Psychosocial factors predicting the adjustment and academic performance of university students

367 Pages·2014·2.83 MB·English

PSYCHOSOCIAL FACTORS PREDICTING THE ADJUSTMENT AND ACADEMIC
PERFORMANCE OF UNIVERSITY STUDENTS

by

Marc Marvin Sommer

submitted in accordance with the requirements for
the degree of

Doctor of Philosophy

In the subject

Psychology

at the

University of South Africa

Supervisor: Prof. Kitty Dumont

June 2013
Abstract
Although student enrolment at South African universities has significantly increased
over recent years; student retention and graduation rates remain low, while student dropout
rates are high, especially among historically disadvantaged students. One reason for the low
student academic success is poor academic performance which is, in part, influenced by a
variety of psychosocial constructs. The present study examined the influence and
predictability of the psychosocial constructs of help-seeking, academic motivation, self-
esteem, academic overload, perceived-stress, test-anxiety, self-efficacy and perceived social
support on students‟ adjustment and academic performance at university. The current study
had four distinctive aims seeking to aid in addressing the current situation: firstly, to identify
the relationship between psychosocial constructs, adjustment and academic performance.
Secondly, to replicate an earlier model with psychosocial constructs proposing that a partially
mediated model is preferred in explaining students‟ adjustment and academic performance at
university- compared to a direct or totally mediated model. Thirdly, to theoretically and
empirically extend and test an extended model of psychosocial constructs to explain students‟
adjustment and academic performance at university. Fourthly, to test for and identify possible
group differences among the psychosocial constructs; as well as to establish if students‟
gender, age and residence status functioned as moderator variables. The present study was
conducted at the historically disadvantaged University of Fort Hare. The number of
participants was 280 and included first and second-year undergraduate students. Path analysis
was conducted to test the hypotheses of the present study. Results partially supported
previous findings with regard to relationships between psychosocial constructs, adjustment
and academic performance; they also confirmed that a partially mediated model is preferred
to explaining students‟ adjustments and academic performance at university; results showed
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that the additional constructs of test-anxiety and self-efficacy increased the explained
variance of an extended model to predict students‟ success at university; and identified some
path differences between psychosocial constructs, adjustment and academic performance. It
is recommended that universities focus on psychosocial factors as well as students‟ overall
adjustment and well-being as it impacts on their academic performance capabilities. It is
further recommended that psychosocial factors are incorporated into existing, or at least
considered for, new or enhanced student development, support and intervention initiatives.
These university services could be administered and implemented by training existing
academic staff along with help from university counselling centres or psychology
departments. An integral part of any intervention or support program should be the teaching
of coping skills or strategies as well as the incorporation of graduate students to assist and
help students adjust to university in order to perform well academically.

ii
Declaration

Student number: 3202-717-6

I declare that PSYCHOSOCIAL FACTORS PREDICTING THE ADJUSTMENT AND
ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS is my own work and that all
the sources that I have used or quoted have been indicated and acknowledged by means of
complete references.

________________________ _____________________
SIGNATURE DATE
(Mr. Marc M. Sommer)

iii
Acknowledgements

Loving thanks to my parents for their support, understanding, encouragement, enthusiasm
and patience during the time it took to complete my studies.

A special thank you and appreciation goes to my supervisor Prof. Kitty Dumont for her
continuous support and assistance. Thank you so much for your input, suggestions, feedback,
discussions and guidance in completing this research.

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Table of Contents

Page
COVER PAGE

ABSTRACT ......................................................................................................................... i

DECLARATION................................................................................................................ iii

ACKNOWLEDGEMENTS ............................................................................................... iv

TABLE OF CONTENTS .....................................................................................................v

LIST OF TABLES ............................................................................................................. ix

LIST OF FIGURES ........................................................................................................... xi

Chapter One: Introduction ...................................................................................................1
1.1 Higher education in South Africa ......................................................................3
1.2 Addressing past inequalities and challenges in higher education ......................6
1.3 Trends of international and national dropout and graduation rates....................9
1.4 Equity in academic performance .....................................................................15
1.5 Challenges for historically disadvantaged students at university ....................17
1.6 Intervention and support programs for students at university .........................22
1.7 Problem statement of study ..............................................................................25
1.7.1 Background of problem statement ....................................................25
1.7.2 Problem statement …………………………………………………26
1.8 Purpose and aims of study ...............................................................................27
1.9 Outline of chapters ...........................................................................................29

Chapter Two: Literature Review ........................................................................................31
2.1 Theories and models of adjustment and academic performance .....................32
2.2 Academic performance ....................................................................................44
2.3 Adjustment .......................................................................................................50
2.4 Psychosocial predictors of adjustment and academic performance .................59
2.4.1 Help-seeking .....................................................................................59
2.4.2 Academic motivation ........................................................................61
2.4.3 Self-esteem ........................................................................................64
2.4.4 Perceived stress .................................................................................67
2.4.5 Academic overload............................................................................70
2.4.6 Test-anxiety .......................................................................................74
2.4.7 Self-efficacy ......................................................................................76
2.4.8 Perceived social support ...................................................................79
2.5 Consideration of moderator variables ..............................................................84
2.5.1 Gender differences and gender as moderator ....................................86
2.5.2 Age differences and age as moderator ..............................................96
2.5.3 Residence status differences and residence status as moderator.......99
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2.6 Research model and summary of hypotheses based on previous research ....103
2.6.1 Hypothesis 1 – Relationships between independent variables,
mediator variable and dependent variable ......................................105
2.6.2 Hypothesis 2 – Model comparison .................................................105
2.6.3 Hypothesis 3 – Model extension .....................................................106
2.6.4 Hypothesis 4 – Age, gender, and students‟ residence status as
moderators.......................................................................................106
2.7 Research context of the present study ............................................................108

Chapter Three: Method ................................................................................................... .114
3.1 Procedure ....................................................................................................... 114
3.2 Research measures ......................................................................................... 115
3.2.1 Demographic measures ................................................................... 115
3.2.2 Independent measures ..................................................................... 116
3.2.2.1 Help-seeking .................................................................... 117
3.2.2.2 Academic motivation ....................................................... 117
3.2.2.3 Self-esteem ....................................................................... 118
3.2.2.4 Perceived stress ................................................................ 119
3.2.2.5 Academic overload........................................................... 119
3.2.2.6 Test anxiety ......................................................................120
3.2.2.7 Self-efficacy .....................................................................120
3.2.2.8 Perceived Social Support from friends and family ..........120
3.2.3 Adjustment as mediator variable .....................................................121
3.2.4 Academic performance as dependent variable ................................122
3.3 Data analysis procedures................................................................................123
3.3.1 Reliability analysis ..........................................................................123
3.3.2 Descriptive and inferential statistics ...............................................124
3.3.2.1 Group comparison ............................................................124
3.3.3 Pearson‟s correlation matrix ...........................................................124
3.3.4 Path analysis....................................................................................125
3.3.4.1 Model definition in path analysis .....................................127
3.3.4.2 Assumptions of path analysis ...........................................129
3.3.4.3 Sample size considerations ..............................................132
3.3.4.4 Model identification .........................................................133
3.3.4.5 Model fit and Goodness of fit statistics ...........................134
3.3.4.6 Model interpretation.........................................................135
3.3.4.7 Model comparison (nested models approach) .................136
3.3.4.8 Test for moderators ..........................................................139

Chapter Four: Results ......................................................................................................141
4.1 Preliminary analysis .......................................................................................141
4.1.1 Participants ......................................................................................141
4.1.2 Reliability analysis ..........................................................................143
4.1.2.1 Help seeking.....................................................................143
4.1.2.2 Academic motivation .......................................................144
4.1.2.3 Self-esteem .......................................................................145
4.1.2.4 Perceived stress ................................................................146
4.1.2.5 Academic overload...........................................................146
4.1.2.6 Test anxiety ......................................................................147
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4.1.2.7 Self-efficacy .....................................................................147
4.1.2.8 Perceived Social Support from friends and family ..........148
4.1.2.9 Adjustment .......................................................................148
4.2 Hypothesis testing ..........................................................................................151
4.2.1 Correlation analysis ........................................................................151
4.2.2 Model comparison ..........................................................................157
4.2.2.1 Fit indices and model comparison ...................................160
4.2.2.2 Interpretation of path coefficients ....................................161
4.2.3 Model extension ..............................................................................164
4.2.3.1 Fit indices and model comparison of the extended
model................................................................................166
4.2.3.2 Interpretation of path coefficients for the extended
model................................................................................167
4.2.4 Group comparison and test of moderators ......................................170
4.2.4.1 Group comparison by gender ...........................................171
4.2.4.2 Gender as moderator ........................................................174
4.2.4.3 Group comparison by age ................................................177
4.2.4.4 Age as moderator .............................................................180
4.2.4.5 Group comparison by residence status (students living
on or off campus) .............................................................182
4.2.4.6 Residence status as moderator .........................................185

Chapter Five: Discussion .................................................................................................191
5.1 Research aims of the present study ...............................................................191
5.2 Major findings of the present study ...............................................................193
5.3 Model replication ..........................................................................................201
5.3.1 Predictors of adjustment .................................................................204
5.3.1.1 Help-seeking predicting adjustment ................................204
5.3.1.2 Intrinsic motivation predicting adjustment ......................205
5.3.1.3 Self-esteem predicting adjustment ...................................206
5.3.1.4 Perceived stress predicting adjustment ............................209
5.3.2 Predictors of academic performance ............................................... 211
5.3.2.1 Academic overload predicting academic performance .... 211
5.3.2.2 Amotivation predicting academic performance ...............213
5.3.2.3 Perceived stress directly and indirectly predicting
academic performance .....................................................214
5.3.3 Adjustment predicts academic performance ...................................217
5.3.4 Statistically non-significant relationship for extrinsic motivation ..223
5.4 Implications for model extension .................................................................224
5.4.1 Self-efficacy predicts academic performance .................................225
5.4.2 Test-anxiety predicts adjustment and academic performance .........227
5.4.3 Perceived social support from friends and perceived social
support from family members do not predict adjustment and
academic performance ...................................................................230
5.5 Implications for group differences and moderation .....................................236
5.5.1 Gender differences and moderation ................................................236
5.5.2 Comparison to Petersen (2006), Davy et al. (2009), Ojeda (2011)
and Seipp (1991) .............................................................................238
5.5.3 Age differences and moderation .....................................................239
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5.5.4 Residence status differences and moderation .................................242
5.6 Contributions of present research ................................................................246
5.7 Limitations ...................................................................................................248
5.8 Directions and recommendations for future research ..................................252
5.8.1 Considering previous academic performance at high school
as an alternative or additional factor ...............................................252
5.8.2 Considering additional psychological and psychosocial factors
to explain students‟ adjustment and academic performance at
university.........................................................................................255
5.8.3 Considering the influence of intrinsic motivation on adjustment
and academic performance .............................................................255
5.8.4 Considering additional student groups adjustment and academic
performance at university ...............................................................256
5.8.5 Considering additional research at other institutions ....................256
5.8.6 Considering further research with the proposed extended model .257
5.8.7 Considering further research with the Student Adaption to
College Questionnaire ....................................................................257
5.8.8 Considering alternative or additional measures to assess
perceived social support .................................................................258
5.9 Conclusion ...................................................................................................258

REFERENCES ................................................................................................................263

APPENDIXES

A. Email to students inviting them to participate in the research ........................340

B. Questionnaire ..................................................................................................342

C. Item analysis and t-tests ..................................................................................345

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List of Tables
Page

Table 1. International Graduation Rates ................................................................................12

Table 2. New First Year Undergraduate Students at UFH, by Year .......................................110

Table 3. New First Year Undergraduate Students at UFH, by Year and Race .......................111

Table 4. Dropout Rate for Three-Year Programs at the End of First Year of Study (in %) ...111

Table 5. Dropout Rate for Four-Year Programs at the End of First Year of Study (in %) .....112

Table 6. Institutional Undergraduate Graduation Rates for Three and Four-Year Degree

Programs, in (n) and (n+2) for 2006 to 2009, (in %) ...............................................113

Table 7. Demographic Characteristics of Participants ...........................................................142

Table 8. Reliability of Measuring Instrument with Participants from UFH and UCT ..........151

Table 9. Means, Standard Deviations and Inter Correlations among Principal Variables .....155

Table 10. Variance and Path Coefficients for Model 1, 2 and 3.............................................162

Table 11. Variance and Path Coefficients for Petersen et al. Model and Extended Model ....169

Table 12. Independent Samples t-test of all Variables between Male and Female

Participants .............................................................................................................174

Table 13. Variance and Path Coefficients for Extended Model for Males and Females ........175

Table 14. Independent Samples t-test of all Variables between Young and Older

Participants .............................................................................................................179

Table 15. Variance and Path Coefficients for Extended Model for Young and Older

Participants .............................................................................................................181

Table 16. Independent Samples t-test of all Variables between Students Living On and

Off Campus ............................................................................................................184

Table 17. Variance and Path Coefficients for Extended Model for Students Living On

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