Abstract:

Between 1948 and 1994, South Africa was ruled by a racial segregationist policy and law, known as the “apartheid” system. Following the fall of apartheid and the establishment of a democratic government in 1994, reforms in education policy have allowed significantly greater access to higher education for previously disadvantaged groups. Academic success rates among students have however been a rising concern in South Africa. Research has suggested that up to 35% of students drop out of university after their first year of study, with up to 20% dropping out after their second year. This study was aimed at gaining a greater understanding around the factors that affect academic performance amongst South African students, which could allow targeted and tailored intervention and support strategies in tertiary institutions.

The study consisted of a cross-sectional survey administered electronically to 482 undergraduate students at a South African university. The survey consisted of an elaborate demographic questionnaire measuring a broad range of demographic variables; the Multi-dimensional Scale of Perceived Social Support measuring overall social support as well as social support from family, significant others, and friends; the General Health Questionnaire measuring overall psychological distress as well as anxiety, social dysfunction, and loss of confidence; and the General Self-efficacy Scale, measuring self-efficacy. In addition, academic performance information was collected.

Statistical analysis will be focused on obtaining descriptive and inferential statistics including multivariate analysis of variance, correlations, and regression analyses.

Keywords:

Academic performance, academic success, throughput, attrition, demographic variables, social variables, psychological variables.