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

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dc.contributor.author Dumont, Kitty en
dc.contributor.author Sommer M (Ext) 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


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