'n Ondersoek na die aard en omvang van prestasiedruk by kinders in middelkinderjare in die KOSH area

Abstract

The focus of the present study is on the nature of achievement pressure in middle-childhood. Literature shows that the middle-childhood phase is important in the establishment of a sense of competence and subsequent feeling of acceptance. A lack thereof can influence the emotional and social development in the middle-childhood and thereafter negatively. According to the literature research, there are intrapersonal, interpersonal and environmental factors that could have an influence on the way and intensity in which children experience achievement pressure. The research questions were focused on the way in which children in the middle-childhood experience achievement pressure. Specific attention was given to gender differences, age differences, position in the family, language differences and socioeconomic differences. Two thousand one hundred and twenty-six participants between the ages of nine and thirteen in eleven different schools in the KOSH area completed a questionnaire compiled by the researcher. The schools ranged from low socio-economic government schools to high socio-economic private schools. The participants' home language was divided into three categories, namely Afrikaans, English or any other language. Data analysis was done using the STATISTICA program. Descriptive statistics were used to describe the nature of achievement pressure in the middle-childhood. Furthermore, factor analysis with Oblimin rotations was done and three factors, namely acceptance, self-concept and pressure/anxiety were identified. Cronbach's alpha values and the inter-item correlations were used to determine the reliability of the possible factors. Biographical information was used to obtain ANOVA values and t-tests were done in order to determine statistical and practical differences. The results of the study showed that Grade 4 participants would attempt to get parental acceptance through higher achievements, more so than Grade 6 participants. However, Grade 6 participants seem to be more aware of social rejection due to poor achievement. It has also been found that African participants experience more pressure from their parents to excel. They also seem to be more readily rewarded by their parents for their achievements, which could be a way of external motivation and may lead to an external locus of control. The results of the study could be used to educate parents regarding the nature and impact of achievement pressure on children in the middle-childhood.