Psychosocial factors predicting academic performance of students at a historically disadvantaged university

Dumont, Kitty; Sommer M

dc.contributor.author	Dumont, Kitty	en
dc.contributor.author	Sommer M	en
dc.date.accessioned	2013-10-07T14:18:26Z
dc.date.available	2013-10-07T14:18:26Z
dc.date.issued	2011	en
dc.identifier.citation	Dumont KB;Sommer M. (2011) Psychosocial factors predicting academic performance of students at a historically disadvantaged university. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 41(3)	en
dc.identifier.issn	0081-2463	en
dc.identifier.issn	00812463
dc.identifier.uri	http://hdl.handle.net/10500/11701
dc.identifier.uri	http://journals.sagepub.com/doi/abs/10.1177/008124631104100312
dc.description.abstract	The aim of the present study was twofold: firstly, to replicate another model proposing that psychosocial factors, such as academic motivation, self-esteem, perceived stress, academic overload, and help-seeking, predict academic performance via adjustment to university. Secondly, the study aimed to identify those psychosocial predictors most relevant for a historically disadvantaged university context. The study was conducted among 101 first- and second-year students at the University of Fort Hare. The results revealed that both the model structure, as suggested in earlier work, and some predictors could be replicated. The results also point to specifics of the university context under investigation.
dc.rights	Psychological Society of South Africa. All rights reserved.
dc.title	Psychosocial factors predicting academic performance of students at a historically disadvantaged university	en