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Selfkonsep by studente aan die onderwyskollege vir verdere opleiding

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dc.contributor.author Lategan FE en
dc.date.accessioned 2016-09-22T09:55:02Z
dc.date.available 2016-09-22T09:55:02Z
dc.date.created 1986 en
dc.date.submitted 1987 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/65069
dc.description.abstract In the core of each person's personality lies his self concept. When faced with a new relation or situation, a person calculates the risks involved in exposing himself to it while holding his own. The greater number of positive assets regarding the components of the self concept included in a person's cognitive structure, the fewer risky and threatening situations will be experienced. A teacher with many positive assets in his self concept will adapt more easily to innovations characterising education than will his colleague with fewer positive assets. To the extent that a teacher has a positive self concept he will be able to achieve self actualisation. The notion of the self concept is discussed in Chapter 2. The following conclusions are reached: *The self concept is gestalt collection of all the attitudes, opinions and values that a person holds regarding his behaviour and the evaluation of himself. *The self concept is multi-dimensional. *The self concept is a moderation variable of behaviour. In Chapter 3 in-service training of teachers is discussed. By means of in-service training the adult learner is addressed to bring his self concept in line with his knowledge. The adult learner's learning needs differ from those of younger learner's, and the adult focuses on different aspects of the situation. The adult learner is self directed and personally responsible for his studies, at which he wants to succeed. This expectation of success means that he makes certain demands from his teachers, of which meaningfulness and practicality of the learning content. During the training of the adult learner at the CEFT, the student often becomes anxious that he will not be able to master the necessary knowledge and that he may fail. This anxiety may escalate if the student knows that his headmaster and colleagues expect him to be successful. According to several researchers such as Purkey (1970) and Spielberger (1971) anxiety has a negative effect on the self concept and it may influence academic achievement. It is important that the lecturers at the CEFT ensure that learning conditions of the adult learner are as pleasant as possible. This will lessen student's anxiety and increase their expectations of success. On this regard the emphasis falls on the lecturer's example, the way in which he organises the learning content and the strategies he employs to motivate the students. Chapter 4 discusses the empirical study done to determine the influence of anxiety on self image and academic achievement. The investigation found that: *there is a relationship between self image and anxiety, *there is a relationship between motivation to learn and anxiety, *there is a relationship between academic achievement and anxiety. Among the recommendations made for promoting successful study, are the following: *Ensure that the adult learner's level of knowledge on starting the course is satisfactory. *Take the adult learner's learning needs, such as that knowledge should be practicable, into consideration. *Provide the student with security by accepting him as an adult. *Avoid situations that cause stress and anxiety. *Present short orientation courses regularly, so that all teachers have the opportunity supplement their subject knowledge. The adult learner as object of study has been much neglected by researchers. The author hopes that the future will see much fruitful research in this field. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Psychopedagogics (at tertiary level) en
dc.title Selfkonsep by studente aan die onderwyskollege vir verdere opleiding en
dc.type Masters degree en
dc.description.degree M Ed en

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