The Personal Values of University Students in South Africa

Fatoki, Olawale

doi:10.5901/mjss.2014.v5n23p758

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…In answers to Q4 , six students (1.5 per cent) mention the term in expressions such as “universal values and norms”, “universal values of the Bible”, “basic family and human values”, “shared values”, “special value of joint programs” or “value of leaders”. Earlier research (Fatoki, 2014; Kajonius et al , 2015) seem to support our findings and can lead to the obvious conclusion that there is a strong deficit in values among students of HE in consumer societies.…”

Section: How Do the Five Points Of Authentic Minimum Appear In The Answers?supporting

confidence: 86%

Assessing the essential pre-conditions of an authentic sustainability curriculum

Lengyel

Szőke

Sándor

et al. 2019

IJSHE

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Purpose This study has two aims. It aims to analyse three essential pre-conditions of an authentic sustainability curriculum (ASC). The theoretical analysis involves the definition of authenticity through the learning outcomes (LOs) framework called authentic minimum (AM). This paper also aims to gauge students’ views on economic growth, sustainability and mindfulness. Design/methodology/approach The theoretical aim was accomplished by extensive study of and critical reflections on the relevant literature. The empirical research was qualitative using an online questionnaire as survey instrument consisting of predominantly open-ended questions involving students of two economic faculties. Directed content analysis and nonparametric quantitative methods were used to assess the answers. Findings Viable sustainability goals are in stark contrast with the promotion of sustainable economic growth in sustainable development goals 8 and the reigning neoliberal agenda. The empirical findings provide valuable insights into how undergraduate students view mindfulness, economic growth and aspects of sustainability. Research limitations/implications The empirical research has some obvious limitations that warrant caution in generalizing the results. The authors used a sample of convenience and the base population of the survey consisted only in students of economics in two economic faculties of two Hungarian universities. Practical implications Practical implications of the present paper are many all sharing; however, the need for existential courage on the part of teachers, students and leaders of higher education institutions. Existential courage is required for profound personal transformation, for going against mainstream ideology and the possible confrontations with colleagues, leaders of institutions, students, friends or family members. Originality/value On the theoretical side, the concept of ASC was introduced with AM as its LOs framework. For the first time, an attempt was made to interpret authenticity in sustainability education as an integration of mindfulness, human and environmental ethics and a firm opposition to economic growth and neoliberal ideals. The analysis of qualitative data supported earlier research and also provided unique findings in the examined areas.

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Section: How Do the Five Points Of Authentic Minimum Appear In The Answers?supporting

confidence: 86%

Assessing the essential pre-conditions of an authentic sustainability curriculum

Lengyel

Szőke

Sándor

et al. 2019

IJSHE

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“…Since the end of apartheid in 1994, the educational system has been increasingly challenged by a growing diversity and heterogeneity of the student population, new educational system applications, changed institutional ideologies and challenged educators ( Meier and Hartell, 2009 ). A South African value study ( Fatoki, 2014 ) presented findings that achievement, self-direction, benevolence, security, universalism and conformity to a certain degree are important values for South African students.…”

Section: The South African University Students’ Contextmentioning

confidence: 99%

Fear, depression, and well-being during COVID-19 in German and South African students: A cross-cultural comparison

et al. 2022

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Various studies have shown a decrease in well-being and an increase in mental health problems during the COVID-19 pandemic; however, only a few studies have explored fear, depression, and well-being cross-culturally during this time. Accordingly, we present the results of a cross-cultural study that (1) compares these mental health scores for German and South African students, (2) compares the correlations among them, and (3) identifies COVID-19 fear, well-being, and depression predictors. German and South African societies differ from each other socio-culturally, politically, and economically. Their university systems also differ to a large extent. University students in both countries completed the Fear of COVID-19 Scale, the World Health Organization-Five Well-Being Index (WHO-5), and the Patient Health Questionnaire-9 (PHQ-9). Welch’s t-test, correlation, and multiple regression analyses were performed. (1) German students were found to have statistically lower levels of COVID-19 fear and depression, but lower levels of general well-being than South African students. (2) In both samples, fear of COVID-19 was negatively correlated with well-being and positively associated with female gender and depression. (3) Additionally, female gender, depression, and lower well-being were identified as predictors of COVID-19 fear in both samples. The findings indicate that the fear of COVID-19 is associated with and varies according to gender, depression, and well-being across cultures, and that the difference in the intensity of fear between German and South African students may be partly explained by cultural and contextual differences. These findings can create a deeper understanding of the pandemic’s impact on student communities and may be used by mental health practitioners and researchers to develop and apply culture-specific interventions.

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“…Other students in the course of education have opportunities to learn different social roles and make their choice. In education perception of the world is established and a position in life and a plan of action are chosen, which in turn contribute to a formation of a system of values and personal direction of the youth and determine the professional development prospects [16,9] and psychosomatic health [2,5,20].…”

Section: Resultsmentioning

confidence: 99%

Characteristic aspects of professional self-determination in students of pedagogical college

Dolgova¹,

Rokitskaya²,

Bogachev³

et al. 2019

Proceedings of the International Scientific-Practical Conference “Business Cooperation as a Resource of Sustainable Economic De

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Creating optimal conditions for professional selfdetermination is the most important task of professional development. The intention to study the process of professional self-determination formation in students of a pedagogical college was motivated by its social importance and the necessity to create optimal conditions for professional selfdetermination and a personal fulfilment in private and professional lives. The purpose of the study was to examine such characteristic aspects of professional self-determination in students, as their life plans and the level of professional motivation; the specificity of self-evaluation of their professional interests. The study was based on works regarding professional self-determination in the context of personal development and on the educational concept of professional orientation. We used a questionnaire to determine the professional readiness developed by L.N. Kabardova and a method of studying the profession's attractiveness and its factors modified by N. Kuzmina and A. Rean. Three groups of professional self-determination criteria were chosen (life plans, a level of professional motivation, self-evaluation of professional interests). The study found changes in life plans and specificity of self-evaluation of professional interests and decrease in professional motivation in students from the first year to last.

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The Personal Values of University Students in South Africa

Abstract: Abstract

Cited by 7 publications

References 13 publications

Assessing the essential pre-conditions of an authentic sustainability curriculum

Assessing the essential pre-conditions of an authentic sustainability curriculum

Fear, depression, and well-being during COVID-19 in German and South African students: A cross-cultural comparison

Characteristic aspects of professional self-determination in students of pedagogical college

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