"Role of non-cognitive variables in learner performance among disadvantaged learners"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Role of non-cognitive variables in learner performance among disadvantaged learners |
| 2. | Creator | Author's name, affiliation, country | Dirk Jacobus Pretorius; Department of Industrial Psychology, Faculty of Economic and Management Sciences, Stellenbosch University, Stellenbosch, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Michelle Jäckel-Visser; Department of Industrial Psychology, Faculty of Economic and Management Sciences, Stellenbosch University, Stellenbosch, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Dirk Johannes Malan; Department of Industrial Psychology, Faculty of Economic and Management Sciences, Stellenbosch University, Stellenbosch, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | disadvantaged learners; learning performance; non-cognitive variables; secondary school; South Africa; Western Cape |
| 4. | Description | Abstract | We acknowledge the existing educational inequalities that South Africa faces as a result of differences in developmental and equal educational opportunities. The aim with this study was to investigate the role of non-cognitive learning performance variables that affect the learning performance and success of secondary-school learners. Data were collected from a sample of 395 Grade 9 learners. The proposed learning performance structural model was empirically evaluated by using various instruments and was analysed by means of structural equation modelling. The results indicate statistically significant positive relationships between learning performance and cognitive engagement, learning performance and grit, cognitive engagement and conscientiousness, grit and learning motivation, grit and cognitive engagement, learning motivation and parental quality, learning motivation and tenacity, learning motivation and cognitive engagement, and conscientiousness and resilience. Both tenacity and parental quality acted as moderators of the relationship between environmental unfavourableness and cognitive engagement. The selection of variables was more effective in explaining variance in cognitive engagement than in learning performance. The results of the study could be used to facilitate cognitive engagement as a pivotal variable in learning success among secondary-school learners. https://doi.org/10.15700/saje.v44n1a2374 ORCiD iDs of authors: Dirk Jacobus Pretorius – https://orcid.org/0000-0002-0959-0866 Michelle Jäckel-Visser – https://orcid.org/0000-0002-7057-9201 Dirk Johannes Malan - https://orcid.org/0000-0002-5057-4462 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2024-04-12 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/2374 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 44, No 1 (2024) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |