Exploring fatigue challenges and contributing factors in the South African aviation industry amidst the COVID-19 pandemic: insights from blunt-end stakeholders
- Authors: Clark, Darryl Malcolm
- Date: 2024-10-11
- Subjects: Fatigue , Aircraft industry South Africa , COVID-19 Pandemic, 2020- Influence , Executives Attitudes , Fatigue in the workplace , Aeronautics Law and legislation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464743 , vital:76541
- Description: Background: Despite the global aviation industry's ongoing commitment to safety, crew fatigue remains a persistent and pressing issue. Within South Africa, fatigue management was primarily governed by regulations, however, there was ongoing debate about whether these regulations adequately reflected the latest scientific evidence and operational demands. This study addressed this gap by investigating perceptions about fatigue and fatigue management from management and decision-makers (blunt-end stakeholders) within the South African aviation sector. This study aimed to investigate the perceptions surrounding fatigue and fatigue management among management and decision-makers (blunt-end stakeholders) within the South African aviation sector. Specifically, it sought to contribute to ongoing research dedicated to developing a better understanding of whether, how, and why regulations pertaining to fatigue management may need to change. By exploring the perspectives of blunt-end stakeholders, the study aimed to uncover insights into the challenges and potential gaps in current regulations, with the ultimate goal of informing potential regulatory adjustments to enhance aviation safety. Methodology: A cross-sectional, qualitative exploratory design investigated perceptions about fatigue and fatigue management among blunt-end stakeholders in the South African aviation industry. Data was collected through online semi-structured interviews and written open-ended questionnaires to capture diverse perspectives. The methodology aimed to comprehensively understand fatigue-related experiences and perceptions among pilots and cabin crew, considering the unique challenges posed by the COVID-19 pandemic. Participants were selected using purposive and snowball sampling, ensuring representation from various regulatory categories and industry sectors. The study employed a thematic analysis approach to analyse data collected through online semi-structured interviews and written open-ended questionnaires. Thematic analysis facilitated the identification of key patterns and themes in the perceptions of blunt-end stakeholders within the South African aviation industry regarding fatigue and fatigue management Results: The thematic analysis of data from thirteen South African aviation industry stakeholders unveiled insights into crew fatigue challenges and regulatory concerns. Participants emphasized crew fatigue as a significant safety risk linked to entrenched crew mentalities, where instances of disregarding fatigue management protocols posed imminent safety risks. Additionally, outdated regulations were cited, hindering optimal crew rest periods and modern fatigue mitigation technologies, with discrepancies in regulatory support exacerbating challenges across operational contexts. Aviation stakeholders expressed apprehensions regarding the efficacy of existing Flight and Duty Regulations, advocating for amendments to enhance fatigue management practices. The COVID-19 pandemic further exacerbated fatigue issues, leading to shifts in crew morale, increased stress levels, and regulatory challenges, necessitating adaptive fatigue management strategies and proposed risk mitigation plans, including regulatory adjustments and enhanced stakeholder engagement. Discussion: The study investigated the intricate landscape of fatigue-related risks within the aviation industry, recognizing the systemic and context-specific nature of these challenges. It is evident from our findings, in line with previous research, that fatigue within the aviation sector is not merely an isolated issue but a multifaceted consequence of systemic factors. Our study highlights the pressing need for revisiting the current Flight and Duty Periods (FDPs) and overall fatigue management strategies to address these underlying systemic issues effectively. Unlike static safety concerns, fatigue-related risks evolve dynamically, influenced by technological advancements, industry practices, and external factors such as the ongoing COVID-19 pandemic. Our analysis elucidated the complex interplay between safety protocols, operational standards, and the well-being of crew members, emphasizing the need for a nuanced approach in mitigating fatigue-related risks. Central to our findings is the recognition of the limitations of existing regulations in adequately addressing emerging challenges associated with crew fatigue. Our study underscores the imperative of regulatory agility in safeguarding both passengers and crew members, advocating for continuous evaluation and refinement of regulatory frameworks. Specifically, there is a critical need to revisit and adapt current FDPs and fatigue management strategies to align with the systemic causes of fatigue identified in our research. Conclusion: This study contributed a comprehensive analysis of crew fatigue in South African aviation, focusing on perspectives of blunt-end stakeholders. It highlighted widespread recognition of fatigue's safety implications, exacerbated by factors like economic stressors and regulatory deficiencies, including those intensified by the COVID-19 pandemic. Participants advocated for regulatory reforms to enhance crew rest provisions and address scheduling challenges. The research underscored the need for a proactive, collaborative approach prioritizing aviation professionals' well-being. Recommendations emphasized tailored regulations, technology integration, and ongoing collaboration among stakeholders to refine fatigue management strategies and ensure industry resilience. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Clark, Darryl Malcolm
- Date: 2024-10-11
- Subjects: Fatigue , Aircraft industry South Africa , COVID-19 Pandemic, 2020- Influence , Executives Attitudes , Fatigue in the workplace , Aeronautics Law and legislation South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464743 , vital:76541
- Description: Background: Despite the global aviation industry's ongoing commitment to safety, crew fatigue remains a persistent and pressing issue. Within South Africa, fatigue management was primarily governed by regulations, however, there was ongoing debate about whether these regulations adequately reflected the latest scientific evidence and operational demands. This study addressed this gap by investigating perceptions about fatigue and fatigue management from management and decision-makers (blunt-end stakeholders) within the South African aviation sector. This study aimed to investigate the perceptions surrounding fatigue and fatigue management among management and decision-makers (blunt-end stakeholders) within the South African aviation sector. Specifically, it sought to contribute to ongoing research dedicated to developing a better understanding of whether, how, and why regulations pertaining to fatigue management may need to change. By exploring the perspectives of blunt-end stakeholders, the study aimed to uncover insights into the challenges and potential gaps in current regulations, with the ultimate goal of informing potential regulatory adjustments to enhance aviation safety. Methodology: A cross-sectional, qualitative exploratory design investigated perceptions about fatigue and fatigue management among blunt-end stakeholders in the South African aviation industry. Data was collected through online semi-structured interviews and written open-ended questionnaires to capture diverse perspectives. The methodology aimed to comprehensively understand fatigue-related experiences and perceptions among pilots and cabin crew, considering the unique challenges posed by the COVID-19 pandemic. Participants were selected using purposive and snowball sampling, ensuring representation from various regulatory categories and industry sectors. The study employed a thematic analysis approach to analyse data collected through online semi-structured interviews and written open-ended questionnaires. Thematic analysis facilitated the identification of key patterns and themes in the perceptions of blunt-end stakeholders within the South African aviation industry regarding fatigue and fatigue management Results: The thematic analysis of data from thirteen South African aviation industry stakeholders unveiled insights into crew fatigue challenges and regulatory concerns. Participants emphasized crew fatigue as a significant safety risk linked to entrenched crew mentalities, where instances of disregarding fatigue management protocols posed imminent safety risks. Additionally, outdated regulations were cited, hindering optimal crew rest periods and modern fatigue mitigation technologies, with discrepancies in regulatory support exacerbating challenges across operational contexts. Aviation stakeholders expressed apprehensions regarding the efficacy of existing Flight and Duty Regulations, advocating for amendments to enhance fatigue management practices. The COVID-19 pandemic further exacerbated fatigue issues, leading to shifts in crew morale, increased stress levels, and regulatory challenges, necessitating adaptive fatigue management strategies and proposed risk mitigation plans, including regulatory adjustments and enhanced stakeholder engagement. Discussion: The study investigated the intricate landscape of fatigue-related risks within the aviation industry, recognizing the systemic and context-specific nature of these challenges. It is evident from our findings, in line with previous research, that fatigue within the aviation sector is not merely an isolated issue but a multifaceted consequence of systemic factors. Our study highlights the pressing need for revisiting the current Flight and Duty Periods (FDPs) and overall fatigue management strategies to address these underlying systemic issues effectively. Unlike static safety concerns, fatigue-related risks evolve dynamically, influenced by technological advancements, industry practices, and external factors such as the ongoing COVID-19 pandemic. Our analysis elucidated the complex interplay between safety protocols, operational standards, and the well-being of crew members, emphasizing the need for a nuanced approach in mitigating fatigue-related risks. Central to our findings is the recognition of the limitations of existing regulations in adequately addressing emerging challenges associated with crew fatigue. Our study underscores the imperative of regulatory agility in safeguarding both passengers and crew members, advocating for continuous evaluation and refinement of regulatory frameworks. Specifically, there is a critical need to revisit and adapt current FDPs and fatigue management strategies to align with the systemic causes of fatigue identified in our research. Conclusion: This study contributed a comprehensive analysis of crew fatigue in South African aviation, focusing on perspectives of blunt-end stakeholders. It highlighted widespread recognition of fatigue's safety implications, exacerbated by factors like economic stressors and regulatory deficiencies, including those intensified by the COVID-19 pandemic. Participants advocated for regulatory reforms to enhance crew rest provisions and address scheduling challenges. The research underscored the need for a proactive, collaborative approach prioritizing aviation professionals' well-being. Recommendations emphasized tailored regulations, technology integration, and ongoing collaboration among stakeholders to refine fatigue management strategies and ensure industry resilience. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2024
- Full Text:
- Date Issued: 2024-10-11
Investigating teachers’ post-pandemic management of mathematics content coverage in Grade 3
- Authors: Damaske, Inge Gerda
- Date: 2024-10-11
- Subjects: COVID-19 Pandemic, 2020- Influence , Mathematics Study and teaching (Elementary) South Africa City of Tshwane Metropolitan Municipality , Elementary school teachers South Africa City of Tshwane Metropolitan Municipality , Educational technology , Curriculum planning
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463691 , vital:76432
- Description: This study investigated how teachers managed and continue to manage mathematics content coverage in Grade 3 during the COVID-19 pandemic and now post the pandemic. In particular my study sought to understand technologies that teachers may have drawn on during the pandemic in support of curriculum coverage and those that they continue to use. In addition, the study began with a detailed documentary analysis of all available documentation provided to schools and teachers about the management of teaching and curriculum coverage during the pandemic as this provides understanding of the policy and guidelines context in which teachers were working. Thus, in this research I investigated the research questions: i) How have teachers managed the stipulated curriculum coverage in Grade 3 mathematics during the pandemic? and ii) How are teachers continuing to manage this post the pandemic. This included identifying how much and what type of support teachers were given from various stakeholders in the primary education system. Here the levels of support from school principals, governing bodies and more importantly the Department of Basic Education were analysed. This research, situated within an interpretative paradigm, was guided by the sociocultural theory inherent in the concerns-based adoption model. The levels of use within the concerns-based adoption model were adapted to suit the South African context of the study. Participants of the study were 18 teachers from different quintile schools within the Tshwane South District. Key findings included that the Department of Basic Education (DBE) provided a range of documents aimed at adjusting content coverage in response to the altered school calendar during the pandemic. Notable adjustments, particularly in the Annual Teaching Plans (ATPs) of 2020, revealed discrepancies in allocated school days and modifications in content areas such as numbers, operations, geometry, measurement, and data handling. The reduction in the number range and fluctuations in measurement components were observed. Despite the provision of guidelines, the study notes challenges in maintaining continuity and optimal learning, with indications of non-compliance with provided ATPs. The study further found that teachers in different quintile schools adopted diverse strategies for mathematics content coverage during the pandemic. Quintile 5 schools, often well-resourced, reported effective remote teaching using tools like PowerPoint and MS Teams. In contrast, teachers in quintiles 3 and 4, more impacted by school closures, employed varied methods, including extra lessons. Surprisingly, teachers in well-resourced private schools reported gaps in learners' mathematical knowledge, emphasizing the flexibility they have in curriculum coverage. Technology played a pivotal role in facilitating remote teaching during the pandemic, with tools like WhatsApp, MS Teams, and Zoom being widely used, where available. The study underscored the impact of technology on curriculum coverage, especially in well-resourced schools. Grade 3 teachers expressed challenges in meeting unrealistic expectations for curriculum coverage, citing gaps in learners' understanding. The study highlighted a discrepancy between the resources provided by the DBE and the actual needs on the ground, signalling a need for policymakers to become more understanding to the situations in schools. The lack of support from the DBE prompted teachers to become flexible, adapting teaching strategies and supporting each other to navigate the challenges posed by the pandemic. The study concludes by noting the evolving mindset of teachers, transitioning through different levels of Concerns-Based Adoption Model (CBAM), ultimately showcasing their resilience and adaptability in managing curriculum coverage with the available resources. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Damaske, Inge Gerda
- Date: 2024-10-11
- Subjects: COVID-19 Pandemic, 2020- Influence , Mathematics Study and teaching (Elementary) South Africa City of Tshwane Metropolitan Municipality , Elementary school teachers South Africa City of Tshwane Metropolitan Municipality , Educational technology , Curriculum planning
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463691 , vital:76432
- Description: This study investigated how teachers managed and continue to manage mathematics content coverage in Grade 3 during the COVID-19 pandemic and now post the pandemic. In particular my study sought to understand technologies that teachers may have drawn on during the pandemic in support of curriculum coverage and those that they continue to use. In addition, the study began with a detailed documentary analysis of all available documentation provided to schools and teachers about the management of teaching and curriculum coverage during the pandemic as this provides understanding of the policy and guidelines context in which teachers were working. Thus, in this research I investigated the research questions: i) How have teachers managed the stipulated curriculum coverage in Grade 3 mathematics during the pandemic? and ii) How are teachers continuing to manage this post the pandemic. This included identifying how much and what type of support teachers were given from various stakeholders in the primary education system. Here the levels of support from school principals, governing bodies and more importantly the Department of Basic Education were analysed. This research, situated within an interpretative paradigm, was guided by the sociocultural theory inherent in the concerns-based adoption model. The levels of use within the concerns-based adoption model were adapted to suit the South African context of the study. Participants of the study were 18 teachers from different quintile schools within the Tshwane South District. Key findings included that the Department of Basic Education (DBE) provided a range of documents aimed at adjusting content coverage in response to the altered school calendar during the pandemic. Notable adjustments, particularly in the Annual Teaching Plans (ATPs) of 2020, revealed discrepancies in allocated school days and modifications in content areas such as numbers, operations, geometry, measurement, and data handling. The reduction in the number range and fluctuations in measurement components were observed. Despite the provision of guidelines, the study notes challenges in maintaining continuity and optimal learning, with indications of non-compliance with provided ATPs. The study further found that teachers in different quintile schools adopted diverse strategies for mathematics content coverage during the pandemic. Quintile 5 schools, often well-resourced, reported effective remote teaching using tools like PowerPoint and MS Teams. In contrast, teachers in quintiles 3 and 4, more impacted by school closures, employed varied methods, including extra lessons. Surprisingly, teachers in well-resourced private schools reported gaps in learners' mathematical knowledge, emphasizing the flexibility they have in curriculum coverage. Technology played a pivotal role in facilitating remote teaching during the pandemic, with tools like WhatsApp, MS Teams, and Zoom being widely used, where available. The study underscored the impact of technology on curriculum coverage, especially in well-resourced schools. Grade 3 teachers expressed challenges in meeting unrealistic expectations for curriculum coverage, citing gaps in learners' understanding. The study highlighted a discrepancy between the resources provided by the DBE and the actual needs on the ground, signalling a need for policymakers to become more understanding to the situations in schools. The lack of support from the DBE prompted teachers to become flexible, adapting teaching strategies and supporting each other to navigate the challenges posed by the pandemic. The study concludes by noting the evolving mindset of teachers, transitioning through different levels of Concerns-Based Adoption Model (CBAM), ultimately showcasing their resilience and adaptability in managing curriculum coverage with the available resources. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
The art of adaption: the National Arts Festival’s strategic response to the COVID-19 pandemic
- Authors: Brody, Blake Benjamin
- Date: 2024-10-11
- Subjects: Standard Bank National Arts Festival , Strategic planning , Strategic thinking , Crisis management South Africa , Business model , Stakeholder management , COVID-19 Pandemic, 2020- Influence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461863 , vital:76246
- Description: The National Arts Festival (NAF), an annual event held in South Africa, faced a significant challenge in 2020 due to the COVID-19 pandemic. The traditional in-person format of the festival was no longer feasible due to government restrictions. In response, the NAF's CEO, Monica Newton, led her team in a rapid transition to a virtual platform. This decision-making process and the creation of the first virtual NAF (vNAF) occurred within a remarkably short period of 100 days. This teaching case study delves into the academic framework of crisis management, stakeholder theory, strategic thinking, strategic management, and business models, examining their application in the context of the NAF's transformation. To understand the decision-making process and challenges faced by the NAF, a qualitative research design was employed. Data collection involved two face-to-face interviews with Monica Newton, CEO of the NAF, and secondary sources. The teaching case is accompanied by a comprehensive note for educators, offering guidance on its classroom use. The note includes a case synopsis, intended audience, suggested learning outcomes, theoretical connections, teaching strategies, potential discussion questions, evaluation methods, and additional resources. It supports a multi-faceted analysis of the NAF's transformation and encourages vibrant class discussion. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Brody, Blake Benjamin
- Date: 2024-10-11
- Subjects: Standard Bank National Arts Festival , Strategic planning , Strategic thinking , Crisis management South Africa , Business model , Stakeholder management , COVID-19 Pandemic, 2020- Influence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/461863 , vital:76246
- Description: The National Arts Festival (NAF), an annual event held in South Africa, faced a significant challenge in 2020 due to the COVID-19 pandemic. The traditional in-person format of the festival was no longer feasible due to government restrictions. In response, the NAF's CEO, Monica Newton, led her team in a rapid transition to a virtual platform. This decision-making process and the creation of the first virtual NAF (vNAF) occurred within a remarkably short period of 100 days. This teaching case study delves into the academic framework of crisis management, stakeholder theory, strategic thinking, strategic management, and business models, examining their application in the context of the NAF's transformation. To understand the decision-making process and challenges faced by the NAF, a qualitative research design was employed. Data collection involved two face-to-face interviews with Monica Newton, CEO of the NAF, and secondary sources. The teaching case is accompanied by a comprehensive note for educators, offering guidance on its classroom use. The note includes a case synopsis, intended audience, suggested learning outcomes, theoretical connections, teaching strategies, potential discussion questions, evaluation methods, and additional resources. It supports a multi-faceted analysis of the NAF's transformation and encourages vibrant class discussion. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2024
- Full Text:
- Date Issued: 2024-10-11
Exploring how language teachers’ employment of Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Reading (Secondary) South Africa , Social learning , Systemic functional linguistics , Zone of proximal development , English as a second or foreign language , COVID-19 Pandemic, 2020- Influence , Second language acquisition , Reading comprehension
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
- Authors: Gazide, Sydney
- Date: 2024-04-05
- Subjects: Reading (Secondary) South Africa , Social learning , Systemic functional linguistics , Zone of proximal development , English as a second or foreign language , COVID-19 Pandemic, 2020- Influence , Second language acquisition , Reading comprehension
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436442 , vital:73272
- Description: The study aimed to explore how language teachers’ employment of the Reading to Learn (RtL) pedagogy enhances Grade 10 learners’ reading skills. The RtL was designed to address challenges regarding learners’ literacy development which other methods could not successfully address. Unfortunately, poor reading skills in English First Additional (FAL) and home languages (HLs) continue to be a challenge among learners from schools situated within poor socio-economic communities in South Africa. The study employed the six-stage curriculum cycle advocated by RtL pedagogy as a scaffolding interaction cycle in the teaching practice reading development sequence to bridge the gap in acquiring reading skills. The main research question for the study was: How can the language teachers’ employment of the RtL pedagogy enhance the teaching of reading? The study was located within the critical education paradigm which encourages critical thinking, creativity, freedom to appreciate and critical awareness in students. This study generated data through focus group discussions, interviews, and document analysis. The research was a case study involving four teachers selected from a secondary school in an informal settlement with low socio-economic standards. A sample of four grade 10 classes with 45 learners in each class for English First Additional Language (FAL), Sesotho Home Language (HL) and Isizulu Home Language (HL) were used in the study. Purposive sampling allowed the researcher to choose participants who were willing to be part of the project. The Reading to Learn pedagogy developed by Rose was drawn from Vygotsky’s, Bernstein’s, and Halliday’s theories. The findings revealed that RtL was used for the professional development of teachers and a methodology that supported learners to improve their reading skills. Even though the study was conducted when South Africa was hit by the COVID-19 pandemic with concomitant learning losses, evidence shows that the Reading to Learn pedagogy improved the sampled Grade 10 learners’ reading skills. It was also highlighted that the department of education (DoE) should create conducive teaching and learning conditions through infrastructural development and provision of resources. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2024-04-05
“COVID-19 made me a single parent”: an interpretative phenomenological analysis of a woman’s perinatal experiences during the COVID-19 pandemic
- Authors: Hadebe, Asanda Locresia
- Date: 2024-04-04
- Subjects: Perinatal care , COVID-19 Pandemic, 2020- Influence , Interpretative phenomenological analysis , Pregnant women South Africa , Pregnancy Psychological aspects , Psychology Qualitative research South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435437 , vital:73158
- Description: The COVID-19 pandemic resulted in unprecedented challenges across various aspects of life. In particular, pregnant women encountered unique challenges and circumstances that necessitated adaptation to the experience of the perinatal period1 Satyanarayana et al., (2011). A considerable amount of research has been conducted regarding women's experience of the perinatal period during COVID-19, especially in first world countries. However, inadequate research has been done in the South African context and specifically, there is a lack of qualitative research providing thick descriptions of experience. The analysis describes three master themes supported by subordinate themes. The main themes are (1) A sense of loss and change, (2) Managing COVID-19 and its regulations during the perinatal period, and (3) Glimmers of hope and desirable aftermaths. The study’s findings expand and support the growing literature of women’s experiences on the perinatal period during the COVID-19 pandemic. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-04-04
- Authors: Hadebe, Asanda Locresia
- Date: 2024-04-04
- Subjects: Perinatal care , COVID-19 Pandemic, 2020- Influence , Interpretative phenomenological analysis , Pregnant women South Africa , Pregnancy Psychological aspects , Psychology Qualitative research South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435437 , vital:73158
- Description: The COVID-19 pandemic resulted in unprecedented challenges across various aspects of life. In particular, pregnant women encountered unique challenges and circumstances that necessitated adaptation to the experience of the perinatal period1 Satyanarayana et al., (2011). A considerable amount of research has been conducted regarding women's experience of the perinatal period during COVID-19, especially in first world countries. However, inadequate research has been done in the South African context and specifically, there is a lack of qualitative research providing thick descriptions of experience. The analysis describes three master themes supported by subordinate themes. The main themes are (1) A sense of loss and change, (2) Managing COVID-19 and its regulations during the perinatal period, and (3) Glimmers of hope and desirable aftermaths. The study’s findings expand and support the growing literature of women’s experiences on the perinatal period during the COVID-19 pandemic. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-04-04
Current psychological distress and coping strategies reported by university staff in reaction to the COVID-19 pandemic
- Authors: Sekese, Deneo Nande
- Date: 2023-10-13
- Subjects: Clinical health psychology , Salutogenesis , Distress (Psychology) , Adjustment (Psychology) , COVID-19 Pandemic, 2020- Influence , College teachers , Sense of coherence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425045 , vital:72204
- Description: The COVID-19 pandemic and the subsequent disruptions brought about by the implementation of non-pharmaceutical interventions, provide an unfortunate but useful opportunity to explore employee wellness in response to a crisis, within the Higher Education context. COVID-19 lockdowns meant that university students could no longer access conventional learning through physical attendance at lectures. In response, university staff had to contend with a number of changes to their work environment. These included adapting teaching, learning, and assessment methods to an online platform, which led to changes in job roles, expectations, and increased workload for both academic and support staff. The focus of this research was to explore correlations between the current psychological distress that university employees are experiencing and their recalled coping strategies and sense of coherence in response to the COVID-19 pandemic. A mixed-method approach using a survey design was used. Surveys were completed by 171 university academic and support staff using the SA CORE-10 and BRIEF Cope, as well as qualitative questions. Results demonstrated that higher levels of current psychological distress correlated positively with avoidant coping strategies, particularly in academic staff as opposed to support staff, while more adaptive coping strategies tracked with a sense of coherence. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Sekese, Deneo Nande
- Date: 2023-10-13
- Subjects: Clinical health psychology , Salutogenesis , Distress (Psychology) , Adjustment (Psychology) , COVID-19 Pandemic, 2020- Influence , College teachers , Sense of coherence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/425045 , vital:72204
- Description: The COVID-19 pandemic and the subsequent disruptions brought about by the implementation of non-pharmaceutical interventions, provide an unfortunate but useful opportunity to explore employee wellness in response to a crisis, within the Higher Education context. COVID-19 lockdowns meant that university students could no longer access conventional learning through physical attendance at lectures. In response, university staff had to contend with a number of changes to their work environment. These included adapting teaching, learning, and assessment methods to an online platform, which led to changes in job roles, expectations, and increased workload for both academic and support staff. The focus of this research was to explore correlations between the current psychological distress that university employees are experiencing and their recalled coping strategies and sense of coherence in response to the COVID-19 pandemic. A mixed-method approach using a survey design was used. Surveys were completed by 171 university academic and support staff using the SA CORE-10 and BRIEF Cope, as well as qualitative questions. Results demonstrated that higher levels of current psychological distress correlated positively with avoidant coping strategies, particularly in academic staff as opposed to support staff, while more adaptive coping strategies tracked with a sense of coherence. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-10-13
The obligation of South Africa to provide social security to refugees and asylum seekers during the COVID-19 pandemic
- Authors: Dekeda, Awethu Zethu
- Date: 2023-10-13
- Subjects: Social security Law and legislation South Africa , Human rights South Africa , Refugees Government policy South Africa , Political refugees South Africa , COVID-19 Pandemic, 2020- Influence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424119 , vital:72125
- Description: Covid-19 a novel pandemic, has wreaked havoc globally, threatening the livelihoods of all, including refugees and asylum seekers. Like all other countries globally, South Africa has gone to great lengths to mitigate the challenges that this pandemic has caused. However, it is far from clear whether these responses are according due regard to the rights of some of the most vulnerable in society, amongst which are refugees. This thesis deals with South Africa’s obligation to provide social security to refugees during the Covid-19 pandemic. It specifically assesses whether South Africa's responses to the Covid-19 pandemic were in adherence to fundamental refugee law principles relevant to the protection of refugees. The study commences with a general introduction, followed by an analysis of the international human rights and refugee law framework relevant to protection of refugees. This framework is used to assess South Africa’s responses. Subsequently, the discussion delves into South Africa’s own national framework on social security. Using the standards identified in both the national and international frameworks, the thesis then proceeds to measure South Africa’s Covid-19 related responses regarding social security to resolve the issue of whether South Africa adhered to these standards in as far the protection of refugees’ right to social security is concerned. , Thesis (LLM) -- Faculty of Law, Law, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Dekeda, Awethu Zethu
- Date: 2023-10-13
- Subjects: Social security Law and legislation South Africa , Human rights South Africa , Refugees Government policy South Africa , Political refugees South Africa , COVID-19 Pandemic, 2020- Influence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424119 , vital:72125
- Description: Covid-19 a novel pandemic, has wreaked havoc globally, threatening the livelihoods of all, including refugees and asylum seekers. Like all other countries globally, South Africa has gone to great lengths to mitigate the challenges that this pandemic has caused. However, it is far from clear whether these responses are according due regard to the rights of some of the most vulnerable in society, amongst which are refugees. This thesis deals with South Africa’s obligation to provide social security to refugees during the Covid-19 pandemic. It specifically assesses whether South Africa's responses to the Covid-19 pandemic were in adherence to fundamental refugee law principles relevant to the protection of refugees. The study commences with a general introduction, followed by an analysis of the international human rights and refugee law framework relevant to protection of refugees. This framework is used to assess South Africa’s responses. Subsequently, the discussion delves into South Africa’s own national framework on social security. Using the standards identified in both the national and international frameworks, the thesis then proceeds to measure South Africa’s Covid-19 related responses regarding social security to resolve the issue of whether South Africa adhered to these standards in as far the protection of refugees’ right to social security is concerned. , Thesis (LLM) -- Faculty of Law, Law, 2023
- Full Text:
- Date Issued: 2023-10-13
The impact of COVID-19 on inequality in South Africa
- Authors: Nyumbaiza, Peace Falina
- Date: 2023-03-31
- Subjects: COVID-19 Pandemic, 2020- Influence , Inequality , Labor market South Africa , Economic development South Africa , University of Cape Town. National Income Dynamics Study , Income distribution South Africa , Educational equalization South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419514 , vital:71650
- Description: The COVID-19 pandemic has raised concerns regarding its possible adverse income distributive consequences, and its different impact according to socioeconomic subgroups (Furceri et al. 2020). This research measures the impact of COVID-19 on inequality in South Africa. To do this the study uses the National Income Dynamic Study (NIDS) wave 5 (2018) and the National Income Dynamic Study Coronavirus Rapid Mobile (NIDS-CRAM) survey waves 1 – 5 (2020 - 2021) datasets to study income inequality in South Africa prior to and during the COVID-19 pandemic until mid-2021. The factor method developed by Lerman and Yitzhaki’s (1985) is used to identify the overall contribution of the different factor sources to income inequality. Labour income is identified as the largest contributing factor and so labour income inequality is decomposed by income determinants using the regression-based decomposition method proposed by Fields (2003). The analysis reveals that labour income worsened during the periods of strictest COVID lockdown, before returning to pre-pandemic levels of inequality as lockdown was eased. Education is the most important determinant of labour income inequality across all time periods, particularly for White, urban and female participants. Although education remains a driving factor of labour income inequality during the national disaster, its contribution lessens as the economy starts recovering by March 2021. Consequently, the contributions of gender, race, age and region increase during the same period. Identifying whom the inequal impact of pandemic has affected worse offers insight that emphasizes the importance social grant systems to aid bridge the inequality gap associated with COVID-19. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economics History, 2023
- Full Text:
- Date Issued: 2023-03-31
- Authors: Nyumbaiza, Peace Falina
- Date: 2023-03-31
- Subjects: COVID-19 Pandemic, 2020- Influence , Inequality , Labor market South Africa , Economic development South Africa , University of Cape Town. National Income Dynamics Study , Income distribution South Africa , Educational equalization South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419514 , vital:71650
- Description: The COVID-19 pandemic has raised concerns regarding its possible adverse income distributive consequences, and its different impact according to socioeconomic subgroups (Furceri et al. 2020). This research measures the impact of COVID-19 on inequality in South Africa. To do this the study uses the National Income Dynamic Study (NIDS) wave 5 (2018) and the National Income Dynamic Study Coronavirus Rapid Mobile (NIDS-CRAM) survey waves 1 – 5 (2020 - 2021) datasets to study income inequality in South Africa prior to and during the COVID-19 pandemic until mid-2021. The factor method developed by Lerman and Yitzhaki’s (1985) is used to identify the overall contribution of the different factor sources to income inequality. Labour income is identified as the largest contributing factor and so labour income inequality is decomposed by income determinants using the regression-based decomposition method proposed by Fields (2003). The analysis reveals that labour income worsened during the periods of strictest COVID lockdown, before returning to pre-pandemic levels of inequality as lockdown was eased. Education is the most important determinant of labour income inequality across all time periods, particularly for White, urban and female participants. Although education remains a driving factor of labour income inequality during the national disaster, its contribution lessens as the economy starts recovering by March 2021. Consequently, the contributions of gender, race, age and region increase during the same period. Identifying whom the inequal impact of pandemic has affected worse offers insight that emphasizes the importance social grant systems to aid bridge the inequality gap associated with COVID-19. , Thesis (MEcon) -- Faculty of Commerce, Economics and Economics History, 2023
- Full Text:
- Date Issued: 2023-03-31
“It’s not just me on a video call with someone…” Students’ experiences of a forced transition from face-to-face psychotherapy to online psychotherapy during COVID-19: an interpretative phenomenological analysis
- Authors: Keet, Nicole Tahnee
- Date: 2023-03-30
- Subjects: Online therapy , COVID-19 Pandemic, 2020- Influence , Interpretative phenomenological analysis , Psychologists Training of , College students Attitudes
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408845 , vital:70531
- Description: The aim of this study is to explore university students’ experience of a forced transition from face-to-face therapy to online therapy during COVID-19. This pandemic was unexpected and affected all areas of life, including the closure of universities, which left therapists and clients alike unsure of how to navigate these unchartered territories. Although there is a considerable amount of international research on experiences of online therapy, there is little research on a forced transition to online therapy because of COVID-19 and even less within the South African context. A sample of six participants between the ages of 20 and 30 years old were selected through purposive and convenience sampling. Semi-structured interviews were conducted, and interpretative Phenomenological Analysis (IPA) was utilised to ascertain how participants make sense of their worlds in relation to the transition to online therapy. The analysis provided three main superordinate themes, which are supported by subordinate themes. The superordinate themes are: 1) Online therapy as authentic and continuous, where the participants experienced the comfort and convenience of online therapy, the continuity of care and the anonymity of online therapy. 2) Online therapy as disruptive and invasive, where participants experienced issues with privacy, an intrusive environment, technological challenges, lack of body language and therapy feeling more disposable. 3) Getting used to online therapy with some help from the therapist, where participants felt an adjustment period was necessary as well as transparency and containment from the therapist to help with the transition. These findings support some existing South African literature; however, it also engages with findings unique to this study, that will hopefully be used for further exploration. The study ends with recommendations for training therapists on using online therapy. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-30
- Authors: Keet, Nicole Tahnee
- Date: 2023-03-30
- Subjects: Online therapy , COVID-19 Pandemic, 2020- Influence , Interpretative phenomenological analysis , Psychologists Training of , College students Attitudes
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408845 , vital:70531
- Description: The aim of this study is to explore university students’ experience of a forced transition from face-to-face therapy to online therapy during COVID-19. This pandemic was unexpected and affected all areas of life, including the closure of universities, which left therapists and clients alike unsure of how to navigate these unchartered territories. Although there is a considerable amount of international research on experiences of online therapy, there is little research on a forced transition to online therapy because of COVID-19 and even less within the South African context. A sample of six participants between the ages of 20 and 30 years old were selected through purposive and convenience sampling. Semi-structured interviews were conducted, and interpretative Phenomenological Analysis (IPA) was utilised to ascertain how participants make sense of their worlds in relation to the transition to online therapy. The analysis provided three main superordinate themes, which are supported by subordinate themes. The superordinate themes are: 1) Online therapy as authentic and continuous, where the participants experienced the comfort and convenience of online therapy, the continuity of care and the anonymity of online therapy. 2) Online therapy as disruptive and invasive, where participants experienced issues with privacy, an intrusive environment, technological challenges, lack of body language and therapy feeling more disposable. 3) Getting used to online therapy with some help from the therapist, where participants felt an adjustment period was necessary as well as transparency and containment from the therapist to help with the transition. These findings support some existing South African literature; however, it also engages with findings unique to this study, that will hopefully be used for further exploration. The study ends with recommendations for training therapists on using online therapy. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-30
Academic or ‘zoombie’? Characterizing sleep quality, work and lifestyle behaviours among a cohort of South African academic staff during the Covid-19 pandemic
- Authors: Le Grange, Sarah-Ann
- Date: 2022-04-06
- Subjects: Sleep-wake cycle South Africa Eastern Cape , Sleep Physiological aspects , Lifestyles Health aspects South Africa Eastern Cape , COVID-19 Pandemic, 2020- Influence , Work environment Psychological aspects , Work environment Physiological aspects , College teachers Workload South Africa Eastern Cape , Pittsburgh Sleep Quality Index (PSQI)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/291099 , vital:56818
- Description: Working in academe is characterized by high work demands, long and late working hours and balancing multiple roles. This often leaves academic staff (interchangeably referred to as ‘academics’ and ‘staff’) with limited time to prioritize adequate rest and sleep. While sufficient sleep is important for general well-being and work performance, it may be important for academics given the cognitive and interactive nature of their work. However, limited research has characterized sleep behaviours and sleep quality in academic staff globally and specifically in South Africa (SA). Further, research shows that academics from different academic ranks and genders differ in their work experiences but less is known about whether these factors affect their sleep and lifestyle factors. Over and above the demands of academic work, the current study was conducted during COVID-19, which saw unprecedented change in workloads for academic staff due to online teaching and learning. Additionally, the pandemic has been associated with poorer sleep quality and lifestyle behaviours in the general population, but very few studies have explored this in the context of academics. Thus, this study aimed to characterize the sleep quality, work and lifestyle factors among academics from a university in the Eastern Cape province of SA and determine the effects of gender and academic rank on these measures. Additionally, the study aimed to determine the impact of COVID-19 on sleep and work-related factors of this group. This study adopted a cross-sectional design and made use of an online questionnaire that was distributed to all academics employed at the institution via email. The data collection occurred over an 8-week testing period between August and September of 2020. The questionnaire explored sociodemographic, work and lifestyle characteristics, while the characteristics of sleep and sleep quality were explored with the Pittsburgh Sleep Quality Index (PSQI). Additionally, an open-ended section was included to determine the impact of COVID-19-related changes on sleep and work. The questionnaire responses were analyzed with descriptive and inferential statistics and the open-ended questions were analyzed with thematic analyses. A total of 84 respondents completed the questionnaire. On average, sleep quality was poor (global score of 7.09 ± 3.8), the reported sleep duration was short (6.41 ± 1.06 hrs) and the group was classified as overweight according to median BMI (26.67 [23.8-2 29.45] kg/m2). Over a third (35.71%) of academic staff reported not meeting physical activity guidelines and reported using screens one hour prior to bed every night during the week (76.19%) and the weekend (67.88%). Staff also worked long total weekly work hours (54.25 ± 11). Female academics had a poorer sleep quality (p = 0.035), spent a longer time in bed (p = 0.04), experienced more bad dreams (p = <0.01), had their last serving of alcohol earlier (p = 0.04) and worked less weekday (p = 0.04) and less total weekly (p = 0.02) hours compared to male academics. Professorship-level academics were significantly older than junior- and senior-level academics (p = <0.01) while senior-level academics had a poorer PSQI compared to professorship-level academics (p = 0.03). The thematic analysis showed that home environment, neighbourhood noise, work and mental health were the main emerging factors that disturbed sleep. The thematic analysis showed that, in relation to the impact of COVID19, sleep schedules changed and sleep duration and sleep quality improved or got worse. Respondents reported their work hours increasing, work schedules becoming less routine while working from home, dealing with the challenges of working online and experiencing worry, stress and anxiety due to the pandemic. The study highlights that, in the context of lockdown and having to work and teach online from home, academics reported poor quality sleep and short sleep duration. Further, on average, the sample reported working extensive hours and unhealthy lifestyle behaviours. The sleep health, nature of work and overall lifestyles of academic staff deserves more research attention, given the importance of their work and the impact that inadequate sleep could have on academics’ health and work performance. Sleep quality was worse for females and mid-career academics, suggesting that their sleep quality may be at greater risk than other sub-groups. However, the reasons for these differences need to be explored in future studies. The findings contribute to the narrative that academe involves numerous demands and supports previous research that has suggested that academics’ sleep is insufficient. Furthermore, COVID-19 had an impact on staff’s sleep, with staff reporting changes in their sleep quality and duration. The pandemic impacted work of academics by presenting novel demands related to online teaching, intensifying demands overall and disrupting work routines. However, future research is needed to understand academics’ sleep behaviours, work and lifestyles, especially in South Africa. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2022
- Full Text:
- Date Issued: 2022-04-06
- Authors: Le Grange, Sarah-Ann
- Date: 2022-04-06
- Subjects: Sleep-wake cycle South Africa Eastern Cape , Sleep Physiological aspects , Lifestyles Health aspects South Africa Eastern Cape , COVID-19 Pandemic, 2020- Influence , Work environment Psychological aspects , Work environment Physiological aspects , College teachers Workload South Africa Eastern Cape , Pittsburgh Sleep Quality Index (PSQI)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/291099 , vital:56818
- Description: Working in academe is characterized by high work demands, long and late working hours and balancing multiple roles. This often leaves academic staff (interchangeably referred to as ‘academics’ and ‘staff’) with limited time to prioritize adequate rest and sleep. While sufficient sleep is important for general well-being and work performance, it may be important for academics given the cognitive and interactive nature of their work. However, limited research has characterized sleep behaviours and sleep quality in academic staff globally and specifically in South Africa (SA). Further, research shows that academics from different academic ranks and genders differ in their work experiences but less is known about whether these factors affect their sleep and lifestyle factors. Over and above the demands of academic work, the current study was conducted during COVID-19, which saw unprecedented change in workloads for academic staff due to online teaching and learning. Additionally, the pandemic has been associated with poorer sleep quality and lifestyle behaviours in the general population, but very few studies have explored this in the context of academics. Thus, this study aimed to characterize the sleep quality, work and lifestyle factors among academics from a university in the Eastern Cape province of SA and determine the effects of gender and academic rank on these measures. Additionally, the study aimed to determine the impact of COVID-19 on sleep and work-related factors of this group. This study adopted a cross-sectional design and made use of an online questionnaire that was distributed to all academics employed at the institution via email. The data collection occurred over an 8-week testing period between August and September of 2020. The questionnaire explored sociodemographic, work and lifestyle characteristics, while the characteristics of sleep and sleep quality were explored with the Pittsburgh Sleep Quality Index (PSQI). Additionally, an open-ended section was included to determine the impact of COVID-19-related changes on sleep and work. The questionnaire responses were analyzed with descriptive and inferential statistics and the open-ended questions were analyzed with thematic analyses. A total of 84 respondents completed the questionnaire. On average, sleep quality was poor (global score of 7.09 ± 3.8), the reported sleep duration was short (6.41 ± 1.06 hrs) and the group was classified as overweight according to median BMI (26.67 [23.8-2 29.45] kg/m2). Over a third (35.71%) of academic staff reported not meeting physical activity guidelines and reported using screens one hour prior to bed every night during the week (76.19%) and the weekend (67.88%). Staff also worked long total weekly work hours (54.25 ± 11). Female academics had a poorer sleep quality (p = 0.035), spent a longer time in bed (p = 0.04), experienced more bad dreams (p = <0.01), had their last serving of alcohol earlier (p = 0.04) and worked less weekday (p = 0.04) and less total weekly (p = 0.02) hours compared to male academics. Professorship-level academics were significantly older than junior- and senior-level academics (p = <0.01) while senior-level academics had a poorer PSQI compared to professorship-level academics (p = 0.03). The thematic analysis showed that home environment, neighbourhood noise, work and mental health were the main emerging factors that disturbed sleep. The thematic analysis showed that, in relation to the impact of COVID19, sleep schedules changed and sleep duration and sleep quality improved or got worse. Respondents reported their work hours increasing, work schedules becoming less routine while working from home, dealing with the challenges of working online and experiencing worry, stress and anxiety due to the pandemic. The study highlights that, in the context of lockdown and having to work and teach online from home, academics reported poor quality sleep and short sleep duration. Further, on average, the sample reported working extensive hours and unhealthy lifestyle behaviours. The sleep health, nature of work and overall lifestyles of academic staff deserves more research attention, given the importance of their work and the impact that inadequate sleep could have on academics’ health and work performance. Sleep quality was worse for females and mid-career academics, suggesting that their sleep quality may be at greater risk than other sub-groups. However, the reasons for these differences need to be explored in future studies. The findings contribute to the narrative that academe involves numerous demands and supports previous research that has suggested that academics’ sleep is insufficient. Furthermore, COVID-19 had an impact on staff’s sleep, with staff reporting changes in their sleep quality and duration. The pandemic impacted work of academics by presenting novel demands related to online teaching, intensifying demands overall and disrupting work routines. However, future research is needed to understand academics’ sleep behaviours, work and lifestyles, especially in South Africa. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2022
- Full Text:
- Date Issued: 2022-04-06
Academic distress & disordered eating in students during the Covid-19 pandemic: a cross-sectional study at a South African university
- Authors: Du Toit, Mae
- Date: 2021-10-29
- Subjects: COVID-19 Pandemic, 2020- Influence , Eating disorders , College students Attitudes , College students Mental health , Stress (Psychology)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/192626 , vital:45244
- Description: University students are at risk for reduced mental wellbeing, particularly during the Covid-19 pandemic, and among the most common problems experienced are academic distress and eating concerns. Through a stress-coping model lens, a link between academic distress and disordered eating in student populations appears possible but has not previously been explored. The present study examines this relationship in a South African undergraduate sample. Data were collected during the Covid-19 pandemic using a cross-sectional, correlational survey design and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The results of a multiple regression analysis indicate that academic distress most strongly predicts eating concerns, followed by the demographic variables of female gender and black racial identification. This novel finding suggests that academic institutions should consider the broader academic environment as point of intervention for the prevention and treatment of disordered eating in students. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Du Toit, Mae
- Date: 2021-10-29
- Subjects: COVID-19 Pandemic, 2020- Influence , Eating disorders , College students Attitudes , College students Mental health , Stress (Psychology)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/192626 , vital:45244
- Description: University students are at risk for reduced mental wellbeing, particularly during the Covid-19 pandemic, and among the most common problems experienced are academic distress and eating concerns. Through a stress-coping model lens, a link between academic distress and disordered eating in student populations appears possible but has not previously been explored. The present study examines this relationship in a South African undergraduate sample. Data were collected during the Covid-19 pandemic using a cross-sectional, correlational survey design and the Counseling Center Assessment of Psychological Symptoms (CCAPS). The results of a multiple regression analysis indicate that academic distress most strongly predicts eating concerns, followed by the demographic variables of female gender and black racial identification. This novel finding suggests that academic institutions should consider the broader academic environment as point of intervention for the prevention and treatment of disordered eating in students. , Thesis (MA) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
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