When There Are Only Minorities: Identity and In-Group / Out-Group Orientations of Emerging Adults in Four South African Ethnocultural Groups.

Intergroup relation perspectives stem from research in Western contexts with clear distinctions between the dominant and nondominant groups. In South Africa, with at least 13 different cultural groups and 11 official languages, no group is dominant in all life spheres. We examine the relationship between identity and in-/out-group orientation across Black-Zulu, Coloured (mixed racial ancestry), Indian, and White-Afrikaans emerging adults (N = 390; 75% females, Mage = 19.97 years, SD = 2.44). Results indicate that personal identity for all groups and ethnic identity for Black-Zulu, Indian, and White-Afrikaans emerging adults were important for intergroup relations. Black-Zulu, Coloured, and Indian emerging adults distinguish themselves less from others, whereas White-Afrikaans emerging adults are less open to others. Ultimately, the complexity of intergroup relations in South Africa has implications for the effective transformation interventions needed to counter experiences of threat and make group boundaries more flexible for emerging adults.

Experiences of flourishing and languishing during the first year at university.

BACKGROUND: The theoretical framework utilised in the current study included Keyes's mental health continuum, as well as the dimensions of emotional, psychological and social well-being. AIM: The aim of this study was to explore students experiences of flourishing and languishing during their first year at university. METHODS: A nominal group technique was utilised in order to obtain data regarding the experiences of 22 first-year students and was thereafter analysed by means of thematic analysis. RESULTS: Various dimensions of emotional, psychological and social well-being were highlighted as essential in experiencing either flourishing or languishing during students first year at university. Although students experienced both flourishing and languishing, it is evident that students are more vulnerable to languishing during the beginning of their university career. Facing the big unknown, being confronted with practical difficulties, finding academics overwhelming, experiencing social isolation and being a victim of crime were prominent. Students however, learn to flourish when they achieve academic mastery, experience personal growth and independence and secure a social support system. CONCLUSIONS: The first year is seen as fundamental to student success at university, therefore the promotion of mental health during this year can be valuable in ensuring flourishing experiences during students' academic journey.

The relationship between future time perspective, self-efficacy and risky sexual behaviour in the Black youth of central South Africa.

BACKGROUND: An interest exists in understanding why adolescents partake in risky sexual behaviours, as well as the risk and protective practices associated with risky sexual behaviour. AIM: The aim of this study was to investigate the moderator effect of future time perspective in the relationship between self-efficacy and risky sexual behaviour. METHODS: A random cluster consisting of 467 learners from English medium high schools of central South Africa participated in this study. The participants' risky sexual behaviour, self-efficacy and future time perspective were measured with the Perceptions of HIV/AIDS Risk Survey, Generalised Perceived Self-efficacy Scale and the Zimbardo Time Perspective Inventory, respectively. Product term regression analysis was performed. RESULTS: It was found that both self-efficacy and future time perspective were negatively related to risky sexual behaviour. No moderating effect was found for future time perspective in the relationship between self-efficacy and risky sexual behaviour. CONCLUSIONS: Self-efficacy and future time perspective were identified as qualities that protect adolescents from engaging in risky sexual behaviours. This finding can be useful in developing prevention programmes. Intervention programmes aimed at the youth should foster a sense of hope and possibility about the future and the development of goals and aspirations to prevent risky behaviour.

The role of cognitive style in the stress and coping of black South African adolescents.

BACKGROUND: Although stress is a common phenomenon in all phases of life, it can be said that adolescence is a particularly stressful life stage. In South Africa, black adolescents are faced with many stressors and challenges which are placing demands on their emotional and cognitive resources. AIMS: The aim of this study was to determine whether black South African adolescents with different cognitive styles (i.e. rational or experiential) differ in their levels of stress and coping. Furthermore, the common stressors that black adolescents experience and the coping styles predominantly used by black adolescents could be determined. METHODS: One hundred and eighty-seven participants (88 males and 99 females) completed the Rational Experiential, the Coping Reponses and the Adolescent Stress Inventory. RESULTS: Adolescents operating from an experiential cognitive style experienced more stress regarding school performance, school attendance, financial pressure and emerging adult responsibility than adolescents operating from a rational cognitive style. Adolescents employing a rational style sought more alternative rewards as a coping strategy, whereas adolescents employing an experiential style relied more on emotional discharge. CONCLUSIONS: The findings of this study concur with previous research, but provide a unique perspective on adolescents' stress and coping in this South African context.