The influence of self–concept on the future image of Batswana adolescents

Abstract

An analysis of the problems inherent in the formulation of an image of the future by Batswana adolescents has been undertaken. The study takes as problematic the nature of the attitudes to, perceptions and perspectives of the future conceptualised by groups of adolescents in various high schools in the North West Province of South Africa. An attempt has been made to clarify some underlying conceptual issues about self-concept in an effort to present something definitive about its influence as a main determinant of concepts of the future There emerged a kind of a dialectic paradox in the idea that self-concept on the one hand. implies that Batswana adolescents have a self-perception of themselves as functioning units organised to achieve self-set goals which are located in the future. This gives prominence to a conception of the self-concept as a global entity. On the other hand. the view was mooted that self-concept is an interconnected collection of various facets, an emphasis on its multidimensionality. The particular unity-in-plurality notion generates the idea that there is oneness (same self) in the manifoldness of the future-focused roles projected in the future. In the exploration of the mode in which adolescents seek to be effective in the manipulation of a future environment, a consideration of such variables as locus of control orientation achievement orientation, culture. future orientation. future shock and orientation to adulthood. received priority of treatment. Central to the discussion of the development of attitudes to the future, were developmental issues pertinent to future orientation and the educational interventions implemented by educators in the school and family, in thus promoting the handling of futurity by adolescents. This was executed with an eye upon cultural universalities as they are extant in Western technological societies, traditional societies and enculturative environments. A fine distinction emerged between educational situations which promote closed/restricted images of the future and open/creative images of the future, a differential between futures education dispensed in Western technological societies and that implemented in traditional societies. The empirical investigation conducted, assessed the veracity of the postulates presented and hypotheses formulated. The requisite analysis of the results provided a photostatic image of where the problems are at as far as the development of an image of the future is concerned. On the basis of results of the empirical investigation. a consideration of recommendations and suggestions as to appropriate educational interventions has been undertaken.