Psychology

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The complexity of cognitive structure in relation to scholastic achievement.
(1973) Moerdyk, Alwyn Paul.; Murray, C. O.
This study is concerned with patterns of information search and utilisation, and the effect these have on the areas of academic interest and the level of achievement within these areas as a result a fit between the individual and his environment. In particular, the study deals with the scholar's level of cognitive complexity as described by Harvey, Hunt and Schroder (1961) and the effect such complexity level has upon subject preference in the final school year and whether this in turn effects the level of competence and achievement of the pupil. It will be argued that individual differences in cognitive style or information processing strategies act as moderator variables, resulting in a preference for and relative success in some rather than other domains of intellectual activity. A distinction is drawn between styles that encourage the consideration of a fairly wide range of variables, and those that favour a more restricted range in any given situation. Furthermore, it is argued that the natural sciences, in nature and educational aims, favour individuals with restricted styles, while the arts and humanities favour the "broader" cognitive styles. A link is drawn between these styles and the complexity of the individual's cognitive structure, and the hypothesis is tested that a preference for and success in the arts as against the sciences is a function of an increase in complexity. Results in support of the hypothesis is presented and implications of the findings are discussed.
Empowerment and academically exceptional students.
Shuttleworth, Terry.; Munro, Nicholas.
This dissertation reports on a study, which explored psychological empowerment and exceptional academic achievement in a South African higher education institution. The significance of exploring the relationship between psychological empowerment and exceptional academic achievement of students rests on the current discourse of underachievement in South African higher education. The study offered a contrasting perspective within the South African higher education sphere. Firstly, the study was situated within a historical-contextual perspective, and secondly, was positioned in the transformative paradigm. The transformative paradigm was explicated from a social justice agenda, and with a critical lens of South Africa’s neoliberal transformative paradigm in higher education. In the quantitative phase of the study in response to the historical-contextual perspective of higher education in South Africa, the study sought to explore whether a relationship existed between psychological empowerment of undergraduate students and academic achievement. The qualitative phase of the study specifically incorporated a methodological Photo voice activity that offered a meaningful exploration of psychological empowerment and the phenomenon of exceptional academic achievement. Within the context of their exceptional academic achievement, the study explored the people, places, structures, and processes that had influenced their exceptional academic achievement. In line with the historical-contextual and conceptual perspectives, and the research questions, a social justice stance was assumed and a transformative mixed methodology was employed. The methodology involved two concurrent phases that were situated in a higher education institution that was both racially transformed and internationally ranked. In the quantitative phase of the study, the Psychological Empowerment Instrument (PEI) which had been validated in over fifty studies was used to investigate the level of psychological empowerment Psychology 101 students felt they had in relation to their learning environment. From the PEI, a correlational model was developed. The model was developed from a sample of 84 Psychology 101undergraduate students who were currently registered for a variety of degrees at the University of KwaZulu-Natal. Other analyses included Cronbach’s Alpha to establish the internal consistency and reliability of the scale, while a secondary exploratory factor analysis using principal components was run to establish the number of factors on the scale after the wording had be adjusted. The correlational model identified that there was no relationship between empowerment scores and students’ final results for their Psychology 101 module. However, the type of degree a student registered for revealed a practically significant result when compared to their final results for Psychology 101. In the qualitative phase of the study, two South African and four international female and male students who had attained exceptional academic achievement were purposively invited to participate in the study. Using the transformative paradigm and an interpretive analytic perspective, the important meaning participants gave to their Photo voice activity was used as a data collection method. Furthermore, all six of the participants engaged in photo-elicitation interviews with the researcher. The themes generated from the data revealed that multiple factors/holistic perspective (emotional, psychological, physical, and spiritual factors) influenced each participant’s exceptional academic achievement. Some of these influences were inspirational role models, strong family support systems, academic and peer support, psychological and physical boundaries being challenged, cultural practices and religious beliefs. Moreover, the findings highlighted conscientised students situated in an educational context of previous injustice and oppression. The findings further highlight that despite the participants’ socio-economic and educational background, their exceptional academic achievement within a persistently unjust higher education system, was attainable. The current and historical dynamics involved in the academic paths of undergraduate students who excel academically, reveals that, when set in a transformative educational context with the goal of social justice, exceptional academic achievement and the socio-political transformation of lives is possible.
High academic achievement among black South African students : enabling and constraining processes.
(2018) Thamae, Mpheng Priscilla.; Munro, Nicholas.
One priority for South African higher education has been on increasing the numbers of students who are able to access higher education. Moreover, it has been important to increase access for students from historically disadvantaged race groups (Higher Education South Africa, 2015). As a consequence of this focus, higher education access has indeed increased in post-apartheid South Africa; however, the academic achievement of students who manage to access higher education still needs improvement. Findings from studies locally and internationally, indicate that academic achievement is constrained and/or enabled by the complex interplay of internal and external processes (Council on Higher Education, 2013). For the purposes of this study, academic achievement was understood to include the attainment of final marks for modules that students pass, while high academic achievement was consequently understood as marks attained in the 70 – 100 % range. The purpose of this study was to identify and explore the processes which enable and constrain high academic achievement for black South African students at the University of KwaZulu-Natal. The study used a qualitative methodology to achieve this purpose. Three focus group discussions and an interview were conducted with high achieving black South African students from the University of KwaZulu-Natal. A semi-structured focus-group discussion and interview schedule were used to guide the data collection process, while thematic analysis was employed for data analysis purposes. Findings suggest that high achieving black South African students from the University of KwaZulu-Natal found multiple enabling and constraining processes as important in their high academic achievement trajectories. Specifically, being motivated to break the family poverty cycle, time management skills, studying a preferred course/degree, emotional and financial support from family, association with likeminded peers, positive attitude from lecturers, and having access to resources (such as the internet, library services, textbooks and laptops) were isolated as key enabling processes in the participants’ high academic achievement. In contrast, losing focus and motivation in one’s academics, lacking time management skills, some lecturers’ negative attitudes, complex university structures and procedures with slow and bureaucratic services, and English language as the primary medium of instruction were reported as barriers to the participants’ high academic achievement. These findings suggest that high academic achievement at university for black students is affected by both internal and external enabling and constraining processes. University interventions aimed at improving academic achievement levels need to consider both internal and external processes in their execution.
Psychological maturity as a moderator variable in academic achievement / implications for counselling.
(1977) Scherer, Elfrieda Aletta.; Moerdyk, Alwyn Paul.
The problem investigated is the contribution of non-intellectual factors, in particular the level of psychosocial maturity, to the academic achievement of the high school pupil. It has generally been shown that Intelligence and Achievement correlate. (Robbertse 1968; Moerdyk 1973). However, according to Ausubel (1968) this correlation is only moderate and he suggests that this can be attributed to the influence of other variables, such as personality traits, adjustment and interests. Robbertse (1968) has stated that Intelligence alone is not a good predictor of school achievement for all pupils, that personality is an integral part of an individual's psychological make-up and it is, therefore, imperative to look at its contribution to the prediction of achievement. Eysenck (1969) and Cattell (1966) have found low but significant correlations between various personality scales and achievement. Verhage (1977) mentioned that relatively little research has been done in South Africa to determine the relationship between non-academic factors, such as personality characteristics, and academic achievement. Psychosocial maturity as conceived in this thesis is the outcome of the process of personality development with the emphasis on the person as a healthy individual in his interaction with society. A multiple correlation technique is used to relate academic results, intelligence scores and psychosocial maturity in an attempt to improve the prediction of achievement from Intelligence by using maturity scores. Results that are generally supporting of the hypothesis are presented, and factors that emerge and their implications are discussed. The characteristics of the maturity scale as found in a South African sample are also discussed.
Students excelling academically: exploring academic staff members’ and students’ perspectives on exceptional academic achievement at the University of KwaZulu-Natal.
(2019) Mahabeer, Asthu.; Munro, Nicholas.
Student learning and academic achievement are understood to be interactively linked to teachers, teaching and university systems. Therefore, this study on exceptional academic achievement among undergraduate students at the University of KwaZulu-Natal aimed at understanding how exceptional academic achievement occurs from both academic staff members’ (teachers) and high achieving students’ points of view. The study was theoretically grounded in social cognitive theory and used a qualitative method. Specifically, the researcher used purposive and convenient sampling methods to select 14 participants for the study (i.e., eight academic staff members and six high achieving undergraduate students). All participants either worked or studied in a Humanities field. Semi-structured interviews were conducted with academic staff members while a focus group discussion was held with the high achieving students. The data collected from the participants was transcribed, and thematic analysis was used to analyse the data. The findings from the study suggest that exceptional academic achievement among students is highly influenced by the teaching and learning processes (including clear communication, availability and consultation with lecturers, mentoring and support) that takes place between academic staff members and students. The findings from the study also highlight multiple (intrinsic and extrinsic) enhancers and barriers which influence exceptional academic achievement outcomes amongst undergraduate students. Some central enhancers are peer support, implementation of technology, implementation of tutors, and internal motivation. Some key barriers are lack of space, noisy and over-crowded learning spaces, and lack of trained tutors and practical issues with the use of technology. Nevertheless, being consistent, hard-working and taking responsibility for their learning enables high achieving students to overcome barriers that they experience at university. Improvements are being made by the university and lecturers, to help students excel in their academic outcomes by creating conducive learning environments, creating visible learning structures for students to follow and creating curriculums to suit students’ needs. Lastly, in this study, it was found that it is important for students to excel in their academics as it creates good self-esteem, motivation, healthy competition, consistency and an attitude of commitment to hard work.
University student's perceptions of parental support, and its effect on their academic achievement.
(2020) Zuma, Thandiwe Hlengiwe.; Hlengwa, Wellington Mthokozisi.
Academic achievement among university students can be influenced by many factors, both academic and family related. With the use of qualitative research, the present study explored university students' perceptions of parental support and involvement, and its effects on academic performance and achievement. Semi-structured interviews were used to gather student's perceptions of parental support. Further, a qualitative content analysis was used to analyse data. An Ecological model recognizing multiple influences that are inherent in the environment by Bronferbrenner (1994) was adopted as the study's theoretical framework. Major themes that emerged from the content analysis are parent's level of education, parent's child relations, socioeconomic status, and academic self-efficacy, Emerging adulthood, Ethnicity, and parental support, Community and Parents' values of education. Findings suggest that parental support continues to have a significant influence on academic performance among university students. Perceived parental involvement had no direct influence on academic performance, whilst parental support was found to promote academic self-efficacy and perseverance among students, further assisting students with coping during difficult times. The study findings show an interlink between parents’ socioeconomic status and level of education to affect the amount to which parents can support and become involved in students’ academic lives. Therefore, this study recommends future research focus on useful approaches that can aid institutions in providing supportive systems in working with families, where possible to assist undergraduate university students in achieving academic excellence, particularly those coming from low socioeconomic backgrounds.

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Browsing Psychology by Subject "Academic achievement."