Psychosocial Factors Predicting Academic Performance of Students at a Historically Disadvantaged University

Abstract

The aim of the present study was twofold: firstly, to replicate another model proposing that psychosocial factors, such as academic motivation, self-esteem, perceived stress, academic overload, and help-seeking, predict academic performance via adjustment to university. Secondly, the study aimed to identify those psychosocial predictors most relevant for a historically disadvantaged university context. The study was conducted among 101 first- and second-year students at the University of Fort Hare. The results revealed that both the model structure, as suggested in earlier work, and some predictors could be replicated. The results also point to specifics of the university context under investigation.

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