Die verwantskap tussen enkele veranderlikes en akademiese sukses op universiteit
| dc.contributor.advisor | Meyer, J. C. | |
| dc.contributor.author | Basson, Dianne | en_ZA |
| dc.contributor.other | University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Psychology. | |
| dc.date.accessioned | 2006-09-27T11:22:08Z | en_ZA |
| dc.date.accessioned | 2010-06-01T08:48:15Z | |
| dc.date.available | 2006-09-27T11:22:08Z | en_ZA |
| dc.date.available | 2010-06-01T08:48:15Z | |
| dc.date.issued | 2006-03 | en_ZA |
| dc.description | Thesis (MA (Psychology))--University of Stellenbosch, 2006. | |
| dc.description.abstract | The primary purpose of this study was to determine whether there is a significant difference in the academic performance of students who received career counselling and those who did not. Other factors that were investigated were the relationships between academic performance at university and matric results, gender and mother tongue. The third aim of this study was to determine if a significant relation exists between the first year averages of the subjects and above trend to change courses. According to research literature, career counselling, matric results, gender and mother tongue are factors that play an important role in the prediction of academic success at university level. The sample consisted of 118 subjects. All subjects were students at the Universtity of Stellenbosch. The most important findings are as follows: There was no significant difference (p>0,05) between first year averages of subjects who received career counselling and those who did not. There was a positive correlation between first year averages and matric results. There was a significant difference (p<0,05) between first year averages of the different sexes. Female students show better academic performance than male students. There was no significant difference between first year averages of Afrikaans speaking and English speaking students (p>0,05). The results of the study show that various factors influence the academic success of university students. Multiple measures must be used in combination to predict academic success. | en_ZA |
| dc.format.extent | 831302 bytes | en_ZA |
| dc.format.mimetype | application/pdf | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/2416 | |
| dc.language.iso | af | |
| dc.publisher | Stellenbosch : University of Stellenbosch | |
| dc.rights.holder | University of Stellenbosch | |
| dc.subject | University students | en_ZA |
| dc.subject | Academic success | en_ZA |
| dc.subject | Academic performance | en_ZA |
| dc.subject | Vocational guidance | en |
| dc.subject | Academic achievement -- South Africa -- Stellenbosch | en |
| dc.subject | Academic achievement -- Psychological aspects | en |
| dc.subject | Dissertations -- Psychology | en |
| dc.subject | Theses -- Psychology | en |
| dc.title | Die verwantskap tussen enkele veranderlikes en akademiese sukses op universiteit | af |
| dc.type | Thesis | en_ZA |