Literaturnachweis - Detailanzeige
| Autor/inn/en | Terblanche, Wendy; Fakir, Dharmini; Chinyamurindi, Willie; Mishi, Syden |
|---|---|
| Titel | Impact of Self-Esteem and Student-and-Lecturer Interaction on Academic Performance in a Chartered Accounting Programme |
| Quelle | In: Journal of Further and Higher Education, 45 (2021) 4, S.464-480 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Terblanche, Wendy) ORCID (Fakir, Dharmini) ORCID (Chinyamurindi, Willie) ORCID (Mishi, Syden) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0309-877X |
| DOI | 10.1080/0309877X.2020.1781801 |
| Schlagwörter | Self Esteem; Teacher Student Relationship; Academic Achievement; Accounting; Business Administration Education; Foreign Countries; Peer Relationship; Licensing Examinations (Professions); South Africa |
| Abstract | Literature has shown that there is a link between self-esteem and how students interact with their peers and lecturers. This relationship will impact on two learning outcomes -- learning performance and academic performance. Chartered accounting programmes are measured by whether students pass a professional qualifying examination at the end of their university studies. One way of improving the pass-rate of students in Chartered accounting programmes and in the professional qualifying examination, is to improve their self-esteem and the level of student-student interaction and lecturer-student interaction. This study intends to investigate the relationship between self-esteem and student interaction and therefore learning performance and academic performance in a chartered accounting programme at a historically disadvantaged university in the Eastern Cape of South Africa. A positivistic, survey approach was used to collect data from 313 students (65% of the population). Responses were analysed using general structural equation modelling. The study found that self-esteem influences student-student interaction, lecturer-student interaction, learning performance and academic performance. As suggested in previous research, these findings support developing an environment that improves students' self-esteem and facilitates interactions which lead to greater student learning. In order to improve students' performance in accounting qualifications lecturers should implement strategies to improve the self-esteem of students and to encourage students to engage actively in the learning process. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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