Psychosocial factors predicting the adjustment and academic performance of university students

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 vi 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 vii 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 .