University Students In South Africa Research Articles

Consumer behavioural model and the mediating role of branding concept on consumer willingness to purchase electronics products

This study ascertained the impact of the consumer behavioural model and the mediating role of the branding concept on consumer willingness to purchase a Samsung family brand in South Africa. This objective is motivated by the highly competitive and dynamic nature of the electronics market, where various factors influence consumers in their decision-making processes. Consequently, additional conceptual variables may also affect consumers' willingness to purchase a Samsung family brand. To achieve the study's objective, a quantitative research method was employed, involving data collection from 150 students at a university in Mthatha. Inferential statistical analysis was conducted through structural equation modelling to elucidate the relationships between variables, utilising SmartPLS and SPSS software as analytical tools. The findings of this study revealed a positive and significant impact of individual factors and branding concepts on consumer willingness to purchase the Samsung family brand. In contrast, social factors and the purchase situation exhibited a positive impact but were deemed insignificant regarding consumer willingness to purchase the brand. Therefore, it is established that, in addition to the positive impact of the consumer behavioural model on consumer willingness to purchase a Samsung family brand, the branding concept also plays a mediating role in this willingness. This study recommends that dealers and marketers of the Samsung family brand place greater emphasis on consumer-valued aspects of both social factors and the purchasing situation, with a particular focus on individual factors and the branding concept, to attract more consumers, particularly rural university students in South Africa.

Assessing the influence of entrepreneurial education on individual entrepreneurial orientation of university students

A number of empirical studies have underscored the significance of entrepreneurial orientation in understanding the dynamic business environment driven by entrepreneurial actions. However, the notion of individual entrepreneurial orientation (IEO) has received less attention in scholarly literature. It’s widely acknowledged that entrepreneurial education (EE) makes a substantial contribution to a country’s economy. It’s believed that EE can empower individuals and thus play a crucial role in addressing various societal challenges faced by countries globally. Nonetheless, the influence of EE on the IEO of university students, and whether it effectively guides them towards an entrepreneurial career, hasn’t been thoroughly examined. This study aimed to explore the influence of EE on the IEO of university students. This study focuses on two distinct economies—a developing one (South Africa) and a developed one (Scotland), the latter being recognized for its high-quality EE and a high proportion of individuals opting for entrepreneurial careers. A quantitative research approach was followed making use of an adapted questionnaire, which was analysed with SPSS and EQS 6.4 using descriptive statistics, reliability analysis, exploratory factor analysis, multivariate analysis of variance and path model analysis. A total of 2841 questionnaires were distributed online, yielding 575 valid responses. Findings indicate that EE significantly influences the IEO of university students in South Africa, but to a lesser extent in Scotland. The study expands the existing body of knowledge on IEO of university students. In addition, it provides insight for policymakers in the respective countries.

The mediation of self-efficacy in the effect of entrepreneurship education on the entrepreneurship intention of university students in South Africa

The purpose of this study is to determine the role that self-efficacy plays in the relationship between entrepreneurship education factors and the entrepreneurship intention of university students in South Africa. An online survey was conducted among students registered at a distance learning institution. The results of the study confirmed that the relationship between entrepreneurship education and entrepreneurship intention is mediated by self-efficacy. Self-efficacy does not mediate the relationship between work readiness, career education, entrepreneurship orientation and entrepreneurship intention. However, there is a direct relationship between entrepreneurship education and self-efficacy. Work readiness, career education, and entrepreneurship orientation have a direct relationship with self-efficacy. Higher education institutions must not only incorporate entrepreneurship education into their curriculum, but they must also ensure that efforts are made to encourage students to believe in their ability to establish their own businesses.

How dignity matters for life and lifelong learning: insights from participatory story-telling by university students in South Africa

ABSTRACT The claim made is that dignity matters in both legal and recognitional aspects for flourishing and lifelong learning opportunities for young adults. Dignity is understood here as a foundational capability and functioning to be and to do in ways which matter to a person, requiring the material and non-material conditions which enable and secure equal dignity for each person. The claim is first explored drawing on both the capability approach and conceptualisations of dignity, especially the inflorescent form. Then, to empirically animate the claim, the article draws on a participatory story-telling project undertaken in a South African university in 2020 with graduate students, in which they were co-creators of knowledge. Participants were supported pedagogically in producing their own individual and collective digital stories, focusing on their lived experiences of social justice and specifically of human dignity. The project shows that dignity is an especially important capability for young people’s present and future wellbeing and their aspirations. Dignity is formed in and sustained relationally in collective spaces. Further, dignity enables repair of the injustices of the colonial and apartheid past. If dignity is not fostered in and through education in adult and higher education spaces, education will always fall short of social justice aspirations and lifelong learning conditions.

Throughput rates and time to completion of health science students of rural origin in South Africa

Background. There is a shortage of qualified healthcare workers in South Africa (SA), as well as a maldistribution between urban and rural areas. Research has shown that health professionals of rural origin are more likely to live and work in rural areas than their urban colleagues. It has been recommended that student selection policies of higher education institutions should prioritise applicants from rural and remote areas to address the urban-rural maldistribution of graduates and to redress historical equity issues. However, university students in SA have high attrition and low graduation rates. The Umthombo Youth Development Foundation (UYDF) recruits and supports rural-origin health science students, who completed Grade 12 at a rural school, to address staff shortages in rural areas. Objectives. To report on the throughput rates (percentage of cohort who graduate) and time to completion (number of years taken to graduate) of eight cohorts of UYDF-supported rural-origin health science students. Methods. A total of 388 student records from the 2008 - 2015 cohorts, covering 17 different health science disciplines, were analysed, and throughput rates and time to completion for the different cohorts and health science disciplines were calculated. Throughput rates and time to completion were also calculated for 3-year, 4-year and 6-year qualifications. Results. Throughput for the 2008 - 2015 cohorts ranged between 82% (2010 cohort) and 100% (2009 cohort). For 3-year qualifications, five cohorts had 100% throughput and one cohort 50% throughput. For 4-year qualifications, throughput ranged from 75% (2010 cohort) to 100% (2009 cohort). For medical students (6-year qualification), throughput ranged from a low of 81% (2014 cohort) to 100% in two cohorts (2008 and 2009). More female students (n=29) were excluded than male students (n=14). With regard to time to completion, over the eight cohorts 68% of students completed in the minimum time, 23% needed 1 additional year, 6% an additional 2 years, 2% an additional 3 years, and 1% an additional 4 years. For 4-year qualifications, 58% of students completed in the minimum time, 28% needed 1 additional year, 9% needed 2 additional years, 4% needed 3 additional years, and 1% needed an additional 4 years. Of medical students, 76% completed in the minimum time, 19% needed 1 additional year, and 98% had completed after 2 additional years. Discussion. The UYDF students studying for 3-year and 4-year qualifications exceeded the national throughput rates in seven of eight cohorts. UYDF medical students exceeded the national statistics in four cohorts, had similar throughputs in two cohorts, and had lower throughputs than the national statistics in two cohorts. Overall, 91% of UYDF students across the eight cohorts completed in the minimum time plus 1 additional year, exceeding national statistics. Conclusion. The relatively high throughput rates compared with the national statistics highlight the academic ability of rural-origin health science students and provide hope that national shortages of healthcare workers may be addressed if there is an investment in such students..

Prevalence and risk factors associated with perceived stress among university students in South Africa after Coronavirus Disease 2019 pandemic

Prevalence and risk factors associated with perceived stress among university students in South Africa after Coronavirus Disease 2019 pandemic

Die bedieningbehoeftes van Afrikaanssprekende universiteitstudente in Suid-Afrika

The ministerial needs of Afrikaans-speaking university students in South Africa. This article is the result of an empirical study conducted in the student congregations of the Dutch Reformed Church, the Netherdutch Reformed Church of Africa and the Reformed Church in South Africa. The study has been done to answer the question: What are the miniserial needs of Afrikaans-speaking university students in South Africa? The research problem that necessitates this study is a lack of knowledge and understanding of the ministerial needs of Afrikaans-speaking university student members of the Reformed student congregations in South Africa. Recent research on student ministry to support student ministers and congregations in the South African context is scant. The research question is formulated to determine the ministerial needs of university students and the implications those needs have for ministry to university students. The goal of the research is to identify the ministerial needs of university students in South Africa and to empower the student congregations to minister to these students more effectively. From the research, three primary ministry needs have been identified: (1) the need for faith formation; (2) the need for mentoring; and (3) the need for a faith community.Contribution: The contribution of this article is original empirical research on the ministerial needs of Afrikaans-speaking university students in South Africa. The research contributes to the current void in South African research on student ministry.

Determinants of green purchase behaviour of university students in South Africa

The unsustainable level of consumption globally is one of the major causes of the environmental challenges that the world currently faces. The purchase of green products is one of the ways to promote environmental sustainability globally. The study examines the determinants of green purchase behaviour of university students in South Africa. The study merges the Value-Attitude-Behaviour (VAB) theory and the Theory of Planned Behaviour (TPB) to develop a new theoretical model to predict GPB. The study uses a quantitative research design, and data is collected from students at two South African universities. The study adopts the Partial Least Square Structural Equation Modelling for data analysis. The findings support the applicability of the merged theories in predicting GPB. Recommendations to improve the GPB of students include the introduction of environmental education as a subject in universities.

Ubuntu as a valued capability for university students in South Africa

Universities are often described as institutions that can promote the wellbeing of their local populations. This is because they are central for advancing human development aims which support the aspirations of students and the communities from which they come. Nevertheless, we know this potential can be constrained by historical processes of oppression and negation of indigenous ways of being and doing. Applying the Capabilities Approach and Human Development paradigm as a normative framework for the outcomes of university education in the South African context, we argue for a focus on the centrality of capabilities (real freedoms) in assessing how well universities are doing to support student wellbeing. We pay special attention to one capability which we see as architectonic for other freedoms, which is Ubuntu. While Ubuntu is generally understood as a moral philosophy, in this paper we articulate it as a valued capability in the space of higher education. We also argue that it is a capability that has transformative and decolonial potential that can enable universities to promote student wellbeing if the conditions to practice it are in place.
 Drawing from data collected through qualitative and participatory approaches in two longitudinal research projects that were carried out between 2016 and 2021 with undergraduate students in diverse universities in South Africa, we show that Ubuntu informs students’ conceptions of humanity and their aspirations for ‘a good life’ and that it can inform the vision of transformed and decolonised university spaces that reflect indigenous ways of being and indigenous ways of seeing the world.

Treatment rates and barriers to mental health service utilisation among university students in South Africa

BackgroundMental health problems are common and impairing among university students, yet only a minority of students with psychological disorders access treatment. Understanding barriers to treatment is integral to planning services, especially in resource constrained settings like South Africa (SA).MethodsData collected across 17 institutions in the online SA National Student Mental Health Survey were used to: (1) estimate 12-month prevalence of common mental health problems and self-harm; (2) estimate the proportion of students receiving treatments for the various mental health problems; (3) explore barriers to treatment; and (4) investigate sociodemographic predictors of treatment mediated through the various barriers endorsed by students with mental health problems. Prevalence analyses were carried out using cross-tabulations and prediction analyses using modified Poisson regression models.ResultsPrevalence of clinically significant mental health problems is high relative to international comparisons, with the prevalence of severe, mild and moderate symptoms of any disorder and/or self-harm of 24.8% (SD = 0.3), 18.8% (SD = 0.3) and 27.6% (SD = 0.4) respectively. Treatment rates were 35.2% (S.E. = 0.6) among students with mental health problems who perceived need for treatment and 21.3% (S.E. = 0.4) irrespective of perceived need. Treatment rates were highest for mood disorders (29.9%, S.E. = 0.6) and lowest for externalising disorders (23.8%, S.E. = 0.5). Treatment rates were much less variable across disorder types among students with perceived need than irrespective of perceived need, indicating that perceived need mediated the associations of disorder types with received treatment. Adjusting for disorder profile, probability of obtaining treatment was significantly and positively associated with older age, female gender, study beyond the first year, traditional sexual orientation, and diverse indicators of social advantage (full-time study, high parent education, and attending Historically White Institutions). Among students with mental health problems, numerous barriers to treatment were reported adjusting for disorder profile, including lack of perceived need (39.5%, S.E. = 0.5) and, conditional on perceived need, psychological (54.4%, S.E. = 1.0), practical (77.3%, S.E. = 1.1), and other (79.1%, S.E. = 1.1) barriers. Typically, students reported multiple barriers to treatment. Differences in perceived need explained the gender difference in treatment, whereas practical barriers were most important in accounting for the other predictors of treatment.ConclusionMental health problems are highly prevalent but seldom treated among SA university students. Although many barriers were reported, practical barriers were especially important in accounting for the associations of social disadvantage with low rates of treatment. Many of these practical barriers are however addressable.

A Study of the Link Between Individual’s Biographical Variables and Propensity for Entrepreneurial Leadership

After graduation, graduates of higher education institutions are faced with a difficult choice: to work for an organisation or to open their own business. A significant role in the decision-making process is played by the personal qualities of the individual, as well as the presence of initiatives in the higher educational institution aimed at fostering among students the desire for their own entrepreneurial activity as an alternative to traditional employment. The purpose of this study is to test the hypothesis that an individual’s propensity for entrepreneurial leadership by starting his own business depends on his biographical data (age, gender, academic level, academic field, race, and nationality). The methodological tools of the research are methods of descriptive, quantitative, and cross-sectional research. The object of the study is a sample of 332 university students in South Africa. The research was carried out in the following logical sequence: at the first stage, 332 respondents − students of a higher educational institution in South Africa – were selected using a random sample. With the help of the answers to the questions, the respondents expressed their attitude towards independent entrepreneurial activity. Data processing and analysis were carried out using SPSS software using descriptive and logical statistics tools. The results of empirical calculations prove the lack of influence of gender, race and entrepreneurial intentions on respondents’ propensity to carry out their own entrepreneurial activities. At the same time, there is a statistically significant difference in the attitude to entrepreneurship depending on the nationality of the respondents, their age and specialty of study: respondents under the age of 24 are more inclined to start their own business, compared to respondents older than 35; South Africans are more likely to start their own business than Zimbabweans. The study empirically confirms and theoretically proves the presence of numerous problems that reduce students’ inclination to entrepreneurial activity as an alternative option for their career development. Based on the results of the research, it was concluded that starting their own business by graduates requires their social support: the government should change tactics and policies regarding the development of entrepreneurship, and higher educational institutions should pay more attention to measures aimed at encouraging students to open their own business. The results of the conducted research can be useful for activating the development of entrepreneurship in developing countries, from the point of view of understanding the motives and attitude of graduates of higher educational institutions to the development of their careers through the implementation of independent entrepreneurial activities.

Repetitive negative thinking mediates the relationship between experiential avoidance and emotional distress among South African university students

The psychological processes contributing to emotional distress among university students in South Africa have not been extensively researched. The current study sought to examine the mediating role of repetitive negative thinking on the relationship between experiential avoidance and student emotional distress. A convenience sample of 419 students from a large public university in South Africa participated in this study. The results indicated that experiential avoidance and repetitive negative thinking positively predict emotional distress. Furthermore, repetitive negative thinking partially mediates the interaction between experiential avoidance and emotional distress. These findings highlight the importance of targeting experiential avoidance and repetitive negative thinking in the alleviation and management of emotional distress among students in the South African higher education environment.

Socioeconomic determinants of risky sexual behaviors and HIV seropositivity among university students in South Africa: A case control analysis.

Socioeconomic determinants of risky sexual behaviors in sub-Saharan Africa are well known. The socioeconomic determinants of the sexual behaviors of university students, however, remain unclear. This case control study aimed to investigate the socioeconomic determinants of risky sexual behavior and HIV seropositivity among university students in KwaZulu-Natal (KZN), South Africa. Participants (N = 500; 375 HIV uninfected and 125 HIV infected) from four public higher educational institutions in KZN were recruited, using a non-randomized strategy. Socioeconomic status was assessed by food insecurity, access to the government loan scheme, and sharing of the bursary/loan with family. The findings of this study suggest that students reporting food insecurity were 1.87 times more likely to have multiple sexual partners; 3.18 times more likely to engage in transactional sex for money; and presented a fivefold higher risk of engaging in transactional sex for basic needs other than money. Accessing the government financing for education and sharing of the bursary/loan with family was also significantly associated with an increased risk of having an HIV seropositive status. A significant association between socioeconomic measures, risky sexual behavior, and HIV seropositivity is demonstrated in this study. Moreover, the socioeconomic risks and drivers when determining and/or developing HIV prevention interventions, including preexposure prophylaxis use, should be considered by healthcare providers based at campus health clinics.

A Phenomenological Study of Perpetrator–Survivor Accounts of Intimate Partner Violence among University Students in South Africa

South Africa has one of the highest rates of intimate partner violence and femicide in the world. Studies have indicated that poverty and illiteracy contribute to intimate partner violence, and that higher levels of education reduce the rate of intimate partner violence. Considering the role of illiteracy and higher education in the occurrence of intimate partner violence, the aim of this study is to examine why youths at a university perpetrate intimate partner violence and to explore the experiences of survivors of intimate partner violence at a specific institution. Through a phenomenological design influenced by a narrative communication paradigm, in the study, we used face-to-face interviews to explore the opinions and experiences of university students who were perpetrators and survivors of intimate partner violence. The findings indicate that educated youths are not extraneous to a culture of normalisation of violence as a result of male cultural socialisation, expectation of dominance of power, women’s vulnerability and acquiescence. These often result in fatal consequences that describe the prevalence of intimate partner violence in South Africa. We recommend social literacy about violence, gender equality, women’s right and effective legal recourse.

Perspectives about social support among unmarried pregnant university students in South Africa.

Pregnant young women in an academic environment are susceptible to stressors associated with unintended pregnancy and academic demands of universities. The challenges they face may be exacerbated by lack of social support, putting them at risk of psychological disorders such as depression. Women who receive social support during pregnancy and postpartum experience less emotional distress and report greater maternal satisfaction. However, very little is known about the perspectives about social support among unmarried pregnant students in tertiary institutions. Participants were purposively selected among unmarried pregnant students and those in the puerperal period at the time of the study. We conducted semi-structured qualitative interviews to explore the perspectives of unmarried pregnant students on the type of support that they need during pregnancy and the puerperium and the period when most support is needed. The data were audio-recorded and transcribed verbatim, then analysed using thematic analysis. The findings show that social supports (emotional, instrumental, informational, and financial) were highlighted as important resources to cope with stressors during pregnancy and post-birth. Emotional support from male partners was the most important type of support needed as it entailed a sense of being loved and cared for. Social support was identified as important throughout the different phases of pregnancy and post birth, with different support needs expressed at each of these phases. This study identified support needs of unmarried pregnant university students in their transition to motherhood. Given the several challenges that they are faced with, unmarried pregnant students need social support, including male partner support to enhance wellbeing as they try to cope with academic and pregnancy-related stressors.

Prevalence and correlates of 30-day suicidal ideation and intent: Results of the South African National Student Mental Health Survey.

Although suicide prevention is recognised as a priority among university students in South Africa (SA), it is unclear what proportion of students require urgent indicated interventions and what the characteristics are of these students. To assess the prevalence and sociodemographic correlates of 30-day suicidal ideation, frequency of ideation and self-reported intention to act on ideation in the next year among a national sample of SA university students. Self-report cross-sectional data were collected online from students (N=28 268) at 17 universities across SA as part of the national student mental health survey. Students reported suicidal ideation in the past 30 days, frequency of ideation and intention to act on ideation in the next year. Data were weighted within institutions by gender and population group, and across the four main types of universities (historically white, historically disadvantaged, technical and distance learning) to correct for response rate discrepancies. Prevalence was estimated with these weighted in the total sample and across types of universities. Poisson regression with robust error variances was used to investigate associations of sociodemographic characteristics with ideation and intention to act on suicidal ideation.Results are reported as relative risks (RRs) with design-based 95% confidence intervals (CIs). Thirty-day prevalence of suicidal ideation was 24.4% (standard error (SE) 0.3), with 2.1% (SE 0.1) and 4.1% (SE 0.1), respectively, reporting suicidal ideation all/almost all the time, or most of the time. A total of 1.5% (SE 0.1) of respondents reported being very likely to act on their suicidal ideation, while 3.9% (SE 0.2) were somewhat likely, 8.7% (SE 0.2) were not very likely and 85.8 (SE 0.5) either reported no suicidal ideation or that they were not at all likely to act on this ideation. Risk of suicidal ideation with high intent in the total sample was elevated among females (RR 1.9, 95% CI 1.3 - 2.7) and gender non-conforming students (RR 4.3, 95% CI 1.4 - 13.0) relative to males, black African students compared with white students (RR 3.6, 95% CI 1.9 - 7.1), students whose parents did not progress to secondary school compared with students whose parents had a university education (RR 1.6, 95% CI 1.0 - 2.5) and sexual minority students compared with heterosexual students (RR 1.9, 95% CI 1.3 - 2.6). Among students with 30-day ideation (controlling for frequency of ideation), only two of these predictors of high intent remained significant: identifying as black African (RR 2.7, 95% CI 1.4 - 5.1), and having parents with less than secondary education (RR 1.5, 95% CI 1.0 - 2.1). Scalable suicide prevention interventions are needed to reach the large number of SA students who report suicidal ideation with intent.

COVID-19 and common mental disorders among university students in South Africa

COVID-19 has had far-reaching economic, social and health consequences, with vulnerable groups disproportionally affected. Even before the COVID-19 pandemic, concern was expressed about university students’ mental health, with global data suggesting students are more vulnerable than the general population to mental disorders. Yet, it is unclear what the pandemic’s impact has been on the mental health of students in South Africa. We examined the impact of COVID-19 on first-year students at two universities in South Africa by analysing changes in the prevalence and age-of-onset of three common mental disorders (namely major depressive episode, generalised anxiety disorder, and suicidal ideation) before and during the pandemic, and comparing these to changes between 2015 and 2017. Our analysis of cross-sectional survey data collected in 2015, 2017 and 2020 shows no clear or consistent pattern of increases in prevalence of common mental disorders following the start of the pandemic. Lifetime prevalence rates of common mental disorders among students have been steadily increasing since 2015, and where increases before and during COVID-19 were observed, they are not consistently larger than increases between 2015 and 2020. No significant changes were observed in the 12-month prevalence of common mental disorders before and during COVID-19, except for an increase in prevalence of depression at one institution, and a decrease in suicidal ideation at the other. Findings suggest that in the context of ongoing adversity and disruptions on South African university campuses in recent years, COVID-19 may be just one more stressor local students face and that its impact on student mental health may not have been as marked in South Africa compared to other regions.Significance: This study is the first to explore COVID-19’s impact on university students’ mental health in South Africa, using data collected before and during the pandemic. High rates of psychopathology confirm the need for sustainable campus-based interventions to support student well-being. Rates of mental disorders among students have been increasing since 2015, and increases observed in 2020 were no larger than those observed in prior years. In the context of disruptions on university campuses in recent years, COVID-19 is just one more stressor for students, and its impact may not have been as marked in South Africa compared to other regions.

A Qualitative Exploration of Factors Influencing Non-Use of Sexual Reproductive Health Services among University Students in South Africa.

(1) Background: There is growing concern in South Africa about risky sexual behaviour, sexual transmitted infections (STIs), and unplanned pregnancy among young people. Many sexually active students engage in several risky behaviours, including sex with multiple sexual partners, low condom use, and low contraceptive use. This paper qualitatively explores factors influencing non-use of sexual reproductive health services by students at Mangosuthu University of Technology in South Africa (MUT). (2) Methods: Data was collected through 20 in-depth interviews with MUT students and subjected to inductive thematic analysis. Informed consent was obtained before all data collection. (3) Results: The main themes identified were risky sexual behaviours translating to multiple intimate partners, perceived quality of condom use, perceived benefits of contraceptives, negotiating safer sex with partners, developing a greater sense of autonomy, alcohol and drug abuse, perceived benefits of health education provided by the MUT, and lack of open communication. (4) Conclusions: The findings suggest that university students need multi-faceted interventions designed to address challenges with risky sexual behaviours including knowledge and benefits of condom and contraceptive use to prevent STIs and unwanted pregnancies, as well as providing psychosocial interventions to support these students' autonomy.

The Saving Behaviour of University Students in South Africa

The Saving Behaviour of University Students in South Africa

The Interaction Effect of Personality Traits and Gender Differences on Risky Behaviours among First-Year University Students in South Africa

This article investigates the effect of personality traits and gender differences on risky behaviours among first-year students of a South African university. A sample of three hundred and twelve (312) first-year students comprising 59.6 per cent females was selected as participants. Data were collected with a questionnaire to measure risky behaviours, personality traits, and demographic information. Collected data were subjected to statistical analysis using the statistical package for social sciences v23. Descriptive and inferential statistics were conducted. Results showed that the use of alcohol to the extent of being drunk, staying out late at night without parents’ knowledge, taking chances while doing hobbies, reckless driving, and unsafe sexual practices are prominent among the students. Agreeableness (F (1, 308) = 9.863, p <.005), and conscientiousness (F (1, 307) = 20.445, p <.001) personality traits significantly influenced risky behaviours, while there was a significant gender difference (t (310) = 6.13, p <.01) in the rate of risky behaviours among the participants. It is concluded that personality traits significantly contribute to risky behaviours. In addition, males are generally more inclined to engage in risky behaviours than females. Intervention-based research and activities to address the issue of risky behaviours among students are recommended. This study contributes to the study of risky behaviour among young persons with a reference to the context of university life in South Africa by considering gender as an important factor that contributes to risky behaviours among first-year university students.