Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2258010
Junjie Qiu, Jibo Li
AbstractAn experimental investigation was conducted on whether and how temporal expectation influences visual processing in moving objects, while also considering the role of attention control. Data on reaction times were collected as outcome measures from two behavioural experiments. In experiment 1, participants (n = 36) were asked to monitor the movement of an object until its disappearance and respond quickly when it reappeared. The trajectory of an object before its disappearance generates expectations regarding the position and/or timing of its subsequent reappearance. Results revealed that all states of expectation significantly shortened reaction times compared with no expectation. In experiment 2, participants (n = 34) performed the same reaction time task while simultaneously engaging in a working memory task, which comprised memorising a string of characters. Results indicated that there is no difference in reaction times between the only temporal expectation and no expectation. Taken together, these results provide evidence to suggest that participants could predict the location and/or timing of target onset based on rhythmic moving objects, and that a secondary cognitive task impaired temporal expectation. These findings support the temporal expectation hypothesis regarding moving objects requiring attentional control resources.Keywords: attention controlrhythmic temporal expectationspatial expectationdual-task paradigmmotion Additional informationFundingThe research was funded by the Guangdong Philosophy and Social Science Project (GD22YJY07), and Youth Innovative Talents Project in 31 Colleges and Universities in Guangdong Province (2021WQNCX041), and the Special Fund for the Doctoral Program of Lingnan Normal University (ZL1911).
{"title":"Spatiotemporal expectations of apparent motion and the effect of attentional control","authors":"Junjie Qiu, Jibo Li","doi":"10.1080/14330237.2023.2258010","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258010","url":null,"abstract":"AbstractAn experimental investigation was conducted on whether and how temporal expectation influences visual processing in moving objects, while also considering the role of attention control. Data on reaction times were collected as outcome measures from two behavioural experiments. In experiment 1, participants (n = 36) were asked to monitor the movement of an object until its disappearance and respond quickly when it reappeared. The trajectory of an object before its disappearance generates expectations regarding the position and/or timing of its subsequent reappearance. Results revealed that all states of expectation significantly shortened reaction times compared with no expectation. In experiment 2, participants (n = 34) performed the same reaction time task while simultaneously engaging in a working memory task, which comprised memorising a string of characters. Results indicated that there is no difference in reaction times between the only temporal expectation and no expectation. Taken together, these results provide evidence to suggest that participants could predict the location and/or timing of target onset based on rhythmic moving objects, and that a secondary cognitive task impaired temporal expectation. These findings support the temporal expectation hypothesis regarding moving objects requiring attentional control resources.Keywords: attention controlrhythmic temporal expectationspatial expectationdual-task paradigmmotion Additional informationFundingThe research was funded by the Guangdong Philosophy and Social Science Project (GD22YJY07), and Youth Innovative Talents Project in 31 Colleges and Universities in Guangdong Province (2021WQNCX041), and the Special Fund for the Doctoral Program of Lingnan Normal University (ZL1911).","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2258001
Shihaam Solomon, Marieta du Plessis
AbstractTemporary academic appointments are increasingly prevalent in higher education institutions across the globe. The lived experiences of temporary academic staff within South African higher education institutions were explored. Twenty-six temporary academic staff (females = 69%, black = 75%, white = 25%, other = none) participated in semi-structured interviews on their lived employment experiences. Six themes emerged from the thematic analysis: (1) negotiating desire versus despair; (2) living in limbo, (3) stunted career growth, (4) disillusionment and emotions of exploitation, (5) marginalised as an outsider, and (6) dehumanised work experience. The temporary academics stated a desire for fair human resource support, recognition, and being valued for their contribution to the academy similar to their permanent/full-time counterparts. These findings indicate that employment precarity for temporary academics should be addressed with employment practices and policies to improve their quality of work life.Keywords: precarious employmenttemporary contract academic staffSouth African higher educationlived experiencedecent workSustainable Development Goal 8 (SDG8) Data availability statementThe data that support the findings of this article are available upon request from the corresponding author.
{"title":"Temporary academics in South African higher education institutions: Their lived precarity experiences","authors":"Shihaam Solomon, Marieta du Plessis","doi":"10.1080/14330237.2023.2258001","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258001","url":null,"abstract":"AbstractTemporary academic appointments are increasingly prevalent in higher education institutions across the globe. The lived experiences of temporary academic staff within South African higher education institutions were explored. Twenty-six temporary academic staff (females = 69%, black = 75%, white = 25%, other = none) participated in semi-structured interviews on their lived employment experiences. Six themes emerged from the thematic analysis: (1) negotiating desire versus despair; (2) living in limbo, (3) stunted career growth, (4) disillusionment and emotions of exploitation, (5) marginalised as an outsider, and (6) dehumanised work experience. The temporary academics stated a desire for fair human resource support, recognition, and being valued for their contribution to the academy similar to their permanent/full-time counterparts. These findings indicate that employment precarity for temporary academics should be addressed with employment practices and policies to improve their quality of work life.Keywords: precarious employmenttemporary contract academic staffSouth African higher educationlived experiencedecent workSustainable Development Goal 8 (SDG8) Data availability statementThe data that support the findings of this article are available upon request from the corresponding author.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2257450
Xinli Zhai, Li Zhang, Lingyuan Li, Lin Yang, Pingzhi Ye
AbstractThis study explored the relationship between objective career success and subjective well-being in kindergarten teachers and the mediating role of professional identity in that relationship. The study sample comprised 5 385 kindergarten teachers from Guangdong province, China (females = 99.1%, 0-1 years of experience = 15.2%, 2-5 years of experience = 34.4%, 6-10 years of experience = 25.3%, 11-15 years of experience = 12.6%, >16 years of experience = 12.6%; mean years of experience = 5.75). The teachers completed the following measures: the Life Satisfaction Scale (LSS), Emotional Satisfaction Scale (ESS), Objective Career Success (OCS), and Professional Identity Scale (PIS). Regression and mediation analysis were utilised for the data analysis. Results indicate that objective career success predicts subjective well-being to be higher with higher levels of objective career success of male teachers. Professional identity plays a mediating role between objective career success and subjective well-being. It is also associated with increasing levels of subjective well-being, particularly among females and those with more experience. Our findings suggest a need to provide professional development space for kindergarten teachers, strengthening the links between their objective career success and work-life satisfaction.Keywords: kindergarten teachersobjective career successsubjective well-beingprofessional identitymediating roleteachers
{"title":"Kindergarten teachers’ objective career success and subjective well-being: The mediating role of professional identity","authors":"Xinli Zhai, Li Zhang, Lingyuan Li, Lin Yang, Pingzhi Ye","doi":"10.1080/14330237.2023.2257450","DOIUrl":"https://doi.org/10.1080/14330237.2023.2257450","url":null,"abstract":"AbstractThis study explored the relationship between objective career success and subjective well-being in kindergarten teachers and the mediating role of professional identity in that relationship. The study sample comprised 5 385 kindergarten teachers from Guangdong province, China (females = 99.1%, 0-1 years of experience = 15.2%, 2-5 years of experience = 34.4%, 6-10 years of experience = 25.3%, 11-15 years of experience = 12.6%, >16 years of experience = 12.6%; mean years of experience = 5.75). The teachers completed the following measures: the Life Satisfaction Scale (LSS), Emotional Satisfaction Scale (ESS), Objective Career Success (OCS), and Professional Identity Scale (PIS). Regression and mediation analysis were utilised for the data analysis. Results indicate that objective career success predicts subjective well-being to be higher with higher levels of objective career success of male teachers. Professional identity plays a mediating role between objective career success and subjective well-being. It is also associated with increasing levels of subjective well-being, particularly among females and those with more experience. Our findings suggest a need to provide professional development space for kindergarten teachers, strengthening the links between their objective career success and work-life satisfaction.Keywords: kindergarten teachersobjective career successsubjective well-beingprofessional identitymediating roleteachers","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2258005
Baoyan Yang, Xiaoyue Zhao, Mengmeng Zhu, Yiting Wang, Qiaoqiao Du
This study examines the relationship between self-perceived physical attractiveness and materialism, and the mediating role of subjective social class in that relationship. Participants were 375 Chinese college students (female = 79%; sophomore = 29%; mean age = 21.99; SD = 2.75) who completed a series of questionnaires. Following hierarchical regression analysis and bootstrap analysis, results indicated self-perceived physical attractiveness positively predicted subjective social class and materialism. Subjective social class played a mediating role between self-perceived physical attractiveness and materialism. When self-perceived physical attractiveness is low, accompanied by a decrease in subjective social class, the level of materialism will tend to increase significantly; when self-perceived physical attractiveness is high, accompanied by a rise in subjective social class, the level of materialism will decrease significantly. These findings are explained by China’s “face” culture through which beauty is a symbolic capital for maintaining self-identity reputation and status, consistent with the views of the social capital and the functional theory of materialism. Accordingly, equitable college student cultivation and development services should support college students for healthy physical aesthetic standards and materialism values regardless of self-perceived physical attractiveness or social class.
{"title":"Beauty and materiality: Subjective social class mediation of self-perceived physical attractiveness and materialism in Chinese college students","authors":"Baoyan Yang, Xiaoyue Zhao, Mengmeng Zhu, Yiting Wang, Qiaoqiao Du","doi":"10.1080/14330237.2023.2258005","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258005","url":null,"abstract":"This study examines the relationship between self-perceived physical attractiveness and materialism, and the mediating role of subjective social class in that relationship. Participants were 375 Chinese college students (female = 79%; sophomore = 29%; mean age = 21.99; SD = 2.75) who completed a series of questionnaires. Following hierarchical regression analysis and bootstrap analysis, results indicated self-perceived physical attractiveness positively predicted subjective social class and materialism. Subjective social class played a mediating role between self-perceived physical attractiveness and materialism. When self-perceived physical attractiveness is low, accompanied by a decrease in subjective social class, the level of materialism will tend to increase significantly; when self-perceived physical attractiveness is high, accompanied by a rise in subjective social class, the level of materialism will decrease significantly. These findings are explained by China’s “face” culture through which beauty is a symbolic capital for maintaining self-identity reputation and status, consistent with the views of the social capital and the functional theory of materialism. Accordingly, equitable college student cultivation and development services should support college students for healthy physical aesthetic standards and materialism values regardless of self-perceived physical attractiveness or social class.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"10 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134948873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2258006
Cheryl D. Foxcroft
{"title":"Cross-Cultural Cognitive Test Norms: An Advanced Collation from Africa <i>Cross-Cultural Cognitive Test Norms: An Advanced Collation from Africa</i> , Ann Shuttleworth-Edwards and Sharon Truter, inter-Ed, 2023, ISBN 9780620982146 (hard cover), pp. 681","authors":"Cheryl D. Foxcroft","doi":"10.1080/14330237.2023.2258006","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258006","url":null,"abstract":"","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2264587
Nan Wang, Yuxiang Luan, Rui Ma
AbstractThe current study examined the relationship between servant leadership and employees’ work strain, as well as the mediating role of strengths use in that relationship. Participants were 179 Chinese employees (female = 49%; mean age = 27 years; mean tenure = 2.28 years). Two dimensions of work strain, namely, emotional exhaustion and workplace anxiety, were measured together with perceived servant leadership and strengths use. The results of the structural equation model showed that servant leadership is negatively linked to employees’ work strain, suggesting that employees have better workplace health under servant leadership. Strengths use has a negative link with emotional exhaustion, but not with workplace anxiety. Workers with emotional exhaustion would draw on their strengths less. Strengths use mediated the relationship between servant leadership and emotional exhaustion, lowering the risk of emotional exhaustion risk. Finally, no moderation effect has been found in this study. Findings suggest that servant leadership training would be of strategic advantage to organisations for energising their employees for greater productivity.Keywords: servant leadershipemotional exhaustionworkplace anxietystrengths usework strain
{"title":"Linking servant leadership to work strains: The mediating effect of strengths use","authors":"Nan Wang, Yuxiang Luan, Rui Ma","doi":"10.1080/14330237.2023.2264587","DOIUrl":"https://doi.org/10.1080/14330237.2023.2264587","url":null,"abstract":"AbstractThe current study examined the relationship between servant leadership and employees’ work strain, as well as the mediating role of strengths use in that relationship. Participants were 179 Chinese employees (female = 49%; mean age = 27 years; mean tenure = 2.28 years). Two dimensions of work strain, namely, emotional exhaustion and workplace anxiety, were measured together with perceived servant leadership and strengths use. The results of the structural equation model showed that servant leadership is negatively linked to employees’ work strain, suggesting that employees have better workplace health under servant leadership. Strengths use has a negative link with emotional exhaustion, but not with workplace anxiety. Workers with emotional exhaustion would draw on their strengths less. Strengths use mediated the relationship between servant leadership and emotional exhaustion, lowering the risk of emotional exhaustion risk. Finally, no moderation effect has been found in this study. Findings suggest that servant leadership training would be of strategic advantage to organisations for energising their employees for greater productivity.Keywords: servant leadershipemotional exhaustionworkplace anxietystrengths usework strain","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2257076
Pei Jiang, Zhihui Zhang
This study aimed to explore the development of and change in perceived social support, self-esteem, and depression in college first-year students, as well as the relationships among them. A total of 509 Chinese college first-year students (females = 65.6%, mean age = 18.17 years, SD = 0.77 years) participated in a two-wave longitudinal study within a six-month period. The Perceived Social Support Scale, Self-Esteem Scale, and Self-Rating Depression Scale results at baseline and follow-up show that perceived social support had a unidirectional predictive effect on self-esteem and depression, and self-esteem had a unidirectional predictive effect on depression at Time 2. Perceived social support at Time 1 (T1) also significantly predicted self-esteem at Time 2 (T2), while T1 perceived social support and T1 self-esteem significantly predicted T2 depression. The mediation effect test shows that self-esteem plays a partial mediating role between perceived social support and depression of first-years. In conclusion, perceived social support can significantly predict self-esteem and both of these can predict depression in college first-years. Perceived social support can also alleviate their depression through the mediation of self-esteem. Findings are consistent with ecological systems theory and imply a need for student counselling services to provide sufficient support aimed at improving self-esteem and reducing depression.
{"title":"Self-esteem mediation of perceived social support and depression in university first-year students: A longitudinal study","authors":"Pei Jiang, Zhihui Zhang","doi":"10.1080/14330237.2023.2257076","DOIUrl":"https://doi.org/10.1080/14330237.2023.2257076","url":null,"abstract":"This study aimed to explore the development of and change in perceived social support, self-esteem, and depression in college first-year students, as well as the relationships among them. A total of 509 Chinese college first-year students (females = 65.6%, mean age = 18.17 years, SD = 0.77 years) participated in a two-wave longitudinal study within a six-month period. The Perceived Social Support Scale, Self-Esteem Scale, and Self-Rating Depression Scale results at baseline and follow-up show that perceived social support had a unidirectional predictive effect on self-esteem and depression, and self-esteem had a unidirectional predictive effect on depression at Time 2. Perceived social support at Time 1 (T1) also significantly predicted self-esteem at Time 2 (T2), while T1 perceived social support and T1 self-esteem significantly predicted T2 depression. The mediation effect test shows that self-esteem plays a partial mediating role between perceived social support and depression of first-years. In conclusion, perceived social support can significantly predict self-esteem and both of these can predict depression in college first-years. Perceived social support can also alleviate their depression through the mediation of self-esteem. Findings are consistent with ecological systems theory and imply a need for student counselling services to provide sufficient support aimed at improving self-esteem and reducing depression.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134948874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/14330237.2023.2258008
Xingzhi Mao, Qi Li, Fangfang Shangguan, Jing Xiao
AbstractThis study examined between anxiety symptoms in subthreshold depressive (SD) adolescents with rumination and their personal predispositions. A total of 371 SD adolescents were enrolled in the study (females 55.26%, mean age = 16.34, SD = 0.96). The adolescents completed the Multidimensional Anxiety Scale for Children (MASC), Center for Epidemiological Survey-Depression Scale (CES-D), Ruminative Response Scale (RRS), Individualism-Collectivism Scale (ICS), and Self-Perception Profile for Children (SPPC). Results following univariate analysis, logistic regression (backward: Wald), and the area under the receiver operating characteristics (AUROC) revealed a pattern among individuals with subthreshold depression and high levels of rumination. The SD adolescents with a high level of rumination scored higher on vertical individualism, which values independence, autonomy, competitiveness, and a desire for high status. Additionally, they also exhibited higher athletic competence, a self-esteem dimension related to one’s perceived skill, ability, and confidence in physical activities and sports. The combination of vertical individualism and athletic competence differentiated SD adolescents from those without anxiety symptoms. Our results suggest high vertical individualism and high athletic competence likely contribute to anxiety symptoms in SD adolescents with a high level of rumination.Keywords: subthreshold depressionanxietyrumination response styleadolescencegender differencesrisk factors Data availability statementThe data that support the findings of this study are available from the corresponding author upon reasonable request.AcknowledgementsThe authors are indebted to all participants to attend our study. This research was supported by the Key Project of Beijing Education Science Planning, Reevaluation and Cognitive Training to treat college students with Internet addiction (BEAA21046), and Beijing Digital Education Research (BDEC2023619098).
{"title":"Prevalence and psychological correlates of anxiety symptoms in subthreshold depressive adolescents with a high level of rumination response style","authors":"Xingzhi Mao, Qi Li, Fangfang Shangguan, Jing Xiao","doi":"10.1080/14330237.2023.2258008","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258008","url":null,"abstract":"AbstractThis study examined between anxiety symptoms in subthreshold depressive (SD) adolescents with rumination and their personal predispositions. A total of 371 SD adolescents were enrolled in the study (females 55.26%, mean age = 16.34, SD = 0.96). The adolescents completed the Multidimensional Anxiety Scale for Children (MASC), Center for Epidemiological Survey-Depression Scale (CES-D), Ruminative Response Scale (RRS), Individualism-Collectivism Scale (ICS), and Self-Perception Profile for Children (SPPC). Results following univariate analysis, logistic regression (backward: Wald), and the area under the receiver operating characteristics (AUROC) revealed a pattern among individuals with subthreshold depression and high levels of rumination. The SD adolescents with a high level of rumination scored higher on vertical individualism, which values independence, autonomy, competitiveness, and a desire for high status. Additionally, they also exhibited higher athletic competence, a self-esteem dimension related to one’s perceived skill, ability, and confidence in physical activities and sports. The combination of vertical individualism and athletic competence differentiated SD adolescents from those without anxiety symptoms. Our results suggest high vertical individualism and high athletic competence likely contribute to anxiety symptoms in SD adolescents with a high level of rumination.Keywords: subthreshold depressionanxietyrumination response styleadolescencegender differencesrisk factors Data availability statementThe data that support the findings of this study are available from the corresponding author upon reasonable request.AcknowledgementsThe authors are indebted to all participants to attend our study. This research was supported by the Key Project of Beijing Education Science Planning, Reevaluation and Cognitive Training to treat college students with Internet addiction (BEAA21046), and Beijing Digital Education Research (BDEC2023619098).","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/14330237.2023.2219574
M. Coetzee, M. Moosa
Women form a critical component of the workforce of South Africa, yet the retention of women in leadership positions is problematic. This study examined the relationship between leadership opportunities and the retention of women at an open-distance education institution. A total of 311 of 2 732 female employees at a South African higher education participated in the study. The participating women responded to a survey on the leadership of their supervisors, leadership opportunities and retention. The data were analysed by descriptive and inferential statistics. The regression analysis results indicated leadership opportunities to predict job retention by age groupings, ethnicity, staff category and educational level. However, middle-aged women and black women were more inclined to perceive barriers to reaching leadership positions, despite capabilities and advancement opportunities. Advancement opportunities were the strongest predictor of job retention of women, followed by support and fulfilled unique needs. Findings suggest the importance of leadership opportunities to encourage women to remain with an organisation and pursue leadership positions.
{"title":"Liberate or obliterate: Women’s leadership in academia","authors":"M. Coetzee, M. Moosa","doi":"10.1080/14330237.2023.2219574","DOIUrl":"https://doi.org/10.1080/14330237.2023.2219574","url":null,"abstract":"Women form a critical component of the workforce of South Africa, yet the retention of women in leadership positions is problematic. This study examined the relationship between leadership opportunities and the retention of women at an open-distance education institution. A total of 311 of 2 732 female employees at a South African higher education participated in the study. The participating women responded to a survey on the leadership of their supervisors, leadership opportunities and retention. The data were analysed by descriptive and inferential statistics. The regression analysis results indicated leadership opportunities to predict job retention by age groupings, ethnicity, staff category and educational level. However, middle-aged women and black women were more inclined to perceive barriers to reaching leadership positions, despite capabilities and advancement opportunities. Advancement opportunities were the strongest predictor of job retention of women, followed by support and fulfilled unique needs. Findings suggest the importance of leadership opportunities to encourage women to remain with an organisation and pursue leadership positions.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"33 1","pages":"417 - 423"},"PeriodicalIF":1.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44256293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/14330237.2023.2240107
M. Coetzee, M. Ngope
This study explored the interplay between students’ career orientations and career guidance need in relation to their employability attributes of graduateness and personal employability qualities. Applying a cross-sectional design, 369 black South African students at a university of technology were sampled for the study. The students completed an adapted version of the Career Orientations Inventory and the Employer Employability Competency Expectations scale. Results following tests for significant mean differences and moderated regression analysis revealed that clarity on career orientation preferences is associated with a high need for career guidance. Career orientations predicted employability attributes more than the need for career guidance. Students with a high career orientation preference had significantly more positive perceptions of their graduateness and personal employability qualities than those with a low career orientation preference. Students with a low career orientation preference and weak desire for career guidance had a significantly weaker awareness of their employability attributes. Premised on the dispositional model of employability, the findings suggest the need for career guidance in employability learning and development to help students gain insight into their career orientation preferences and personal employability qualities.
{"title":"Influence of career orientations and career guidance need on students’ employability attributes","authors":"M. Coetzee, M. Ngope","doi":"10.1080/14330237.2023.2240107","DOIUrl":"https://doi.org/10.1080/14330237.2023.2240107","url":null,"abstract":"This study explored the interplay between students’ career orientations and career guidance need in relation to their employability attributes of graduateness and personal employability qualities. Applying a cross-sectional design, 369 black South African students at a university of technology were sampled for the study. The students completed an adapted version of the Career Orientations Inventory and the Employer Employability Competency Expectations scale. Results following tests for significant mean differences and moderated regression analysis revealed that clarity on career orientation preferences is associated with a high need for career guidance. Career orientations predicted employability attributes more than the need for career guidance. Students with a high career orientation preference had significantly more positive perceptions of their graduateness and personal employability qualities than those with a low career orientation preference. Students with a low career orientation preference and weak desire for career guidance had a significantly weaker awareness of their employability attributes. Premised on the dispositional model of employability, the findings suggest the need for career guidance in employability learning and development to help students gain insight into their career orientation preferences and personal employability qualities.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":"33 1","pages":"358 - 367"},"PeriodicalIF":1.2,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43409399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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