A frustrated undergraduate student asked me in 2012: “Why is writing a paper at university so incredibly difficult?” It is only now, six years later, upon reading this excellent book that I feel fully equipped as a higher education professional to answer this age-old question in an informed and comprehensive manner. Certainly other higher education scholars and practitioners will similarly find the book of immense value to their work. It also provides an understanding of some of the complexity of academic reading and writing processes, particularly so in the South African context where lack of proficiency in English is seen as a barrier to student success. It is for this reason that this book is a most welcome addition to South African theory and pedagogy in the teaching and learning space. There is a need in South Africa to begin a truly national conversation about writing and this book would serve as a useful anchor for this type of conversation.
{"title":"Clarence, S. & Dyson, L. (Eds.). (2017). Writing Centres in Higher Education: Working in and across disciplines. Stellenbosch, South Africa: African Sun Media","authors":"A. Nyar","doi":"10.24085/JSAA.V6I2.3315","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3315","url":null,"abstract":"A frustrated undergraduate student asked me in 2012: “Why is writing a paper at university so incredibly difficult?” It is only now, six years later, upon reading this excellent book that I feel fully equipped as a higher education professional to answer this age-old question in an informed and comprehensive manner. Certainly other higher education scholars and practitioners will similarly find the book of immense value to their work. It also provides an understanding of some of the complexity of academic reading and writing processes, particularly so in the South African context where lack of proficiency in English is seen as a barrier to student success. It is for this reason that this book is a most welcome addition to South African theory and pedagogy in the teaching and learning space. There is a need in South Africa to begin a truly national conversation about writing and this book would serve as a useful anchor for this type of conversation.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89268745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quality enhancement in student affairs is an integral part of professional practice, and its documentation and reflective evaluation are important in the ongoing professionalisation of student affairs in Africa. This article proposes a way of conceptualising a reflective scholarship of practice in student affairs in Africa and method to conduct reflective practice studies to build a relevant knowledge base. Based on this methodology, it then analyses a student affairs quality enhancement review at a South African university in detail, showing its conceptualisation and implementation, and reflecting on its outcomes. The article thus provides evidence of a ‘home-grown’, ‘activist’ QE review that focuses on key issues in the South African context and the context of the case university: the professionalisation of student affairs, the co‑curriculum, and social justice models such as participatory parity, universal design for learning, and student engagement.
{"title":"Quality Enhancement in Student Affairs and Social Justice: A Reflective Case Study from South Africa","authors":"T. Luescher","doi":"10.24085/JSAA.V6I2.3310","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3310","url":null,"abstract":"Quality enhancement in student affairs is an integral part of professional practice, and its documentation and reflective evaluation are important in the ongoing professionalisation of student affairs in Africa. This article proposes a way of conceptualising a reflective scholarship of practice in student affairs in Africa and method to conduct reflective practice studies to build a relevant knowledge base. Based on this methodology, it then analyses a student affairs quality enhancement review at a South African university in detail, showing its conceptualisation and implementation, and reflecting on its outcomes. The article thus provides evidence of a ‘home-grown’, ‘activist’ QE review that focuses on key issues in the South African context and the context of the case university: the professionalisation of student affairs, the co‑curriculum, and social justice models such as participatory parity, universal design for learning, and student engagement.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79935487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Southern African Federation for Student Affairs and Services (SAFSAS) held its bi‑annual Southern African Summit in Durban, KwaZulu-Natal, from 26–27 November 2018. The SAFSAS Summit 2018 provided a platform where key role players discussed the latest developments in student support and services, student life and the student experience. The Summit provided theoretical papers, keynote address by Prof. Yunis Ballim, vicechancellor and principal: Sol Plaatje University, and a presentation by Ms Thandi Lewin of the Department of Higher Education and Training (DHET).
{"title":"SAFSAS Summit 2018: Looking Back, Looking Forward: Understanding Our Space In and Role In the New Normal","authors":"Saloschini Pillay, Birgit Schreiber, Sibusiso Chalufu","doi":"10.24085/jsaa.v6i2.3314","DOIUrl":"https://doi.org/10.24085/jsaa.v6i2.3314","url":null,"abstract":"The Southern African Federation for Student Affairs and Services (SAFSAS) held its bi‑annual Southern African Summit in Durban, KwaZulu-Natal, from 26–27 November 2018. The SAFSAS Summit 2018 provided a platform where key role players discussed the latest developments in student support and services, student life and the student experience. The Summit provided theoretical papers, keynote address by Prof. Yunis Ballim, vicechancellor and principal: Sol Plaatje University, and a presentation by Ms Thandi Lewin of the Department of Higher Education and Training (DHET).","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88248531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tiki Ayiku, Lisa Bardill-Moscaritolo, S. Gordon, Brett Perozzi, Birgit Schreiber
The International Association of Student Affairs and Services (IASAS) and NASPA Student Affairs Administrators in Higher Education have collaborated over the past decade on a biennial basis, sponsoring the Global Summit on Student Affairs and Services. In the past, the Summit has taken place in Washington, D.C.; Rome, Italy; and Cape Town, South Africa.
{"title":"IASAS NASPA: 4th Global Summit on Student Affairs and Services","authors":"Tiki Ayiku, Lisa Bardill-Moscaritolo, S. Gordon, Brett Perozzi, Birgit Schreiber","doi":"10.24085/JSAA.V6I2.3313","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3313","url":null,"abstract":"The International Association of Student Affairs and Services (IASAS) and NASPA Student Affairs Administrators in Higher Education have collaborated over the past decade on a biennial basis, sponsoring the Global Summit on Student Affairs and Services. In the past, the Summit has taken place in Washington, D.C.; Rome, Italy; and Cape Town, South Africa.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81016107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two themes define this issue of the Journal of Student Affairs in Africa: student well‑being, and the provision of quality Student Affairs services. The themes of student well‑being in general, and mental health in particular, have become prominent in higher education in recent years, and Student Affairs is implicated in the solutions. In this issue, a more systemic approach – with less hyperbolic and reductionist notions – is put forward to illuminate not only the incidences, but also the contributing factors to student mental health and well‑being along with its correlates in academic achievement and recommendations for intervention. The articles in this group cover the topic broadly and inclusively across the fully student lifecycle and from different theoretical, methodological and empirical standpoints.
{"title":"Towards Student Well‑being and Quality Services in Student Affairs in Africa","authors":"T. Luescher, Birgit Schreiber, Teboho Moja","doi":"10.24085/JSAA.V6I2.3317","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3317","url":null,"abstract":"Two themes define this issue of the Journal of Student Affairs in Africa: student well‑being, and the provision of quality Student Affairs services. The themes of student well‑being in general, and mental health in particular, have become prominent in higher education in recent years, and Student Affairs is implicated in the solutions. In this issue, a more systemic approach – with less hyperbolic and reductionist notions – is put forward to illuminate not only the incidences, but also the contributing factors to student mental health and well‑being along with its correlates in academic achievement and recommendations for intervention. The articles in this group cover the topic broadly and inclusively across the fully student lifecycle and from different theoretical, methodological and empirical standpoints.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73690864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study sought to examine the relationship between optimism and general health amongst unemployed graduates in Zimbabwe. Most of the studies on unemployment have focused on job loss but this study is based on failure to get employment after graduating with a university degree in a resource-constrained environment. One hundred and twelve (112) graduates were selected using non-probability sampling methods. A self-administered questionnaire was used to collect data and the Statistical Package for Social Sciences (SPSS) was utilised to analyse data. Age and period after graduation were found to be negatively related to both general health and optimism amongst the unemployed graduates. Overall optimism and general health were found to be inversely related. The study calls for the need for psychological interventions for unemployed graduates in Zimbabwe.
{"title":"Psychological Health and Optimism amongst Unemployed Graduates in Zimbabwe","authors":"J. Mutambara, Tinashe R. Makanyanga, P. Mudhovozi","doi":"10.24085/JSAA.V6I2.3308","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3308","url":null,"abstract":"The study sought to examine the relationship between optimism and general health amongst unemployed graduates in Zimbabwe. Most of the studies on unemployment have focused on job loss but this study is based on failure to get employment after graduating with a university degree in a resource-constrained environment. One hundred and twelve (112) graduates were selected using non-probability sampling methods. A self-administered questionnaire was used to collect data and the Statistical Package for Social Sciences (SPSS) was utilised to analyse data. Age and period after graduation were found to be negatively related to both general health and optimism amongst the unemployed graduates. Overall optimism and general health were found to be inversely related. The study calls for the need for psychological interventions for unemployed graduates in Zimbabwe.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82189273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Do we really know who our students are as they enter university? This was the question that the Faculty of Humanities at the University of the Witwatersrand was grappling with. In response, the Humanities’ Teaching and Learning Unit compiled a registration survey for first‑year students to complete that gives an overview of who our incoming students are. The characteristics surveyed include students’ demographic and personal variables, such as the regions they came from, parental and support influences, time demands, financial and technology considerations, motivation for attending university, reading frequency, and interests. The purpose of the survey was two‑fold: firstly, to understand who our students are in terms of their background; and, secondly, to proactively determine what factors potentially place them at risk academically so that the Teaching and Learning Unit could identify, and direct students to or implement support mechanisms to assist them. This article reflects on the survey that was conducted in 2015 and 2016 and rather than report on the findings of the survey, looks at how the survey and the “survey practice” adopted can be improved. The aim of this article is to reflect on the process used by the Humanities Teaching and Learning Unit to implement and improve a survey to determine different factors that potentially place first‑year students at risk. Reflecting on this process, as opposed to reporting on the results of the survey, is important because it contributes to an action research process where future praxis is informed by reflection on previous action. This process is helpful to identify survey questions and administration that can be improved so as to gain more accurate data, as well as to identify proactive interventions that can be implemented to address risk factors students present and support students to be successful in their studies.
当学生进入大学时，我们真的知道他们是谁吗?这是威特沃特斯兰德大学(University of the Witwatersrand)人文学院一直在努力解决的问题。作为回应，人文学科的教学和学习部门为一年级学生编制了一份注册调查，让他们完成调查，大致了解我们的新学生是谁。调查的特征包括学生的人口统计和个人变量，如他们来自的地区、父母和支持的影响、时间需求、经济和技术考虑、上大学的动机、阅读频率和兴趣。调查的目的有两个:首先，了解我们学生的背景;其次，主动确定哪些因素可能使他们在学业上面临风险，以便教与学组能够识别，并指导学生或实施支持机制来帮助他们。本文对2015年和2016年进行的调查进行了反思，而不是对调查结果进行报告，而是着眼于如何改进调查和采用的“调查实践”。本文的目的是反思人文学科教学部门实施和改进调查的过程，以确定可能使一年级学生面临风险的不同因素。反思这一过程，而不是报告调查结果，是很重要的，因为它有助于行动研究过程，在行动研究过程中，对以往行动的反思为未来的实践提供了信息。这一过程有助于确定可以改进的调查问题和管理，以获得更准确的数据，并确定可以实施的主动干预措施，以解决学生存在的风险因素，并支持学生在学业上取得成功。
{"title":"Who Are Our First‑Year At‑Risk Humanities Students? A Reflection on a First‑Year Survey Administered by the Wits Faculty of Humanities Teaching and Learning Unit in 2015 and 2016","authors":"Genevieve Hundermark","doi":"10.24085/JSAA.V6I2.3311","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.3311","url":null,"abstract":"Do we really know who our students are as they enter university? This was the question that the Faculty of Humanities at the University of the Witwatersrand was grappling with. In response, the Humanities’ Teaching and Learning Unit compiled a registration survey for first‑year students to complete that gives an overview of who our incoming students are. The characteristics surveyed include students’ demographic and personal variables, such as the regions they came from, parental and support influences, time demands, financial and technology considerations, motivation for attending university, reading frequency, and interests. The purpose of the survey was two‑fold: firstly, to understand who our students are in terms of their background; and, secondly, to proactively determine what factors potentially place them at risk academically so that the Teaching and Learning Unit could identify, and direct students to or implement support mechanisms to assist them. This article reflects on the survey that was conducted in 2015 and 2016 and rather than report on the findings of the survey, looks at how the survey and the “survey practice” adopted can be improved. The aim of this article is to reflect on the process used by the Humanities Teaching and Learning Unit to implement and improve a survey to determine different factors that potentially place first‑year students at risk. Reflecting on this process, as opposed to reporting on the results of the survey, is important because it contributes to an action research process where future praxis is informed by reflection on previous action. This process is helpful to identify survey questions and administration that can be improved so as to gain more accurate data, as well as to identify proactive interventions that can be implemented to address risk factors students present and support students to be successful in their studies.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82453327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacob Zuma chose to mark the Day of Reconciliation by reaching out to protesting students and promising free higher education, an unsurprising but contentious move. That act spurred me to finish reading As by Fire, Jonathan Jansen’s analysis of the responses of South African university vice-chancellors to the #RhodesMustFall and #FeesMustFall (and associated) movements. By pure chance, I happened to be on the UCT campus on 9 March 2015, the day Chumani Maxwele decided to douse the statue of Cecil John Rhodes in excrement, kicking off a protest movement that called not only for the removal of the offensive statue, but for a removal of the hostile organisational climate that many black students felt permeated UCT and other Historically White Universities (HWUs).
雅各布•祖马(Jacob Zuma)选择通过接触抗议学生并承诺免费高等教育来纪念和解日，这一举动并不令人意外，但却引发了争议。这一举动促使我读完了乔纳森·詹森(Jonathan Jansen)对南非大学副校长们对#RhodesMustFall和#FeesMustFall(及相关)运动的反应的分析。2015年3月9日，我碰巧在UCT校园里，那天Chumani Maxwele决定将塞西尔·约翰·罗兹(Cecil John Rhodes)的雕像倒在粪便中，这引发了一场抗议运动，不仅要求拆除这座令人反感的雕像，而且要求消除许多黑人学生感到弥漫在UCT和其他传统白人大学(HWUs)中的敌对组织氛围。
{"title":"Jansen, J. (2017). As By Fire: The End of the South African University. Pretoria, South Africa: Tafelberg Publishers","authors":"Vicki Trowler","doi":"10.24085/jsaa.v6i2.3316","DOIUrl":"https://doi.org/10.24085/jsaa.v6i2.3316","url":null,"abstract":"Jacob Zuma chose to mark the Day of Reconciliation by reaching out to protesting students and promising free higher education, an unsurprising but contentious move. That act spurred me to finish reading As by Fire, Jonathan Jansen’s analysis of the responses of South African university vice-chancellors to the #RhodesMustFall and #FeesMustFall (and associated) movements. By pure chance, I happened to be on the UCT campus on 9 March 2015, the day Chumani Maxwele decided to douse the statue of Cecil John Rhodes in excrement, kicking off a protest movement that called not only for the removal of the offensive statue, but for a removal of the hostile organisational climate that many black students felt permeated UCT and other Historically White Universities (HWUs).","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82570270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this article is to reflect upon the relationships amongst health, disadvantage, educational opportunities, and higher education access and success. This is a reflective article taken from the literature review of a doctoral study on the relationship between health, access to, and success within, higher education. The importance of health in education and the practical implementation of programmes resulting in enhanced health and academic success amongst higher education students is reviewed. Literature for the doctoral study on which this reflection was based was sourced predominantly from Pub-Med Central, the U.S. National Institute of Health National Library of Medicine and The South African South-East Academic Library Services. From this discussion, the rationale for a holistic health promotion programme within the higher education setting, for students from socioeconomically deprived backgrounds, is given. The problem of educational failure of students from socioeconomically disadvantaged backgrounds in higher education could be lessened by instituting a holistic health promotion programme within the first year of study. Evidence suggests that such a programme would have both health and educational advantages.
{"title":"Holistic Health, Disadvantage, Higher Education Access and Success: A Reflection","authors":"A. Morris-Paxton, J. V. Lingen, D. Elkonin","doi":"10.24085/jsaa.v6i2.3312","DOIUrl":"https://doi.org/10.24085/jsaa.v6i2.3312","url":null,"abstract":"The objective of this article is to reflect upon the relationships amongst health, disadvantage, educational opportunities, and higher education access and success. This is a reflective article taken from the literature review of a doctoral study on the relationship between health, access to, and success within, higher education. The importance of health in education and the practical implementation of programmes resulting in enhanced health and academic success amongst higher education students is reviewed. Literature for the doctoral study on which this reflection was based was sourced predominantly from Pub-Med Central, the U.S. National Institute of Health National Library of Medicine and The South African South-East Academic Library Services. From this discussion, the rationale for a holistic health promotion programme within the higher education setting, for students from socioeconomically deprived backgrounds, is given. The problem of educational failure of students from socioeconomically disadvantaged backgrounds in higher education could be lessened by instituting a holistic health promotion programme within the first year of study. Evidence suggests that such a programme would have both health and educational advantages.","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75146081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main purpose of the study was examining the correlations of emotional intelligence, academic help-seeking behaviour, and psychological help-seeking behaviour on students’ academic achievement in Woldia College of Teacher Education (WCTE), Woldia, Ethiopia. The participants were 283 first‑year regular diploma students (179 males and 104 females) of the college in the academic year of 2015/2016. The study employed a quantitative approach which followed correlation design involving four instruments to collect data for the study: Emotional Intelligence Questionnaire, Academic Help-Seeking Behaviour Questionnaire, Psychological Help-Seeking Behaviour Questionnaire, and Cumulative Grade Point Average (CGPA). The reliability statistics for Emotional Intelligence, Academic Help-Seeking Behaviour and Psychological Help-Seeking Behaviour Questionnaires showed Cronbach Coefficient Alpha of 0.856, 0.882, and 0.873 respectively. To answer the research questions raised in the study, descriptive statistics such as mean and standard deviation and Pearson product-moment analysis, as well as inferential statistics such as independent sample t‑test, multiple regression tests, and beta coefficients were conducted. The Pearson correlation analysis reported the following findings: (1) emotional intelligence, academic help-seeking behaviour and, psychological help-seeking behaviour had a significant positive correlation with students’ academic achievement; (2) emotional intelligence and academic help-seeking behaviour had a positive but not significant correlation with each other; (3) however, emotional intelligence was negatively but not significantly correlated with psychological help-seeking behaviour. The multiple regression analysis showed that there was a significant contribution of emotional intelligence, academic help-seeking behaviour and psychological help-seeking behaviour to the total variance of academic achievement (R2 = 0.383, F = 24.789, P < 0.05). The beta coefficients revealed that the independent contributions of independent variables of the study to the total variance of academic achievement were found to be emotional intelligence (22.0248%, which is 57.4634% of the total R2, which was 0.383), academic help-seeking behaviour (11.861%, which is 30.9457% of the total R2, which was 0.383, and psychological help-seeking behaviour (4.4426%, which is 11.5908% of the total R2, which was 0.383) respectively. The independent sample t‑test reported that there were significant gender differences in students’ emotional intelligence and psychological help-seeking behaviour. The gender differences in academic help-seeking behaviour and academic achievement were not statistically significant. Finally, it was recommended that parents, instructors, counsellors, and administrative bodies should work on promoting students’ emotional intelligence and developing students’ help-seeking behaviours (academic and psychological help-seeking behaviours) to enhance acade
本研究的主要目的是考察埃塞俄比亚沃尔迪亚教师教育学院(WCTE)学生情绪智力、学业求助行为和心理求助行为与学业成绩的相关性。研究对象为学院2015/2016学年一年级普通文凭生283人(男179人，女104人)。本研究采用定量方法，采用相关设计，采用情绪智力问卷、学业求助行为问卷、心理求助行为问卷和累积平均绩点(CGPA)四种工具收集研究数据。情绪智力、学业求助行为和心理求助行为问卷的信度统计结果显示，Cronbach系数Alpha分别为0.856、0.882和0.873。为了回答研究中提出的研究问题，我们进行了均值和标准差、Pearson积差分析等描述性统计，以及独立样本t检验、多元回归检验、beta系数等推理统计。Pearson相关分析发现:(1)情绪智力、学业求助行为和心理求助行为与学生学业成绩呈显著正相关;(2)情绪智力与学业求助行为呈显著正相关，但不显著相关;(3)情绪智力与心理求助行为呈负相关，但不显著相关。多元回归分析显示，情绪智力、学业求助行为和心理求助行为对学业成绩总方差有显著贡献(R2 = 0.383, F = 24.789, P < 0.05)。beta系数显示，本研究自变量对学业成绩总方差的独立贡献分别为情绪智力(22.0248%，占总R2的57.4634%，为0.383)、学业求助行为(11.861%，占总R2的30.9457%，为0.383)和心理求助行为(4.4426%，占总R2的11.5908%，为0.383)。独立样本t检验报告，学生的情绪智力和心理求助行为存在显著的性别差异。学业求助行为和学业成绩的性别差异无统计学意义。最后，建议家长、辅导员、辅导员和行政机构应努力提高学生的情商，培养学生的求助行为(学业和心理求助行为)，以提高学生在WCTE的学业成绩。
{"title":"First‑Year College Students’ Emotional Intelligence and Help-Seeking Behaviours as Correlates of their Academic Achievement","authors":"Melese Astatke","doi":"10.24085/JSAA.V6I2.2515","DOIUrl":"https://doi.org/10.24085/JSAA.V6I2.2515","url":null,"abstract":"The main purpose of the study was examining the correlations of emotional intelligence, academic help-seeking behaviour, and psychological help-seeking behaviour on students’ academic achievement in Woldia College of Teacher Education (WCTE), Woldia, Ethiopia. The participants were 283 first‑year regular diploma students (179 males and 104 females) of the college in the academic year of 2015/2016. The study employed a quantitative approach which followed correlation design involving four instruments to collect data for the study: Emotional Intelligence Questionnaire, Academic Help-Seeking Behaviour Questionnaire, Psychological Help-Seeking Behaviour Questionnaire, and Cumulative Grade Point Average (CGPA). The reliability statistics for Emotional Intelligence, Academic Help-Seeking Behaviour and Psychological Help-Seeking Behaviour Questionnaires showed Cronbach Coefficient Alpha of 0.856, 0.882, and 0.873 respectively. To answer the research questions raised in the study, descriptive statistics such as mean and standard deviation and Pearson product-moment analysis, as well as inferential statistics such as independent sample t‑test, multiple regression tests, and beta coefficients were conducted. The Pearson correlation analysis reported the following findings: (1) emotional intelligence, academic help-seeking behaviour and, psychological help-seeking behaviour had a significant positive correlation with students’ academic achievement; (2) emotional intelligence and academic help-seeking behaviour had a positive but not significant correlation with each other; (3) however, emotional intelligence was negatively but not significantly correlated with psychological help-seeking behaviour. The multiple regression analysis showed that there was a significant contribution of emotional intelligence, academic help-seeking behaviour and psychological help-seeking behaviour to the total variance of academic achievement (R2 = 0.383, F = 24.789, P < 0.05). The beta coefficients revealed that the independent contributions of independent variables of the study to the total variance of academic achievement were found to be emotional intelligence (22.0248%, which is 57.4634% of the total R2, which was 0.383), academic help-seeking behaviour (11.861%, which is 30.9457% of the total R2, which was 0.383, and psychological help-seeking behaviour (4.4426%, which is 11.5908% of the total R2, which was 0.383) respectively. The independent sample t‑test reported that there were significant gender differences in students’ emotional intelligence and psychological help-seeking behaviour. The gender differences in academic help-seeking behaviour and academic achievement were not statistically significant. Finally, it was recommended that parents, instructors, counsellors, and administrative bodies should work on promoting students’ emotional intelligence and developing students’ help-seeking behaviours (academic and psychological help-seeking behaviours) to enhance acade","PeriodicalId":32008,"journal":{"name":"Journal of Student Affairs in Africa","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79199778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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