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Evaluation of hope, courage, and love of learning as predictors of academic performance
Thesis (MCom)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867614042604961792 |
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| access_status_str | Open Access |
| author | Klue, Chevonne |
| author2 | Goosen, Susan |
| author_browse | Goosen, Susan Klue, Chevonne |
| author_facet | Goosen, Susan Klue, Chevonne |
| author_sort | Klue, Chevonne |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MCom)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/127328 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:45:45.384Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/127328 Evaluation of hope, courage, and love of learning as predictors of academic performance Klue, Chevonne Goosen, Susan Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology. Prediction of scholastic success Motivation in education Personality and academic achievement Academic achievement UCTD Thesis (MCom)--Stellenbosch University, 2023. ENGLISH SUMMARY: Poverty, inequality, youth unemployment, and skills deficiency are four major challenges adversely affecting South Africa (Mubangizi, 2021). In addition, inadequate education systems and resources present further hurdles to disadvantaged students in meeting the strict entrance requirements of most universities. This, in turn, influences the employment opportunities of these individuals in the open labour market. Nevertheless, there are individuals who have utilised their specific character strengths to face situations of hardship and still succeeded (Peterson & Seligman, 2004). Non-cognitive constructs, such as character strengths, may add additional predictive value to that of cognitive ability (Akos & Kretchmar, 2017). This study aimed to examine the relationship between disadvantaged students’ levels of hope, courage (i.e., bravery, perseverance, zest, and honesty), love of learning and academic performance, whilst considering previous academic marks. This study utilised a cross-sectional research design with a convenience sample of N = 231 NSFAS students from the University of Stellenbosch. The VIA-120 measurement instrument was included in an online questionnaire to assess the relevant non-cognitive variables. Partial Least Squares Structural Equation Modelling (PLS-SEM) results supported three (3) of the six (6) hypothesised relationships. The findings of this research indicate that perseverance, love of learning, and matric average results individually have a direct positive relationship with academic performance. Considering the results of the current study, this research proposes that universities in South Africa should consider adapting their current admissions models to include both cognitive (i.e., matric average results) and non-cognitive (i.e., perseverance and love of learning) constructs. An amended admission model may provide the necessary support or encouragement for individuals from disadvantaged backgrounds to continue with higher education. It is thought that this amended model may bring about ongoing positive change in the South African educational and employment situation. This study concludes by recommending that schools and universities adopt approaches which allow for individuals to develop and build on their character strengths. AFRIKAANSE OPSOMMING: Armoede, ongelykheid, werkloosheid onder die jeug, en vaardigheidstekorte is die vier groot uitdagings wat Suid Afrika nadelig affekteer (Mubangizi, 2021). Gevolglik veroorsaak ongenoegsame onderrigsisteme en hulpbronne addisionele struikelblokke vir benadeelde studente om te voldoen aan die streng keuringsvereistes van meeste universiteite. Dus, word hierdie studente se kanse om werk te kry in die openbare arbeidsmark geaffekteer. Daar is egter individue met spesifieke karakterkragte wat hul situasies van swaarkry verduur en steeds sukses behaal (Peterson & Seligman, 2004). Deur nie-kognitiewe konstrukte gesamentlik met kognitiewe konstrukte in ag te neem, word addisionele waarde moontlik voorspel (Akos & Kretchmar, 2017). Die doel van hierdie studie was om die verhouding tussen akademiese prestasie en benadeelde studente se vlakke van hoop, moed (dapperheid, deursettingsvermoe, energie / entoesiasme, en eerlikheid) en liefde vir leer te ondersoek, terwyl vorige akademiese punte steeds in ag geneem word. ‘n Deursnee-navorsingsontwerp met ‘n gerieflikheidsteekproef van N = 231 NSFAS studente van die Universiteit van Stellenbosch is gebruik in die studie. Die voorgenoemde nie-kognitiewe veranderlikes was deur die VIA-120 meetinstrument getoets in ‘n aanlyn vraelys. Die resultate van PLS-SEM analises het drie (3) uit die ses (6) hipoteses ondersteun. Die bevindinge van die navorsing dui daarop dat deursettingsvermoe, liefde vir leer en matriek gemiddelde punte elk positiewe verwantskappe met akademiese prestasie het. Gegewe die resultate van die huidige navorsing, moet universiteite in Suid Afrika dit oorweeg om hul huidige universiteit keuringsmodel aan te pas om beide kognitiewe (matriek gemiddelde punte) en nie-kognitiewe (deursettingsvermoe en liefde vir leer) konstrukte in te sluit. ‘n Alternatiewe universiteitstoelatingsmodel kan moontlik vir benadeelde studente die nodige ondersteuning of aanmoediging bied om voort te gaan met verdere studies wat kan lei tot positiewe veranderinge in Suid Afrika se situasie. Hierdie studie sluit af met voorstelle vir skole en universiteite om benaderings aan te neem wat individue se karakterkragte ontwikkel en versterk. Masters 2023-03-06T11:39:19Z 2023-05-18T07:16:20Z 2023-03-06T11:39:19Z 2023-05-18T07:16:20Z 2023-03 Thesis http://hdl.handle.net/10019.1/127328 en_ZA Stellenbosch University 124 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Prediction of scholastic success Motivation in education Personality and academic achievement Academic achievement UCTD Klue, Chevonne Evaluation of hope, courage, and love of learning as predictors of academic performance |
| title | Evaluation of hope, courage, and love of learning as predictors of academic performance |
| title_full | Evaluation of hope, courage, and love of learning as predictors of academic performance |
| title_fullStr | Evaluation of hope, courage, and love of learning as predictors of academic performance |
| title_full_unstemmed | Evaluation of hope, courage, and love of learning as predictors of academic performance |
| title_short | Evaluation of hope, courage, and love of learning as predictors of academic performance |
| title_sort | evaluation of hope courage and love of learning as predictors of academic performance |
| topic | Prediction of scholastic success Motivation in education Personality and academic achievement Academic achievement UCTD |
| url | http://hdl.handle.net/10019.1/127328 |
| work_keys_str_mv | AT kluechevonne evaluationofhopecourageandloveoflearningaspredictorsofacademicperformance |