Factors Impacting on Students' Readiness for Higher Education

Autor/inn/en	Agherdien, Nuraan; Mey, Michelle; Poisat, Paul
Titel	Factors Impacting on Students' Readiness for Higher Education
Quelle	In: Africa Education Review, 15 (2018) 1, S.52-71 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agherdien, Nuraan) ORCID (Mey, Michelle) ORCID (Poisat, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224596
Schlagwörter	Higher Education; Learning Readiness; Performance Factors; Achievement Need; Statistical Analysis; Full Time Students; Cohort Analysis; Predictor Variables; Likert Scales; Questionnaires; Correlation; Socioeconomic Status; Academic Aptitude; Learning Motivation; Sense of Community; Institutional Characteristics; Social Support Groups; Academic Aspiration; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernbereitschaft; Leistungsindikator; Statistische Analyse; Vollzeitstudium; Kohortenanalyse; Prädiktor; Likert-Skala; Fragebogen; Korrelation; Socio-economic status; Sozioökonomischer Status; Motivation for studies; Lernmotivation; Social support; Soziale Unterstützung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on a study that examined the readiness levels of students in the South African context. Particularly, the study explored the differences between various students' academic proficiency, support mechanisms, motivational levels and overall integration with the university. A quantitative approach was used and 117 full-time first-year National Diploma in Human Resource Management students from the Nelson Mandela University (formerly known as Nelson Mandela Metropolitan University) participated in the study. This study therefore focused on one student cohort at a particular higher education institution (HEI). The findings revealed that a combination of cognitive and non-cognitive variables influences student readiness and success. Even though HEIs have implemented interventions, the level of student readiness remains low. It was noted, however, that students who scored high on the variables were more likely to succeed in higher education. (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	2020/1/01