| dc.description.abstract | In this study the role played by self-appraisal, support appraisal and family appraisal in
coping with adjustment to university was examined. The transition from high school to
university is a change that many students experience with considerable difficulty. They
are expected to adjust to the academic, social, personal and institutional demands of the
university environment. In South Africa many historically disadvantaged students are
pursuing a tertiary education and are expected to perform academically not only to secure
a continued place at a tertiary institution but also to secure themselves a place in the
competitive job market post university. While students do experience stress as a result of
the demands of university life, they are able to cope and adjust due to either having a
positive appraisal of themselves or the support they receive from family and others. Two
hundred and seven first-year students, drawn from two faculties at the University of the
Western Cape (UWC) completed the Student Adaptation to College Questionnaire
(SACQ) (Baker & Siryk, 1989). This questionnaire assessed student's self-reported
appraisal of the effectiveness with which he or she was adapting to university. The
Fortitude Questionnaire (FORQ) (Pretorius, 1998) was utilised to assess the student's
appraisal of themselves, support from the family and support received from others. A
questionnaire eliciting demographic information was also completed by students. Results
of the study indicated that a positive self-appraisal was a significant predictor of
adjustment to university across all dimensions namely; academic, social, personalemotional
and institutional attachment. Additionally, positive support appraisal was a
predictor of social adjustment to university. | en_US |
