A mixed methods investigation of students’ attitudes towards statistics and quantitative research methods: a focus on postgraduate psychology students at a South African university
- Authors: Ngantweni, Xolelwa
- Date: 2020
- Subjects: Fetal alcohol spectrum disorders -- South Africa , Statistics , Psychology -- Research , College students -- South Africa -- Attitudes , Psychology -- Research -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140490 , vital:37894
- Description: Many University programs offer a course in either basic or intermediate statistics as part of the degree requirements prior to graduation (McGrath, Ferns, Greiner, Wanamaker and Brown, 2015). These statistics or quantitative research methods courses are integral in helping students gain vital skills in analysing quantitative data. Research (Schau, Stevens, Dauphinee, and Del Vecchio, 1995) does however indicate that most students have a perfunctory disposition towards these courses. My study sought to particularly investigate attitudes towards statistics and quantitative research methods amongst a sample of 61 postgraduate Psychology students at Rhodes University undertaking a ‘Quantitative Research Methods’ course as part of their degree offering. A mixed methods approach was used to investigate students’ attitudes towards statistics and quantitative research methods. The Survey of Attitudes Toward Statistics (SATS-36) (Schau, 2003) captured student’s attitudes towards statistics using a Likert Scale instrument; whereas detailed qualitative interviews accentuated findings from the SATS-36. Key quantitative findings from the SATS-36 including students’ perceptions of statistics being a difficult course as well as students having a low affect towards statistics are detailed. Key qualitative findings related to why students experience statistics anxiety such as students’ (1) fear of failing statistics, (2) The late introduction of statistics in the Psychology curriculum, and (3) The role of educator/s in alleviating or promoting feelings of statistics anxiety are noted. The significance of these findings as well as the contributions of the study to the teaching and learning of statistics and quantitative research methods courses at Rhodes University are explored, in light of other studies on the topic of statistics anxiety and attitudes towards statistics/ quantitative research methods.
- Full Text:
- Date Issued: 2020
- Authors: Ngantweni, Xolelwa
- Date: 2020
- Subjects: Fetal alcohol spectrum disorders -- South Africa , Statistics , Psychology -- Research , College students -- South Africa -- Attitudes , Psychology -- Research -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140490 , vital:37894
- Description: Many University programs offer a course in either basic or intermediate statistics as part of the degree requirements prior to graduation (McGrath, Ferns, Greiner, Wanamaker and Brown, 2015). These statistics or quantitative research methods courses are integral in helping students gain vital skills in analysing quantitative data. Research (Schau, Stevens, Dauphinee, and Del Vecchio, 1995) does however indicate that most students have a perfunctory disposition towards these courses. My study sought to particularly investigate attitudes towards statistics and quantitative research methods amongst a sample of 61 postgraduate Psychology students at Rhodes University undertaking a ‘Quantitative Research Methods’ course as part of their degree offering. A mixed methods approach was used to investigate students’ attitudes towards statistics and quantitative research methods. The Survey of Attitudes Toward Statistics (SATS-36) (Schau, 2003) captured student’s attitudes towards statistics using a Likert Scale instrument; whereas detailed qualitative interviews accentuated findings from the SATS-36. Key quantitative findings from the SATS-36 including students’ perceptions of statistics being a difficult course as well as students having a low affect towards statistics are detailed. Key qualitative findings related to why students experience statistics anxiety such as students’ (1) fear of failing statistics, (2) The late introduction of statistics in the Psychology curriculum, and (3) The role of educator/s in alleviating or promoting feelings of statistics anxiety are noted. The significance of these findings as well as the contributions of the study to the teaching and learning of statistics and quantitative research methods courses at Rhodes University are explored, in light of other studies on the topic of statistics anxiety and attitudes towards statistics/ quantitative research methods.
- Full Text:
- Date Issued: 2020
Perceptions of the sugar-sweetened beverage tax in South Africa: a comparative study
- Jankeeparsad, Thanesha Reddy
- Authors: Jankeeparsad, Thanesha Reddy
- Date: 2020
- Subjects: Soft drinks -- Taxation -- South Africa , Carbonated drinks -- Taxation -- South Africa , Soft drinks -- Health aspects , College students -- South Africa -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/142324 , vital:38070
- Description: This exploratory, comparative study aimed to investigate perceptions of the participants in the study in South Africa regarding the tax on sugar-sweetened beverages. The study further aimed to compare these perceptions with perceptions identified in selected foreign jurisdictions that have levied the tax on sugar-sweetened beverages. A voluntary, paper-based, anonymous survey questionnaire that included both closed- and open-ended questions was selected as the primary method of data collection. This questionnaire was administered to post-graduate Bachelor of Commerce Accounting and Postgraduate Diploma in Accounting students, aged twenty-one years and older, studying at three residential universities in South Africa, during the 2018 academic year. An extensive analysis of literature available on sugar-sweetened beverage taxes, both locally and internationally, was conducted. The two main constructs (construct 1: perception of the sugar-sweetened beverage tax and the price of sugar-sweetened beverages and construct 2: the social impact of the sugarsweetened beverage tax) were then analysed using descriptive statistics. This study found that there is a significant association between gender and perception that the sugary beverage levy will be beneficial to health, with female perceptions of the benefit of the sugary beverage levy being greater than that of males. Respondents appear to have a positive perception of the sugary beverages levy, understand the sugary beverage levy, as well as the health benefits that will be derived from the levy. Respondents supported the tax on sugar-sweetened beverages if the revenue generated was used to improve the health care system and if the price of healthy foods decreased. Female respondents were found to drink fewer sugarsweetened beverages than male respondents, but females reported higher sugar-sweetened beverage consumption during stressful periods. The current study can possibly provide policy makers with more information regarding acceptance of the sugar-sweetened beverage tax and shape guidelines for future amendments of the tax imposed.
- Full Text:
- Date Issued: 2020
- Authors: Jankeeparsad, Thanesha Reddy
- Date: 2020
- Subjects: Soft drinks -- Taxation -- South Africa , Carbonated drinks -- Taxation -- South Africa , Soft drinks -- Health aspects , College students -- South Africa -- Attitudes
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/142324 , vital:38070
- Description: This exploratory, comparative study aimed to investigate perceptions of the participants in the study in South Africa regarding the tax on sugar-sweetened beverages. The study further aimed to compare these perceptions with perceptions identified in selected foreign jurisdictions that have levied the tax on sugar-sweetened beverages. A voluntary, paper-based, anonymous survey questionnaire that included both closed- and open-ended questions was selected as the primary method of data collection. This questionnaire was administered to post-graduate Bachelor of Commerce Accounting and Postgraduate Diploma in Accounting students, aged twenty-one years and older, studying at three residential universities in South Africa, during the 2018 academic year. An extensive analysis of literature available on sugar-sweetened beverage taxes, both locally and internationally, was conducted. The two main constructs (construct 1: perception of the sugar-sweetened beverage tax and the price of sugar-sweetened beverages and construct 2: the social impact of the sugarsweetened beverage tax) were then analysed using descriptive statistics. This study found that there is a significant association between gender and perception that the sugary beverage levy will be beneficial to health, with female perceptions of the benefit of the sugary beverage levy being greater than that of males. Respondents appear to have a positive perception of the sugary beverages levy, understand the sugary beverage levy, as well as the health benefits that will be derived from the levy. Respondents supported the tax on sugar-sweetened beverages if the revenue generated was used to improve the health care system and if the price of healthy foods decreased. Female respondents were found to drink fewer sugarsweetened beverages than male respondents, but females reported higher sugar-sweetened beverage consumption during stressful periods. The current study can possibly provide policy makers with more information regarding acceptance of the sugar-sweetened beverage tax and shape guidelines for future amendments of the tax imposed.
- Full Text:
- Date Issued: 2020
Attitudes of undergraduate psychology students towards mental illness
- Authors: Lugogwana, Pakama Linda
- Date: 2017
- Subjects: College students -- South Africa -- Attitudes , Psychology -- Study and teaching Mental illness -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/14223 , vital:27454
- Description: Negative attitudes and stigmas against those diagnosed with mental illnesses have been found to prevail in modern society, despite the availability of effective treatments and attempts to educate people about mental health. Numerous studies have been conducted on the attitudes of various groups of people and communities towards mental illness. There is, however, limited research about student populations, particularly students registered for courses in the “allied health professions”. This study aimed to explore and describe the prevailing attitudes towards mental illness of a sample of the undergraduate Psychology student population (registered between 2nd and 4th year of study) within the Faculty of Health Sciences at a South African University. The procedure followed was an electronic intranet based survey, utilising the Community Attitudes to Mental Illness (CAMI) scale. The survey was accessed via the university’s student portal and links were sent via email to students to complete. A total of n=51 student responses were recorded and analysed. Data were quantitatively analysed using t-tests and Analyses of Variance (ANOVA). No statistically significant differences on the CAMI scales were found between the students in relation to the various student demographic variables such as age, gender, race or year level, and the CAMI findings. Overall, the sample of undergraduate Psychology students were shown to have favourable attitudes towards mental illness, which is potentially accounted for by their chosen field of study of Psychology. Education and knowledge about mental health were acknowledged as being most important in reducing stigma towards mental illness.
- Full Text:
- Date Issued: 2017
- Authors: Lugogwana, Pakama Linda
- Date: 2017
- Subjects: College students -- South Africa -- Attitudes , Psychology -- Study and teaching Mental illness -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/14223 , vital:27454
- Description: Negative attitudes and stigmas against those diagnosed with mental illnesses have been found to prevail in modern society, despite the availability of effective treatments and attempts to educate people about mental health. Numerous studies have been conducted on the attitudes of various groups of people and communities towards mental illness. There is, however, limited research about student populations, particularly students registered for courses in the “allied health professions”. This study aimed to explore and describe the prevailing attitudes towards mental illness of a sample of the undergraduate Psychology student population (registered between 2nd and 4th year of study) within the Faculty of Health Sciences at a South African University. The procedure followed was an electronic intranet based survey, utilising the Community Attitudes to Mental Illness (CAMI) scale. The survey was accessed via the university’s student portal and links were sent via email to students to complete. A total of n=51 student responses were recorded and analysed. Data were quantitatively analysed using t-tests and Analyses of Variance (ANOVA). No statistically significant differences on the CAMI scales were found between the students in relation to the various student demographic variables such as age, gender, race or year level, and the CAMI findings. Overall, the sample of undergraduate Psychology students were shown to have favourable attitudes towards mental illness, which is potentially accounted for by their chosen field of study of Psychology. Education and knowledge about mental health were acknowledged as being most important in reducing stigma towards mental illness.
- Full Text:
- Date Issued: 2017
Positioning 'the self': comparative case studies of first generation students' academic identities when home meets campus in a rapidly transforming higher education context
- Authors: Alcock, Andrea
- Date: 2017
- Subjects: First-generation college students -- South Africa , First-generation college students -- South Africa -- Case studies , Social perception -- South Africa , Educational equalization -- South Africa , College students -- South Africa -- Attitudes , College students, Black -- South Africa -- Attitudes , College students, Black -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6897 , vital:21198
- Description: This research offers an in-depth view of the self-positioning of a sample of seven first generation students in an extended curriculum programme for Arts and Design at the Durban University of Technology. This comparative case study aims to examine how these participants took up, held or resisted positions, during the transitional process of entering a university. The students' responses were elicited in order to explore the development of student academic identity in this stage of late adolescence. Using positioning theory as an analytical framework, a visual methodology was employed to generate data during photo-elicitation interviews. For these, participants were invited to take metaphorical and non-mimetic photographs, in response to the prompt "Take photographs that show you as a student at home and on campus". Themes that surfaced were examined using positioning theory where the storylines, speech acts and rights and duties form the apex points of the positioning triangle that acts as a framework to analyse the participants' narratives. The study revealed the ways in which participants positioned their home communities and thereby developed their own agency. The majority of the participants used their self-positioning in relation to these home communities to build their academic identities. It was evident in the data that certain role models and peers played a significant part in such self-positioning. The rural to urban migration described by some of the participants indicated that the transition students navigated as they developed their academic identities was profound. The university was often perceived in this process as a powerful structure which offered opportunities but could simultaneously be experienced as alienating. Financial challenges added to the complexity of this experience. The development of student academic identity was evident in positioning statements of the participants and, in some cases, a professional identity was revealed. The analysis indicated that the participants were able to use their self-positioning to overcome many of their challenges through the creation of agential power and resilience. Furthermore the emergence of academic identity seemed to give rise to a positive view of 'the self' in relation to the period of transition to university.
- Full Text:
- Date Issued: 2017
- Authors: Alcock, Andrea
- Date: 2017
- Subjects: First-generation college students -- South Africa , First-generation college students -- South Africa -- Case studies , Social perception -- South Africa , Educational equalization -- South Africa , College students -- South Africa -- Attitudes , College students, Black -- South Africa -- Attitudes , College students, Black -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6897 , vital:21198
- Description: This research offers an in-depth view of the self-positioning of a sample of seven first generation students in an extended curriculum programme for Arts and Design at the Durban University of Technology. This comparative case study aims to examine how these participants took up, held or resisted positions, during the transitional process of entering a university. The students' responses were elicited in order to explore the development of student academic identity in this stage of late adolescence. Using positioning theory as an analytical framework, a visual methodology was employed to generate data during photo-elicitation interviews. For these, participants were invited to take metaphorical and non-mimetic photographs, in response to the prompt "Take photographs that show you as a student at home and on campus". Themes that surfaced were examined using positioning theory where the storylines, speech acts and rights and duties form the apex points of the positioning triangle that acts as a framework to analyse the participants' narratives. The study revealed the ways in which participants positioned their home communities and thereby developed their own agency. The majority of the participants used their self-positioning in relation to these home communities to build their academic identities. It was evident in the data that certain role models and peers played a significant part in such self-positioning. The rural to urban migration described by some of the participants indicated that the transition students navigated as they developed their academic identities was profound. The university was often perceived in this process as a powerful structure which offered opportunities but could simultaneously be experienced as alienating. Financial challenges added to the complexity of this experience. The development of student academic identity was evident in positioning statements of the participants and, in some cases, a professional identity was revealed. The analysis indicated that the participants were able to use their self-positioning to overcome many of their challenges through the creation of agential power and resilience. Furthermore the emergence of academic identity seemed to give rise to a positive view of 'the self' in relation to the period of transition to university.
- Full Text:
- Date Issued: 2017
Experiences of first year NMMU students from previously disadvantaged communities regarding academic resilience in high school education
- Hokonya, Nozipho Rungano Emma-Jean
- Authors: Hokonya, Nozipho Rungano Emma-Jean
- Date: 2015
- Subjects: Resilience (Personality trait) -- South Africa , Motivation in education , Academic achievement -- South Africa , College students -- South Africa -- Attitudes , Self-perception in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4067 , vital:20509
- Description: The current landscape of South Africa’s education system is one riddled with many challenges. Young people studying in this unfavourable climate have become disillusioned by the failing system and this has resulted in negative attitudes towards schooling. A shortage of teaching personnel and a lack of resources further exacerbate the situation. In recent years however, it has been found that a significant number of young people seem to have “beaten the odds”, in spite of these unfavourable conditions as they have seen themselves being granted entry into tertiary institutions. The dearth of information on academic resilience and the increased number of “educational success stories” led the researcher to embark on this qualitative study. The aim of this exploratory, descriptive and contextual research study was: to enhance understanding of the academic resilience and subsequent academic success at school, as experienced by first year NMMU students from disadvantaged communities, by exploring their constructions of academic resilience. Bronfenbrenner’s Ecological Systems Theory as well as Resilience Theory was used to examine the phenomenon of academic resilience. Purposive sampling techniques was utilised to draw participants within the NMMU’s School of Behavioural Sciences and data was collected by means of narrative accounts by participants. The two phases of narrative analysis were applied to analyse the data collected and Guba’s model for trustworthiness was used to verify the data. The findings of the study indicated that both intrinsic and extrinsic factors contribute to the fostering of resilience.
- Full Text:
- Date Issued: 2015
- Authors: Hokonya, Nozipho Rungano Emma-Jean
- Date: 2015
- Subjects: Resilience (Personality trait) -- South Africa , Motivation in education , Academic achievement -- South Africa , College students -- South Africa -- Attitudes , Self-perception in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4067 , vital:20509
- Description: The current landscape of South Africa’s education system is one riddled with many challenges. Young people studying in this unfavourable climate have become disillusioned by the failing system and this has resulted in negative attitudes towards schooling. A shortage of teaching personnel and a lack of resources further exacerbate the situation. In recent years however, it has been found that a significant number of young people seem to have “beaten the odds”, in spite of these unfavourable conditions as they have seen themselves being granted entry into tertiary institutions. The dearth of information on academic resilience and the increased number of “educational success stories” led the researcher to embark on this qualitative study. The aim of this exploratory, descriptive and contextual research study was: to enhance understanding of the academic resilience and subsequent academic success at school, as experienced by first year NMMU students from disadvantaged communities, by exploring their constructions of academic resilience. Bronfenbrenner’s Ecological Systems Theory as well as Resilience Theory was used to examine the phenomenon of academic resilience. Purposive sampling techniques was utilised to draw participants within the NMMU’s School of Behavioural Sciences and data was collected by means of narrative accounts by participants. The two phases of narrative analysis were applied to analyse the data collected and Guba’s model for trustworthiness was used to verify the data. The findings of the study indicated that both intrinsic and extrinsic factors contribute to the fostering of resilience.
- Full Text:
- Date Issued: 2015
Perceptions relating to students performance in small business management at further education and training colleges
- Authors: Kiewiets, Winifred Margaret
- Date: 2005
- Subjects: Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9558 , http://hdl.handle.net/10948/463 , http://hdl.handle.net/10948/d1011916 , Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Description: The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
- Full Text:
- Date Issued: 2005
- Authors: Kiewiets, Winifred Margaret
- Date: 2005
- Subjects: Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9558 , http://hdl.handle.net/10948/463 , http://hdl.handle.net/10948/d1011916 , Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Description: The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
- Full Text:
- Date Issued: 2005
Prosocial behaviour in South African students a qualitative enquiry
- Authors: Cholerton, Steven M
- Date: 1995
- Subjects: Helping behavior , Interpersonal relations , Altruism , Social ethics , College students -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:2948 , http://hdl.handle.net/10962/d1002457 , Helping behavior , Interpersonal relations , Altruism , Social ethics , College students -- South Africa -- Attitudes
- Description: The central aim of this study was to conduct a qualitative exploration of the prosocial inclinations possessed by young South African students. The literature review argues that traditional approaches to moral responding separate the individual from the social. An alternative approach that reinstates language and ideology is delineated. It is argued that such a paradigm is most appropriate to a study of prosocial responding during a period of social change. Hypothetical moral dilemmas were administered to twenty-nine students. Six students were selected and each was interviewed on two separate occasions. In this way six case studies were developed. The methodological traditions of phenomenology and hermeneutics were employed to analyze the protocols and subsequent interviews. Seven themes descriptive of a moral response were identified. These consisted of moral reasoning, empathy, mood, guilt, alienation, a sense of group-identity, and ambiguity regarding the relative interests of self versus other. These themes are fully discussed in terms of the literature. It is concluded that moral reasoning may be insufficient to motivate prosocial behaviour. Conventional moral narratives may be appropriated in order to make sense of conflicting emotions. Empathy was identified as a necessary but not sufficient condition for a prosocial response. Empathy might translate into either sympathy or personal distress. Mood was found to largely dictate attentional focus. Alienation was found to be a defensive formulation that inhibits the emergence of sympathy. Guilt might precipitate an alienated posture. It was found that guilt might be attributed to group-identity and thereby denied. Tension between a self- and other-oriented response, or between blame and sympathy, was common. It is suggested that this ambiguity reflects ideological contradictions that have been internalized. It is postulated that during periods of social change such contradictions are accentuated.
- Full Text:
- Date Issued: 1995
- Authors: Cholerton, Steven M
- Date: 1995
- Subjects: Helping behavior , Interpersonal relations , Altruism , Social ethics , College students -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:2948 , http://hdl.handle.net/10962/d1002457 , Helping behavior , Interpersonal relations , Altruism , Social ethics , College students -- South Africa -- Attitudes
- Description: The central aim of this study was to conduct a qualitative exploration of the prosocial inclinations possessed by young South African students. The literature review argues that traditional approaches to moral responding separate the individual from the social. An alternative approach that reinstates language and ideology is delineated. It is argued that such a paradigm is most appropriate to a study of prosocial responding during a period of social change. Hypothetical moral dilemmas were administered to twenty-nine students. Six students were selected and each was interviewed on two separate occasions. In this way six case studies were developed. The methodological traditions of phenomenology and hermeneutics were employed to analyze the protocols and subsequent interviews. Seven themes descriptive of a moral response were identified. These consisted of moral reasoning, empathy, mood, guilt, alienation, a sense of group-identity, and ambiguity regarding the relative interests of self versus other. These themes are fully discussed in terms of the literature. It is concluded that moral reasoning may be insufficient to motivate prosocial behaviour. Conventional moral narratives may be appropriated in order to make sense of conflicting emotions. Empathy was identified as a necessary but not sufficient condition for a prosocial response. Empathy might translate into either sympathy or personal distress. Mood was found to largely dictate attentional focus. Alienation was found to be a defensive formulation that inhibits the emergence of sympathy. Guilt might precipitate an alienated posture. It was found that guilt might be attributed to group-identity and thereby denied. Tension between a self- and other-oriented response, or between blame and sympathy, was common. It is suggested that this ambiguity reflects ideological contradictions that have been internalized. It is postulated that during periods of social change such contradictions are accentuated.
- Full Text:
- Date Issued: 1995
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