the sessions in order to assess the process of the intervention. Analysis of pre- and post-intervention scores (n = 9) revealed significant differences in the conduct and peer problem subscales of the SDQ, indicating that the orphans exhibited increased challenges following the intervention. The intervention focused on making orphans aware and helping them to express suppressed emotions. The short intervention, stretching over five days in one week, was not sufficient for orphans to overcome emotional, behaviour and peer problems. However, using the RS scale, orphans showed significant improvement in terms of meaningfulness, self-resilience, and equanimity. This demonstrates that despite ongoing emotional problems, peer relationships, and behavioral issues, the intervention successfully boosted their sense of meaning and self-resilience, a measure of their ability to believe in their own abilities and capabilities. Furthermore, observation, participant feedback after each session, and facilitator feedback were used as qualitative data. The qualitative results revealed numerous factors, both pre-intervention and during the intervention, that could have contributed to the diverse outcomes. The findings highlight the importance of a tailored group intervention for orphans of SAPS members while also emphasising the need for continuous assessment and refinement of support services to ensure optimal outcomes for affected children. Key words: Orphans, grief experiences, South African Police Service, Employee Health and Wellness, psycho-social group intervention, cognitive behaviour therapy.
'n Versoeningstrategie tussen vergoedingsbehoeftes by werknemers en vergoedingsdoelwitte van 'n mynbou onderneming
(University of Pretoria, 1981-05-10) Venter, P.J.; Scheffer, Hercules Jacobus
Afrikaans: Vergoedingsadministrasie is in 'n sekere mynbou onderneming gedoen sender formele beleid, prosedures en behoorlike marknavorsing. Geen spesifieke doelwitte met vergoeding is gestel nie. Werknemers werk vir verskeie filiale versprei oor Transvaal, Natal en die Vrystaat, ender verskillende diensvoorwaardes. Navorsing oor vergoedingsbehoeftes van werknemers is nooit gedoen nie en haas onbekend. Toepaslike literatuur is bestudeer. Uit die inligting is 'n model saamgestel wat 'n strategie aandui waarvolgens vergoedingsbehoeftes by werknemers met vergoedingsdoelwitte van bestuur versoen kan word. Vergoedingsbehoeftes by werknemers is nagevors deur 'n vraelys te laat voltooi. Verwerking is hoofsaaklik met 'n rekenaar gedoen. Navorsing was wat persoonlike beantwoord. egter beperk deur groot afstande tussen sentra kontak uitgeskakel het. Vrae is egter volledig Verskeie vergoedingsbehoeftes is bepaal. Posvlakverskille is aangetref. Werknemers is ook bereid om meer te presteer indien aansporingstelsels in werking gestel word. Aanbevelings is aan Bestuur gemaak waarvolgens vergoedings- . behoeftes bevredig kan word en moontlik produksie kan verhoog •
Empowerment of young adults in a disadvantaged community to improve mental health among their peers
(University of Pretoria, 2024-04) Visser, Maretha; u17072019@tuks.co.za; Hadebe, Nqobile
In the absence of appropriate mental health services in disadvantaged communities with many social challenges, such as Mamelodi, South Africa, young adults with a passion to help others were empowered for civic engagement to promote the mental health of their peers through peer-led interventions. Snowball sampling was used to identify seven young adults aged between 18 and 28 years who wished to be part of the empowering process. During eight empowerment sessions, the young adults planned and implemented an intervention that focused on fostering mental health literacy among their peers and circulating information on available support structures. This included an interview at the community radio station, also livestreamed on social media, during which mental health challenges among the youth were discussed. To accompany this, they created a video on depression and suicide, which they shared on their social media accounts and on the community radio station’s Facebook page. In support of their efforts to destigmatise mental health conditions and promote health-seeking behaviour, they distributed a pamphlet with the contact details of institutions and organisations that provide mental health support. They intend to broaden the intervention by hosting talks and workshops at schools. The young adult group experienced difficulties with hosting workshops and school talks as the service providers and non-governmental organisations they approached for assistance cited resource constraints or limited availability. During a focus group discussion that was held after the intervention had been implemented, the young adult group discussed their experiences while developing and implementing the intervention. Notwithstanding the obstacles they faced, they reported feeling empowered as they were acting as advocates for mental health. The process fostered facets of psychological empowerment, such as a critical awareness of the environment, the development of competencies and confidence, and resource mobilisation. The process contributed to their psychological and social well-being, which could be seen in improvements in their self-awareness and emotion regulation skills, and they had come to perceive themselves as valuable members of society. Findings suggested that their peers benefitted as they not only received information about mental health and where to access mental health services, but also received social support during their interactions with the young adults during the project.
Exploring the perceptions of a group of South African educators who participated in a social and emotional learning intervention
(University of Pretoria, 2024-04) Visser, Maretha; ndoumudalo@gmail.com; Ndou, Mudalo
Educators form the backbone of learner development and growth. With advances in Social and Emotional Learning (SEL) interventions in educational settings internationally, understanding the perceptions of educators as to how effective such training can be, can be used to advocate the benefits of SEL training for educators in South African schools. Training programmes of this nature can assist in equipping and training educators in ways that are not only beneficial for the educators, but for the learners as well. This study aimed to explore the perceptions of a small group of volunteering educators who participated in an intervention focusing on SEL skills on an online platform. A qualitative research approach was used following a phenomenological research design. Data was collected through online semi-structured interviews. The educators who received online SEL training were asked to share their experiences and perceptions about SEL training and the value of implementing SEL skills in schools. The data was analysed using thematic analysis. Three themes were identified from the data: the value the SEL training had for educators as individuals and how some educators in public and private schools can implement aspects of SEL; barriers to implementing SEL in South African public schools; and what would be needed in the educational system to implement SEL in public schools. These results can be used to advocate for the value of SEL training for educators and learners, as well as to promote attitudes and programmes in education to allow for SEL training in future.
Exploring lived experiences and coping strategies employed by black women in the SANDF post deployment-related trauma
(University of Pretoria, 2023-12-04) Sibanda, Sharon; nosihle88@gmail.com; Ntuli, Sihle
Soldiers encounter traumatic events during deployment that can have negative consequences on their mental and physical well-being. However, there is dearth of research studies that focuses on coping with trauma amongst the SANDF members following deployment, especially women. Therefore, the purpose of the current study was to explore the lived experiences of Black women in the SANDF and how they cope following deployment-related trauma. Data was collected by means of semi structured interviews among six participants who provided a rich detailed description of their lived experiences and coping strategies they used following a traumatic encounter. Interpretative phenomenological analysis was used to interpret and analyse the data gathered. The findings of the study illuminated participants’ lived experiences of deployment, and the coping strategies they utilised following deployment-related trauma. The participants highlighted the emotional and psychological manifestations of their traumatic experiences, the role of their support system, as well as the barriers to seeking psychological services. They also highlighted positive aspects, shared lessons they learned from deployment and as well as challenges they were confronted with both during and post deployment. Given the complexity of trauma, it is therefore recommended that future studies look at the effectiveness of existing interventions put in place to combat the effects of deployment related-trauma in the SANDF, as well as the impact of deployment on the family of deployed soldier.
An exploration of the relationship between childhood emotional neglect and self-compassion and cognitive emotion regulation in adults
(University of Pretoria, 2024-07-19) Bezuidenhout, Monique; jsturdee@yahoo.co.uk; Sturdee, Trevor James
This study explored the relationship between childhood emotional neglect and levels of self-compassion and cognitive emotional regulation strategies utilised in adulthood, in a largely South African sample. Neglect is one of the most common forms of childhood maltreatment, however it is often underreported and overlooked in psychological research. Both self-compassionate practices and the utilisation of adaptive cognitive emotional regulation strategies have been shown to be effective in minimising suffering and maximising wellbeing. Therefore, understanding the links between childhood emotional neglect and positive psychological traits in adults is vital in informing parenting practices, clinical interventions and further academic exploration. This study used a sample of 101 participants in a cross-sectional, quantitative design. The findings indicated that childhood emotional neglect was positively correlated with isolation, one of the key components of low self-compassion. Childhood emotional neglect was also found to be inversely correlated with the adaptive cognitive emotional regulation strategies of refocus on planning, positive appraisal and positively associated with the maladaptive strategy of other blame. This indicated that higher levels of emotional neglect are related to less self-compassionate practices and increased emotional dysregulation. High self-compassion and adaptive cognitive emotional regulation strategies were strongly related. Further significant relationships were found between other forms of childhood neglect and both self-compassion and emotional regulation, that point to gaps in the literature. This is specifically the case with cognitive and supervisory neglect, the specific consequences of which are largely unexamined academically. This research has important academic and clinical consequences for the understanding of childhood emotional neglect and the promotion of wellbeing in adults. This suggests that survivors of childhood neglect might employ strategies for navigating adversity that can amplify their suffering, indicating therapeutic intervention. It also highlights the need for further exploration of the different domains of childhood neglect and the implications for the development of healthy psychological adjustment.
The relationship between resilience, anxiety and depression among university students
(University of Pretoria, 2024-04) Cassimjee, Nafisa; manzini.sello.d@gmail.com; Manzini, Sello Dacious
The global increase in mental health issues among university students, particularly their heightened vulnerability to anxiety and depression, underscores the need for more research on the mental health issues that are unique to the higher education context. Limited research has examined from a neurobiological perspective, the facets of resilience, despite the protective function that overall resilience may have in mitigating the symptoms of anxiety and depression. The aim of the current study was to explore the relative contribution of total resilience and facets of resilience on the variance observed on depression and anxiety outcomes among university students. This study entailed a secondary data analysis. The sample of this study comprised 135 university students. The Beck Depression Inventory-II, the Predictive 6-Factor Resilience Scale (a neurobiological resilience measure), and the Beck Anxiety Inventory comprised the assessment battery used in this study. The data analysis method used was Multivariate Analysis of Covariance (MANCOVA) and multiple regression analysis. The findings indicated that resilience and the distinct facets of resilience such as Tenacity and Momentum accounted for significant variance in depression and anxiety outcomes among students. In the context of universities, where student support divisions have limited resources and are overburdened with an increased demand for student mental health services, novel interventions to building resilience is necessary.
Exploring how women basketball players experience their gendered status within the sport: an auto-photographic study
(University of Pretoria, 2024-05-17) Martin, Jarred; alika.meyerkort@gmail.com; Meyerkort, Alika Kirsten
Gender inequality in sports is a pervasive issue that transcends geographical, cultural, and socioeconomic boundaries. It is perhaps most pronounced in competitive sporting disciplines that have been historically dominated by men and where women seeking to enter, participate, and succeed in these sports have faced both explicit and implicit barriers, discrimination, and prejudice because they are women. This study explores how women basketball players experience gender disparities in the competitive sport of South African basketball, a sporting community traditionally dominated by men. Guided by a social constructionist theory of gender this study considers how women basketball players experience their gendered status as women within the sport of basketball. In doing so, the study aims to specifically examine how women’s gendered status in basketball informs their experience of (1) gendered marginalisation as well as (2) empowerment. Employing a qualitative research methodology and in effort to centre the voices and experience of women, thirteen women who play and coach competitive basketball in South Africa were voluntarily recruited to participate in individual semi-structured interviews followed by an opportunity to generate their own photographs (auto-photography) and participate in a photo-elicitation interview focused on their experiences of marginalisation and empowerment. A thematic analysis was then applied across the field of data to render an analysis which integrated the interviews with the auto-photographic data. Under the main theme of gendered marginalisation, the sub-themes of (1) gender inequality in the sport and (2) women’s under-representation were found. Under the main theme of gendered empowerment, the sub-themes of (1) inspiration to ‘play ball’ and (2) the benefits of playing basketball were found. The findings of this study highlight that there are direct and indirect forms of gendered marginalisation which underpin competitive inequalities for women basketball players. These marginalisations limit their competitive opportunities to succeed in the sport, relative to the men who play basketball, and sustain their under-representation at various levels of administration and competition of the sport. Despite these experiences, women basketball players nonetheless derive positive experiences from their participation in basketball and their perseverance against the patriarchal dividends of the sport. These experiences not only hold positive implications for their personal sense of well-being and overall life orientation but, also, play a significant role in forging meaningful solidarities amongst the women of this competitive community of sport.
Consensually non-monogamous gay men's experiences of stigma within the gay community in South Africa
(University of Pretoria, 2024-02-08) Martin, Jarred; liampieter@gmail.com; Erasmus, Liam Pieter
Considerable research has explored the practice of consensual non-monogamy (CNM) as an alternative relationship configuration, and such research has had a large focus on the ways in which CNM and those who engage in it may be perceived and even stigmatised. Given that CNM may represent a queer(ed) alternative to heteronormative monogamous ideals, this study continues in this vein by critically examining how such perceptions and stigmatising enactments may occur for and by gay men. Specifically, this study has as its aim the exploration of how gay men in CNM relationships in South Africa experience stigma directed at them by other members of the gay community, both in terms of identifying the specific nature of such social interactions and how these experiences are understood and interpreted. To this effect, a purposive sample of seven gay men who are or have been in CNM relationships were voluntarily recruited from various locations across South Africa. Data were collected through individual and unstructured virtual interviews. Thematic analysis was implemented and grounded within a phenomenological paradigm, and the study utilised the existing body of research on stigma as a theoretical framework. Three main themes arose from this study: (1) (re)creating homonormativity, in which gay CNM practitioners rhetorically remade CNM as the status quo alongside monogamy for some gay communities and explained this in terms of gay men’s normative negotiations; (2) social navigation, or the ways in which CNM individuals may regard their relationship as socially irrelevant or alternatively with reluctance to disclose, as well as the ways in which they are received both positively and negatively by their gay peers; and (3) marking identity, which explores how some gay men may enact stigma through elements of social rejection, sexual objectification, diminishing social power, or by applying stereotypes that undermine and invalidate CNM/practitioners. These findings extend the research on CNM stigma by identifying its particular manifestations among gay men, and by further highlighting how relationship ideals are negotiated, transplanted, or revised by some gay men given the broader heteronormative contexts they inhabit.
Exploring Early Childhood Development practitioners’ perceptions of their caregiving roles for young children in South Africa
(University of Pretoria, 2023) Mohamed, Ahmed Riaz; tinamukhwathi@gmail.com; Mukhwathi, Tina
Both local and international research has demonstrated that the early years of a child’s life are crucial for development. Yet, in South Africa, there is limited research centred on Early Childhood Development (ECD) practitioners’ caregiving role as well as their perceived contribution to childhood development. For this reason, this study aimed to explore ECD practitioners’ perceptions of their caregiving role for young children in South Africa. An exploratory qualitative research design was employed to achieve the research aim. Eight ECD practitioners were recruited through purposive and snowball sampling. Data was collected through individual semi-structured interviews. The interviews were transcribed and thematically analysed through which four main themes were conceptualised: ECD practitioners’ perceptions of ECD, and their contributions to ECD; Perceptions of caregiving and roles that ECD practitioners play; Qualities of an ECD practitioner; and ECD practitioners’ relationships with children. Based on the findings, it can be concluded that although the participants did not explicitly define caregiving in line with caregiver sensitivity/responsiveness as conceptualised within attachment theory, they nonetheless perceived themselves as caregivers who engage in several caregiving activities. The participants also demonstrated an understanding of what Early Childhood Development entails.
Health literacy amongst an undergraduate university student population : a comparative study
(University of Pretoria, 2024-02-14) Mostert, Sonja; u16144351@tuks.co.za; Venter, Cornelia Catharina Hendrina
The transition from adolescence to young adulthood, particularly during the undergraduate years, is a critical period for the development of long-term health behaviours. As students begin to take responsibility for their own health and well-being, the choices they make during this time can have lasting effects on their health outcomes in adulthood. Research has indicated that health literacy (HL) is a critical factor in promoting and maintaining health-enhancing behaviours and preventing non-communicable diseases (NCDs). Undergraduate students in South Africa often have limited HL regardless of their background or educational experience. This study delved into the realm of HL among undergraduate university students, specifically examining disparities between students enrolled in the Faculty of Health Sciences and those in the Faculty of Humanities, with a focus on mental health-related disciplines. This study's primary aim was to determine and compare HL levels within these distinct academic trajectories. Using a quantitative research approach, the study employed a comparative research design and collected data through an online survey. The Health Literacy Questionnaire (HLQ) was used to measure HL across nine subscales. The sample included 77 participants registered in different faculties (n=77). Descriptive statistics were used to present participants' demographic information and summarize HLQ scores. An independent samples t-test and Mann-Whitney U test were employed to examine differences in HL levels between faculties and subscales. The findings revealed that students enrolled in the Faculty of Health Sciences generally demonstrated higher HL levels across certain subscales compared to their counterparts in mental health-related disciplines within the Faculty of Humanities. This research contributes valuable insights into understanding the disparities in HL among undergraduate students across distinct academic faculties, underscoring the importance of targeted interventions to enhance health-related knowledge and skills within specific academic domains.
Career maturity, awareness, and planning of honours psychology students : a phenomenological approach
(University of Pretoria, 2023-08) Rawatlal, Kamilla; u21594083@tuks.co.za; Lecage, Zanele Zoleka
Career choice has been identified as one factor influencing an individual’s employability. The ability for individuals to deal with career-related challenges requires career maturity, career awareness and appropriate career planning. The challenge psychology students face is getting into their master’s selection programme. This study explored the career maturity and career awareness of Honours psychology students and how their experiences have contributed to and informed their career planning in psychology. A total number of 10 participants who were currently enrolled for a Bachelor of Social Sciences Honours (Psychology) programme at the University of Pretoria were interviewed via the Zoom platform. This study employed qualitative research, and interpretative phenomenological analysis was utilised in analysing the data. The theoretical framework of this study was founded on Donald Super’s career development theory. The results and findings of this study showed what pursuing an Honours degree in psychology means for students and their careers. In addition, the results showed how academic background knowledge and lived experiences in the psychology field informed and contributed to their career planning. The research study discussed the different career choices and options identified by the participants.
The role of gender in the relationship between hope and primal beliefs
(University of Pretoria, 2023) Guse, Tharina; matson.meyer@gmail.com; Meyer, Matson
Against the background of positive psychology, this study examines two conceptualisations of hope, namely dispositional hope and perceived hope, and their possible relationship with individual world beliefs (primal beliefs or primals) to better understand the complexities of human feeling, thought, and behaviour. A recent extensive scientifically motivated endeavor has identified 26 primals, and it has been hypothesised that primal world beliefs affect a variety of outcomes that are relevant to many psychological constructs. This study expands this exploration by examining the relationship between hope and primal beliefs and considers gender as a possible moderating variable in the relationship between hope and primal beliefs. Gender is an important universal psychological and social construct and defines an individual’s identification, identity, and social perception of being a woman or a man and could influence how an individual perceives and experiences hope and different beliefs. The South African data collected in 2021 and presented here, forms part of a yearly online cross-sectional survey, called the Hope-Barometer Survey. The sample consisted of 563 South African adults (53.8% female and 46.2% male), aged 18 to 75 (M = 38.87, SD = 14.52), and comprised of 279 white participants (49.6%), 268 black participants (47.6%), 8 Indian participants (1.4%), 5 coloured participants (.9%), and 3 participants who identified as ‘other’ race (.5%). Following the results of a correlation and multiple regression research analysis, the findings suggest that although a strong, positive relationship exists between hope and primal beliefs, the correlation is not moderated by gender. This implies that the strength and the direction of the relationship and the interaction between hope and primal beliefs are not influenced or dependent on gender. It is recommended that additional studies between hope and gender, primal beliefs and gender, and hope in relation to primals and other possible moderating demographics are considered and explored. This might open new scholarly directions and provide empirical ways to advance the trajectory of society and individual well-being.
Identifying psychological factors that improve mathematics achievement in Grade 9 pupils from Gauteng
(University of Pretoria, 2023-09-04) Motileng, B.B. (Barnard Buti); pakeezah93@gmail.com; Rajab, Pakeezah
The thesis investigates the unique contribution of study orientations and personality traits in influencing mathematics performance, whilst accounting for fluid intelligence. It was found that all study orientations – study attitudes, mathematics anxiety, study habits, problem-solving behaviour, and study milieu – directly predict math mark. Furthermore, study milieu moderates the impact that fluid intelligence has on math mark. Additionally, it was found that facets of conscientiousness, extraversion, and agreeableness moderate the influence of these study orientations in turn, to predict math mark. Overall, it is concluded that in addition to fluid intelligence, study orientations and personality add significant value in understanding what impacts Grade 9 pupils’ math performance.
Teaching through life's challenges – development and implementation of a stress- management intervention to enhance the psychological well-being of primary school teachers in Mamelodi
(University of Pretoria, 2023-11-30) Visser, Maretha; mochochoko@gmail.com; Khotlele, Esther Puleng
Teachers play an important role in children’s development. They have various roles and responsibilities in the school system that can contribute to the experience of stress and negative emotional reactions. The psychosocial implications of the COVID-19 pandemic and other factors such as workload, lack of resources and infrastructure, job insecurity and personal relationship issues increased teachers’ stress levels and affect their psychological well-being. The purpose of the research was to develop an intervention that can empower teachers with coping skills to manage stress and improve their psychological well-being. Based on a needs assessment with teachers involving group discussions and a short survey in 6 primary schools in Mamelodi, the Masters' students in Counselling psychology developed a six-session intervention underpinned by the PERMA model of psychological well-being. The six sessions were implemented between June 2022 and October 2022. The sessions focused on the following: 1) stress management, 2) bullying and victimisation, 3) burnout and time management, 4) emotional well-being (personal issues), 5) building relationships 6) competencies and finding meaning. Fifty-two teachers from Tshwane South district, specifically Mamelodi, a low to middle-class community, volunteered to participate in the intervention. Twenty-one teachers formed the core participants, having attended four or more sessions. Data about teachers' experiences during and after the intervention was collected through teachers' and facilitators' feedback forms, as well as a group discussion to explore the outcome of the intervention. The results revealed that teachers indeed experienced stress and some did not have effective coping strategies. They felt the intervention equipped them with coping skills such as assertiveness, using strengths such as humour or creativity to manage stress, time management, self-care and good interpersonal skills. Teachers have begun practically applying these skills in their teaching and personal lives. The data also provided invaluable information on the importance of the involvement of other stakeholders, such as the school management teams, the educational department and parents, in helping address issues affecting teachers' stress, such as learner ill-discipline.
Resilience and coping mechanisms of homeless people
(University of Pretoria, 2024-02-02) Maree, David J.F.; Liccardo, Sabrina; este@workexploreabroad.co.za; Griffiths, Esther
Homelessness affects millions of people worldwide, including in South Africa, and poses daily challenges impacting the physical and psychological well-being of those affected. This study sought to identify crucial processes and factors supporting homeless individuals, and enhancing their resilience and well-being. Resilience, as explored in this qualitative research, encompasses behavioural, psychological, social, and institutional resources enabling individuals to overcome adversity. Applying Seligman's positive psychology theory, the study conducted ten in-depth interviews with temporarily housed homeless adults in the George region of the Western Cape. Thematic analysis revealed psychological strengths, internal resources, and social support factors contributing to resilience despite risk factors. The findings suggest a need for a practical approach involving social, government, and support agents to empower the homeless, recognizing their agency while addressing structural constraints.
Student perceptions of emergency remote teaching and learning at a South African university
(University of Pretoria, 2024-01-31) Maree, David J.F.; u29121532@tuks.co.za; McCallum, Nicole
Towards the end of 2019, China reported a case of unknown pneumonia to the World Health Organization (WHO), and in response, on the 11th of March 2020, they classified COVID-19 a pandemic, prohibiting the movement of people and goods worldwide. As a solution to the social distancing mandate, teaching and learning went online when South African Universities (SAUs) were required by law to physically close their campuses. Currently, published academic literature referred to this learning transformation as emergency remote teaching and learning (ERT/L). The sudden, unplanned educational change disrupted and impacted the way lecturer’s lectured and interacted with their students within a traditional classroom environment. For this reason, the online shift created a research opportunity to ask the following research question: What are university students’ perceptions of ERT/L at a South African University? Guided by the TPACK perspective, students positively perceived the overall experience, drawing on both the advantages and disadvantages.

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