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Understanding psychological and contextual influences on self-regulatory learning among at risk undergraduate students: a mixed methods study.
(2024) Sotshongaye, Ayanda Nosipho.; Meyer-Weitz, Anna.
Background: Slow academic progression rates among undergraduate students is an increasing concern in South African Higher Education and Training Institutions. The aim of the study was to understand the psychological and contextual barriers to success of undergraduate students identified as At Risk of academic failure in a public South African university. Equally important, to examine how Self-Regulated Learning (SRL) abilities and or lack thereof facilitated learning experience and attainment of personal goals in the academic context. Methodology: Using a case study mixed methods research design, the study adopted a sequential exploratory strategy. In phase one, the qualitative approach conveniently selected 23 academically At Risk undergraduate students, post first year. Data collection process through the sociodemographic information sheet and in-depth individual interviews explored the experiences and challenges of the At Risk students as they navigate the system following academic failure, which were thematically analysed. In phase two, the quantitative approach administered questionnaires to a relatively larger sample of 452 conveniently selected At Risk students. Data collection process using the sociodemographic information sheet, 81-item Motivated Strategies for Learning Questionnaire (MSLQ) and the 16-item procrastination scale investigated the aspects of SRL that influenced performance. The MSLQ was subjected to factor analysis. Data were analysed using the Statistical Package for Social Sciences (SPSS 25) techniques (descriptive tests, Independent samples ttest, ANOVA, Pearson’s correlation, hierarchical regression). Results: Qualitative findings revealed high feelings of psychological distress, despondency, fear of failure and procrastination tendencies. Participants found the practices of the early warning (Robot) system as stigmatising and intensified their feelings of shame and despondency. Participants expressed difficulties in maintaining motivation due to experiencing academic failure and exclusions. Academic exclusion often led to degree changes, lateral transfers within and across colleges while financial exclusion impacted negatively on their housing conditions. Fear of failure, lack of self-confidence in approaching assessments increased maladaptive procrastination that inhibited optimal academic functioning. Furthermore, the vast majority had never consulted with their lecturers and preferred approaching their peers for academic support despite being less effective. At Risk students further attributed poor engagement with the University’s intervention programmes to the lack of clarity regarding the nature of support offered and how these services would be of benefit to their academic success. Quantitative results revealed that At Risk students differ significantly in their motivational goal for their academics, execution of learning strategies and levels of procrastination tendencies in relation to the four distinct sociodemographic factors (degree programmes, colleges, funding and residential groups). In particular, very strong significant differences were found between the four-year degree and three-year degree programme groups in relation to MSLQ constructs. The four-year degree programme group reported the task value as a motivating factor to engage and the good management of time and study environment, peer learning and help seeking behaviours as important learning resources for success as compared to three-year degree programme group. Also, the college groups differed significantly in levels of procrastination tendencies. The College of Humanities (CHUM) group reported higher academic procrastination tendencies as compared to the College of Agriculture, Engineering and Sciences (CAES) and the College of Law and Management Studies (CLMS). Pearson correlation results showed significant positive correlations between the MSLQ constructs, in terms of participants’ motivational beliefs (extrinsic goals, task value, control of learning beliefs, self-efficacy for learning and performance), learning strategies (elaboration, critical thinking, organisation, metacognitive SR) and the management of learning resources (time and study environment, effort regulation, peer learning and help seeking). The procrastination scale correlated negatively with most MSLQ, except for the insignificant result in control of learning beliefs and peer learning subscales. The higher procrastination tendencies were associated with the participants’ lower levels of motivational beliefs for the degree, inability to effectively employ various learning strategies and resources that promote performance. Conclusion: The study provided valuable descriptions of the students’ experiences and barriers to success, indicating the broader ramifications of failing and becoming At Risk that led to degree changes by lateral transfers within/ another college and financial exclusions. The psychological effects identified were shame, guilt, despondency, reduced self-efficacy beliefs for learning and performance, maladaptive procrastination. These constructs persistently and perpetually challenged their efforts to engage effectively with academic activities and ultimately increased their vulnerability to academic failure and hence the pattern of At-Risk status.
Bullying in the workplace : investigating the experiences and feelings of employees and management at a local municipality in KwaZulu Natal.
(2023) Singh , Ashlesha.; Buitendach, Johanna Hendrina.
Introduction
Workplace bullying (WB) is a universal phenomenon often attributed to physical violence and/or psychological abuse, which may have devastating consequences for both the individual/s and organisational wellness (Du Plessis, 2017). However, a lacuna in the research on the phenomenon of bullying was identified within the research domain. Up to the date of completion of the research study, there were no comprehensive anti-bullying policies and intervention guidelines in place at the study site to effectively eradicate bullying.
Objectives
The study aim was to gain insight into employees’ and managers’ feelings and experiences of WB at a local municipality in KwaZulu-Natal. This objective included the need to obtain a deeper understanding of how employees and managers construct their experiences and cope with WB, and to obtain their recommendations to prevent and manage its occurrence. Furthermore, all objectives of the research study worked together to develop substantial intervention guidelines to reduce and eliminate bullying within the said municipality.
Method
A qualitative, explorative single case study was the research approach adopted. Purposive sampling was used in this study and ten employees and ten managers were interviewed at the selected municipality. Semi-structured online interviews on Microsoft Teams, Zoom and journaling were used to collect data for the study. The data obtained were analysed through Moustakas’ (1994) modified van Kaam method of Interpretive Phenomenological Analysis (IPA), document analysis and the researcher’s journal. The theoretical frameworks of Foucault and the Job Demands-Resources (JD-R) Model contributed to further explicate the research findings.
Results
WB was commonly understood and experienced as a frequent and intentional abuse of power and authority, with vertical bullying and mobbing being the most prominent types of bullying experienced in the municipality. The research findings revealed that although WB was rampant across the municipality, the awareness of the phenomenon was notably poor. Common manifestations of WB included workplace aggression, social and job isolation, harassment, victimisation, undermining, humiliation and intrusion. As discussed in the study, results revealed that victims experienced various negative consequences of WB. At an organisational level, it became evident that WB severely impacted on the wellness of many employees and the local municipality as a whole. Overall, bullying created a toxic environment through a multitude of unacceptable and inappropriate abusive cause-and-effect practices and activities that exacerbated the spread of WB at the selected research site. Emotion and problem based coping mechanisms employed by victims were identified as effective coping mechanisms in response to WB. In addition, leadership accountability and consequence management were required to eliminate WB. Various approaches were recommended for the victims to prevent and manage the phenomenon in the municipality.
Conclusion
The data analysis indicated that the employees and managers interviewed experienced WB as a prominent feature of their workplace environment at the municipality. Despite their assertive and resilient approach, employees and managers grappled with the deleterious consequences of WB on their psychological, physical, social and organisational well-being. The development of multi-level interventions was recommended to prohibit bullying at the municipality. It was further recommended that a number of proactive measures were to be implemented to effectively prevent and manage WB.
An investigation of sleep quality, mental health and job satisfaction among shift workers in South African logistics industry.
(2023) Patel, Thuraiyaa.; Madlabana-Luthuli, Cynthia Zandile.
South Africa hosts an immense human population - one that requires goods and service provision on a vast scale and a rapid timeline. Swift goods and service delivery necessitates an expansive logistics industry which operates on a 24/7 timeline. The employees who drive the logistics industry, known as shift workers, are responsible for ensuring that the local and global supply chains are well-oiled and constantly moving. However, the impact of the act of working in shifts denotes that these employees work odd hours, during the night, at different times every day and rest at abnormal hours of the day. Shift workers are known to experience unusual hours of work which can have implications on their physical health. For example, these could be irregular sleeping patterns and unhealthy lifestyles, and simultaneous disruption of their personal lives. The physical impact of shift work often has an unpleasant effect on the mental and emotional health of such employees, further impacting the feelings that a shift worker has toward the job. This study aimed to investigate sleep quality, mental health and job satisfaction of such shift workers in the South African logistics industry, such that a greater understanding can be obtained about the health of such employees in a relatively underexplored realm of South African research. This investigation additionally unearths the relationships between the constructs of sleep quality, mental health and job satisfaction and distinguishes if sleep quality is a mediator between the constructs of mental health and job satisfaction in shift workers. This study followed a quantitative research design, utilising the theoretical frameworks of the Herzberg Two-Factor Analysis, Broaden and Build theory of Positive Emotions and Spielman’s Three-Factor Model. The construct of sleep quality was measured through the Pittsburgh Sleep Quality Index, the construct of mental health was measured through the General Health Questionnaire -12 and the construct of job satisfaction was measured through the Minnesota Satisfaction Questionnaire – with the biographical data obtained from a biographical questionnaire. A sample of 102 (N=102) was utilised for this study and was obtained from a national South African logistics company. Results of the study indicate that the levels of sleep quality and mental health of these shift workers were poor, whilst the level of job satisfaction experienced was on the positive and more inclined to good levels of job satisfaction. Additionally, the results of the study indicate that relationships between all three constructs are present and that sleep quality is a mediator of mental health and job satisfaction of such shift workers. A secondary test known as Sobel’s Test, was conducted to confirm that sleep quality is a mediator between mental health and job satisfaction. Limitations presented throughout the study related to the data collection process with physical pen-and-paper questionnaires, the time frame to collect data and the additional external challenge of navigating research during the COVID-19 pandemic. Health Questionnaire -12 and the construct of job satisfaction was measured through the Minnesota Satisfaction Questionnaire – with the biographical data obtained from a biographical questionnaire. A sample of 102 (N=102) was utilised for this study and was obtained from a national South African logistics company. Results of the study indicate that the levels of sleep quality and mental health of these shift workers were poor, whilst the level of job satisfaction experienced was on the positive and more inclined to good levels of job satisfaction. Additionally, the results of the study indicate that relationships between all three constructs are present and that sleep quality is a mediator of mental health and job satisfaction of such shift workers. A secondary test known as Sobel’s Test, was conducted to confirm that sleep quality is a mediator between mental health and job satisfaction. Limitations presented throughout the study related to the data collection process with physical pen-and-paper questionnaires, the time frame to collect data and the additional external challenge of navigating research during the COVID-19 pandemic.
Exploring postgraduate students' experiences of adjusting to Social Sciences degree at the University of KwaZulu-Natal.
(2024) Nkosi, Nobuhle Phumelele.; Makhaba, Vukani Luvuyo.
Students encounter various experiences upon enrolling in their new academic levels. One significant experience is the adjustment process, which can impact their postgraduate journey. Adversities can pose a threat to the process of student adjustment, resulting in several challenges that impede their academic pursuit. Students successfully adjusting to their studies allows them to have a smoother academic journey, complete studies within the designated time, and experience minimal attrition rates. Therefore, students must have adequate coping mechanisms to adjust. This study aims to explore the experiences that postgraduate students encounter when adjusting to their studies. A qualitative research approach was employed for this study. The data was collected using semi-structured interviews with eight participants. The participants were all registered at the University of KwaZulu-Natal, Howard College Campus, for their Master of Social Science degree. The data collected was analysed using the six-step thematic data analysis. The u-curve theory of adjustment and concepts borrowed from the social learning theory was used as the study’s theoretical framework. Findings reveal that various challenges impact students’ attempts to adjust. These challenges included the (a) nature of the academic support that the participants received and (b) the lack of orientation programs for postgraduate students. Further challenges included (c) the nature of the supervisor/supervisee relationship and (d) the need to balance social and personal responsibilities. As a result of these challenges, the participants faced longer completion times and a higher dropout risk. Participants highlighted how peer and family support positively impacted their academic progress. Some of the participants reported receiving adequate support from the university staff. In contrast, most of the participants yearned for support from the university as they felt isolated. The findings suggest that support from the university was important for the participants, primarily through the provision of resources such as funds and adequate academic support. Participants also acknowledged the vital role they had to play in laying the foundation for their studies in terms of preparations before commencing their studies. Findings suggest that when the university and the students put effort into postgraduate studies, it ensures a healthy adjustment culture within the university for current and future postgraduate students. A qualitative study exploring postgraduate students’ experiences of adjusting to social science higher degrees at the University of KwaZulu-Natal. The study’s findings contribute to the body of knowledge by highlighting interventions that the university can implement for future postgraduate students. Part of the intervention also includes the role the students should play to ensure their success and timely completion. The findings also suggest that literature should equally explore postgraduate student experiences as they adjust to their studies. This inclusion will allow for more postgraduate students’ experiences to be recorded and understood.
The psychological and work-related consequences of overindebtedness amongst employees of the KZN department of health.
(2024) Naidoo, Kirschnee.; Meyer-Weitz, Anna.
Background:
Over-indebtedness is where a consumer spends more than they earn and are unable to pay their debts timeously over a period of time often resulting in legal action due to non-payment of debts. This is a global and South African phenomenon that affects consumers globally and nationally on personal, social and contextual levels. Psychological consequences of over-indebtedness (such as stress) in the Public Sector, and factors that impact financial help-seeking behaviour (such as stigma and self-efficacy) are lacking. The financial wellness programmes (FWP) offered through the employee wellness programme (EWP) was introduced by the public sector to address over-indebtedness but little attention has been paid to barriers in accessing the FWP.
Methods:
Set in the Department of Health (DoH) Kwa Zulu-Natal, a case study approach using a convergent mixed-methods design was adopted to understand the psychosocial consequences of over-indebtedness and the barriers that prevented financial help-seeking behaviour from the FWP. In phase one the research instruments were developed and refined. Phase two comprised a cross-sectional survey among employees (n = 1132) to investigate the phenomenon of over-indebtedness, psychosocial issues (stress, coping strategies), and factors impacting financial help-seeking behaviour (availability, accessibility, utilisation of the FWP and its approval). Descriptive and multivariate statistics were utilised in alignment with the aims and objectives of the study. Concurrently, the qualitative focus group discussions were conducted among 14 employee wellness practitioners (EWP) on their perspectives of the Financial Wellness Programme in terms of utilisation, challenges faced, and help-seeking behaviours of employees. Thematic analysis was used to analyse the data.
Results:
The survey data suggested that half the participants perceived themselves as being over-indebted and 23% were legally indebted. Both formal and unsecured credit contributed to over- and legal indebtedness. Various forms of credit were accessed with those reported being legally indebted with greater access to credit. Poor money management contributed significantly to perceived indebtedness and legal indebtedness. Poor coping mechanisms (such as substance abuse, increased absenteeism and suicidal ideation), compounded by stigma and low self-efficacy, were found to negatively impact debt help-seeking behaviours from the FWP. The quality of the FWP was rated as average by 40% while 25% rated it as poor. The EWP stated that poor financial management and reliance on credit results in over-indebtedness. Various organisational factors seemed to impede the success of the FWP e.g. poor marketing, budget allocation, and a lack of buy-in from management and employees. Confidentiality, accessibility, acceptability, and availability of the FWP were identified as essential to ensure proper utilisation of the FWP. Results of the qualitative study supported the quantitative findings that debt stigma and lower levels of self-efficacy negatively influence debt help-seeking behaviour.
Conclusions and Recommendations:
Indebtedness is prevalent within the DoH. Credit commitments indicate that employees tend to spend more than they earn. Financial challenges result in psychological distress, and absenteeism. Avoidance behaviours, fear of stigma and low self-efficacy are barriers to seeking help from the FWP. In order to support indebted employees, organisational commitment to, and mandatory participation in FWP, is likely to destigmatise the FWP and ensure greater accessibility to all employees. This will likely assist all in better financial management, decision making, and provide a way of coping with stressors.