Article

Prospective conceptual model of Tomatis® method effects on students’ self-regulation

Published in: Journal of Psychology in Africa
Volume 27, issue 5, 2017 , pages: 427–432
DOI: 10.1080/14330237.2017.1375200
Author(s): Annelize BonthuysCommunity Psychosocial Research (COMPRES), Department of Psychology, South Africa, Karel BothaCommunity Psychosocial Research (COMPRES), Department of Psychology, South Africa, Anneke StolsAfrican Unit of Transdisciplinary Health Research (AUTHeR), South Africa

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.

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