Prospective conceptual model of Tomatis® method effects on students' self-regulation. Issue 5 (23rd October 2017)

• Record Type: Journal Article
• Authors: Bonthuys, Annelize; Botha, Karel; Stols, Anneke
• Is Part Of: Journal of psychology in Africa. Volume 27:Issue 5(2017)
• Page Start: 427
• Page End: 432
• Publication Date: 2017-10-23
• Subjects: behavioural change -- interactive qualitative analysis (IQA) -- listening -- self-regulation -- Tomatis® method; Psychology -- Africa, Sub-Saharan -- Periodicals; Psychology -- Latin America -- Periodicals; Black people -- Latin America -- Psychology -- Periodicals; Black people -- Africa, Sub-Saharan -- Psychology -- Periodicals; 155.8496
• DOI: 10.1080/14330237.2017.1375200
• Languages: English
• ISSNs: 1433-0237

Abstract

Abstract : This study aimed to develop a preliminary conceptual model that explains the perceived effect of the Tomatis® method on university students' self-regulation for study course learning. Seven beginning graduate students (6 female; 3 black, 4 white) with a large South African university completed a Tomatis® method programme student learning support intervention. The students participated in focus group discussion and brief survey on their Tomatis® method programme student learning support experiences. Thematic analysis identified five themes that define Tomatis® method programme self-regulation effects on students: i) being self-aware and enhanced environmental sensitivity; ii) improved study concentration per time frame; iii) perspective taking, willingness, and ability to listen to others' opinions; iv) self-reflection or enhanced inward learning experience; and v) boldness, creativity and open-mindedness. Findings support a conceptual working model of the Tomatis® method for the promotion of learner self-regulation and behavioural change in a university setting.