Literaturnachweis - Detailanzeige
| Autor/inn/en | Munyaradzi, Muchineripi; Addae, David |
|---|---|
| Titel | Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa |
| Quelle | In: Community College Journal of Research and Practice, 43 (2019) 4, S.262-274 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Addae, David) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-8926 |
| DOI | 10.1080/10668926.2018.1456379 |
| Schlagwörter | Instructional Effectiveness; Foreign Countries; Vocational Education; Technical Education; Career Education; Academic Achievement; Psychological Services; Two Year College Students; Technical Institutes; South Africa |
| Abstract | In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students' academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students. (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 |
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