f t silinda_k b dumont presentation 18 09-2014
DESCRIPTION
This paper demonstrates how a students’ image of the university at which they study shapes the strength of their identification with this institution.TRANSCRIPT
F Silinda & K B DumontUniversity of South Africa
F Silinda & K B DumontUniversity of South Africa
An exploration of the consequences of students’
identification with their university
BACKGROUND
• Predominant factors associated with students’ decisions to drop-out of their programmes are adjustment problems, help-seeking issues, perceived stress, perceived academic workload, motivational problems and lack of self-esteem (Karabenick & Knapp, 1988, 1991; Muller & Louw, 2004; Petersen, Louw & Dumont, 2009; Petersen, Louw, Dumont & Malope, 2010; Rosenberg, 1979; Sommer & Dumont, 2011).
BACKGROUND
• Several students are not prepared for university due to the legacy of apartheid and substandard schooling system (Subotzky & Prinsloo, 2011).
• Adjustment to university has been shown to be a good predictor of students’ academic progress.
BACKGROUND
• Research linking adjustment to university and psychosocial factors to student attrition has, however, neglected how a university’s image and a student’s identification with the university they are enrolling inform their decision to drop-out of or to continue with their programmes.
• Study seeks to understand how a student’s image of the university they are enrolling in shapes the strength of their identification with the institution.
Motivation
Help-Seeking
Stress
Work load
Adjustment
Image
ID - Depart.
ID - Unisa
Intention to continue studies
RESULTS
• The proposed model was tested with 388 students registered with the University of South Africa.
• Gender was well balanced with 165 male and 183 female students.
• The students were on average 33.08 years old (ranging from 22 to 70).
Motivation
Help-Seeking
Stress
Work load
Adjustment
Intention to continue studies
.21***ns
ns
ns
.29***18.5%
Motivation
Help-Seeking
Stress
Work load
Adjustment
Image
Intention to continue studies
.13*ns
ns
.14*
19.6%
.27***
Motivation
Help-Seeking
Stress
Work load
Adjustment
Image
ID - Depart.
ID - Unisa
Intention to continue studies
ns.10*
ns
ns
.19**
ns
.22***
ns
23.4%
ImageIntention to
continue studies
Identity
ImageIntention to
continue studies
Identity
.43*** .33***
.26***/ .12*
Sobel test statistic: z = 5.17104065p (two-tailed) < .001
25.4%
17.6%
SUMMARY
• Importance of socio-psychological factors• Importance of image and identification• Students’ identification with their academic
departments
REFERENCES
• Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83(2), 221.
• Karabenick, S. A., & Knapp, J. R. (1988). Help seeking and the need for academic assistance. Journal of Educational Psychology, 80(3), 406 - 408 .
REFERENCES
• Müller, F. H., & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology,34(2), 169-190.
• Petersen, I. H., Louw, J., & Dumont, K. (2009). Adjustment to university and academic performance among disadvantaged students in South Africa.Educational psychology, 29(1), 99-115.
REFERENCES
• Petersen, I. H., Louw, J., Dumont, K., & Malope, N. (2010). Adjustment to university and academic performance: brief report of a follow up ‐study.Educational Psychology, 30(4), 369-375.
• Rosenberg, M. (1979). Conceiving the self. New York: Basic Books.
REFERENCES
• Subotzky, G., & Prinsloo, P. (2011). Turning the tide: A Socio-critical model and framework for improving student success in open distance learning at the University of South Africa. Distance Education, 32(2), 177-193.
• Tajfel, H. (1978). Social categorisation, social identity and social comparison. Differentiation between social groups: Studies in the social psychology of intergroup relations, 61-76.
REFERENCES
• Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. The social psychology of intergroup relations, 33, 47.
Thank you