Adjustment to University and Academic Performance among Disadvantaged Students in South Africa

Autor/inn/en	Petersen, Il-haam; Louw, Johann; Dumont, Kitty
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10