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Technikon student values, coping strategies and academic achievement

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dc.contributor.advisor Vermeulen CF, Dr en
dc.contributor.author Savage GA en
dc.date.accessioned 2016-09-22T05:52:51Z
dc.date.available 2016-09-22T05:52:51Z
dc.date.created 1999 en
dc.date.submitted 2001 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/3438
dc.description.abstract This research examinated the impact of values, test-anxiety, coping strategies and approaches to learning on the academic achievement of first-year Technikon students. The aim of the study was to determine possible factors which could contribute to the high first-year student attrition rate at the Cape Technikon in Cape Town, South Africa. A conception retention model developed by the researcher underpinned the study. The research endeavoured to investigate the correlation between values, test-anxiety, coping strategies, approaches to learning and academic achievement for all students by ethnicity, gender, language, age, subject and religion. The main findings of the study were that significant differences exist between the values of students and lecturers suggesting different motivational goals as guiding principals of life. The results further indicated that there was a negative correlation between test-anxiety and academic achievement and a negative correlation between some coping strategies and academic achievement. In addition positive and negative correlations was found between the different approaches to learning and some coping strategies and some approaches to learning. The implication of these findings for student attrition were examined and recommendations are made to reduce first-year student attrition. en
dc.language English en
dc.subject Education en
dc.subject Psychopedagogics (at tertiary level) en
dc.title Technikon student values, coping strategies and academic achievement en
dc.type Doctoral degree en
dc.description.degree DTech : Education en

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