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Martinette Kruger Esmarie Myburgh Melville Saayman 《Journal of Travel & Tourism Marketing》2013,30(3):380-403
This research identified cyclists’ main motives for participating in the Cape Town Cycle Tour, and segmented them accordingly. Six distinct motives were identified (in order of importance): commitment and event affiliation, lifestyle, achievement and challenge, escape and socialization, international standing of event, and skill mastery and group affiliation. On the basis of these motives, two distinct national cycling segments and one international segment were identified: Regulars, Devotees, and Beginners. The findings confirm that event cyclists should not be regarded as homogeneous and that the type of sport and the nature of the event significantly influence the type of participant. 相似文献
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Susan van Rensburg Piet Ankiewicz Chris Myburgh 《International Journal of Technology and Design Education》1999,9(2):137-151
The PATT (Pupils’ Attitude Towards Technology) questionnaire, as validated for the USA, was used to assess and analyse South
African learners’ attitudes towards technology. The responses of 500 girls and 510 boys, from the Gauteng Province in South
Africa, were analysed using a principal component and a principal factor analysis. The explained variance was rather low and
indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive
in that there were no significant differences regarding the gender attitudes that ‘technology should be for all’ and that
‘technology makes contributions to society’. The fact that girls have a stronger gender discrimination view related to themselves
regarding technology needs to be addressed in future curriculum development issues.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Piet Ankiewicz Susan van Rensburg Chris Myburgh 《International Journal of Technology and Design Education》2001,11(2):93-109
Various instruments measuring either technological literacy or pupils’ attitudes towards technology are available. Recent
research has emphasised that these instruments have not been validated for the South African context, yielded invalid and
unreliable data for this specific context, and should therefore be adapted (Ankiewicz, Myburgh & Van Rensburg, 1996; Van Rensburg,
Ankiewicz & Myburgh, 1996a, 1996b, 1999).
The concept technology profile refers to learners’ knowledge and understanding of technology, their awareness of it, their values and attitudes towards
technology, and their technological capability. It also refers to the extent to which these aspects have become part of the
learners’ personality, beliefs, perceptions and behaviour. At the PATT (South Africa) Conference, held during October 1996,
the developments regarding the design of an Attitudinal Technology Profile (ATP) questionnaire to evaluate the effects of
curricula on the technology profile of learners in South African schools, were reported. At the time of the conference, the ATP questionnaire still had to be
applied in order to establish its reliability and validity (Ankiewicz et al., 1996, p. 90). This article reports on this application
of the ATP questionnaire.
A quantitative pilot study was undertaken among 439 South African learners in Grades 9 and 10 in the Gauteng Province in the
Johannesburg/Soweto area to determine their attitudinal technology profile. Differences among the learners with regard to their exposure to Technology Education, as well as gender differences, were
also investigated. The conclusion is that the ATP questionnaire provides more reliable and valid results than its western
counterpart that have been applied in South Africa.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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