Thesis (M.A.(Research Psychology)) --University of Limpopo, 2014 / This study investigated the association between family structure and both academic outcome and psychological well-being among learners (N = 500) from the Nkomazi Municipality, Mpumalanga. The learners were classified into six family structure types, including traditional, two-biological parents, single mother, single father, blended, grandparent-led and sibling-led types. The results regarding the association between family structure and academic outcomes were equivocal; chi-square analysis showed that there was no association between family structure and the overall mid-year examination results (“pass” or “fail”) and the learners qualitative self-rating (ps > 0.05); yet the overall symbol obtained for the mid-year examinations was related to family structure (p < 0.05). Furthermore, an association was found between family structure and both self-esteem and positive affect (ps < 0.05), and the relationship between family structure and psychological distress, life satisfaction and negative affect, all measures of psychological well-being did not achieve statistical significance. Possible reasons for lack of association between family structure and some variables of academic performance and psychological well-being variables used in this study are explored. Keywords: family structure, academic outcome, psychological well-being

The purpose of this study was to use first-year test results to develop an early warning system for the identification of freshmen at risk of failing. All students registered between 1989 and 1997 for the six-year programmes chiropractic and homoeopathy were included in this ex post facto study. A descriptive study firstly indicated a serious problem of attrition with on average only 66% of chiropractic and 55% homoeopathy freshmen successfully completing the first year. A relationship was demonstrated between both first and second test results and outcome at the end of the first year of studies. A logistic regression model estimated retrospectively from first test results in physiology, anatomy, biology and chemistry was able to discriminate between successful and non-successful freshmen with an overall predictive accuracy of 80.82%. When this model was validated on a different set of data it was shown to have a very high sensitivity and was thus able to correctly identify >93 % of the potentially at risk freshmen. It also had a low Type II error ( <7%) and thus missed very few of the freshmen at risk of failing. A logistic regression model estimated retrospectively from second test results in physiology, anatomy, biology and chemistry had an overall predictive accuracy of 85.94% . The validated model had a sensitivity of 67% which was too low for the model to be of much use as a management tool for the identification of the freshmen at risk of failing. However, the model was shown to have a high specificity and was able to correctly identify >93% of the potentially successful freshmen. It also had a low Type I error (14.29%). Discriminant analysis models estimated from both first and second test results in physiology, anatomy, biology and chemistry produced strong support for the use of test results for the early identification of those freshmen who would need support in order to be successful. It is suggested that the objective models developed in this research could identify the freshman in need of support at an early enough stage for support measures to still have a positive effect on attrition. / Educational Studies / D. Ed. (Educational management)

The purpose of this study was to use first-year test results to develop an early warning system for the identification of freshmen at risk of failing. All students registered between 1989 and 1997 for the six-year programmes chiropractic and homoeopathy were included in this ex post facto study. A descriptive study firstly indicated a serious problem of attrition with on average only 66% of chiropractic and 55% homoeopathy freshmen successfully completing the first year. A relationship was demonstrated between both first and second test results and outcome at the end of the first year of studies. A logistic regression model estimated retrospectively from first test results in physiology, anatomy, biology and chemistry was able to discriminate between successful and non-successful freshmen with an overall predictive accuracy of 80.82%. When this model was validated on a different set of data it was shown to have a very high sensitivity and was thus able to correctly identify >93 % of the potentially at risk freshmen. It also had a low Type II error ( <7%) and thus missed very few of the freshmen at risk of failing. A logistic regression model estimated retrospectively from second test results in physiology, anatomy, biology and chemistry had an overall predictive accuracy of 85.94% . The validated model had a sensitivity of 67% which was too low for the model to be of much use as a management tool for the identification of the freshmen at risk of failing. However, the model was shown to have a high specificity and was able to correctly identify >93% of the potentially successful freshmen. It also had a low Type I error (14.29%). Discriminant analysis models estimated from both first and second test results in physiology, anatomy, biology and chemistry produced strong support for the use of test results for the early identification of those freshmen who would need support in order to be successful. It is suggested that the objective models developed in this research could identify the freshman in need of support at an early enough stage for support measures to still have a positive effect on attrition. / Educational Studies / D. Ed. (Educational management)

The study was conducted during November and December 2006, and the participants were Taiwanese aboriginal students at five-year junior colleges in Taiwan. Five hundred students from twenty junior colleges were recruited, and completed data for 226 students were analyzed. The data were collected by scoring the responses on six instruments which measured Taiwanese aboriginal junior college students' potential social capital, racial identity development, academic outcome (expected grade) and their psychological adjustment (stress, social support, self-esteem, and academic engagement). The instruments were designed to gather information on the following: (a) potential social capital scale; (b) multigroup ethnic identity measure; (c) racial identity attitude scale; (d) perceived stress scales; (e) self-esteem scale; (f) social support scale; (g) academic engagement scale; (h) academic outcome (expected grade). This quantitative design used SPSS 12 to analyze the data. Independent t-tests, Pearson correlation coefficient, regression model, ANOVA, ANCOVA were applied in the study. Results from this study indicate racial identity affects academic outcome with the covariate of psychological adjustment. This finding contradicts previous research that racial identity cannot affect students' psychological adjustment and academic achievement in higher education. For social capital, the study provides encouraging evidence that social capital is directly, significantly correlated with academic outcomes and that students with broader social networks develop better academic outcomes. Further, when students encounter challenges and conflicts, the broader social network assets are covariates with the positive psychological adjustment to lead to the greater academic outcomes. For racial identity, a higher perception of racial identity does not directly affect academic outcome in this research. This conforms to previous research that racial identity does not have much influence on Taiwanese aboriginal college students to fit in the Han dominant academic environment.

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