Psychosocial Factors Predicting Academic Performance of Students at a Historically Disadvantaged University
Psychosocial Factors Predicting Academic Performance of Students at a Historically Disadvantaged University
复制标题
预测历史上处于劣势大学的学生学业表现的社会心理因素
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
K. Dumont
中科院分区：
文献类型：
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作者：
M. Sommer;K. Dumont
本研究的目的是双重的：第一，复制另一个模型提出的心理社会因素，如学习动机，自尊，感知压力，学业超负荷，寻求帮助，预测学习成绩通过调整到大学。其次，这项研究旨在确定那些心理社会预测最相关的历史上处于不利地位的大学环境。这项研究在福特黑尔大学的101名一年级和二年级学生中进行。结果表明，模型结构，在早期的工作中提出的，和一些预测可以复制。研究结果还指出了正在调查的大学环境的具体情况。
The aim of the present study was twofold: firstly, to replicate another model proposing that psychosocial factors, such as academic motivation, self-esteem, perceived stress, academic overload, and help-seeking, predict academic performance via adjustment to university. Secondly, the study aimed to identify those psychosocial predictors most relevant for a historically disadvantaged university context. The study was conducted among 101 first- and second-year students at the University of Fort Hare. The results revealed that both the model structure, as suggested in earlier work, and some predictors could be replicated. The results also point to specifics of the university context under investigation.