RELATION OF SELF-CONCEPT WITH SCHOLASTIC ACHIEVEMENT OF HIGH SCHOOL PUPILS IN SOUTH AFRICA

1998 ◽  
Vol 83 (7) ◽  
pp. 1362
Author(s):  
V. I. CHERIAN
Keyword(s):  
South Africa ◽  
High School ◽  
Self Concept ◽  
Scholastic Achievement

Relation of Self-Concept with Scholastic Achievement of High School Pupils in South Africa

1998 ◽  
Vol 83 (3_suppl) ◽  
pp. 1362-1362
Author(s):  
V. I. Cherian ◽  
J. A. Moeketsi
Keyword(s):  
South Africa ◽  
High School ◽  
Self Concept ◽  
Scholastic Achievement ◽  
Northern Province ◽  
Matriculation Examination ◽  
The Relationship

In assessing the relationship between rated self-concept and scholastic achievement of 227 Grade 12 students (ages ranging from 15 to 35 years) in the Northern Province of South Africa, questionnaire scores had a Cronbach a of .81. Ratings correlated .22 with matriculation examination grades.

Sex Differences in Self-Concept among African Adolescents

1991 ◽  
Vol 73 (1) ◽  
pp. 191-194 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
College Students ◽  
South Africa ◽  
High School ◽  
Sex Differences ◽  
Self Esteem ◽  
Self Concept ◽  
Black African

To examine sex differences in self-concept among black African adolescents in Umtata, South Africa, 97 boys and girls whose mean ages were 18.0 and 17.7 yr., respectively, were drawn from St. John's College students who were in their final year of high school and were preparing for their final year and national matriculation examinations. On the Canadian Self-esteem Inventory mean scores obtained by girls and boys were not significantly different.

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

Family Integration, Achievement Values, Academic Self-Concept and Dropping Out of High School

1969 ◽  
Vol 3 (1) ◽  
pp. 68-77
Author(s):  
Michael A. Malec ◽  
Judith B. Williams ◽  
Edward Z. Dager
Keyword(s):  
High School ◽  
Self Concept ◽  
Dropping Out ◽  
Achievement Values ◽  
Family Integration

scholarly journals Gender factors associated with sexual abstinent behaviour of rural South African high school going youth in KwaZulu-Natal, South Africa

2008 ◽  
Vol 24 (3) ◽  
pp. 450-460 ◽  
Author(s):  
S. Dlamini ◽  
M. Taylor ◽  
N. Mkhize ◽  
R. Huver ◽  
R. Sathiparsad ◽  
...  
Keyword(s):  
South Africa ◽  
High School ◽  
South African ◽  
Rural South ◽  
Factors Associated ◽  
Kwazulu Natal

scholarly journals School dropout among female learners in rural Mpumalanga, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-9
Author(s):  
Prince Mokoena ◽  
Adrian D. van Breda
Keyword(s):  
South Africa ◽  
High School ◽  
Rural Community ◽  
High School Dropout ◽  
School Dropout ◽  
Drop Out ◽  
Health Policies ◽  
Dropping Out ◽  
Secondary Schooling ◽  
Out Of School

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people’s chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.

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