The aim of this investigation was to determine the effect of the psychological
variables on the academic performance of first year students at the University of
Potchefstroom.
The reason that research in this field is important is that it can address the
negative influence that the high failure rate of the first year students have on the
community, the economy, and the severe financial and personal strain.
Academic performance is the product of various inter-related factors. It is
however difficult to get a representative model of all these factors. This is
because academic performance, especially at university level, is an extremely
complex and multi-facetted system. These factors need to be examined in
conjunction with one another.
A clear definition of the criteria used for academic performance evaluation is
essential. A distinction is made between first year students that are successful in
their studies as opposed to those that are not. A successful first year student is
defined as a student who is credited with a pass mark in all the subjects required
for that year of study, for the course taken. An unsuccessful first year student is a
student that fails 50% or more of the subjects required for his I her course in that
year, thus forcing the student to prolong the duration of the total study period by
at least one year.
A literature survey was done, in an attempt to identify and discuss some of the
factors that influence academic performance. Various researchers' opinion on
these factors were highlighted. The variables were grouped under the following
headings: biographic, socio-economic, cognitive, personality, and academic
factors.
The following empirical tests were used: Senior Aptitude Test (SAT), the Ninteen
Field Interest Inventory (19-FII), the Personal, Home, Social and Formal
Relations Questionnaire (PHSF) and the Survey of Study Habits and Attitudes
(SSHA). The study population consisted of academically successful and
unsuccessful first year students that started their studies in 1998 at the University
of Potchefstroom. The population included diversity in terms of faculty, race and
gender. Detailed statistics were used to correlate the variables by means of
graphs for each assessment technique. Statistical variance is shown in tabular
form. Psychological differences between men and women are highlighted, as
well as differences between race groups and faculties. The empirical study
shows that there definitely are psychological factors that play a role in academic
performance. A correlation between intelligence, personality, career interests,
study habits and attitude, and the academic performance of the student is shown.
From the literature, and on grounds of the empirical study done, it can be shown
that psychological variables do influence the academic performance of the
student, and that there is a correlation between the variables and academic
performance. / Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2000
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/10335 |
| Date | January 1999 |
| Creators | Van Zijl, Tania |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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