South African University Students Research Articles

Adaptation and Resilience of Rural Students in South African Universities: An Indigenous Knowledge Perspective

Adaptation and Resilience of Rural Students in South African Universities: An Indigenous Knowledge Perspective

HIV self-management perceptions and experiences of students at one university in South Africa.

The public health concern posed by HIV in South Africa is significant, particularly among young adults aged 15-34 years. Within this age range, university students present a unique demographic, concurrently managing their HIV condition and academic pursuits, thus raising concerns about HIV management within university environments. Research into the experiences of South African university students living with HIV is relatively sparse. The study aimed to explore the HIV self-management perceptions and experiences of South African university students. The study employed a qualitative research approach grounded in the constructivist paradigm. Data were collected through semi-structured interviews with eight (8) students living with HIV at a university in the Western Cape area in 2021. Data were analysed through thematic analysis. All ethical principles were adhered to, and trustworthiness was ensured. Findings revealed that students utilised various strategies to manage their HIV condition, inclusive of maintaining a positive mindset, and adopting a healthy diet. They encountered obstacles such as experiencing HIV-related stigma, which frequently resulted in elevated stress levels. The potential role of peer support groups was also underscored, with students expressing a desire to participate in such groups to maintain their mental health. Living with HIV is a challenging experience for university students, but self-management of the condition makes life easier for them.Contribution:These findings contribute to the understanding of HIV self-management perceptions and experiences of university students, and can inform the development of a comprehensive supportive structure that addresses their needs.

Symposium 3: Networked learning in the time of pandemic

Digital networking technologies have allowed lecturers and students to remain connected while being physically isolated during global lockdowns resultant from the COVID-19 pandemic. We argue that the increased utilization of online spaces for teaching and learning during the time of isolation has brought the question of intersubjectivity and alienation in cyberspace to the forefront. As part of an ongoing phenomenological analysis of the virtual, we survey the experiences of networked learning reported by a group of South African university students in their end of course surveys. We track particularly their experience of alienation, their capacity to engage with material in the online environment, and their awareness of self as a learner. For Merleau-Ponty there resides in intersubjectivity a founding corporeity that serves to explicate the composition of the intersubjective world as based in a plurality of anonymous subjects and in the intersubjectivity of intellectual consciousnesses. In terms of the virtual, a redeployment of Merleau-Pontian thought (and particularly his concept of the flesh) reveals that the body-subject and digital technology artefact are co-implicit in the generation of the virtual. The virtual serves as a point of networked intersubjectivity that concretely expands and constrains human experience and behaviour. Furthermore, in the virtual we navigate a reified landscape. Virtual reification, though seemingly a contradiction, sees us treating the virtual as concrete from the basis of our embodiment. This leads us to an alienated networked intersubjectivity, whereby all potentialities are founded in ordered and carefully arranged systems that promulgate pragmatic and capitalist logics. We investigate how reification makes up the virtual, and how our engagement with the virtual points us back to the nature of alienation (indeed, for Marx, alienation is an intersubjective social relation). We find in the virtual therefore not isolation, but rather a deficient mode of intersubjectivity. While the individual never becomes atomized, for even in the virtual a deficient mode of intersubjectivity remains nevertheless a mode of intersubjectivity, we find that the individual functions as part of a deficient and distorted network. We suggest in conclusion certain teaching methods that may minimize or mitigate students’ experience of alienation.

South African university students’ use of mental health content on Instagram.

South African university students’ use of mental health content on Instagram.

Finding freedom: dance-making as a lifeline in times of crisis

ABSTRACT This study seeks to understand the impact of a new distance dance-at-home course on South African university students’ quality of life in the era of pandemic. The following research questions guided the enquiry: What were students’ experiences of this dance-at-home course? and How did participation in this dance-at-home course contribute to student wellbeing and connection, during a time of trauma and isolation? Since online streaming was not a feasible option at this Eastern Cape university, most of the course consisted of dance-making activities students could do alone or with their family members, at home. 48 students volunteered to participate in this study. Reflective journals, questionnaires, and interviews were used as data collection methods. Data revealed that participants in this dance-at-home course experienced a kind of freedom that was transformative and life changing, as it added to their quality of life during a period of trauma and isolation. Through dance-making at home, participants were able to find the freedom within, find the freedom to express their culture, find a lifeline in times of crisis, and find meaningful connection in times of isolation. Implications are that this course can be facilitated in refugee camps and spaces of war, assisting persons to find the freedom within, in times of crisis.

Emotional Intelligence, Adjustment, Media and Technology Usage, and Gender as Predictors of Psychological Well-being Amongst Undergraduate University Students

South African undergraduate university students face many unique challenges that put them at risk of developing mental health concerns such as depression, anxiety, stress, suicidal ideation, and posttraumatic stress disorder. However, psychological well-being has been found to play an essential role when it comes to effectively coping with and adjusting to university life. This study aimed to identify the predictor variable(s) or combination(s) of predictor variables that explained a significant percentage of the variance in psychological well-being amongst undergraduate university students. A total of 1,191 students between the ages of 18 and 30 participated in the study. This was a non-experimental study using a cross-sectional correlational research design. The results from the hierarchical regression analyses indicated that adjustment to university life statistically and practically significantly contributed to the explanation of the variance of the following dimensions of psychological well-being: Positive Relations, Self-acceptance, and Purpose in Life. These findings suggest that interventions that target adjustment could be used to improve the psychological well-being of undergraduate university students.

Demographic correlates of indices of psychological well-being and COVID-19 related distress among South African university students

Following the COVID-19 pandemic we sought to determine the relationships between anxiety, hopelessness, alcohol use, perceived vulnerability to infection, resilience, traumatic stress, and satisfaction with life amongst university students at three tertiary higher education institutions in South Africa. Our participants were a convenience sample (N = 803) of South African students attending three universities. Participants completed an online survey that contained a battery of psychological measures that measured fear of COVID-19, Perceived Vulnerability to Disease, Resilience, Satisfaction with Life Scale, Hopelessness, Anxiety, PTSD, Alcohol Use, Traumatic Stress, and worry about infection with COVID-19. The mean age of participants was 25 (SD = 8.22), most of whom were female (51%). An increase in age amongst respondents was significantly positively correlated with hopelessness and life satisfaction, but also significantly negatively associated with symptoms of anxiety, PTSD, and alcohol use. Multivariate analysis showed that women reported significantly higher levels of fear of COVID-19, perceived vulnerability to disease, PTSD, and COVID-19 related worries compared to men and those identifying as “other.” Students at the urban university reported higher levels of fear of COVID-19, perceived vulnerability to disease, and COVID-19 related worries but lower levels of anxiety compared to those at the peri-urban and rural university. Students at the rural institution reported greater levels of alcohol use compared to those at the other institutions. Psychological distress among students was exacerbated during the pandemic. It may be useful to identify students in the first term who are struggling academically and to direct them to both academic and counseling support services.

Exploring upbringing styles of highly resilient students in South Africa: A mixed methods study

Parents play a critical role in supporting the development of resilience in childhood and early adolescence. Most South Africans lack basic resources, so research into and commitment to resilience is of great importance. This study investigated the styles of parenting experienced by highly resilient South African students. Participants were 136 South African university students aged 18 to 23 (female = 44.9%, black = 66.9%). They completed the Child and Youth Resilience Measure. Further, six of the highest scoring students participated in in-depth semi-structured interviews on their retrospective parenting experiences. Quantitative analysis showed females had a higher mean resilience score than males. Qualitatively, thematic analysis identified the following parenting styles: loving caregiving, and behavioural control. Loving caregiving was expressed through accounts of encouragement, acceptance, and attentive regard. Behavioural control was demonstrated by verbal interactions of discipline, corporal punishment, and curfews. This implies a connection between specific parenting practices and high resilience in students, providing valuable insights for developing programs to boost children's resilience.

South African Rural University Students’ Experiences of Open Distance E-Learning Support

South Africa, like many developing countries, has rural areas which suffer from a scarcity of resources and tools required to enable open-distance e-learning. Universal approaches often sideline these communities and the like. The aim of this empirical study was to look at the experiences of rural online students with a lens of openness (widening access) to comprehend their experiences of online support in the Open Distance e-Learning support context. This study followed a descriptive and qualitative case study, which employed individual interviews. The study involved (15) rural participants from University of South Africa. Findings revealed that there were many challenges associated with online learning for rural students. However, the use of cell phones by participants to access online materials and connect to online classes helped widen access to this group of students faced with scarcity of resources and infrastructure. Participants preferred to use cell phones because cell phones easily connect to the internet when compared to computers because cell phones require less bandwidth connection. Additionally, cell phones build a sense of community amongst the participants through the social media platform. Accordingly, the students were enthusiastic and were motivated about working online in the Open Distance e-Learning (ODeL) environment. Therefore, cell phones have a potential to widen access for developing under-resourced communities. Hence, the study emphasises the importance of tailored online support programmes for diverse group of students for ODeL to be considered equivalent to traditional learning. Universities must not presume the culture of use and access for students without background considerations.

(Tat)who Am I? Tattoos as an Expression of Narrative Identity

ABSTRACT Humans have been getting tattoos and telling stories for thousands of years. Although research on narratives has been gaining momentum in the past few decades, it is only now that the connection between tattoos and the life story is arousing interest among researchers. For this study, the use of tattoos as an expression of narrative identity was explored using reflective writing exercises and semi-structured interviews. Ten South African university students with at least one tattoo were selected through purposive sampling. Thematic narrative analysis revealed that the participants used tattoos to express their agency and unique identities and to represent their communion in the form of affiliation and intimacy. The participants expressed their resilience with their tattoos and the redemption narratives connected to them. Tattoos were used as reminders of the nuclear events that shaped their narrative identity and for some, incorporated the vicarious narratives from family. This study emphasizes the importance of all three layers of the self for narrative identity development by describing how the actor, agent, and author use tattoos to perform their various roles.

HIV Voluntary Counselling and Testing Utilisation among School of Healthcare Sciences Undergraduate Students at the University of Limpopo.

Existing evidence indicates that South African university students have low utilisation of Human Immunodeficiency Virus (HIV) Voluntary Counselling and Testing (VCT). A cross-sectional survey was conducted to determine the utilisation of HIV VCT among undergraduate students in the School of Healthcare Sciences. Structured questionnaires were used to collect data through Google Forms. The results are presented through descriptions and percentages and illustrated in tables. Out of 389 undergraduate students, only 324 completed the questionnaire. The majority (97.2%) were aware of the health centre on campus, while only (74.7%) knew about the HIV VCT services offered on campus. Despite the awareness, many (36.7%) do not utilise the campus HIV VCT services, and some (9.6%) have never tested for HIV. There was an association between awareness of Voluntary Counselling and Testing of HIV services offered at the campus health and wellness centre and utilisation of HIV Voluntary Counselling and Testing at (<0.001). Therefore, it is imperative to urgently escalate the level of HIV/AIDS education in higher institutions of learning and emphasise the mounting danger of HIV infection and the immense importance of regular HIV testing. The findings of this study could serve as a foundation for creating HIV prevention and control programmes for youth, particularly in higher education institutions.

Well-being of first-year students: The role of study characteristics, strengths and deficits

Orientation: Higher education institutions (HEIs) are crucial in preparing students for the workforce. Practitioners, such as industrial psychologists, can aid HEIs to enhance student development and improve university efficiency.Research purpose: This study aims to investigate the relationship between student demands and resources, proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI), and students’ well-being (emotional, social and psychological).Motivation for the study: Two specific types of proactive behaviour, namely PBSU and PBDI, have been identified that may contribute to student success. Investigating the impact of these behaviours on student antecedents and outcomes could offer valuable insights for designing student development initiatives.Research approach/design and method: This study included 773 South African first-year university students studying at different campuses of a South African university. Structural equation modelling was used to test the structural model and investigate the regression weights.Main findings: Students’ personal problems were found to predict both PBSU and PBDI negatively. Autonomy positively predicted both types of proactive behaviour. Proactive behaviour towards strengths use was strongly related to emotional and psychological well-being, while PBDI was strongly related to social well-being.Practical/managerial implications: This study highlights the direct impact of PBSU and PBDI on students’ well-being. Practitioners in university settings can benefit from the recommendations provided in this article to inform and implement initiatives related to student development and assist students in developing the necessary skills to enhance their work readiness.Contribution/value-add:This study’s findings contribute to the relatively small body of research on implementing strengths-based and deficit improvement initiatives in South African universities.

Institutional Resilience: Promoting Equity Of Access Among Marginalised Students In South African Universities Beyond The Pandemic

Institutional Resilience: Promoting Equity Of Access Among Marginalised Students In South African Universities Beyond The Pandemic

“Just Shut Up and Take It”: South African University Students on Sexual Harassment

Sexual harassment and gender-based violence have become pervasive and normal within South African society. This trend is of grave concern at colleges and universities. Drawing on the social construction of the gender theory approach, this study explored the perceptions and experiences of sexual harassment among students at a South African university. The nature and causes of sexual harassment were examined. Twenty undergraduate students—twelve females, five males, one queer and two bisexual students—participated in this study. Data was generated using individual interviews and focus group discussions. Sexual harassment was prevalent at the university in the form of verbal, non-verbal and physical harassment. We argue that harassment stems from broader constructs of masculinity and patriarchal power that challenge and effectively silence victims. Non-reporting of harassment largely sanctions sexual harassment at the university. Female students were the main victims of gender-based violence with male students being the main perpetrators. LGBTQIA students were found to be vulnerable to harassment, mainly because of their sexual preference. The study revealed the need to create better awareness of what constitutes sexual harassment and gender-based violence and suggests that victims, perpetrators and university staff collaborate to tackle the scourge. We propose the necessity for focused and ongoing education and awareness campaigns on campus.

Experiences in learning research methods: Recommendations from undergraduate nursing students at two African universities

BackgroundGlobally there is increasing demand for high-quality nursing care driven by research and evidence-based practice. Engagement of undergraduate nursing students in research activities identifies experiences and strategies that bring best outcomes in nursing practice. This study sought to establish strategies that will improve research practices among undergraduate nursing students at two African universities. MethodsThe study was conducted in University of the Free State (UFS) in South Africa and Dedan Kimathi University of Technology (DeKUT) in Kenya. Nominal group technique (NGT) was used to collect data from 116 undergraduate nursing students (South Africa = 53; Kenya = 63). Participants recruitment involved complete collection sampling with 5 group discussions (South Africa = 2; Kenya = 3). Data analysis involved initial intra-group analysis step done to tally and combine scores for specific ideas. Second step identified top five ideas across groups per institution based on highest scores. Final step compared similarities and differences between the two institutions. Ethical clearance was obtained in both countries. ResultsThe nominal group results showed top five priorities for the students in Kenya were group work research, calm manner of addressing mistakes, timely feedback from supervisors, standardised assessment, face to face teaching of data analysis software and avoidance of nullification of research projects. South African university students prioritised Student support, knowing expectations, supervisor’s feedback and contact classes, interactive classrooms and breaking down research jargon. ConclusionThe participants reported need for creating supportive learning experiences with peer/teacher mentorship. Timely feedback, structured supervision, and student-centred approach to learning new information in research enrich learners’ positive experience.

Resilience Amongst Students at a University that Promotes Entrepreneurship

Students, particularly those that are classified as disadvantaged, face many struggles in higher education. These are students from low-income backgrounds and often rely on the campus facilities to enrich their university experience and to make up for some of their disadvantage. Since the Covid-19 pandemic research in higher education has been following the trends in student life experiences and development. Most of this research suggests that Covid-19 has created new challenges for students and the university. While this is true most of the challenges were already present but only amplified by the Covid-19 pandemic. This paper argues that Covid-19 has only been a season of hard “reboot” into resilience. Qualitative data from thirteen (13) semi-structured interviews with South African university students is used to demonstrate the Covid-19's re-awakening of resilience amongst disadvantaged students. This data is also analysed to understand the effects of resilience in the broader student experience in higher education. The data shows that students have concerns about on and off-campus experiences, turbulent online learning, and limited funding as well as the livelihood strategies they have had to adopt. The findings show the lived experience of performing against all odds amongst disadvantaged students. It is also evident that while this is embraced by society and some research it normalises student hardship and campus inequities. In conclusion the blind-spots in student hardship and as exacerbated by Covid-19 are highlighted. This paper assists researchers, university management and student development officers to meet halfway the student resilient efforts in a meaningful way. In practice this research provides university entrepreneurship mentors and student development practioners with tangible student needs to consider when dealing with students amidst a crisis, but also when mentoring students to become entrepreneurs in a difficult period.

Learning Impact(s) of Smartphones on South African Rural University Students

Smartphones in some cases are considered a source of distraction for students during teaching and learning exercises. However, with the outbreak of the COVID-19 pandemic, the use of smartphones in educational institutions for teaching and learning purposes has become almost inevitable. Therefore, this study investigates the learning impact(s) of the use of smartphones on South African Rural Higher Education Students (SARHES). The quantitative method was adopted for the study. Convenience sampling was used in selecting the institution of learning, the department, the level, and the 75 respondents who participated in the study. Data were analysed using Statistical Package for the Social Sciences (SPSS) version 25. The findings of the study showed that students are significantly affected by the use of smartphones due to their cutting-edge features and functions, internet access, business advertisements, and mobile entertainment, as well as others. The study therefore highlights the need for conscious, consistent periodic seminars, workshops, talks, and colloquiums designed to help students see the importance of focus, planning and time management in the use of smartphones for learning in order to avoid distractions.

Even hungrier for knowledge: A 10-year follow-up study on vulnerability to food insecurity amongst students at the University of KwaZulu-Natal

Research on the extent of food insecurity amongst the South African university student population has gained momentum over the past decade, and for good reason. Along with the multiple other challenges that South African university students face (e.g. funding shortfalls, limited access to student housing, high levels of failure and dropout, institutional bureaucracy, and oppressive colonial legacies), students being chronically hungry and unable to access safe and nutritious food on a regular basis remains a notable crisis. This article reports on a 10-year follow-up study on the extent of vulnerability to food insecurity amongst students registered at the University of ABC (UABC). Whereas data collected for the initial 2007–2009 study only targeted students from one of the five UABC campuses, the current study improved on the sampling strategy and collected data from 438 students registered across all five UABC campuses in 2018. Using the University Students Food Insecurity Questionnaire, as developed during the initial study and adapted from the Household Food Insecurity Access Scale, the findings from the current study suggest that 49% of the UABC student population experience serious to severe levels of vulnerability to food insecurity. This is more than double the reported levels of serious to severe vulnerability to food insecurity found in the initial study. This article reports on how and why food insecurity levels may have escalated unchecked over the past decade.

The relationship of university student’s proactive behaviour with demands, resources and outcomes

AbstractOrientation: This study investigated the presence and significance of the relationships between proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI) and study demands, study resources and important student outcomes.Research purpose: To determine how students’ PBSU and PBDI relate to study demands, study resources, and student outcomes.Motivation for the study: This study aims to provide universities with insights into how study demands and resources affect students’ proactive behaviour to use their strengths and deficits, as well as the impact of these behaviours on student outcomes.Research approach/design and method: This study used a cross-sectional quantitative research approach with 511 participants from three campuses in a South African university. Correlation coefficients were calculated, and structural equation modelling was used to examine regression weights in the structural model.Main findings: PBSU and PBDI showed significant relationships with most study-related demands, resources, and outcomes. Overall, strengths use was stronger related to pace and amount of work, cognitive demands and family support, whereas deficit improvement had a stronger relationship with lecturer support, life satisfaction, satisfaction with studies and intention to drop out.Practical/managerial implications: Knowledge of the relationship between PBSU and PBDI and important student variables may aid HEIs in incorporating these behaviours into student support initiatives as a strategic imperative to enhance student success and graduate employability.Contribution/value-add: This study contributes to limited research on PBSU and PBDI among first-year students in South African universities and the Human Resource Management field in general.

Factors Influencing Students’ Use of e-Learning Technologies

The integration of e-learning in teaching and learning has become increasingly prevalent in modern education as technological advancements have revolutionized traditional educational methods and enhanced students' educational experiences. Amidst this advancement, it is important to know how well this e-learning technologies engage learners in teaching and learning practices. This study aims to investigate the factors that influence students’ use of e-learning technologies. To accomplish this goal, several e-learning theories were examined. A model was proposed for this research using constructs derived from UTAUT-Utility Expectance, Effort Expectancy, Social impact, and Facilitating Conditions in combination with student use of e-learning technologies construct. The study used a quantitative research method involving 250 South African university students who use e-learning technology. Using exploratory factor analysis and Cronbach's alpha, the study was assessed for validity and reliability whose values were acceptable. The hypotheses were tested using regression analysis and it was found that utility expectancy, social influence, and facilitating condition are the factors that have a positive influence on students' use of e-learning technologies. However, it was found that effort expectancy has no influence on students' use of e-learning technologies. This might be due to digital literacy background of the students. The study's findings suggest that e-learning technologies continue to motivate students to learn despite factors that affect how they are used in teaching and learning.