Prestasiemotivering by studente aan die Universiteit van Wes-Kaapland.
The major objective of this study was to investigate the nature of the relationship between achievement motivation, autonomous and social achievement values, study habits and attitudes, locus of control and socio-economic status (SES) as independent variables on the one hand and the level of achievement as dependent variable on the other. The subjects were 548 second and third year social science students who were studying in seven different directions at the University of the Western Cape during 1990. The following measuring instruments were used in the investigation: The Ray-Lynn (1980) Achievement Orientation questionnaire; Strumpfer's (1975) questionnaire for the measuring of autonomous and social achievement values; Rotter's (1966) internal/external locus of control scale, as adapted by Collins (1974); The study habits and attitudes subscales of the Brown and Holtzman (1955) Survey of Study Habits and Attitudes (SSHA) questionnaire, as adapted for South African conditions; A brief biographical questionnaire The achievement criterion consisted of the average achievement point, which is constituted of a proportion of achievement obtained in continuous evaluation, and a proportion of achievement obtained in the final examination. The following findings were made: Achievement motivation plays a much smaller role in achievement than can be expected and its influence is gender specific. It explains only about 5% of the variance in the achievement of males, and non in the case of females. Academically successful and unsuccessful students could also not be distinguished from each other in terms of level of achievement motivation. The measuring instrument for achievement motivation, although valid and reliable, probably does not succeed in measuring aspects of achievement motivation which are related to a specific situation such as the academic. While social achievement value is not related to achievement, autonomous achievement value explains 4,8% of the variance in achievement of males but none in the case of females. Successful and unsuccessful students also do not differ from each other with regard to their achievement value orientation. Study habit and attitude do not differ in their ability to predict the achievement criterion and explain 4,1% and 5,3% of the variance in achievement of males respectively, but none in the case of females. Successful and unsuccessful students can be distinguished in terms of their study habits and attitudes. Socio-economic status has a differential influence on achievement. While higher SES females achieve at a higher level than low SES females, males do not differ in this regard. The subjects are predominantly internally orientated as far as locus of control characteristic is concerned. Although internal individuals display more "positive" characteristics compared to external individuals, the two groups do not, however, differ as far as level of achievement is concerned, irrespective of gender or socio-economic status. African students have a more positive attitude towards study compared to English and Afrikaans speaking, as well as bilingual (English and Afrikaans speaking) students. Females in this study are generally more homogenous than males. It is recommended that: The suitability of the average achievement point as a criterion of achievement be studied; A broad investigation be launched into practices and problems which might centre around the system of continuous evaluation at uwc, with specific reference to possible problems that students, lecturers and big departments may experience; The nature of differences which might exist between higher and low SES female, and low SES female and low SES male students be investigated; The nature of debilitating factors which affect the achievement of low SES female students be investigated; The tendency towards greater homogeneity among female influence thereof on university study; The adjustment of African students at uwc be studied with the objective of identifying factors that obstruct their academic progress