Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Exploring the self-esteem of middle-school learners who show signs of aggression
Thesis (MEdPsych)--Stellenbosch University, 2023.
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | en_ZA |
| Published: |
Stellenbosch : Stellenbosch University
2023
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613992694841344 |
|---|---|
| access_status_str | Open Access |
| author | Zass, Siárnna-Leiux |
| author2 | Dreyer, Lornah M.
|
| author_browse | Dreyer, Lornah M.
Zass, Siárnna-Leiux |
| author_facet | Dreyer, Lornah M.
Zass, Siárnna-Leiux |
| author_sort | Zass, Siárnna-Leiux |
| collection | Thesis |
| description | Thesis (MEdPsych)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128921 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:57.544Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128921 Exploring the self-esteem of middle-school learners who show signs of aggression Zass, Siárnna-Leiux Dreyer, Lornah M. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Developmental psychology Genetic psychology Erikson, Erik Homburger, 1902-1994 Erik Erikson's Theory of Psychosocial Development Middle-school students -- South Africa -- Cape Town School violence -- South Africa -- Cape Town Self-esteem Phenomenology UCTD Thesis (MEdPsych)--Stellenbosch University, 2023. ENGLISH ABSTRACT: Violence and aggression abroad, and in South Africa, have become more prevalent in today’s society. Similarly, incidents of various types of school-based violence and aggression in South Africa (for example, physical fights and cyberbullying) have become a grave concern for the Department of Basic Education (DoBE). These types of incidents tend to result in physical harm and/or considerably impact teaching and learning. However, topics such as “conflict resolution” and “the development of the self in society” are covered in the national school curriculum and taught in the Life Skills and Life Orientation subjects. Moreover, the Western Cape Education Department (WCED) implemented several policies and protocols that address school-based violence and aggression, and to help ensure that schools are safe spaces in which optimum teaching and learning can take place. Despite these educational and preventative initiatives, learners in public Cape Town schools still experience violence and aggression on, and around school premises. Research suggests a linear relationship between low self-esteem and academic underperformance, victimisation, bullying and school-based aggression, and a lowered overall sense of well-being. This qualitative phenomenological research study is guided by an interpretive paradigm within the theoretical frameworks of Erikson’s Psychosocial Theory and Bronfenbrenner’s Bioecological systems theory. This research set out to better understand how middle schoolaged learners, who present with aggressive behaviour, describe their global self-esteem. Participants were purposively identified as they presented with mostly direct, physical aggression, from two no-fee, urban public schools in Cape Town. Given participants’ developmental age, data was collected through semi-structured, individual interviews which included the use of a combination of visual aids (a board game, drawing pictures, magazines, and pictures related to school-life). Thematic content data analysis was employed to analyse the collected data. Six themes emerged from the findings. These include activities that promote a sense of competence, challenges related to self-control, and attitude towards schoolwork. The findings of this study revealed that although participants experienced challenges in certain contexts, it did not negatively impact their overall level of self-esteem. The participants provided explanations of incidences that led to positive as well as aggressive behaviour. A noteworthy finding highlighted the role of (feedback from) significant others (peers, teachers, coaches, parents, extended family members) in the development of self-esteem among middle schoolaged learners. Suggestions that emanated from the findings are that learners who appear recalcitrant require the swift implementation of individualised intervention programmes so that they receive support tailored to their behavioural needs. AFRIKAANSE OPSOMMING: Geweld en aggressie in die buiteland, en in Suid-Afrika, het meer algemeen geword in vandag se samelewing. Net so het voorvalle van verskeie tipes skoolgebaseerde geweld en aggressie in Suid-Afrika (byvoorbeeld fisieke gevegte en kuberafknouery) 'n ernstige kommer vir die Departement van Basiese Onderwys (DBO) geword. Hierdie tipe voorvalle is geneig om fisiese skade tot gevolg te hê en/of 'n aansienlike impak op onderrig en leer te hê. Onderwerpe soos "konflikoplossing" en "selfontwikkeling in die samelewing" word egter in die nasionale skoolkurrikulum gedek in die vakke Lewensvaardighede en Lewensoriëntering. Verder het die Wes-Kaapse Onderwysdepartement (WKOD) verskeie beleide en protokolle geïmplementeer wat skoolgebaseerde geweld en aggressie aanspreek, en om te help verseker dat skole veilige ruimtes is waarin optimale onderrig en leer kan plaasvind. Ten spyte van hierdie opvoedkundige en voorkomende inisiatiewe, ervaar leerders in openbare Kaapse skole steeds geweld en aggressie op en rondom die skoolterrein. Navorsing dui op 'n lineêre verband tussen lae selfbeeld en akademiese onderprestasie, viktimisasie, afknouery en skoolgebaseerde aggressie, asook 'n verlaagde algehele gevoel van welstand. Hierdie kwalitatiewe fenomenologiese navorsingstudie word gelei deur 'n interpretatiewe paradigma binne die teoretiese raamwerke van Erikson se Psigososiale Teorie en Bronfenbrenner se Bio-ekologiese sisteemteorie. Hierdie navorsing het ten doel om ‘n beter verstaan te kry van hoe middelskool-ouderdom leerders, wat met aggressiewe gedrag presenteer, hul globale selfbeeld beskryf. Deelnemers van twee “geen-fooi”, openbare stedelike skole in Kaapstad, wat meestal direkte, fisieke aggressie demonstreer het, is doelbewus geïdentifiseer. Gegewe deelnemers se ontwikkelingsouderdom, is data ingesamel deur middel van semi-gestruktureerde, individuele onderhoude wat die gebruik van 'n kombinasie van visuele hulpmiddels ('n bordspeletjie, tekenprente, tydskrifte en prente wat met die skoollewe verband hou) ingesluit het. Tematiese inhoudsdata-analise is gebruik om die versamelde data te ontleed. Ses temas het uit die bevindinge na vore gekom. Dit sluit aktiwiteite in wat 'n gevoel van bevoegdheid bevorder, uitdagings wat verband hou met selfbeheersing en houding teenoor skoolwerk. Die bevindinge van hierdie studie het aan die lig gebring dat alhoewel deelnemers uitdagings in sekere kontekste ervaar het, dit nie hul algehele vlak van selfagting negatief beïnvloed het nie. Die deelnemers het verduidelikings verskaf van voorvalle wat tot positiewe sowel as aggressiewe gedrag gelei het. 'n Noemenswaardige bevinding het die rol van (terugvoer van) betekenisvolle ander (maats, onderwysers, afrigters, ouers, uitgebreide familielede) in die ontwikkeling van selfbeeld onder middelskoolgaande leerders beklemtoon. Voorstelle wat uit die bevindinge voortgespruit het, is dat leerders wat weerbarstig voorkom, die vinnige implementering van geïndividualiseerde intervensieprogramme benodig sodat hulle ondersteuning kan ontvang wat aangepas is vir hul gedragsbehoeftes. Masters 2023-11-16T07:34:14Z 2024-01-08T15:53:23Z 2023-11-16T07:34:14Z 2024-01-08T15:53:23Z 2023-12 Thesis https://scholar.sun.ac.za/handle/10019.1/128921 en_ZA xii, 166 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Developmental psychology Genetic psychology Erikson, Erik Homburger, 1902-1994 Erik Erikson's Theory of Psychosocial Development Middle-school students -- South Africa -- Cape Town School violence -- South Africa -- Cape Town Self-esteem Phenomenology UCTD Zass, Siárnna-Leiux Exploring the self-esteem of middle-school learners who show signs of aggression |
| title | Exploring the self-esteem of middle-school learners who show signs of aggression |
| title_full | Exploring the self-esteem of middle-school learners who show signs of aggression |
| title_fullStr | Exploring the self-esteem of middle-school learners who show signs of aggression |
| title_full_unstemmed | Exploring the self-esteem of middle-school learners who show signs of aggression |
| title_short | Exploring the self-esteem of middle-school learners who show signs of aggression |
| title_sort | exploring the self esteem of middle school learners who show signs of aggression |
| topic | Developmental psychology Genetic psychology Erikson, Erik Homburger, 1902-1994 Erik Erikson's Theory of Psychosocial Development Middle-school students -- South Africa -- Cape Town School violence -- South Africa -- Cape Town Self-esteem Phenomenology UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/128921 |
| work_keys_str_mv | AT zasssiarnnaleiux exploringtheselfesteemofmiddleschoollearnerswhoshowsignsofaggression |