David J.F. Maree

A review of South African research in the field of dynamic assessment

Dynamic assessment, and in particular the learning potential approach, are receiving increasing attention from educators and research practitioners worldwide. This article reports on the status of dynamic assessment in South Africa, with particular reference to its use in higher education. A review of local studies and an informal survey of 36 institutions revealed that it is widely recognised that fair selection of students from a variety of different backgrounds requires assessment strategies that focus on future potential in addition to current ability. To this end, a number of South African learning potential instruments have been developed, empirical studies conducted (in most cases with positive results), and selection procedures implemented that make use of dynamic assessment techniques. The development and use of dynamic assessment in South Africa has been limited by misperceptions regarding the nature of dynamic assessment; a lack of a consistent definitions and research approaches; and perceptions regarding high costs of implementation.

Meta-analysis of dynamic assessment research in South Africa

The need for tertiary education screening in South Africa has highlighted the role dynamic assessment has to play in this regard, and as no cumulative statistical conclusions can be drawn from single case studies, it was considered timely to do so. In order to address this gap in the field, a meta-analysis was conducted on studies that focused on the efficacy of dynamic assessment interventions within various settings. Fewer research studies dealing with dynamic assessment have been conducted in South Africa as compared to overseas research in the same area. The study served a two-fold purpose: first, to assess the significance of the synthesized effect size from a number of individual studies whose original intention was an investigation of the significance of dynamic assessment interventions; second, to compare two meta-analytic software programs that are freely available online. Small to average effect sizes of 0.3354 and 0.3481 were generated respectively by both programs, with the typical effect size ranging from 0.2–0.8. The method and results of this meta-analysis are discussed along with the limitations inherent in both the programs and we conclude with recommendations for further meta-analytic studies in South Africa within the field of dynamic assessment.

Measuring readiness and success at a higher education institution

This study investigated readiness as a correlate of academic success among beginning university students. A total of 829 first-time entering students from a large business sciences faculty were participants (males = 319, females = 510, mean age = 19, SD = 0.50 years). They completed the Academic Readiness Questionnaire (Lemmens, 2010) during the first-year orientation week. Data on academic success, consisting of subject marks and credits were collected in 2009 after a results verification process. Data were analysed with three separate multiple regression analyses. The first analysis consisted of the overall student sample, the second and third consisted of the black and the white students separated from the overall student sample. The main findings reveal that high school marks, the number of subjects in first year (credits registered), goal orientation, race, learning-efficacy, gender and the geographical area of high school have a direct relationship with academic success. The variables that predict academic success for black students are high school marks, credits registered, and parental education. The variables that predict academic success for white students are high school marks, goal orientation, credits registered, learning-efficacy, gender, and parental education.

Teaching research methodology : implications for psychology on the road ahead

This article examines the ways in which academics who teach undergraduate research methodology courses conceptualise research and scholarship and the role these aspects play in the way they construct their courses. In-depth interviews were conducted with nine academics who have been intimately involved in constructing social science research courses at South African universities. Carspeckens (1996) critical hermeneutic method was adapted and applied to the interview material. Four beliefs held by participants on how and why their course curricula came into being are presented. The first and second beliefs relate to the position of some of the participant academics as expert researchers and also expert teachers of research. The third belief is that the construction of curricula is affected by what has traditionally been taught to students about research, but also by severe criticisms of historical content. Political repositioning in South Africa is the fourth belief held by participants about what has shaped research courses. Academics in psychology need to take cognisance of the fact that methodological debates in the social sciences and current thinking about knowledge and learning are pointing to new directions in how we should train students to study the human realm. If we want to remain relevant to the social world in which we live, we need to discuss these directions and forge a new way of acting in this world.

The relationship between hope and goal achievement

The aim of this study was to explore the psychological resource structure of students as assessed by the Hope Orientation Measure or HOME instrument. The aim was also to find what the relationship between this resource structure and goal achievement is. The HOME has five separate dimensions, namely, (a) Goal Achievement Resources, (b) Ineffectually, (c) Future Vision, (d) Despondency and (e) Agency. Along with two other tests focusing on goals and hope, a group of 474 undergraduate in the social sciences were tested. The results were calibrated across gender and ethnic groups using the Rasch model. Different cultural and gender groups were compared for significant differences in their scores and possible explanation and further avenues for research were indicated. The relationship between academic performance and hope dimensions indicated the role played by state characteristics in goal achievement.

Constructing a South African hope measure

An instrument to assess levels of hope was developed. From a qualitative analysis of what students regarded as hope, items were constructed and a questionnaire was applied to 474 undergraduate social sciences students. The results were calibrated across gender and ethnic groups using item response theory, specifically Rasch analysis. Five unidimensional constructs were identified (goal achievement resources, ineffectuality, future vision, despondency, and self-efficacy) and compared to three instruments namely the Life Orientation Test Revised, Snyders Adult Dispositional Hope Scale Items and Adult State Hope Scale to find support for construct validity. Adequate item invariance across gender and ethnic groups were found, as well as good item and person separation and item fit.

Negotiating heteronormativity: Exploring South African bisexual women’s constructions of marriage and family

Although heteronormativity remains firmly in place in many contexts, challenges to a construction of heterosexuality as natural and superior increasingly emerge. However, despite increasing visibility of such challenges, bisexuality remains largely absent from such debates. Bisexual women occupy a potentially interesting position in discourses around heteronormativity and this paper explores how heteronormativity functions in the accounts of 13 South African bisexual women. Through a discourse analysis of interview data, a discourse of heterosexual marriage as normative and socially valued is identified as exerting a powerful influence on participants’ constructions of relationships and families. The findings further explore ways in which bisexuality is complicated by such a heteronormative marriage discourse and indicate a lack of integration of a bisexual identity in participants’ accounts. We suggest that drawing bisexuality into debates around heteronormativity can contribute to increased positions from which to challenge the coercive effects of heteronormativity.

A realist approach to science and practice in psychology

The possibility of uniting science and practice in psychology is considered. The main aim is to explore the ability of a realist approach to address the various dichotomies prevalent in psychology. The multileveled demands of the society, government, and tertiary training are briefly discussed. The multitude of mental health needs in South African society is addressed by government with a number of policies and legislative processes. In addition, training of psychologists is under pressure because of the changing demands within higher education institutions. The pressure to function as research institutions necessitates a revisioning of the scientist–practitioner model. This model perpetuates bipolarity because of a scientistic understanding of what it means to be scientific. This article describes a realist model of science that avoids some of the more serious dichotomies so prevalent in South African psychology departments, namely, the quantitative–qualitative divide, the positivist–constructionist split, and possibly also the scientist–practitioner model. A realist image of science might achieve this integration because of the simple fact that both science and practice involve critical enquiry. Two examples of a realist psychology from neuropsychology are discussed.

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.

A Psychobiographical Study of Intuition in a Writer's Life: Paulo Coelho Revisited

Intuition is defined as a form of knowledge which materialises as awareness of thoughts, feelings and physical sensations. It is a key to a deeper understanding and meaningfulness. Intuition, used as a psychological function, supports the transmission and integration of perceptions from unconscious and conscious realms. This study uses a psychobiographical single case study approach to explore intuition across the life span of Paulo Coelho. Methodologically, the study is based on a single case study, using the methodological frame of Diltheys modern hermeneutics. The author, Paulo Coelho, was chosen as a subject of research, based on the content analysis of first- and third-person perspective documents. Findings show that Paulo Coelho, as one of the most famous and most read contemporary authors in the world, uses his intuitions as a deeper guidance in life, for decision-making and self-development. Intuitive decision-making is described throughout his life and by referring to selected creative works.