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Autor/inn/en | Petersen, Il-haam; Louw, Johann; Dumont, Kitty |
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Titel | Adjustment to University and Academic Performance among Disadvantaged Students in South Africa |
Quelle | In: Educational Psychology, 29 (2009) 1, S.99-115 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
Schlagwörter | Disadvantaged; Academic Achievement; Student Motivation; Questionnaires; Foreign Countries; Student Adjustment; Help Seeking; Self Esteem; Student Financial Aid; College Freshmen; Stress Variables; Student Attitudes; Path Analysis; South Africa Schulleistung; Schulische Motivation; Fragebogen; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Self-esteem; Selbstaufmerksamkeit; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Studienanfänger; Schülerverhalten; Pfadanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | Adjustment to the university environment is regarded as an important factor in predicting university outcomes. This study explores the pathways taken by adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress, and perceived academic overload), in relation to the success of economically and educationally disadvantaged students at university. Participants were 194 first-year students on need-based financial aid at a South African university; they completed questionnaires that measured these psychosocial variables, and their final first-year academic results were obtained via the university's records office. Path analyses showed that adjustment did not function as a pure mediator on academic performance as the dependent variable. Furthermore, the psychosocial factors explained much (59%) of the variance in the students' adjustment and 20% of the variance in their academic performance. Hence, the psychosocial variables better explained the students' adjustment to university than academic performance. (Contains 3 figures and 2 tables.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |