ERIC Number: EJ1108266
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
How Gaining Knowledge and Awareness of Ego Strength Will Assist Teachers in Understanding Learners Better
Sanday, L. A.; Venter, M. A.
Africa Education Review, v9 n1 p159-173 2012
This article gives a historical overview of the development as well as the current usage of the term ego strength. The factors involved in the development of ego strength, the impact of ego strength on learners and the necessity for teachers' awareness are discussed. A combined quantitative-qualitative research design was followed, where a group of 110 learners were tested for ego strength in order to establish the general ego strength among young adolescents. Two case studies were conducted: one of a learner with high ego strength and the other of a learner with low ego strength, in order to establish their experience of themselves in their relationships. More or less a third of the group had a low ego and superego strength. In the light of the impact of low ego strength on the classroom situation and the importance of ego development for learning necessary life skills, we provided guidelines for teachers regarding ego development as a fundamental aspect in childhood development. We contend that in teacher training more attention should be given to ego development in young children, not only for the sake of an organised classroom but for the intellectual, emotional and social development of learners.
Descriptors: Foreign Countries, High School Students, Grade 9, Self Concept, Locus of Control, Mixed Methods Research, Personality Measures, Adolescents, Case Studies, Adolescent Development, Moral Development, Questionnaires, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Sentence Completion Test
Grant or Contract Numbers: N/A