Browsing by Author "Klue, Chevonne"

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    Evaluation of hope, courage, and love of learning as predictors of academic performance
    (Stellenbosch : Stellenbosch University, 2023-03) Klue, Chevonne; Goosen, Susan; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
    ENGLISH SUMMARY: Poverty, inequality, youth unemployment, and skills deficiency are four major challenges adversely affecting South Africa (Mubangizi, 2021). In addition, inadequate education systems and resources present further hurdles to disadvantaged students in meeting the strict entrance requirements of most universities. This, in turn, influences the employment opportunities of these individuals in the open labour market. Nevertheless, there are individuals who have utilised their specific character strengths to face situations of hardship and still succeeded (Peterson & Seligman, 2004). Non-cognitive constructs, such as character strengths, may add additional predictive value to that of cognitive ability (Akos & Kretchmar, 2017). This study aimed to examine the relationship between disadvantaged students’ levels of hope, courage (i.e., bravery, perseverance, zest, and honesty), love of learning and academic performance, whilst considering previous academic marks. This study utilised a cross-sectional research design with a convenience sample of N = 231 NSFAS students from the University of Stellenbosch. The VIA-120 measurement instrument was included in an online questionnaire to assess the relevant non-cognitive variables. Partial Least Squares Structural Equation Modelling (PLS-SEM) results supported three (3) of the six (6) hypothesised relationships. The findings of this research indicate that perseverance, love of learning, and matric average results individually have a direct positive relationship with academic performance. Considering the results of the current study, this research proposes that universities in South Africa should consider adapting their current admissions models to include both cognitive (i.e., matric average results) and non-cognitive (i.e., perseverance and love of learning) constructs. An amended admission model may provide the necessary support or encouragement for individuals from disadvantaged backgrounds to continue with higher education. It is thought that this amended model may bring about ongoing positive change in the South African educational and employment situation. This study concludes by recommending that schools and universities adopt approaches which allow for individuals to develop and build on their character strengths.