Luzelle Naudé

Contrast and contradiction: Being a black adolescent in contemporary South Africa

This study aimed to gain in-depth understanding of the lived identity of black African adolescents in a contemporary South African setting. A purposive sample of 59 adolescents (females = 47%; Sesotho = 46%, Setswana = 36%, Other = 18%) from the Motheo district of the Free State, South Africa, participated in focus group discussions and in-depth individual interviews. Thematic analysis suggested that black South African adolescents experience transitional identities characterised by contrasts and contradictions. Altruism, autonomy, religiosity and cultural experiences were important to their lived identities. The interplay between African rituals, Christian principles, Western values and the globalisation of cultures provided fertile ground for developing a nuanced and multi-dimensional identity as an adolescent living in contemporary South Africa.

The relationship between future time perspective, self-efficacy and risky sexual behaviour in the Black youth of central South Africa

Abstract Background: An interest exists in understanding why adolescents partake in risky sexual behaviours, as well as the risk and protective practices associated with risky sexual behaviour. Aim: The aim of this study was to investigate the moderator effect of future time perspective in the relationship between self-efficacy and risky sexual behaviour. Methods: A random cluster consisting of 467 learners from English medium high schools of central South Africa participated in this study. The participants’ risky sexual behaviour, self-efficacy and future time perspective were measured with the Perceptions of HIV/AIDS Risk Survey, Generalised Perceived Self-efficacy Scale and the Zimbardo Time Perspective Inventory, respectively. Product term regression analysis was performed. Results: It was found that both self-efficacy and future time perspective were negatively related to risky sexual behaviour. No moderating effect was found for future time perspective in the relationship between self-efficacy and risky sexual behaviour. Conclusions: Self-efficacy and future time perspective were identified as qualities that protect adolescents from engaging in risky sexual behaviours. This finding can be useful in developing prevention programmes. Intervention programmes aimed at the youth should foster a sense of hope and possibility about the future and the development of goals and aspirations to prevent risky behaviour.

“Breaking the cycle”: Black adolescents’ experiences of being stereotyped during identity development

This study explored the experience of being stereotyped in a group of black South African adolescents. Participants were 73 black adolescents between the ages of 13 and 17 (females = 43.8%, majority ethnicity Setswana = 43,8%). The adolescents participated in focus group discussions on their experience of ethnicity-based stereotyping by others. The data were thematically analysed. The adolescents reported to experience identity compromising stereotyping related to gender roles, sexual orientation, race, and language. Gender-based stereotypes predominantly related to education and career opportunities; with females perceived to be less educated and to have poorer career prospects than male peers. Racial stereotyping was linked to discrimination and xenophobia; and being different was distrusted. Individuals who choose to speak English were stereotyped as culturally superior to those who speak indigenous languages. The adolescents reported to cope with stereotyping by taking actions to contradict stereotypical expectations (find common goals, increase intergroup cooperation, and appreciate difference and uniqueness in people). Stereotype vulnerability in adolescent groups was confirmed, as well as that stereotypes can shape identity outcomes. In addition to this, the importance of intergroup contact to eradicate stereotypes was reiterated.

“Carrying the culture … ”: Ethnic identity development in black African adolescents

This study explored the ethnic identity exploration, commitment, and strength statuses in black African adolescents from the central region of South Africa. A total of 388 adolescents were recruited for this study (females = 66.24%; age range 13 to 21; Setswana = 22.42%; Sesotho = 61.08%, isiXhosa = 16.49%). The adolescents completed a survey battery measuring ethnic identity exploration, commitment, and strength. They also participated in focus group discussions regarding the challenges of developing a black African identity in a changing South African environment. Findings indicate the adolescents to be intensely engaged in ethnic identity exploration, commitment, and strength as evidenced by high scores on the survey battery. The female adolescents self-reported with higher rates of exploration, commitment, and strength compared to their male peers. Setswana adolescents self-reported with consistently lower scores than the other ethnic groups sampled for this study. Adolescents appear to experience the complexities of searching for and committing to an ethnic identity within the multi-cultural and transitioning society of South Africa.

National collective identity in transitional societies: Salience and relations to life satisfaction for youth in South Africa, Albania, Bulgaria, the Czech Republic, Kosovo and Romania

In this study we investigated the salience of the construct of national collective identity and its associations with life satisfaction among adolescents living in transitional societies characterised by relevant change in the last decades. Participants were 1 066 adolescents (M = 15.35 years, SD = 1.35) from South Africa (n = 186) and five Central Eastern European countries, including Albania (n = 209), Bulgaria (n = 146), Czech Republic (n = 306), Kosovo (n = 116), and Romania (n = 103). They completed a questionnaire including national identity and life satisfaction scales. Data were analysed using confirmatory factor analysis and multi-group structural equation modeling. Results showed that national identity of adolescents in transitional societies is multidimensional and pertains to different salient dimensions (i.e., self-categorisation, evaluation, importance, attachment, and behavioural involvement). Importantly, the findings provided evidence to suggest that higher levels of national collective identity are associated with increased levels of life satisfaction.

If it's going to be, it's up to me: first-year psychology students’ experiences regarding academic success

ABSTRACT Student life is marked by substantial growth in areas such as self-regulation abilities. In this article, the experiences of first-year Psychology students are explored through the lenses of the self-determination theory. Both content and thematic analyses were done with 79 students’ reflections on the aspects they regarded as facilitating/preventing success in their studies. Responses ranged from complete external control (amotivation and external regulation) to high levels of internal control (integration). While many participants articulated their perceptions of incompetence, other participants took ownership of their behavior and articulated how an interest in and enthusiasm for Psychology as a discipline moved them toward feelings of competence, autonomy, and relatedness. High value was placed on a well-structured but warm and responsive educational context.

Your Culture or Mine? Changes in Cultural Sensitivity in a Service-Learning Class

This study investigated patterns of attitudinal change in students following a service-learning experience. The data for this study was collected from psychology students in their third and fourth years of study at the University of the Free State. All these students were involved in the Study Buddy Service-Learning module. The sample consisted of 75 students: 9 male and 66 female students; 37 black and 38 white students. Change in student attitude was measured by various multi-item scales such as the Social Dominance (Pratto, Sidanius, Stallworth, & Malle, 1994) and Universal Orientation Scale (Phillips & Ziller, 1997). Data were analysed using multiple analyses of variance. Results suggested differential racial effects: while the socially dominant attitudes of white students did not change, black students developed social dominance attitudes more congruent with those of the white students. For both black and white students, the collaborative nature of service-learning and interactive reflection enhanced a universal orientation to life.

Experiences of flourishing and languishing during the first year at university

Abstract Background: The theoretical framework utilised in the current study included Keyes’s mental health continuum, as well as the dimensions of emotional, psychological and social well-being. Aim: The aim of this study was to explore students experiences of flourishing and languishing during their first year at university. Methods: A nominal group technique was utilised in order to obtain data regarding the experiences of 22 first-year students and was thereafter analysed by means of thematic analysis. Results: Various dimensions of emotional, psychological and social well-being were highlighted as essential in experiencing either flourishing or languishing during students first year at university. Although students experienced both flourishing and languishing, it is evident that students are more vulnerable to languishing during the beginning of their university career. Facing the big unknown, being confronted with practical difficulties, finding academics overwhelming, experiencing social isolation and being a victim of crime were prominent. Students however, learn to flourish when they achieve academic mastery, experience personal growth and independence and secure a social support system. Conclusions: The first year is seen as fundamental to student success at university, therefore the promotion of mental health during this year can be valuable in ensuring flourishing experiences during students’ academic journey.

Moving on the continuum between teaching and learning: communities of practice in a student support programme

The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also with like-minded colleagues) created an enabling environment for the development of effective teaching and learning approaches, as well as practical skills. Additional positive results relate to the fact that academics are aware of the importance of and more equipped with the competence to scaffold students towards becoming more effective in the learning process.

The role of cognitive style in the stress and coping of black South African adolescents

Abstract Background: Although stress is a common phenomenon in all phases of life, it can be said that adolescence is a particularly stressful life stage. In South Africa, black adolescents are faced with many stressors and challenges which are placing demands on their emotional and cognitive resources. Aims: The aim of this study was to determine whether black South African adolescents with different cognitive styles (i.e. rational or experiential) differ in their levels of stress and coping. Furthermore, the common stressors that black adolescents experience and the coping styles predominantly used by black adolescents could be determined. Methods: One hundred and eighty-seven participants (88 males and 99 females) completed the Rational Experiential, the Coping Reponses and the Adolescent Stress Inventory. Results: Adolescents operating from an experiential cognitive style experienced more stress regarding school performance, school attendance, financial pressure and emerging adult responsibility than adolescents operating from a rational cognitive style. Adolescents employing a rational style sought more alternative rewards as a coping strategy, whereas adolescents employing an experiential style relied more on emotional discharge. Conclusions: The findings of this study concur with previous research, but provide a unique perspective on adolescents’ stress and coping in this South African context.