Institutional Repository

Bepaling van realistiese prestasievlakke as 'n voorligtingstaak

Show simple item record

dc.contributor.advisor Jacobs, L. J.
dc.contributor.author Bester, Garfield
dc.date.accessioned 2015-01-23T04:24:56Z
dc.date.available 2015-01-23T04:24:56Z
dc.date.issued 1998-12
dc.identifier.citation Bester, Garfield (1998) Bepaling van realistiese prestasievlakke as 'n voorligtingstaak, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18084> en
dc.identifier.uri http://hdl.handle.net/10500/18084
dc.description.abstract Die doel van voorligting is om 'n persoon tot selfaktualisering te lei, of anders gestel, om hom te help om sy volle potensiaal te verwesenlik. Die doel wat ook op 'n leersituasie van toepassing is, word moeilik bereik indien 'n leerling onbewus van of onrealisties oar sy potensiaal is. So 'n leerling sal baat vind by 'n voorligtingsprogram waarin realistiese prestasievlakke bepaal word. 'n Empiriese ondersoek waarby 124 graad 11- leerlinge betrek is, is uitgevoer. Veranderlikes soos intelligensie, aanleg, selfkonsep, motivering, belangstelling (brein voorkeur) en studieorientasie is met betroubare instrumente gemeet en deur middel van regressie-analises gekombineer ten einde variansie in prestasie te verklaar. Regressievergelykings is opgestel waarmee realistiese punte in die vernaamste vakke bepaal kan word. af
dc.description.abstract The aim of guidance is to lead a person to self-actualisation or stated differently, to help him to develop his full potential. This aim, which is also applicable to a learning situation, is difficult to attain if a pupil is unaware of, or unrealistic about his potential. Such a pupil will benefit from a guidance programme in which realistic achievement levels are determined. An empirical investigation which involved 124 grade 11 pupils was carried out. Variables such as intelligence, aptitude, self­ concept, motivation, interest (brain preference) and study orientation were measured with reliable instruments, and by means of regression analyses combinations were found to explain the variance in achievement. Regression equations were formulated with which realistic scores could be determined in the most important subjects. en
dc.format.extent 1 online resource (75, 8 leaves)
dc.language.iso af af
dc.subject Achievement en
dc.subject Guidance en
dc.subject Realistic scores en
dc.subject Prediction of scores en
dc.subject Intelligence en
dc.subject Aptitude en
dc.subject Self-concept en
dc.subject Motivation en
dc.subject Interest en
dc.subject Study orientation en
dc.subject.ddc 371.422 en
dc.subject.lcsh Educational counseling en
dc.subject.lcsh Academic achievement en
dc.subject.lcsh Prediction of scholastic success en
dc.title Bepaling van realistiese prestasievlakke as 'n voorligtingstaak af
dc.title.alternative Determining realistic acievement levels as a guidance task en
dc.type Dissertation
dc.description.department Psychology of Education
dc.description.degree M. Ed. (Voorligting)


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UnisaIR


Browse

My Account

Statistics