Voorkoms van stres by die st. 5–leerling
Kurten, Johan Valentyn Louis
MetadataShow full item record
The aim of this investigation was, to determine the degree of stress occurence in Afrikaansspeaking primary schools on the level of standard five pupils in the Vaal Triangle. Adolescence commences at the age of 13 or before, and concludes at the age of 19-22 years. This comprises the period in which the standard five pupil finds himself. At the time of this pre-adolessent stage, changes take place which influence the physical, psychical, cognitive and social aspects of th child. The term stress, the results and the manifestation thereof were dealt with by means of a literature study. It seems that stress forms an integral part of life. For some, stress serves as an incentive for success, for others it results in failure. The main causes such as personality, psychological, environmental and school factors are discussed. The manifestation takes place in the emotional psycho-social, physical and psychological context. The most common behaviour manifestations in the school situation are those of over planning, hyperratiocination, striving to win, need of recognition, inability to relax, over-involvement and time problems. The empirical investigation comprised the development and completion of a stress inventory to obtain information about the occurence of stress under standard five pupils. Responses were henceforth analised, and it was determindes, that situations at school like the writing of exams, failure, a poor record of achievement, relationship with teachers, adaptation, homework assignments and learning problems usually resulted in causes for stress. Personal factors such as the unknown, personal looks, failures, loneliness and acceptance by fellow pupils are the cause of stress for many a child and parent, illness in the family and financial troubles cause stress for the pre-adolescent. A synopsis was done concerning the literature study as well as the empirical survey. This concludes that stress concerning the standard five pupil differs from person to person and from situation to situation. Certain recommendations were made, contributory to research and for further research, namely a guidance programme in schools involving teachers and parents. More attention should also be given to the change-over from standard five to standard six.
- Education