Vergelykende en korrelatiewe psyigometriese ondersoek met betrekking tot drie verwante BA-kursusse

Abstract

The aim of this study was to develop statistical career profiles for first year students who completed their first year of study successfully, and final year students who completed their course successfully. These profiles were then statistically compared to determine the extent of consistancy of behaviour over time. In the last instance the connection between the profiles of first year students who completed their first year of study successfully and academic achievements at the end of the student's first year of study were determined. With this aim in mind the trait-factor approach was examined, because the basic assumptions and statistical techniques were initially presented by this model. In the survey of the literature it was concluded that the trait-factor approach originated from a large variety of social, environmental influences and experimental research results. This model is basically a-theoretic and because of the origin of this theory in differential psychology, much more emphasis is laid on the study of behaviour, research and creation of effective methods to measure behaviour, than on the creation of a theoretical framework. The basic assumptions include that behaviour can be broken down into units of behaviour which are measurable; that these behaviour units co-variate and forms clusters; that behaviour is constant enough over time to make certain predictions possible; that behaviour is also co-determined by external factors ; that each occupation requires some specific personality factors to achieve success and that the measure of compatibility which exists can determine success; and lastly that man is a rational being who, with the necessary knowledge, can make rational choices. Various personality factors were identified to assist the occupational guidance officer in the process of occupational guidance, with especially aptitude, interest and adaptability as some of the most important factors. Aptitude can be seen as existing of specific abilities or factors , which are mainly innate, but with the necessary exposure as well as the need for it, can be developed up to a certain point. This is viewed as the potential an individual has to achieve in a specific field. Interest can be described as a specific dynamic disposition which triggers a certain alignment and motivation in the individual which is seated in the satisfaction of needs and which is beneficial to the individual. Adaptation is among others a life-long dynamic process of action and reaction within

the self, others and the environment, and is an active process which the individual controls to a large extent. Within this approach, although the assumptions are largely based on logical positivism, there is not necessarily agreement as far as the defining of these personalty factors are concerned. By means of empirical research researchers constantly endeavour to quantify these personality factors as objectively as possible in order to establish a basis for comparison between individuals and groups. Especially profile analyses and factor analyses plays an important role in the identification of meaningful factors to determine similarities and differences. The overall aim of vocational guidance is to help the individual to make effective choices. During this process the emphasis is largely on learning, and the councillor also plays an important role in the expression of values to which the individual can compare himself. From the survey of the literature it is evident that a set of variables which are as representative as possible should be used in an empirical study. In this study the SAT, 19-VBV and PHSF, as well as previous academic achievements were used. The average achievement of the student's first year of study was used as dependent variable. With the aid of the above-mentioned measuring instruments the data was gathered and statistically processed. Profiles and tables were compiled from factor analyses and multiple linear regression analyses, after which the results were analyzed and discussed. With this study the following was established: - Behaviour, as manifested in occupational profiles with regard to aptitude, interest and adaptation, does not show the same measure of consistancy in the three directions of study between first year students who completed their first year of study successfully, and final year students who completed their course successfully. Except for interest, this behaviour throughout does not show any substantial statistical significance between the three directions of study. When the occupational profiles of aptitude, interest and adaptation, as measured by the SAT, the 19-VBV and the PHSF, are used for occupational guidance, especially with regard to related fields of study, it must be done with great caution. It is important that guidance be given with the help of a number of variables, and that these variables should always be viewed considering the others. - To predict future achievements with regard to a specific course, it seems that occupational profiles does not give the same results throughout for all three the directions of study , and in the case of adaptation it does not show any significant connection. Furthermore it was also found that previous achievement can be utilised as the best single prediction of academic achievement. It is advisable not to use behaviour, as measured by the measuring instruments of aptitude, interest and adaptation, unqualified as a prediction of future academic achievements.