| dc.contributor.author | Grimova, Lucie | |
| dc.contributor.author | Van Schalkwyk, Izanette | |
| dc.date.accessioned | 2017-05-15T07:21:19Z | |
| dc.date.available | 2017-05-15T07:21:19Z | |
| dc.date.issued | 2016 | |
| dc.identifier.citation | Grimova, L. & Van Schalkwyk, I. 2016. Learners' perceptions and experiences of respect in educator-learner relationships. Journal of psychology in Africa, 26(4):343-350. [http://dx.doi.org/10.1080/14330237.2016.1185914] | |
| dc.identifier.issn | 1433-0237 | |
| dc.identifier.issn | 1815-5626 (Online) | |
| dc.identifier.uri | http://hdl.handle.net/10394/23027 | |
| dc.identifier.uri | http://dx.doi.org/10.1080/14330237.2016.1185914 | |
| dc.description.abstract | The aim of the study was to explore and describe secondary school learners’ perceptions and experiences of respect in
educator-learner relationships within a high-risk South African neighbourhood context. A qualitative research design was
used in this study. The 15 participants were high school learners (females = 33%, age range 17 to 21 years). Data on how
learners perceive and experience respect in educator-learner relationships were gathered utilising written assignments, and
through the application of the World Café technique. Thematic analysis was used to identify relevant relationship themes
for learners: mutuality, various behavioural practices and emotional attitudes. All school communities should promote
relational well-being practices amongst educators and learners. | |
| dc.language.iso | en | |
| dc.publisher | Taylor & Francis | |
| dc.subject | Educators | |
| dc.subject | Learners | |
| dc.subject | Perception | |
| dc.subject | Positive psychology | |
| dc.subject | Respect | |
| dc.subject | High-risk community | |
| dc.title | Learners' perceptions and experiences of respect in educator-learner relationships | |
| dc.type | Article | |
| dc.contributor.researchID | 20977026 - Van Schalkwyk, Izanette | |
