skip to content
Effects of Identity Processing Styles on Academic Achievement of First Year University Students
ClosePreview this item

Effects of Identity Processing Styles on Academic Achievement of First Year University Students

Author: Joseph Seabi; Jarrod Payne
Publisher: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Edition/Format: Article Article : English
Publication:International Journal of Educational Management, v27 n3 p311-322 2013
  Peer-reviewed
Other Databases: WorldCat
Summary:
Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university students. This study also explored the composition of students according  Read more...
Getting this item's online copy... Getting this item's online copy...

Find a copy in the library

Getting this item's location and availability... Getting this item's location and availability...

WorldCat

Find it in libraries globally
Worldwide libraries own this item

Details

Document Type: Article
All Authors / Contributors: Joseph Seabi; Jarrod Payne
ISSN:0951-354X
Language Note: English
Unique Identifier: 854573995
Awards:
Description: 12

Abstract:

Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university students. This study also explored the composition of students according to their identity processing styles, to determine the predominant identity style. Design/methodology/approach: A non-experimental ex post facto research design was employed. A non-probability purposive sampling was used to select 430 first-year university students with an average age of 18.94. Findings: The findings generally revealed a non-significant relationship between identity processing styles (normative, diffuse-avoidant, informational) and academic achievement. However, the informational-oriented students performed significantly better than diffuse-avoidant group on academic achievement. Although comparable, most of the participants were located within the lower level of identity development (i.e. diffuse-avoidant processing style), while those with mature sophisticated identity development (i.e. informational) were underrepresented. Originality/value: This study makes novel contributions to the literature, especially related to the South African context, in view of the fact that most studies conducted in this area have been implemented in developed countries. It also provides insights regarding usage of the Identity Style Inventory in relation to the cultural orientation of South Africa. (Contains 3 tables and 1 note.)
Retrieving notes about this item Retrieving notes about this item

Reviews

User-contributed reviews

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.