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dc.contributor.authorBonthuys, Annelize
dc.contributor.authorBotha, Karel
dc.contributor.authorStols, Anneke
dc.identifier.citationBonthuys, A. et al. 2017. Prospective conceptual model of Tomatis® method effects on students’ self-regulation. Journal of psychology in Africa, 27(5):427-432. []en_US
dc.identifier.issn1815-5626 (Online)
dc.description.abstractThis study aimed to develop a preliminary conceptual model that explains the perceived effect of the Tomatis® method on university students’ self-regulation for study course learning. Seven beginning graduate students (6 female; 3 black, 4 white) with a large South African university completed a Tomatis® method programme student learning support intervention. The students participated in focus group discussion and brief survey on their Tomatis® method programme student learning support experiences. Thematic analysis identified five themes that define Tomatis® method programme self-regulation effects on students: i) being self-aware and enhanced environmental sensitivity; ii) improved study concentration per time frame; iii) perspective taking, willingness, and ability to listen to others’ opinions; iv) self-reflection or enhanced inward learning experience; and v) boldness, creativity and open-mindedness. Findings support a conceptual working model of the Tomatis® method for the promotion of learner self-regulation and behavioural change in a university settingen_US
dc.publisherTaylor & Francisen_US
dc.subjectBehavioural changeen_US
dc.subjectInteractive qualitative analysis (IQA)en_US
dc.subjectTomatis® methoden_US
dc.titleProspective conceptual model of Tomatis® method effects on students’ self-regulationen_US
dc.contributor.researchID10067973 - Botha, Karel Frederick Hendrik
dc.contributor.researchID12253863 - Bonthuys, Annelize
dc.contributor.researchID22987770 - Stols, Anneke

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