The purpose of the current study was to investigate the relationship between identity processing styles and self-efficacy to academic achievement in first-year university students. The sample included one hundred and twenty-seven first-year university students (n=127). Non-probability purposive sampling was used to select the participants on the basis of their status as first-year university students. Participants completed a Demographic Questionnaire, Identity Style Inventory Revised (ISI3) and General Self-Efficacy Scale (GSE). The research findings indicated a non-significant relationship between the normative and diffuse-avoidant identity processing styles to academic achievement. However, a significant relationship was found between the informational identity processing style and academic achievement. More specifically, a weak, negative correlation between the informational identity processing style and academic achievement was noted. With regard to General Self-Efficacy, a significant relationship between identity processing styles and General Self-Efficacy was indicated. With reference to previous research studies, the results of the current research study are discussed.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/11404 |
| Date | 08 March 2012 |
| Creators | Leader, Samantha |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf, application/pdf, application/pdf |
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