{"id":{"repo_id":"nwu-za","oai_identifier":"oai:repository.nwu.ac.za:10394/7854"},"canonical_url":"https://search.dev.ndltd.org/etd/nwu-za/oai:repository.nwu.ac.za:10394/7854","repository":{"repo_id":"nwu-za","name":"North-West University (South Africa)","base_url":"https://repository.nwu.ac.za/server/oai/request"},"display":{"title":"Die verband tussen die selfbeeld en wiskundeprestasie van Afrikaanssprekende st. 7–leerlinge","abstract":"The purpose of this research was to determine the connection between the self-concept and mathematical achievement of Afrikaans-speaking Std. 7 pupils. The part played by sex, IQ and personality with regard to the mathematical achievement was also examined. The target group consisted of 105 Std. 7 boys and 162 Std. 7 girls. The IQ and parsona1ity of pupils were determined with the use of standardised tests while existing questionnaires were used to measure their non-academic, academic and mathematical self-concepts. The results of the abovementioned tests were correlated with the average mathematical achievements of the respondents. The study could discover no significant connection between the nonacademic self-concept and mathematical achievement of the Std. 7 pupils. Significant corre~ations were, however, found between academic and mathematical self-concepts and mathematical scholastic achievements of these pupils. The mathematical self-concepts of both the boys and girls in the target group influence their mathematical achievement to a greater extent than their academic self-concepts do. The mathematical se1fconcepts of the Std. 7 girls have a greater influence on their mathematical achievement than is the case with the boys. Only single personality factors contributed significantly educationally to the prediction of mathematical achievement of Std. 7 boys and girls in the test group. In this research total IQ was identified as the variable that made the greatest contribution of all the best sub-set projections regarding the mathematical achievements of the Std. 7 boys and girls.","abstract_html":"The purpose of this research was to determine the connection between the self-concept and mathematical achievement of Afrikaans-speaking Std. 7 pupils. The part played by sex, IQ and personality with regard to the mathematical achievement was also examined. The target group consisted of 105 Std. 7 boys and 162 Std. 7 girls. The IQ and parsona1ity of pupils were determined with the use of standardised tests while existing questionnaires were used to measure their non-academic, academic and mathematical self-concepts. The results of the abovementioned tests were correlated with the average mathematical achievements of the respondents. The study could discover no significant connection between the nonacademic self-concept and mathematical achievement of the Std. 7 pupils. Significant corre~ations were, however, found between academic and mathematical self-concepts and mathematical scholastic achievements of these pupils. The mathematical self-concepts of both the boys and girls in the target group influence their mathematical achievement to a greater extent than their academic self-concepts do. The mathematical se1fconcepts of the Std. 7 girls have a greater influence on their mathematical achievement than is the case with the boys. Only single personality factors contributed significantly educationally to the prediction of mathematical achievement of Std. 7 boys and girls in the test group. In this research total IQ was identified as the variable that made the greatest contribution of all the best sub-set projections regarding the mathematical achievements of the Std. 7 boys and girls.","abstract_has_math":false,"creators":["Botha, Johannes Hendrik"],"institution":"Potchefstroom University for Christian Higher Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1990,"date_issued":"1990","date_published":"1990","updated_at":"2026-07-24T03:33:37Z","subjects":[],"languages":["other"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10394/7854","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Botha, Johannes Hendrik"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-01-08T08:29:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-01-08T08:29:31Z"]},{"key":"dc:date.issued","label":"Date","values":["1990"]},{"key":"dc:publisher","label":"Institution","values":["Potchefstroom University for Christian Higher Education"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["other"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10394/7854"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Thesis (MEd)--PU vir CHO, 1991"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to determine the connection between the self-concept and mathematical achievement of Afrikaans-speaking Std. 7 pupils. The part played by sex, IQ and personality with regard to the mathematical achievement was also examined. The target group consisted of 105 Std. 7 boys and 162 Std. 7 girls. The IQ and parsona1ity of pupils were determined with the use of standardised tests while existing questionnaires were used to measure their non-academic, academic and mathematical self-concepts. The results of the abovementioned tests were correlated with the average mathematical achievements of the respondents. The study could discover no significant connection between the nonacademic self-concept and mathematical achievement of the Std. 7 pupils. Significant corre~ations were, however, found between academic and mathematical self-concepts and mathematical scholastic achievements of these pupils. The mathematical self-concepts of both the boys and girls in the target group influence their mathematical achievement to a greater extent than their academic self-concepts do. The mathematical se1fconcepts of the Std. 7 girls have a greater influence on their mathematical achievement than is the case with the boys. Only single personality factors contributed significantly educationally to the prediction of mathematical achievement of Std. 7 boys and girls in the test group. In this research total IQ was identified as the variable that made the greatest contribution of all the best sub-set projections regarding the mathematical achievements of the Std. 7 boys and girls."]},{"key":"dc:title","label":"Title","values":["Die verband tussen die selfbeeld en wiskundeprestasie van Afrikaanssprekende st. 7–leerlinge"]}]}],"canonical_facts":{"dc:creator":["Botha, Johannes Hendrik"],"dc:date.accessioned":["2013-01-08T08:29:31Z"],"dc:date.available":["2013-01-08T08:29:31Z"],"dc:date.issued":["1990"],"dc:description":["Thesis (MEd)--PU vir CHO, 1991"],"dc:description.abstract":["The purpose of this research was to determine the connection between the self-concept and mathematical achievement of Afrikaans-speaking Std. 7 pupils. The part played by sex, IQ and personality with regard to the mathematical achievement was also examined. The target group consisted of 105 Std. 7 boys and 162 Std. 7 girls. The IQ and parsona1ity of pupils were determined with the use of standardised tests while existing questionnaires were used to measure their non-academic, academic and mathematical self-concepts. The results of the abovementioned tests were correlated with the average mathematical achievements of the respondents. The study could discover no significant connection between the nonacademic self-concept and mathematical achievement of the Std. 7 pupils. Significant corre~ations were, however, found between academic and mathematical self-concepts and mathematical scholastic achievements of these pupils. The mathematical self-concepts of both the boys and girls in the target group influence their mathematical achievement to a greater extent than their academic self-concepts do. The mathematical se1fconcepts of the Std. 7 girls have a greater influence on their mathematical achievement than is the case with the boys. Only single personality factors contributed significantly educationally to the prediction of mathematical achievement of Std. 7 boys and girls in the test group. In this research total IQ was identified as the variable that made the greatest contribution of all the best sub-set projections regarding the mathematical achievements of the Std. 7 boys and girls."],"dc:identifier.uri":["http://hdl.handle.net/10394/7854"],"dc:language.iso":["other"],"dc:publisher":["Potchefstroom University for Christian Higher Education"],"dc:title":["Die verband tussen die selfbeeld en wiskundeprestasie van Afrikaanssprekende st. 7–leerlinge"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T03:33:37Z"}