Psychosocial predictors of academic success amongst first-year students

dc.contributor.advisorThomas, Tsholofelo Angela
dc.contributor.emailelliottahmakgato@gmail.comen_US
dc.contributor.postgraduateMakgato, Rasebilu Lebogang Elliottah
dc.date.accessioned2022-07-15T09:10:38Z
dc.date.available2022-07-15T09:10:38Z
dc.date.created2022-09-08
dc.date.issued2022
dc.descriptionDissertation (MA (Counselling Psychology))--University of Pretoria, 2022.en_US
dc.description.abstractFirst-year university students face significant change and adjustment to a variety of academic and social demands that may impact their academic experience and success. The monitoring of student progress and post-enrolment predictive variables of academic success is necessary as academic success at university is associated with better employment opportunities and impacts institutional efficacy reports. Due to limited research on the psychosocial predictors of academic success among first year South African university students, the aim of the study was to investigate the relationships between academic success and help-seeking, academic motivation, self-esteem, perceived stress, and adjustment, as psychosocial predictors of academic success, among first-time first-year students in the Faculty of Humanities at a South African university. This study employed a quantitative, non-experimental, correlational study to tests these relationships and data was gathered via an online survey. The study found that respondents had positive attitudes towards psychological and academic help seeking and that their self-esteem was within the normal range. Additionally, the respondents were extrinsically motivated, experienced moderate levels of perceived stress and had low levels of adjustment. Results from the binary logistic regression found that none of the psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress, and adjustment) could predict academic success. The limitations of this study prompt future studies on this topic.en_US
dc.description.availabilityUnrestricteden_US
dc.description.degreeMA (Counselling Psychology)en_US
dc.description.departmentPsychologyen_US
dc.identifier.citation*en_US
dc.identifier.otherS2022
dc.identifier.urihttps://repository.up.ac.za/handle/2263/86240
dc.identifier.uriDOI: 10.25403/UPresearchdata.20317299
dc.language.isoenen_US
dc.publisherUniversity of Pretoria
dc.rights© 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectAcademic successen_US
dc.subjectHelp seekingen_US
dc.subjectAcademic motivationen_US
dc.subjectSelf-esteemen_US
dc.subjectPerceived stressen_US
dc.subjectAdjustmenten_US
dc.subjectFirst-year studentsen_US
dc.subjectHigher education institutionsen_US
dc.subjectUCTD
dc.titlePsychosocial predictors of academic success amongst first-year studentsen_US
dc.typeMini Dissertationen_US

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