Year: 2008
Type: dissertation
Abstract: higher education studentsStudents at higher education institutions often do not develop effective learning strategies and are therefore unable to successfully negotiate challenges to their academic performance.This often results in unacceptably high numbers of students who prematurely terminate their studies (cf.Daily Mail, 2008;Letseka, et al, 2007).Self-regulation, defined as the process through which individuals control and change their thoughts, impulses and behaviour in order to achieve their goals (Peterson & Seligman, 2004; Luszczynska, Diehl, Guti6rrez-Dofia, Kuusinen, & Schwarzer, 2004), is an important skill that enables students to manage challenges to their academic performance.However, no known programmes exist that facilitate self-regulatory skills regarding a broad spectrum of life challenges in student populations.Gilbert (2005) developed the Go Make a Difference (Go MAD®) thinking system, which consists of" seven principles of goal achievement, aimed at changing the way desired goals are perceived and pursued.As Go MAD® shares many similarities with self-regulation, it was argued that it could fill the gap created by the lack of existing training programmes.The aim of this study was thus to assess the impact of a Go MAD® training programme on the selfregulation of a group of students at a higher education institution in South Africa.An availability sample of 20 university students took part in a simple pre-test, post-test experimental and control group design.The experimental group was exposed to a brief two session Go MAD® training programme, specifically adjusted and developed for university students.Data were gathered with the Generalised Expectancy for Success Scale (GESS) (Fibel & Hale, 1978), the Personal Growth Initiative Scale (PGIS) (Robitschek, 1998), the Problem Solving Inventory (PSI) (Heppner & Petersen, 1982), and a self-compiled open-ended questionnaire to explore participants' subjective experience of the programme. VGo MAD® practically improved the experimental group's Long Range Career Oriented Expectancy, Personal Growth, Approach-Avoidance Style and general Problem Solving skills.The experimental group also had practically better Approach-Avoidance Style compared to the control group after exposure to Go MAD®.In addition, the majority of participants perceived themselves as having been able to successfully achieve specific selected goals through applying Go MAD® principles, and regarded Go MAD® as easy to follow as well as useful in establishing and developing new skills.They experienced their newly acquired skills as having important benefits which they would apply in future goal-pursuit attempts.However, students who chose unrealistic, non-feasible goals and who had to deal with unresolved emotional issues found it hard to attain their goals.Findings support other impact studies regarding Go MAD®.It was concluded that Go MAD®, despite some limitations, shows potential as a valid tool to foster self-regulation in the participants and ultimately to assist them in achieving their goals.Further research on larger, random samples, as well as longer-term follow-up assessments to determine the extent to which improved goal achievement is sustainable, is recommended.VI OPSOMMING DIE IMPAK VAN «N GO MAD® OPLEIDINGSPROGRAM OP STUDENTE SE SELF-REGULERING Sleutelwoorde: Go MAD®; opleidingsprogram; selfregulering; doelwitte; self-geloof; selfnadenke; tersiere studente Studente by hoer-onderwys instellings ontwikkel dikwels nie die nodige leerstrategiee nie en is dus nie instaat om uitdagings wat betref hul akademiese prestasie suksesvol die hoof te bied nie.Dit lei daartoe dat hoe getalle studente hul studies voortydig staak (cf.Daily Mail, 2008; Letseka, et al., 2007), Selfregulering wat gedefinieer word as die proses waardeur individue hul gedagtes, impulse en gedrag beheer en verander ten einde 'n doelwit te bereik (Peterson & Seligman, 2004; Luszczynska, Diehl, Guti6rrez-Dona, Kuusinen, & Schwarzer, 2004), is 'n belangrike vaardigheid wat studente in staat stel om hul uitdagings suksesvol te oorkom.Daar is egter geen bekende programme wat selfreguleringsvaardighede kan help fasiliteer en wat die bree" spektrum van lewensuitdagings in studentepopulasies in ag neem nie.Gilbert (2005) het die Go Make a Difference-denksisteem (Go MAD®) ontwikkel wat bestaan uit sewe sleutelbeginsels wat handel oor die manier waarop daar oor doelwitte gedink word asook oor hoe hierdie doelwitte nagestreef word.Omdat selfregulering en die Go MAD®-program heelwat aspekte gemeen het, is daar geredeneer dat die program die gaping kan vul wat daar bestaan tussen die behoefte aan 'n allesomvattende selfreguleringsprogram en die gebrek daaraan in die studieveld en praktyk.Die doel van die studie was om die impak van die Go MAD®-opleidingsprogram op die selfregulering van 'n groep studente by 'n hoer-onderwys instelling in Suid-Afrika te ondersoek.'n Beskikbaarheidsteekproef van 20 universiteitstudente het deelgeneem aan 'n voor-toets-na-toets-, eksperimentele en kontrolegroepontwerp. Die eksperimentele groep is blootgestel aan 'n kort Go MAD®-opleidingsprogram, spesifiek aangepas en ontwikkel vir universiteitstudente wat oor twee sessies gestrek het.Data-insameling het met behulp van die volgende vraelyste geskied: Generalised Expectancy for Success Scale (GESS) (Fibel & Hale, 1978); Personal Growth Initiative Scale (PGIS) (Robitschek, 1998); Problem Solving Inventory (PSI) (Heppner & Petersen, 1982).'n Selfopgestelde oop vraelys is ook deur die eksperimentele groep voltooi om hul subjektiewe ervaring van die program te ondersoek.Vll Go MAD het prakties die eksperimentele groep se prestasie ten opsigte van die volgende items verbeter: Long Range Career Oriented Expectancy, Personal Growth, Approach-Avoidance Style en algemene Problem Solving skills.Die eksperimentele groep het ook prakties beter prestasie ten opsigte van Approach-Avoidance Style vergeleke met die kontrolegroep na blootstelling aan Go MAD® gehad.Verder het die meerderheid van die deelnemers ook geoordeel dat hulle suksesvol daarin was om hul doelwitte met behulp van die Go MAD®-program te bereik.Hulle het ook genoem dat hulle Go MAD® beskou as maklik om te volg, en bruikbaar vir die daarstelling van konkrete doelwitte.Hulle beskou hul nuut ontwikkelde vaardighede as voordelig en iets wat hulle in die toekoms sal toepas om doelwitte te bereik.Studente wat egter onrealistiese doelwitte gekies het en wat onopgeloste emosionele probleme gehad het, het dit moeilik gevind om hul doelwitte te bereik.Die bevindinge ondersteun ander impakstudies wat al met Go MAD® gedoen is.Daar word tot die slotsom gekom dat Go MAD®, ten spyte van sommige beperkinge, wel potensiaal toon om as 'n geldige instrument gebruik te word om selfregulering aan te moedig en aan te help.Verdere navorsing op groter ewekansige steekproewe asook opvolg-evaluerings oor 'n langer termyn om te bepaal in watter mate verbeterde doelwitbereiking volhoubaar is, word voorgestel.
Author: Jané Prinsloo
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W216662654