Text in English / Although the participation of students at institutions of higher learning in South Africa is increasing, student dropout remains a challenge. Student dropout is influenced by a variety of factors, some of which are psychological. The purpose of this study was to investigate the role of adjustment and sense of belonging on students’ intention to dropout of university. The study comprised of three distinctive objectives. The first objective of the study was to examine the relationship between sense of belonging, adjustment and students’ intention to drop out of university. Second, the study sought to test whether sense of belonging and adjustment would predict students’ intention to dropout of university. Finally, the study sought to test whether students’ socioeconomic status would moderate the relationship between sense of belonging and intention to dropout of university. The sample for the study consisted of 955 students enrolled for undergraduate programmes for the 2018 academic year. Pearson correlation, multiple linear regression and moderation analysis were used to test hypotheses stated in the study. The findings revealed a statistically significant relationship between sense of belonging, adjustment and the intention to dropout. The findings also confirmed that sense of belonging and adjustment predict the intention to dropout. However, the study could not prove the hypothesis that socioeconomic status moderates the relationship between sense of belonging and the intention to dropout. Nevertheless, the findings of this study highlighted the importance of psychological factors on undergraduate students’ academic success. Thus, universities should consider initiating programmes that will address students’ psychological challenges throughout their enrolment at university to improve student retention and rates of graduation. / Psychology / M.A.(Psychology with Specialization in Research Consultation)

Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Students from impoverished economic backgrounds have the highest drop‐out rates within the higher education sector. Research conducted both locally and internationally reveals that there are several variables that influence a student’s decision to leave the higher education institution. Very little research has concentrated on why students from deprived backgrounds advance academically or what enables them to do so. In South Africa, numerous changes have been introduced on the social, economic and educational fronts in attempts to correct the inequality prevalent in the country. In education, various changes and programmes have been introduced. Increasing access to higher education for poor black students has been one of the primary goals of change within that sector. The results, though, are alarming. Despite this increased access, many continue to drop out; the reasons are varied. Some, however, do stay. This research was aimed at finding out what contributed to a group of poor black students’ advancing academically when many of their peers had dropped out. There is no theory of what these factors could have been. Although the researcher realises that the results of this study will not be generalisable, it is an important discussion to initiate if we as South Africans truly want to support disadvantaged students entering higher education institutions. Without attempts to find adequate support structures, many will continue to be let down by the system. / AFRIKAANSE OPSOMMING: Studente uit ʼn verarmde ekonomiese agtergrond het die hoogste uitvalkoers in die hoëronderwyssektor. Navorsing wat plaaslik sowel as internasionaal uitgevoer is, toon dat daar verskeie veranderlikes is wat ’n student se besluit beïnvloed om die hoëronderwysinstelling te verlaat. Bitter min navorsing is al gedoen om vas te stel wat dit is wat studente uit ʼn verarmde ekonomiese agtergrond in staat stel om akademies vol te hou en te vorder. Daar is verskeie veranderings op die sosiale, ekonomiese en onderwysfront in Suid‐ Afrika ingevoer om die ongelykheid wat in die land heers, te probeer regstel. Wat onderrig betref, is verskeie veranderings en programme ingevoer. Een van die vernaamste doelwitte van verandering in hierdie sektor was verhoogde toegang tot hoër onderwys vir arm swart studente. Nogtans is die resultate kommerwekkend. Hoewel hulle toegang verkry, val talle van hierdie studente steeds uit – om verskeie redes. Nietemin is daar studente wat volhou. Hierdie navorsing is daarop gemik om uit te vind wat daartoe bygedra het dat ’n groep arm swart studente akademies vorder terwyl baie van hulle eweknieë uitgeval het. Geen teorie bestaan oor wat hierdie faktore kon gewees het nie. Hoewel die navorser besef dat die resultate nie veralgemeen kan word nie, is dit belangrik dat hierdie gesprek aan die gang kom as ons as Suid‐Afrikaners werklik steun wil bied aan benadeelde studente wat instellings van hoër onderrig betree: As ons nie toereikende ondersteuningstrukture probeer vind nie, sal talle steeds deur die stelsel in die steek gelaat word.