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dc.contributor.authorViljoen, C.
dc.contributor.authorDeacon, E.
dc.date.accessioned2014-11-04T12:18:22Z
dc.date.available2014-11-04T12:18:22Z
dc.date.issued2013
dc.identifier.citationViljoen, C. & Deacon, E. 2013. Factors influencing first–year students intention to stay on at an educational institution. South African journal of higher education, 27(1):239-262. [http://www.sajhe.org.za/]en_US
dc.identifier.issn1011-3487
dc.identifier.issn1753-5913
dc.identifier.urihttp://hdl.handle.net/10394/12162
dc.description.abstractThe aim of this study was to identify whether social support, academic fit, the psychological conditions of meaningfulness and availability, and engagement can predict first-year students’ intention to stay on at an educational institution. A quantitative, cross-sectional design was used to achieve the specific research objectives, making use of a convenience sample (N = 304). The measuring instruments were based on the Multidimensional Scale of Perceived Social Support, the Psychological Conditions Scale, the Academic Fit Scale, the Work Engagement Scale, and the Intention to Leave Scale. The results indicated that social support had direct and indirect effects (via academic fit) on students’ intention to stay, as did academic fit, the psychological conditions of meaningfulness and availability, and engagement. The findings of the study emphasise the importance of helping students to fit into the academic environment; choose the right career; and receive sufficient social support to ensure that they stay on at an academic institution and complete their studies
dc.description.urihttp://reference.sabinet.co.za/sa_epublication/high
dc.languageen
dc.publisherHESA / Unisa Press
dc.subjectSocial support
dc.subjectAcademic fit
dc.subjectPsychological conditions of meaningfulness and availability
dc.subjectEngagement
dc.subjectIntention to stay
dc.subjectFirst-year students
dc.titleFactors influencing first–year students intention to stay on at an educational institutionen_US
dc.typeArticle
dc.contributor.researchID10857729 - Deacon, Elmari


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