Psychological mindedness and academic achievement of psychology students in a higher education environment

This article aims to determine the relationship between psychological mindedness and academic achievement and whether there are differences in demographic variables in relation to both psychological mindedness and academic achievement. A crosssectional design was used and 211 undergraduate students participated. A biographic questionnaire as well as the psychological mindedness scale was administered and the academic records of the participants were drawn. The data were analysed by calculating correlations, t-tests and an analysis of variance. Although there is a correlation between academic achievement and psychological mindedness, other factors may also play a role in the academic achievement of undergraduate university students. Limitations and recommendations were indicated

'n Evaluering van 'n studiemetodevoorligtingstegniek

Thesis (MSc)--PU vir CHO, 1982Motivation for the study: For the past decade the problem of students failing at university or college has received much attention. A thorough knowledge of the various factors leading to under-achievement may help to prevent the consequences of these factors. Different cognitive and non-cognitive factors and al= so study methods and habits affect academic achievement. Aim of the research: The aim of this study was to evaluate a particular study technique. This technique is an adaptation of the well-known SQ3R-method. An attempt was made to find out whether this method could improve academic performance. Method of investigation: Firstly a study of the relevant literature was undertaken concerning the effect of different cognitive and non-cognitive factors on academic performance. The sample used in this study consisted of ten students in a Psychology II course. The psychometric instruments used in the research were discussed thoroughly with respect to their development and content. The experimental group was described in terms of the means of the respective tests applied. The experimental and control groups were then compared with regard to the changes in rank order in their class and their academic performance. Conclusion: The conclusion reached is that the differences between the two groups with regard to the change in the rank order in the class and their academic achievement are not statistically significant. However, there seems to be a tendency towards better achievement in the experimental group. Recommendations: It is recommended that more extensive research be undertaken in this field. Larger groups should be used together with other study techniques.Master

Psychological mindedness and academic achievement of psychology students in a higher education environment

This article aims to determine the relationship between psychological mindedness and academic achievement and whether there are differences in demographic variables in relation to both psychological mindedness and academic achievement. A crosssectional design was used and 211 undergraduate students participated. A biographic questionnaire as well as the psychological mindedness scale was administered and the academic records of the participants were drawn. The data were analysed by calculating correlations, t-tests and an analysis of variance. Although there is a correlation between academic achievement and psychological mindedness, other factors may also play a role in the academic achievement of undergraduate university students. Limitations and recommendations were indicated

The impact of tourist and travel activities on facets of psychological well-being : research article

Tourism is a fast growing industry based on the facilitating of unique, positive experiences for tourists. A fundamental perception, which is that going on holiday will enable people to satisfy their needs to rest and relax, exists. In a literature analysis it was determined that there is a definite link between leisure activities and improved psychological well-being, but the relationship between specific tourist and travel activities and improved psychological well-being has not yet been researched. There is also evidence that the holiday experience may not always foster happiness, satisfaction and relaxation, causing what is commonly known as the 'holiday syndrome'. One of the outcomes of this research showed that up to 30% of the people going on pre-organised tours experienced a clear non-positive impact (not affected or negative impact) on their psychological well-being. Due to the importance of knowing why there are a significant number of tourists who return home feeling unaffected or worse after the holiday tours, possible reasons for the decrease in their well-being were explored. Main stress factors on the tours were identified as too tight time schedules, too little personal time and too much driving. Keywords: Tourism, Tourist and travel activity, Psychological well-being, Happiness South African Journal for Research in Sport, Physical Education and Recreation Vol.26(1) 2004: 97-10

The experiences of alumni adolescents on the contribution of a Youth Opportunities Programme

This article focuses on the experiences of alumni adolescents on the contribution of a Youth Opportunities Programme, a non-profit after-school education programme presented in Namibia. A qualitative descriptive design was used to provide insight into the contribution of this programme. Five focus groups were conducted with 32 participants. The transcribed data were analysed by means of thematic analysis. The rich descriptions of the experiences of alumni adolescents indicated learning, personal and relational experiences as well as challenges. The learning experiences included the transfer of academic knowledge and skills that assisted them to deal with advanced opportunities, and the provision of resources. They were able to socialise with friends and form personal relationships with teachers, serving as emotional support. The challenges they encountered while attending the programme on a full-time basis included high expectations in terms of time management, attendance and behaviour. These challenges proved to be exhausting at times