Psychosocial Factors Predicting Academic Performance of Students at a Historically Disadvantaged University

Sommer, Marc; Dumont, Kitty

doi:10.1177/008124631104100312

Cited by 31 publications

(42 citation statements)

References 38 publications

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“…[18][19][20] A moderately statistically significant relationship was found between fortitude and academic performance. This finding highlights the need to investigate confounding variables that may influence academic performance.…”

Section: Discussionmentioning

confidence: 93%

Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students

Hamid

Singaram

2016

AJHPE

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Background. The majority of 1st-year students are ill-equipped for university life. This heightens stress levels, which are accentuated by a lack of resilience and impact negatively on academic performance and personal wellbeing. Objectives. To explore, within the paradigm of positive psychology, the relationship between the self, family and support constructs of fortitude, and academic performance of 1st-year medical students. Method. First-year medical students completed a fortitude questionnaire and their academic performances in two academic modules were collated. Mann-Whitney and Kruskal-Wallis tests were employed for statistical analysis of the variables. Pearson correlation coefficients were calculated to assess the relationship between academic performance and fortitude subscales, as well as the fortitude composite score. Results. The student population was multicultural, multilingual and had different educational and residential backgrounds. The fortitude instrument was found to be reliable and correlated significantly with student academic performance. Male students had significantly higher fortitude scores than female students. Students who had attended state/government schools had significantly lower fortitude than those who had attended private and ex-Model C schools. Students with prior degrees had higher fortitude than matriculants. Conclusion. The significant, albeit moderate, positive correlation between fortitude and academic performance highlights the need for further exploration of wellbeing and holistic development of medical students. Support programmes are recommended to bridge the gap related to gender and educational background. Low and fair levels of fortitude indicate a need for corrective measures. These could include consulting relevant support networks such as student counsellors, mentors and academic development personnel.

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Section: Discussionmentioning

confidence: 93%

Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students

Hamid

Singaram

2016

AJHPE

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“…Both intrinsic and extrinsic forms of motivation have been found to be positively associated with adjustment to university. [13] Consequently, students who are well adjusted experienced a sense of belonging within the university, did not feel overwhelmed by the amount of work, and performed well academically. [7] Much research on motivation has been done in general education, but in medical education such research has been limited.…”

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confidence: 99%

“…Intrinsic motivation refers to a person's actions being influenced by an internal state -a self-determined form of motivation. [13] External motivation, in contrast, is influenced by external sources, e.g. an anticipated reward.…”

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confidence: 99%

Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students

Hamid

Singaram

2016

AJHPE

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Background. Most instruments, including the well-known Motivated Strategies for Learning Questionnaire (MSLQ), have been designed in western homogeneous settings. Use of the MSLQ in health professions education is limited. Objective. To assess the MSLQ and its association with the academic performance of a heterogeneous group of 1st-year medical students. Methods. Eighty-three percent of 1st-year medical students consented to participate in this quantitative study. The MSLQ consisted of a motivation strategies component with six subscales, while the learning strategies component had nine subscales. Demographic and academic achievement information of the students was also collected. Stata version 13 (StataCorp LP, USA) was used for the statistical analyses of all data. Results. Female students displayed significantly higher motivational scores. Students with prior educational experience and those who attended peermentoring sessions had significantly higher learning strategy scores. Significant but moderate relationships were found between academic performance and the motivation strategies subsumed within the categories 'task value' and 'self-efficacy for learning performance' . In terms of the 'learning strategy component' , 'critical thinking' , and 'time and study environment' , the composite score was significantly but poorly correlated to academic performance. Conclusion. Overall, limited correlations were found between the MSLQ scores and academic performance. Further investigation of the use of the MSLQ and its association with academic achievement is recommended, with greater focus on specific learning events than on course outcomes. This study highlights the importance of evaluating an instrument in a specific context before accepting the findings of others with regard to the use of the instrument and its correlation with academic performance.

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“…They explored the kinds of academic support (e.g., tutorials and writing development) available to students and concluded that despite these supports, many students lack drive and initiative. Sommer and Dumont (2011) point out that academic competencies (such as reading with understanding, and critical writing) continue to predominate in studies of academic success, even though psychosocial factors have been shown to be significant predictors of academic success among disadvantaged students. They define psychosocial factors as including 'academic motivation, self-esteem, perceived stress, academic overload and help-seeking' (2011,386).…”

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confidence: 98%

“…Their research, among 101 first-and second-year students at the University of Fort Hare, found that intrinsic motivation, perceived stress and attitudes towards seeking help were associated with adjustment to university, and that adjustment and academic overload were associated with academic performance. While Sommer and Dumont (2011) define these constructs as 'psychosocial' factors, they remain strongly academic in their focus, rather than personal and social.…”

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confidence: 99%

Students are humans too: Psychosocial vulnerability of first-year students at the University of Johannesburg

Breda

2017

SAJHE

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This article describes the life challenges university students experienced in their first year of study during the transition into academia, how these impacted on their studies at the time, and how these have impacted on their life satisfaction and academic progress over the next year or two.Data were collected using a quantitative survey instrument from 463 second and third year students at the University of Johannesburg, South Africa. Results showed that prevalent and severe life challenges during the first year of study were the death of loved ones and poverty. Most of the life challenges impacted negatively on academic progress and well-being a year or two later, and in combination the pileup of vulnerability in first year has a sustained negative impact on student's academic progress a year or two later. Universities need to engage with the whole student as human within their social environment, with both academic and personal development needs.

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Psychosocial Factors Predicting Academic Performance of Students at a Historically Disadvantaged University

Cited by 31 publications

References 38 publications

Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students

Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students

Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students

Students are humans too: Psychosocial vulnerability of first-year students at the University of Johannesburg

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