Academic persistence for undergraduate academics in South Africa

Abstract

Although access to South African universities has increased, academic persistence among undergraduate students remains low. Three cross-sectional studies were conducted to investigate the underlying psychosocial and social identity factors that influence academic persistence among undergraduate students at a South African university. Studies 1, 2, and 3 demonstrated that academic adjustment, academic motivation and identification with the academic department are prominent factors in predicting academic persistence. Studies 1 and 2 supported the hypothesis that students who highly identified with the university/academic department were more likely to adjust to the university environment and to be academically motivated and academically persistent. Study 3 confirmed that students who highly identified with the academic department were more likely to adjust to the university environment and to persist academically. The studies also revealed that the relationship between identification with the university/academic department and academic persistence via academic adjustment and academic motivation was conditional on whether students were from historically underrepresented or overrepresented racial groups (Studies 1 and 2) and whether students were first-generation or continuing-generation students (Study 3). These results underscore the importance of psychosocial and social identity factors on academic persistence among undergraduate students.