Research Articles (Psychology)

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http://hdl.handle.net/11660/588

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Browsing Research Articles (Psychology) by Subject "Higher education"

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    Enkele voorspellers van die akademiese prestasie van eerste- jaarstudente in drie- en vierjaar- kurrikulums
    (University of the Free State, 2012) Keeve, Andri; Naude, Luzelle; Esterhuyse, Karel
    English: Low success rates at South African higher education institutions instigated renewed interest in the predictors of academic performance. This study article investigates academic and psychosocial predictors of academic performance of first-year students in three- and four-year curricula. In combination, the predictors explain 20.2% of the variance in academic performance. For three-year-curriculum students, academic factors (Grade 12 performance, language proficiency) provide a significant explanation. This does not apply to four-year-curriculum students, where psychosocial factors (parents’ education level) play a role. Admission to higher education based on Grade 12 performance and language proficiency appears to be justified, but is less accurate for four-year-curriculum students.
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    Insights on student leadership using social dream drawing: six propositions for the transformation role of South African student leaders
    (AOSIS, 2021) Pule, Neo T.; May, Michelle
    Background: Student leadership is central to the South African transformation agenda in higher education. Even so the understanding of student leadership, especially regarding its purpose and its implementation varies across contexts. Aim: This article aims to present propositions for student leadership practice considering the current diverse and often fragmented understanding of student leadership. Such propositions should aid the formation of a streamlined multi-levelled and systemic co-curriculum for student leadership that equips student leaders for their significant transformation task. Setting: The study was conducted in a South African higher education institution within the associated Student Affairs department. The university where data was collected is referred to as a historically White university. Methods: Social dream drawing was utilised to elicit data that enabled insights into student leadership. The data was analysed by pluralistically fusing discourse analysis with a psychodynamic interpretation. Results: The findings reveal a preoccupation in student leadership with South African historical narratives and the implications thereof for the present, and future, of the country. Additionally, student leaders indicated that there are complex psychological implications that result from their leadership experiences. Six propositions for student leadership are presented. Conclusion: The insights gained from the research study have the potential to contribute positively to higher education legislation and student development practice, particularly regarding the psychological conflicts that student leaders experience, and to the possible ways to resolve these. Because student leaders are key to the transformation agenda in South Africa, these insights can contribute directly towards their suitability in fulfilling this role.