Department of Industrial Psychology

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Browsing Department of Industrial Psychology by Subject "Academic stressors"

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    An investigation into perceived stressors as barriers to student engagement in an extended degree programme
    (Stellenbosch : Stellenbosch University, 2019-04) Prinsloo, Manie; Ronel, Du Preez; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
    ENGLISH SUMMARY : Low participation rates are a matter of concern for Higher Education (HE) institutions across South Africa. The HE sector is under pressure to increase student intake and although efforts to address this objective have been relatively successful over the last couple of years, low throughput rates and high student dropout rates remain challenges not yet addressed adequately. The extent to which students participate in educational activities, thus student engagement, is a known key antecedent to student success. Perceived stressors can, however, potentially hinder student engagement. High levels of stress, which students feel they are not equipped to deal with, may have a negative impact on their functioning, leading to lower levels of engagement. In order to determine whether perceived stressors could be a barrier to student engagement in an Extended Degree Programme (EDP), the current study aimed to answer the following research question: Which stressors do students, enrolled in the EDP, experience in the Faculty of Economic and Management Science (EMS) that could hinder student engagement? A quantitative non-experimental research design was employed in this study. Quantitative data was collected from 64 students registered for the EDP in the Faculty of EMS at Stellenbosch University. Data was collected specifically for the purpose of this research study and participation was voluntary. A self-administered web-based questionnaire was distributed to the participants. The questionnaire comprised five sections, including a biographical questionnaire and four existing scales measuring perceived stressors, perceived student stress, perceived social support and student engagement, respectively. Data analysis included descriptive statistics, correlations, regression analysis, Sobel Test, ANOVA and Bonferroni Post Hoc analysis. The research results indicate that there are statistical significant positive relationships between academic stressors and perceived student stress as well as between relationship stressors and perceived student stress. The mediation effect of perceived social support on both the relationships (i.e. academic stressors and perceived student stress; relationship stressors and perceived student stress) were not significant. Furthermore, the relationship between financial stressors and perceived student stress was not statistically significant. The correlations between perceived social support and student engagement (inclusive of all subscales) and perceived social support and the student engagement: absorption subscale were not statistically significant. However, the correlation between perceived social support and the two remaining student engagement subscales namely, vigour and dedication was statistically significant (weak negative correlations). Thus, the less perceived social support experienced, the greater the participants’ vigour and dedication. This result could be indicative of the intrinsic motivation to succeed at all costs displayed by the respondents of this study - irrespective of perceived social support. The motivation to succeed is paramount as many of these students are first-generation students and a higher education qualification is perceived as indicative of future success. Perceived student stress did not correlate statistical significantly with student engagement or with any of the three student engagement subscales. This could further support the finding that respondents are resilient and show engagement, irrespective of their perceived student stress. EDP students in different years of study did not significantly differ in their perception of academic and relationship stressors. However, they did differ in their perception of financial stressors (non-final year students perceived higher levels of stress). Furthermore, the sample group experienced moderate levels of student engagement, perceived student stress, academic stressors and financial stressors and low levels of relationship stressors. The sample reported high levels of perceived social support. This study failed to find a statistically significant relationship between perceived student stress and student engagement as suggested by literature. This might be due to the unique characteristics of the student cohort and the context of the EDP student within the Faculty. Follow-up research is suggested to investigate these findings further. The results of the current study contribute to the understanding of student engagement and stressors experienced by EDP students. As the perception of stressors is evident in all year groups, it is suggested that non-final and final year students are supported in a similar manner as the first year students. Programmes on stress management could be offered as part of the available online facilities as developmental opportunities to manage stressors.