https://ir.unisa.ac.za/handle/10500/14514 2026-09-20T18:11:19Z 2026-09-20T18:11:19Z Madzivanyika, B. https://ir.unisa.ac.za/handle/10500/33020 2026-08-26T07:20:23Z 2026-02-01T00:00:00Z

The self-concept and academic performance of learners with physical disabilities in Chitungwiza, Zimbabwe Madzivanyika, B. Despite growing global focus on the self-concept of learners with disabilities, this pivotal issue remains significantly underexplored in public schools, particularly among learners with physical disabilities. Disproportionately burdened by complex psychosocial stressors that critically undermine their academic trajectories, these learners frequently endure heightened levels of anxiety, chronic stress, and clinical depression. Such pervasive mental health challenges erode self-esteem and cognitive capacity, impairing focus and motivation, and increasing vulnerability to social isolation. This study examines how self-concept affects academic achievement among physically disabled learners, highlighting its impact on both academic and social outcomes. By informing inclusive policies and interventions, it aims to promote self-actualisation and foster equitable, learner-centred education in Sub-Saharan Africa. The study is grounded in a humanistic paradigm, drawing on Carl Rogers’ self-concept theory, Allport’s personality constructs, and Harter’s multidimensional self-perception model. This study adopts a quantitative research approach rooted in the positivist paradigm to ensure a systematic, objective, and reliable investigation. A descriptive survey design was used to quantify the experiences of learners with physical disabilities in public secondary schools. A randomly selected sample of 150 learners with physical disabilities from public secondary schools was used. Public secondary schools were selected using simple random sampling. Closed-ended, self-administered questionnaires ensured ease of use, standardisation, and reliable data collection. Data were analysed using structured coding, descriptive statistics, and Chi-square tests via SPSS 11.0, which supported accurate handling of large, complex datasets. The findings reveal that learners with physical disabilities face entrenched systemic deterrents that hinder their developmental and educational pursuits. Deficits in self-esteem and negative self-concept correlate with inadequate social support and exclusion, which hinder self-concept development and academic engagement. Limited physical activity further constrains psychological resilience and hampers holistic growth, ultimately impeding self-actualisation. Conclusively, learners with physical disabilities confront profound psychosocial and academic impediments that erode self-worth, self-concept and achievement. Urgent implementation of inclusive, multifaceted interventions is essential to cultivate resilience, affirm positive self-concept, and enhance holistic success.

2026-02-01T00:00:00Z Kalane, Manoke Eric Colin https://ir.unisa.ac.za/handle/10500/32988 2026-08-23T18:46:50Z 2022-03-20T00:00:00Z

A critical explorative enquiry of neuropsychological assessments and their utilisation in the facilitation of settlement of road accident claims in the South African courts : a study of mild traumatic brain injury Kalane, Manoke Eric Colin Background: South Africa has one of the highest rates of road traffic accidents globally, with a substantial proportion of these incidents resulting in traumatic brain injuries (TBI). Among these, mild traumatic brain injury (MTBI), commonly referred to as concussion, represents a significant yet complex clinical and medico-legal concern. A large number of individuals involved in road traffic accidents seek compensation through the Road Accident Fund (RAF), either directly or through legal representation. While certain injury categories, particularly orthopaedic injuries, are generally more straightforward to assess and adjudicate, MTBI presents unique challenges. Its clinical presentation is often subtle, frequently lacking objective radiological evidence, and relies heavily on subjective symptom reporting. These characteristics contribute to ongoing debates within the clinical community regarding its diagnosis, classification, and long-term impact. Within the South African medico-legal context, MTBI-related claims are often contested, resulting in prolonged litigation processes that involve multiple expert witnesses, including neurologists, neurosurgeons, psychiatrists, and neuropsychologists. Courts are required to rely heavily on these expert opinions in determining both the legitimacy of claims and the extent of compensation. However, inconsistencies in clinical interpretation and a lack of consensus regarding MTBI contribute to variability in judicial outcomes. Because of the complex nature of mild traumatic brain injuries and disagreements amongst clinicians and court officials, evidence points to disproportionate and inconsistent settlement outcomes and most notably, high rejection rates of injury compensation for those with Mild Traumatic Brain Injuries (MBTIs). Often, these outcomes contradict what is the norm for comparable mental and physical injuries The complexity of MTBI is further compounded by divergent perspectives among clinicians and legal stakeholders regarding what constitutes a mild traumatic brain injury, how it should be assessed, and the extent to which it results in persistent neuropsychological sequelae. This lack of uniformity creates uncertainty within the judicial process, where legal decision-making is dependent on the clarity, consistency, and reliability of expert evidence. Purpose: The primary aim of this study was to critically explore the contributory influence of neuropsychological assessments in judicial decision-making with regard to the settlement of Road Accident Fund claims involving individuals diagnosed with mild traumatic brain injury within the South African courts. Method: To achieve the study aim, a multi-approach qualitative study design was used. Data was collected via a Three- Phase approach which combined empirical study, made up of an initial retrospective document review of patient records (Phase 1), individual interviews with a range of stakeholder participants that included clinicians and decision-making court officials (DMCOs) (Phase 2); and lastly the third phase of theory development/framework. With the qualitative data, a combination of thematic and content analysis processes was envisaged. Krippendorf content analysis approach formed the basis of the content analysis aspect and thematic analysis was based on Colliazi’s seven step analysis method. Results: The findings revealed that neuropsychological assessments play a central and often decisive role in judicial decision-making, particularly in cases where there is no clear physical or radiological evidence of brain injury. However, significant disparities were identified among clinicians and court officials regarding the diagnosis, interpretation, and perceived impact of MTBI. The retrospective review of medical records highlighted that a considerable proportion of claimants present with persistent neuropsychological symptoms consistent with post-concussive sequelae, despite classification as “mild” injuries. In addition, variability in expert opinions was found to contribute to inconsistent judicial outcomes, including divergent determinations regarding both the validity of claims and the extent of compensation awarded. These findings suggest that the absence of a unified understanding of MTBI among professionals/clinicians and court officials directly influences the variability and inconsistency observed in medico-legal decision-making processes. Implications for practice: The findings of this study highlight a lack of uniformity in the assessment, interpretation, and adjudication of MTBI within the South African medico-legal landscape. This inconsistency contributes to uncertainty among legal practitioners and adjudicating officials, who rely on expert evidence to inform their decisions. The study highlights the need for greater standardisation in neuropsychological assessment practices, clearer diagnostic and interpretive frameworks, and improved interdisciplinary alignment among clinicians and legal professionals. Establishing a more consistent approach to the evaluation and interpretation of MTBI has the potential to enhance the fairness, transparency, and reliability of judicial outcomes in Road Accident Fund claims. Key contributions made by the study: This study contributes to the existing body of knowledge by advancing a structured and integrated conceptual model, the Kalane MTBI Diagnostic and Legislative Responses Framework. The framework provides guidance on the assessment, interpretation, and application of neuropsychological evidence within medico-legal contexts for for efficient assessment and evidence-based appropriation of settlement and compensation of claims for victims of MTBIs. In addition, the study facilitates a deeper understanding of the complexities associated with MTBI, highlights the challenges faced by both clinical and legal professionals, and opens a critical dialogue regarding the need for greater consistency and alignment in the management of MTBI-related claims. The findings further contribute to ongoing discussions within the medico-legal field regarding best practices in the evaluation and adjudication of mild traumatic brain injuries.

2022-03-20T00:00:00Z Adade, Richard https://ir.unisa.ac.za/handle/10500/32985 2026-08-23T16:23:35Z 2025-10-01T00:00:00Z

The self-esteem, psychological well-being, and academic performance of students with sensory impairment in selected tertiary institutions in Ghana Adade, Richard Self-esteem (SE), psychological well-being (PWB), and academic performance (AP) are important indicators of students’ educational success and life outcomes. However, students with sensory impairments often encounter barriers relating to accessibility, communication, and societal attitudes that may adversely affect these outcomes. Despite increasing emphasis on inclusive education globally and in Ghana, limited empirical evidence exists on the self-esteem, psychological well-being, and academic performance of students with sensory impairments in tertiary institutions. This study investigated the self-esteem, psychological well-being, and academic performance of students with sensory impairments in selected tertiary institutions in Ghana. Guided by Sociometer Theory, Ryff’s Psychological Well-being Theory and Self-Determination Theory within a positivist paradigm, the study employed a quantitative descriptive survey design. The study involved 214 students with sensory impairments (blind=128 and deaf=86) selected through a multistage sampling approach from purposively selected tertiary institutions in Ghana. Data were collected using adapted and validated instruments, namely the Rosenberg Self-Esteem Scale, Ryff’s Psychological Well-being Scale, and a structured Academic Performance Scale. Data were analyzed using descriptive and inferential statistics, including t-tests, ANOVA, Pearson correlation, regression, Mann–Whitney U test and mediation analysis using PROCESS Macro Model 4. Findings revealed generally moderate to high levels of self-esteem, psychological well-being, and academic performance among students with sensory impairments. No significant difference was found in overall self-esteem between blind and deaf students, although blind students reported significantly higher negative self-perception. Blind students significantly outperformed deaf students in psychological well-being and academic performance and scored higher across all dimensions of psychological well-being. Family perceptions of disability and institutional type significantly influenced self-esteem, whereas school environment and residential experiences significantly influenced psychological well-being. Correlation analysis revealed stronger interrelationships among self-esteem and psychological well-being dimensions among blind students than deaf students. Furthermore, self-esteem partially mediated the relationship between psychological well-being and academic performance, indicating that higher psychological well-being contributed to better academic performance through improved self-esteem. The study concludes that improving outcomes among students with sensory impairments requires holistic interventions that address family, peer, and institutional factors. The study recommends strengthening disability-inclusive policies, improving communication and residential support systems, and enhancing inclusive learning environments in tertiary institutions to improve students’ self-esteem, psychological well-being, and academic performance.

2025-10-01T00:00:00Z Hadebe, Athandile Slindile https://ir.unisa.ac.za/handle/10500/32952 2026-08-17T13:12:43Z 2026-03-03T00:00:00Z

Elucidating the association between historical injustices and ‘black tax’ : narratives of black female professionals Hadebe, Athandile Slindile ‘Black tax’ is a legacy of South African historical injustices. The study’s aim is to examine the financial and psychological impact of ‘black tax’ on Black female professionals in South Africa. Social media platforms such as LinkedIn, WhatsApp, and Facebook were utilised to gather information from Black female professionals across the country. Critical Race Theory (CRT) and Critical Feminism Theory (CRF) were used as a lens to explore the intersectionality of race, class, and gender and how it impacts Black women. The study was located within the pragmatic paradigm employing a mixed-methods approach where data collection was conducted in two phases with a sample of 200 participants for the quantitative phase and 10 participants for the qualitative phase. Cross sectional and hermeneutic phenomenological designs were implemented for both phases. During the first phase, participants completed an online survey comprising of nominal, ordinal, and Likert scale questions and the data was analysed using Statistical Package for the Social Sciences (SPSS). The second phase utilised semi-structured interviews to collect data. Thematic analysis was used to make sense of data. Participants were selected by method of nonprobability sampling by making use of purposeful criteria such as accessibility. The results reveal that ‘black tax’ has negatively impacted Black professionals financially and emotionally, thus producing an integrated gendered analysis of financial-psychological nexus particularly affecting these Black women. Although this impact may cause some Black professionals to resent paying ‘black tax’, others have taken pride in assisting their immediate and extended family members. The study recommends introduction of new policies that can alleviate the financial burden of ‘black tax’ on Black professionals. These policies may include non-transferable vouchers which have never been implemented in South Africa.

2026-03-03T00:00:00Z