1. Modification, Elaboration and Empirical Evaluation of the De Goede Learning Potential Structural Model: Rising Above Adversity Supervisor: Ms M Visser Co-Supervisor: Prof DJ Malan Empowering Development Conference 2015 1 Dirk J Pretorius MComm. Industrial Psychology - Stellenbosch University

2. Overview  Introduction  Research Question  Aim & Objectives  Model Development  Evaluating the fit of the Measurement Model  The Hypothesised Reduced Learning Potential Structural Model  Research Methods  Sample Procedure  Measuring Instrument  Results  Corroborated Paths  Practical Implication  Discussion, Recommendations, and Suggestions for Future Research  Limitations  Recommendations  Concluding Remarks Empowering Development Conference 2015 2

3. Introduction  Research Question  What are some of the Non-cognitive variables that significantly influence learning potential?  Aim & Objective  The modification and extension of the De Goede (2007) Learning Potential Structural Model  Testing the newly expanded model  Reporting on the findings of the current learning potential structural model Empowering Development Conference 2015 3

4. Model Development  Evaluating the fit of the Measurement Model Empowering Development Conference 2015 4

5. Model Development  The Hypothesised Reduced Learning Potential Structural Model Empowering Development Conference 2015 5

6. Model Development  Hypothesis 1: In the proposed learning potential structural model it is hypothesised that Information Processing Capacity positively influences Automatisation, that Automatisation mediates the impact of Information Processing Capacity on Transfer of Knowledge and that Abstract Reasoning Ability positively influences Transfer of Knowledge.  Hypothesis 2: In the proposed learning potential structural model it is hypothesised that Cognitive Engagement will positively influence Transfer of Knowledge.  Hypothesis 3: In the proposed learning potential structural model it is hypothesised that Conscientiousness will positively influence Cognitive Engagement.  Hypothesis 4: In the proposed learning potential structural model it is hypothesised that Conscientiousness will positively influence Resilience.  Hypothesis 5: In the proposed learning potential structural model it is hypothesised that Learning Motivation positively influences Tenacity.  Hypothesis 6: In the proposed learning potential structural model it is hypothesised that Learning Motivation positively influences Time Cognitively Engaged.  Hypothesis 7: In the proposed learning potential structural model it is hypothesised that Environmental Unfavourableness negatively influences Cognitive Engagement.  Hypothesis 8: In the proposed learning potential structural model it is hypothesised that Tenacity moderates the relationship between Environmental Unfavourableness and Cognitive Engagement.  Hypothesis 9: In the proposed learning potential structural model it is hypothesised that Grit will positively influence Learning Motivation.  Hypothesis 10: In the proposed learning potential structural model it is hypothesised that Grit will positively influence Learning Performance mediated through Cognitive Engagement (Time-on-task).  Hypothesis 11: In the proposed learning potential structural model it is hypothesised that resilience will positively moderate the relationship between Environmental Unfavourableness and Cognitive Engagement.  Hypothesis 12: In the proposed learning potential structural model it is hypothesised that Parental Quality positively influence Learning Motivation  Hypothesis 13: In the proposed learning potential structural model it is hypothesised that Parental Quality positively moderated the relationship between Environmental Unfavourableness and Cognitive Engagement. Empowering Development Conference 2015 6

7. Research Methods  Sample Procedure  A sample size of 395 research respondents were included in the study for the purpose of testing the proposed learning potential structural model.  Previously disadvantaged Grade 9 learners from various schools in the suburbs of Bonteheuwel, Mannenberg and Goodwood: Cape Town.  Successfully completed Term 1 and Term 2.  Measuring Instruments  Self-compiled 77 -item Learning Potential Questionnaire.  Item Analysis, Exploratory Factor Analysis (EFA) and Structural Equation Modelling(SEM) Empowering Development Conference 2015 7

8. Results  Corroborated Paths  Hypothesis 4: Conscientiousness has a statistical significant positive effect on Resilience.  Hypothesis 5: Learning Motivation has a statistical significant positive effect on Tenacity.  Hypothesis 9: Grit has a statistical significant positive effect on Learning Motivation.  Hypothesis 10: Grit has a statistical significant positive effect on Cognitive Engagement (Time-on- task).  Hypothesis 12: Parental Quality has a statistical significant positive effect on Learning Motivation. Empowering Development Conference 2015 8

9. Practical Implications  If Conscientiousness is considered, it was found to have a profoundly significant positive effect on Resilience, which means that trainers have the ability to influence and enhance trainees‟ levels of Resilience during engagement with difficult tasks.  According to Goff and Ackerman (1992) conscientiousness has been proven to be a valuable predictor of academic success beyond cognitive ability. If trainees‟ level of resilience can be enhanced, more individuals will be completing training programmes, resulting in a decrease in drop-out rates.  In the study Grit proved to have a statistically significant effect on Time Cognitively Engaged, as well as on Learning Motivation. According to Duckworth (2007) Grit is defined as passion and perseverance for long- term goals.  Focusing on those qualities of “stick-to-it-ness” may help trainees to succeed more than praise for particular achievements would do. This is a strategy that can assist those trainees involved in long term courses (i.e. school) to persevere over many years to reach their end goal (i.e. obtaining a senior certificate/ Grade 12 matric). Empowering Development Conference 2015 9

10. Practical Implications  Finally the outcome of the current study proved that Parental Quality has a significant effect on Learning Motivation. This is an element of the study which is not so much under the control of the trainees trainer, but rather a supportive element with respect to training success. In the training context, like schools, where parental guidance is necessary for learning performance to succeed, the role that parental involvement plays should be enhanced.  The practical challenge that exists is that in most cases were this type of support is most needed it is also the most absent. In order to enhance the Learning Motivation of younger subjects, parents should be informed about their role to make the learning experience optimal.  In the current study Parental Quality was defined as a term describing parental support for their children's educational development, through activities such as checking school homework, assisting with school homework and presenting motivational incentives for good grades.  It is evident from the outcomes of the current study that these mentioned activities do have a significant effect on the degree of learning motivation that learners have towards their learning material. Parents should be made aware of these findings and the value adequate learning motivation holds for successful learning performance. Empowering Development Conference 2015 10

11. Discussion, Recommendations, and Suggestions for Future Research  Limitations  Grade 9 Scholars exclusively  Duplication of findings will allow for generalisation  Social Desirability  Self-perception  Recommendations  Empirically tested on a wider scale (outside school realm)  Issue of language proficiency  Longitudinal Model Development  Concluding Remarks  Learning performance is not a random event.  Systematically Determined Process  Complex Nomological Network of Latent Variables.  The current study was presented as an attempt to find insight into what constitutes learning performance success in selective developmental learning programmes in South Africa - as a nudge in the direction of equality through affirmative development by means of selective developmental opportunities. Empowering Development Conference 2015 11

12. Thank You. Empowering Development Conference 2015 12 Contact Information: dirkjpret@gmail.com