Faktore wat die standerd ses–leerling se aanpassing in die sekondêre skoolbëinvloed

Abstract

The aim of this investigation was to establish which factors influence the adjustment of std six pupils in the high school. This synopsis emphasizes the most important findings of the study of literature and the empirical investigation. The empirical investigation confirmed some of the findings of the investigation of the literature, while there were a few for which not enough confirmation could be found. By making use of a Biographical- and Relationship questionnaire the following were established, viz. that: Std six pupils experience problems with adjustment. Girls adapt more easily than boys. Std six pupils who come from families in the lower economical groups experience more problems to adapt. The school contributes to the maladjustment of std six pupils. Std six pupils from small farm-schools have more problems to adapt than pupils who attended bigger schools in towns. The peer group and acceptance in the peer- or class-group is very important for successful adjustment. Std six pupils who have been brought up by a single parent and those whose parents are divorced, experience problems with adjustment. It couldn't be confirmed that working mothers are the cause of maladjustment. By making use of the Survey of Study Habits and Attitudes (SSHA), it was established that std six pupils experience scholastic and adjustment problems as the result of in-efficacious study habits and -attitudes. The primary school, teachers in the secondary school and parents mostly contribute unwittingly to that end. The phenomenon that std six pupils feel that they do not receive adequate praise and reward, is a serious accusation. The Personal Home, Social and Formal Relations Questionnaire (PHSF) revealed that std six pupils display problems as tar as adjustment is concerned in the above mentioned relationships. Std six pupils experience problems with their relationships of the ego as well as between the ego and the environment. This is why they experience maladjustment in their relationship with learning assignments, scholars and teachers. The desirability scale proved that std six pupils are more pretentious when answering the questionnaires - their situation is more critical.The std six pupil displays personality traits like a lower super-ego strength, ego weakness, timidity and a phlegmatic personality which influence their adjustment in a detrimental way. These conclusions were made as a result of the High School Personality Questionnaire (HSPQ). As a result of the response of the Kodus Interest Questionnaire it was established that interest could not be confirmed as a cause for maladjustment. Annually a great number of std six pupils experience the change of school to the high school without having been prepared purposefully for this change. Approximately fifty percent of these pupils experience this moment with an extent of fear which is manifested in behavioural- and learning problems. These adjustment problems have a negative influence on the self-image of std six pupils. Seeing that self-image is to a great extent the product of how the environment influences the individual and the individual's experience of this interaction, the influence of the parent, the teacher and the media is of utmost importance. Children with a positive self-image are a great asset to a society and, therefore, it is worthwhile investing in.