Research Articles (Psychology)

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Browsing by Subject "Africa"

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    A scoping review of the psychosocial aspects of infertility in African countries
    (Springer Nature, 2024) Roomaney, Rizwana; Silingile, K.; Salie, Mariam
    Infertility refers to the inability to conceive after 12 months of regular, unprotected sexual intercourse. Psychosocial aspects of infertility research are predominant in developed countries. A scoping review of psychosocial aspects of infertility research conducted in Africa between 2000 and 2022 was conducted. Twelve databases and grey literature were searched for articles. Studies were included if they were published in English and included findings from patients diagnosed with primary or secondary infertility. A total of 2 372 articles were initially found and screening resulted in 116 articles being included in the scoping review. Most of the studies (81%) were conducted in Nige ria, Ghana and South Africa. Psychosocial aspects explored included quality of life, barriers to treatment, attitudes and stigma, and sociocultural and religious aspects of infertility, among others. The review maps published psychosocial research in the context of infertility in Africa and identifies gaps for future research
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    Children's subjective well-being in Africa: A comparative analysis across three countries
    (Elsevier, 2017) Savahl, Shazly; Tiliouine, Habib; Casas, Ferran; Adams, Sabirah; Mekonen, Yehualashet; Dejene, Negussie; Benninger, Elizabeth; Witten, Heidi
    Recent trends in child well-being research have shown a substantial advancement in studies investigating children's subjective well-being (SWB). This advancement has raised questions concerning the measurement of SWB and the extent to which various measures can be compared across countries and diverse cultures. With a dearth of empirical data on cross-cultural comparisons, the validation of existing measures and cross-cultural comparisons and adaptations, have been identified as a critical course of action. The current study contributes to this process – it aims to report on children's SWB in three African countries (Algeria, Ethiopia, and South Africa), using two multiple item measures of SWB (the context-free Students' Life Satisfaction Scale and the domain- specific Personal Well-Being Index-School Children). Within this process the study further aims to test the structural validity of these measures and to ascertain its cross-country comparability. Data from the second wave of the Children's Worlds survey were used; and includes a randomly selected sample of 3394 children between the ages of 11–12 from Algeria (Provinces of El Bayedh, Oran, and Tlemcen), Ethiopia and South Africa (Western Cape Province). Located within the goodness of fit theoretical framework, confirmatory factor analysis and Structural Equation Modelling were used to test the overall fit structure, while multi-group confirmatory factor analysis was used to test measurement invariance. The results show appropriate fit structure for the individual models, with metric and scalar factor invariance tenable across the three countries for the Students' Life Satisfaction Scale and partial scalar invariance obtained for four items on the Personal Well-Being Index-School Children. The Algerian sample scored significantly higher than Ethiopia and South Africa on both SWB measures. Appropriate fit structure was obtained for the combined model and for the structural model, indicating adequate convergent validity with the single item Overall Life Satisfaction. Metric and partial scalar invariance was tenable for the structural model, suggesting cross-country comparability for correlations, regressions and means. The overall findings suggest that the two measures are appropriate for use with children from the three countries and that meaningful comparisons can be made between the three countries.
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    Teacher awareness of psychosocial support available as per the integrated school health policy in South Africa
    (AOSIS, 2023) Pillay, Jace; Patel, Leila; Setlhare-Kajee, Rubina
    In 2012, the South African government initiated the Integrated School Health Policy (ISHP) to serve as a national guideline on providing school health and support services from key stakeholders such as the Department of Health (DoH), Department of Basic Education (DBE) and Department of Social Development (DSD). However, despite the ISHP regulations, publications report that teachers in underresourced government schools are not sufficiently equipped to address their learners’ psychosocial challenges.