Masters Degrees (Industrial Psychology)

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Browsing Masters Degrees (Industrial Psychology) by Subject "Academic achievement"

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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.
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    Predictors of examination success in the SAICA qualifying examinations
    (Stellenbosch : Stellenbosch University, 2013-03) Dehrmann, Luiza; Malan, D. J.; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
    ENGLISH ABSTRACT: The objective of the study was to identify predictors of success in the SAICA Board Examination. The study considered various personality states and traits, cognitive ability, learning and study strategies and academic progress as predictors of academic success of auditing trainees writing the SAICA board examinations in order to qualify as Chartered Accountants. A detailed literature review was undertaken which identified that academic success has successfully been predicted by the Big Five personality traits, cognitive ability, by elements of psychological capital more specifically hope, efficacy, resiliency and optimism. The literature also confirmed the successful prediction of academic success through prior learning achievements and the implementation of study and learning strategies. The research study was an ex post facto, quantitative and exploratory study. The study sample consisted of a group of 126 auditing trainees from three of the Big Four auditing firms who were preparing to write the Public Practice Examination (“PPE”). These students were assessed by means of a test battery consisting of the Basic Traits Inventory, which assessed personality traits, the Ravens Advanced Progressive Matrix, which tested cognitive ability, the Psychological Capital Questionnaire in order to test positive psychology states, and the Learning and Study Strategies Inventory to test a number of study and learning techniques. The study also gathered biographical information pertaining to past academic results in terms of third year accounting marks and results from their Certificate in the Theory of Accounting. The study identified hope and auditing as strong predictors of success in the PPE SAICA Board examination. It went further to investigate the predictors of success in the qualifications leading up to the PPE. The study confirmed that third year accounting results is a strong predictor of success at the Certificate in the Theory of Accounting (CTA) level. A number of personality states and traits, study and learning strategies and indices of prior academic success, proved to be good predictors of success in the QE1 and PPE SAICA Board Examinations. It further identified prior academic progression as a successful predictor of success in the PPE. The overall conclusion of the study was that the success of the PPE cannot be considered in isolation, but rather based on the identified predictors of personality states and traits, study and learning strategies and academic progress throughout the academic career of an aspiring Chartered Accountant.