Spelling suggestions: "subject:"face groups"" "subject:"race groups""
1 |
Crossing boundaries : using the theory of planned behaviour to explain intention to mix socially with members of other race groups.Kurian, Hazel Claire 08 January 2009 (has links)
The aim of this research study is to assess the ability of the Theory of Planned Behaviour
(TpB) to explain people’s intentions to interact interracially on a social level. It aims to
understand the influence of students’ attitudes, perceptions of social norms and efficacy
on these intentions. A questionnaire survey was administered to 226 students (37%
White, 31% Black African, 27% Asian and 4% Coloured). The questionnaire was based
on the standard format of the Theory of Planned Behaviour (Ajzen, 1991). The TpB
model explained 35% of the variability in intention, providing support for its predictive
power. The attitude, subjective norm and perceived behavioural control components of
the model had good predictive ability demonstrating the usefulness of the model as a
means to explain and predict intention to mix interracially. The results indicated that
attitudes to mixing was the most powerful predictor of intention to mix inter-racially
followed by perceived ability to effect this behaviour. Perception of social norms, while
also statistically significant, was the least important factor. The findings suggest that the
major obstacles to inter-racial interaction are intergroup attitudes and perceived inability
to make such contacts.
|
2 |
Academic persistence for undergraduate academics in South AfricaSilinda, Fortunate Tintswalo 01 1900 (has links)
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. / Psychology / D. Phil (Psychology)
|
Page generated in 0.0384 seconds