Abstract
The aim of this study was to investigate the predictors of academic success of South African students. The study focused on 164 first to fourth year students. The extent to which students’ grade 12 performance, the type of high school they attended and their academic self-concepts contributed to their academic success during the entry and integration stages of students’ academic careers were examined. The combination of the three variables predicted a significant amount of the variance in the academic success of students in both the entry and integration stages of their academic careers. While all three variables made a unique and significant individual contribution in the entry stage, only grade 12 performance and academic self-concept explained a significant amount of the variance in the academic success of the students in the integration stage. Academic self-concept explained the largest amount of variance in academic success for both groups.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
