Luzelle Naude

University of the Free State | ufs · Department of Psychology

The poster presents the results of a cross-cultural study in which we analyzed the cultural invariance of the Utrecht-Management of Identity Commitments Scale version of the parental identity study and compared parents from different countries in terms of the intensity of parental identity processes.

The goal of the present study was to assess the similarities and differences between parents from different cultures in terms of the intensity of parental identity processes described in the three-dimensional model of identity formation. The cultural measurement invariance of the questionnaire used, the Utrecht-Management of Identity Commitments Sc...

The aim of this study was to explore how a group of South African adolescents experience and react to being controlled during their process of finding a personal identity. Adolescents from the Eastern Cape province in South Africa (n = 120; 58.33% female) participated in focus group discussions regarding their experiences of how control shaped thei...

This study investigated the extent and the nature of the behavioural and psychological control experienced by adolescents within four contexts (parental, peer, school, and community) of their everyday lives. The adolescents (n = 463; female = 52.5%, black African = 69.3%; mean age = 15.69 years, SD = 2.86 years) were from six public high schools in...

Social media engagements are integral to the lives and experiences of emerging adults. The aim of this study was to explore social media as a space where South African emerging adults shape and refine their sense of self. An explorative and descriptive qualitative approach was employed and individual interviews were conducted with 41 participants (...

The spiritual identity development of six South African, emerging adult, female, postgraduate psychology students (21 to 22 years old) was explored using reflective writing exercises and individual interviews. Interpretative phenomenological analysis revealed that spiritual identity exploration occurs continuously across the lifespan, with optimal...

This article presents the findings of a qualitative study that explored and described how students living with disability construct meaning from their first-year experience through their social systems and interpersonal relationships. Two groups of participants, namely 18 students living with disability and their self-identified significant others...

This study aimed to explore perceptions and experiences of parental identity development, with a specific focus on how the developmental dynamics of emerging adulthood intersect with processes of commitment, exploration and reconsideration of the parental role. Twenty-four South-African emerging adult parents were interviewed. Thematic analysis rev...

Being a first-year student living with disability can be challenging. However, many of these challenges hold potential towards growth and wellbeing. This study explored and described the challenge-related growth experiences of first-year students living with a disability at a higher education institution in South Africa. Individual interviews and r...

This study explored the evaluative nature, relational orientation, and salience of various domain-specific content areas in the identity narratives of an under-researched group of adolescents and emerging adults living in central South Africa. Participants (N = 281; male 50.55%, female 49.45%; MAge = 18.17) completed the Twenty Statements Test. Nar...

The aim of this chapter is to provide an overview of current themes, perspectives, and studies on identity in the sub-Saharan African context. The complexity, diversity, and multifaceted nature of the subcontinent is reflected in the various perspectives on African identities. In this chapter, unique perspectives from Africa are presented. These pe...

Global socio-economic trends in the world of work, especially in transitional societies like South Africa, confront adolescents with career challenges that require a clear sense of self. We explore the relationship between ego-identity and career aspiration, the moderating role of gender, and the mediating role of self-esteem among 336 Black Africa...

We examined the relationship between students’ Grade 12 achievement and their first-year academic performance and the potential moderating and/or mediating roles of generational status and academic self-concept in this relationship. Participants were 203 students (female = 82.8%; black African =73.9%; mean age =19.46 years, SD = 1.36 years). They c...

This qualitative study explored and described South African students’ experiences and perceptions regarding academic success. Focus group participants related academic success not only to achievement, but also to goal attainment, feelings of satisfaction, and the application of new skills. Academically successful students were associated with stron...

This qualitative phenomenological study aimed to capture experiences of spiritual identity development in a purposive sample of South African adolescents, using semi-structured interviews and reflective writing exercises. Participants confirmed the prominence of religiosity and spirituality, as intertwined concepts central to their sense of purpose...

This study explored spiritual identity development in a sample of South African adolescents, by considering how the participants perceived and experienced their spirituality, as well as how these meaning-making experiences contributed to their identity development. Twelve adolescent participants were purposively sampled and participated in semi-str...

This study explored approaches to diversity among teachers in racially-integrated school environments in the unique South African climate of transformation. Twelve teachers from urban, public, racially-integrated high schools participated part in two focus group discussions which were thematically analysed. Teachers articulated their understanding...

The aim of the study was to investigate the differences between the academic success and the factors contributing to the success of first- and continuous-generation students in higher education within the South African context. Continuous-generation students achieved significantly higher levels of academic success and reported higher levels of comm...

The aim of this study was to investigate the predictors of academic success of South African students. The study focused on 164 first to fourth year students. The extent to which students’ grade 12 performance, the type of high school they attended and their academic self-concepts contributed to their academic success during the entry and integrati...

The aim of this study was to explore students’ attitudes towards counseling at a South African institution of higher education. The influence of stigma (public and self-stigma), anticipated risk, and utility associated with disclosing information was also investigated, including the role of gender and culture. Using a mixed-method design, quantitat...

The aim of this research study was to gain insight into a group of South African psychology students’ perceptions regarding tattoos. In particular, the prevalence of getting a tattoo; differences between various gender, racial, and religious groupings with regard to getting a tattoo; the most prominent reasons for getting or not getting a tattoo; a...

This study aimed to investigate contextual predisposition to risk-taking behaviour among South African adolescents. Participants included 194 black adolescents from central South Africa (female = 50.5% between the ages of 16 and 19 years). The adolescents completed a youth risk behaviour survey as well as a questionnaire on their parental, peer, sc...

This study explored the experiences and perceptions of diversity among adolescents in racially-integrated schools in South Africa. Social psychological perspectives were used to consider the socio-cultural context of integrated schools in South Africa. A total number of 60 adolescents from desegregated, urban, public high schools in central South A...

Intergroup relation perspectives stem from research in Western contexts with clear distinctions between the dominant and nondominant groups. In South Africa, with at least 13 different cultural groups and 11 official languages, no group is dominant in all life spheres. We examine the relationship between identity and in-/out-group orientation acros...

The aim of this study was to explore Black South African adolescents’ sense of self as it emerges through their direct and indirect environments. Black African adolescents (N = 57; 52.63% male; 47.37% female) participated in eight focus groups, which were analyzed thematically. The emphasis fell on the interconnectedness and interdependency between...

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...

In this study, black South African first-generation students’ experiences related to identity development during their first year at a higher education institution were explored. Chickering and Reisser’s [1993. Education and Identity. 2nd ed. San Francisco, CA: Jossey-Bass] seven-vector identity development theory served as overarching framework. T...

This article explores the perspectives of students regarding tattoos as a form of branding themselves. Various cohort groups of students at a South African university participated by completing a questionnaire (with both quantitative and qualitative components) on their behaviour and perspectives related to tattoos and personal branding. Most parti...

This study investigated the experiences of postgraduate psychology students regarding their multicultural competence development (MCCD). King and Baxter Magolda’s multidimensional framework for the development of intercultural maturity, comprising cognitive, interpersonal and intrapersonal dimensions served as theoretical grounding. A qualitative,...

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...

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 da...

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...

As the title of this special issue in the Journal of Psychology in Africa (JPA) alludes, the aim of this issue is to present and debate the manifestation of the multiple dimensions of identity as they evolve in transitional societies.

So, why another book on identity? the editors of this book rightfully ask They continue to answer this question convincingly. Considering the centrality of the question Who am I? as well as the groundswell of research and literature in the field of identity studies, this book is timely. While it is not the only book focussing on identity; this book...

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 in...

This study investigated the relationship between black South African adolescents’ identity statuses and their perceived parenting styles. Participants (n = 188; 66% = females) were from central South Africa. They completed the Objective Measure of Ego Identity Status and the Parental Authority Questionnaire in addition to a biographic survey that i...

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/preventi...

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...

Through the lenses of transformative and experiential learning theory, this article describes South African psychology students' transformational journey while doing service-learning in a rural community. The reflection reports of five cohort groups (2006 to 2010), capturing students meaning making experiences and interpretations during community e...

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 whethe...

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 the students, but also academics with pathwaysto lifelong learning. Functioning in a community of practice (CoP) (with students and also l...

This study explores the constructs of academic competence and time perspective amongst Black African first-year students (n = 178, females = 72.5%) from a large South African university. Self-report data were collected on the students’ time perspective and academic competence. Participants’ time perspective was measured with the Time Perspective In...

Various learning philosophies, such as humanistic, constructivist, and socio-cultural approaches, have accentuated the importance of emotion in learning. In this article, we reviewed these approaches and explored the affective dimensions of learn-ing. We conducted focus group and individual interviews with a group of female stu-dents in the humanit...

Abstract The Faculty of the Humanities at the University of the Free State (UFS) launched an Academic Facilitation Sessions (AFS) project to provide academic scaffolding to students in extended programmes. The aim of the AFS is to promote the integration of generic and language competencies with disciplinary content. The educational philosophy that...

Enkele voorspellers van die akademiese prestasie van eerste-jaarstudente in drie-en vier jaar-kurrikulums Eerste voorlegging: 23 Februarie 2011 Aanvaarding: 8 September 2011 In die lig van lae sukseskoerse aan Suid-Afrikaanse hoëronderwysinstellings het hernude belangstelling in die voorspellers van akademiese prestasie ontwikkel. Hierdie studie on...

Through the lenses of contemporary social psychological perspectives this article explains how, by using service-learning and reflection as a vehicle to facilitate change, the conditions of optimal intergroup contact can be applied. An argument is made for how cultural immersion through service-learning transforms students through the change proces...

The researchers explore here an alternative model for horizontal international collaboration in teaching and learning; a module incorporating service-learning and online-learning principles. Playing the Power Game, is a service-learning module first taught internationally via the internet from two different academic institutions: the University of...

Low success rates at South African higher education institutions instigated renewed interest in the predictors of academic performance. This study article investigates academic and psychosocial predictors of academic performance of first-year students in three- and four-year curricula. In combination, the predictors explain 20.2% of the variance in...

This article highlights some of the factors that play a role in the academic success of black first year students who receive non mother-tongue education in English. Students in the Faculties of Economic and Management Sciences, Natural and Agricultural Sciences, as well as the Humanities/Law at the University of the Free State were involved in the...

Community service-learning (CSL) is advocated as a pedagogical tool to impart knowledge, attitudes and skills to students. This study aimed at determining whether community service-learning was a suitable method of instruction for recreation students to acquire the competencies needed in the field. Competencies needed in the recreation industry wer...

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...

The aim of this study was to determine to what extent environmental quality and time perspective can account for the variance in the academic performance of Grade 12 learners. Time perspective was assessed utilising the Zimbardo Time Perspective Inventory (ZTPI). Environmental quality was measured by means of a self-compiled questionnaire. A total...