Researchers have been trying for years to determine why such a large percentage of first-year university students fail or terminate their courses. There is a need for research about the identification of factors which have a negative influence on the academic achievement of students. With regard to the factors which influence academic achievement, one can distinguish between cognitive and non-cognitive factors. In this study intelligence was referred to as a cognitive factor, and its link with academic achievement pointed out. Research has proved that intelligence is one of the best predictor's for academic achievement. Non-cognitive factors selected for this research include the family, the school, interests, motivation and adjustment. From the literature survey which was undertaken (chapter 2) about students in general (practically all fields of study), it was deduced that there is a link between academic achievement and some non-cognitive factors. There is thus a wide spectrum of factors which can affect the individual's total existence positively or negatively. The objective with this study was to identify those variables (non-cognitive) which have the greatest influence on the academic achievement of Biblical students. All the final-year education students (N = 70) in Biblical Studies who had started their studies in 1981 and completed their courses in 1984 were used as population. The students had all completed a degree at the end of 1983 and then completed the HED(P) diploma at the end of 1984. The measuring instruments which were used were the 19-Field Interest Questionnaire, the PHSF-Relationship Questionnaire and Standard 10 achievement. The 19-FIQ was compiled for the measurement of professional interests of senior secondary school pupils, students and adults in 19 broad fields of interest. The purpose of the PHSF was to measure the personal, home, social and formal relationships of high school pupils, students and adults in order to determine their measure of adjustment. As criterion of previous achievement, performance in the subjects' Standard 10 examination was taken. In the empirical study the ex post facto approach was used. The data were analysed by means of a multiple regression analysis in order to identify those non-cognitive variables which influence academic achievement. The BMDP9R computer programme was used for this purpose. Fifteen independent variables were selected because they made the biggest contribution to the R2, and because these different fields and components are very closely linked to the teaching profession. The contribution of the selected independent variables to the R2 indicated a very good correlation, viz. R2 = 0,61, or 61%. The selected independent variables which made the best contribution to the square of the multiple correlation co-efficient (R2) is Standard 10 achievement, with 0,319 or 31,9%, 19-FIQ 10 (congeniality) with 0,277 or 27% and PHSF 4 (nervousness) with 0,044 or 4,4%. The following six independent variables seem, according to the Cp criterion, to be the best predictors of academic achievement in this study: Standard 10 performance, 19-FIQ 10 (congeniality), PHSF 3 (self-control), PHSF 4 (nervousness), PHSF 6 (family influences) and PHSF 7 (personal freedom). The contribution of the six best predictors to the R2 = 0,52 or 52%. The predictors which made the best contribution to the R2 are Standard 10 performance, with 0,31 or 31% and the 10-FIQ 10 (congeniality), with 0,28 or 28%. The results indicate that the independent variables separately and in conjunction had a significant influence on the prediction of academic achievement. The independent variables (non-cognitive factors) thus had a direct influence on the academic achievement of university students. From the results of the study it emerges that the independent variables separately and in conjunction have a significant influence on academic achievement, and the hypothesis is supported that there is a link between the non-cognitive factors and academic achievement. / Skripsie (MEd)--PU vir CHO, 1990

Researchers have been trying for years to determine why such a large percentage of first-year university students fail or terminate their courses. There is a need for research about the identification of factors which have a negative influence on the academic achievement of students. With regard to the factors which influence academic achievement, one can distinguish between cognitive and non-cognitive factors. In this study intelligence was referred to as a cognitive factor, and its link with academic achievement pointed out. Research has proved that intelligence is one of the best predictor's for academic achievement. Non-cognitive factors selected for this research include the family, the school, interests, motivation and adjustment. From the literature survey which was undertaken (chapter 2) about students in general (practically all fields of study), it was deduced that there is a link between academic achievement and some non-cognitive factors. There is thus a wide spectrum of factors which can affect the individual's total existence positively or negatively. The objective with this study was to identify those variables (non-cognitive) which have the greatest influence on the academic achievement of Biblical students. All the final-year education students (N = 70) in Biblical Studies who had started their studies in 1981 and completed their courses in 1984 were used as population. The students had all completed a degree at the end of 1983 and then completed the HED(P) diploma at the end of 1984. The measuring instruments which were used were the 19-Field Interest Questionnaire, the PHSF-Relationship Questionnaire and Standard 10 achievement. The 19-FIQ was compiled for the measurement of professional interests of senior secondary school pupils, students and adults in 19 broad fields of interest. The purpose of the PHSF was to measure the personal, home, social and formal relationships of high school pupils, students and adults in order to determine their measure of adjustment. As criterion of previous achievement, performance in the subjects' Standard 10 examination was taken. In the empirical study the ex post facto approach was used. The data were analysed by means of a multiple regression analysis in order to identify those non-cognitive variables which influence academic achievement. The BMDP9R computer programme was used for this purpose. Fifteen independent variables were selected because they made the biggest contribution to the R2, and because these different fields and components are very closely linked to the teaching profession. The contribution of the selected independent variables to the R2 indicated a very good correlation, viz. R2 = 0,61, or 61%. The selected independent variables which made the best contribution to the square of the multiple correlation co-efficient (R2) is Standard 10 achievement, with 0,319 or 31,9%, 19-FIQ 10 (congeniality) with 0,277 or 27% and PHSF 4 (nervousness) with 0,044 or 4,4%. The following six independent variables seem, according to the Cp criterion, to be the best predictors of academic achievement in this study: Standard 10 performance, 19-FIQ 10 (congeniality), PHSF 3 (self-control), PHSF 4 (nervousness), PHSF 6 (family influences) and PHSF 7 (personal freedom). The contribution of the six best predictors to the R2 = 0,52 or 52%. The predictors which made the best contribution to the R2 are Standard 10 performance, with 0,31 or 31% and the 10-FIQ 10 (congeniality), with 0,28 or 28%. The results indicate that the independent variables separately and in conjunction had a significant influence on the prediction of academic achievement. The independent variables (non-cognitive factors) thus had a direct influence on the academic achievement of university students. From the results of the study it emerges that the independent variables separately and in conjunction have a significant influence on academic achievement, and the hypothesis is supported that there is a link between the non-cognitive factors and academic achievement. / Skripsie (MEd)--PU vir CHO, 1990