A Self-regulatory Perspective on Commitment in Academic and Interpersonal Contexts

Human-Vogel, Salomé

doi:10.1007/978-94-007-6368-5_24

Cited by 10 publications

(12 citation statements)

References 52 publications

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“…We examined whether self-efficacy and academic commitment predicts academic achievement within a self-regulatory framework and described whether identity-relevant commitment as imposes constraints on, and influences goal-and task-related commitments. Our study contributes to the growing literature on academic commitment (Human-Vogel, 2013;Human-Vogel & Rabe, 2015) and we hope to contribute to the national access-success debate in South African universities (Lewin & Mawoyo, 2014), as well as retention debates in other parts of the world such as the USA, Europe and Australia (Ohland et al, 2008;Wilcoxon et al, 2011;Van den Bogaard, 2012). The complex interplay between institutional, academic and non-academic factors that contribute to student success (Human-Vogel & Mahlangu, 2009) make it unlikely for any single study or intervention to offer definitive suggestions for solving the problem of student access and success (Lewin & Mawoyo, 2014).…”

Section: Discussionmentioning

confidence: 66%

Academic commitment and self-efficacy as predictors of academic achievement in additional materials science

Vogel

Human-Vogel

2016

Higher Education Research & Development

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A great deal of research within science and engineering education revolves around academic success and retention of science and engineering students. It is well known that South Africa is experiencing, for various reasons, an acute shortage of engineers. Therefore, we think it is important to understand the factors that contribute to attrition rates in university students, and engineering students in particular. The theoretical framework for the present study draws on self-regulation theory, with particular reference to the role of self-efficacy and academic commitment. Participants comprised 127 engineering students in the second year of an augmented programme. They completed the Academic Commitment Scale and the Materials Science Self-efficacy Scale. Statistical analysis included correlation and regression analysis to test the hypothesis that self-efficacy and academic commitment would predict the semester mark. Our results indicated that materials science self-efficacy and meaningfulness are significant predictors of investment, and that investment predicts the final semester mark. We discuss the results in terms of debates about throughput and retention for engineering students and also implications for teaching and learning.

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Section: Discussionmentioning

confidence: 66%

Academic commitment and self-efficacy as predictors of academic achievement in additional materials science

Vogel

Human-Vogel

2016

Higher Education Research & Development

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“…The present study contributes to the literature on the risk factors associated with high drop-out rates reported for South African higher education institutions (Strydom et al, 2012), and the developing literature on academic commitment (Human-Vogel, 2008, 2013 by considering what meaningful commitment constitutes. Our results indicate that students' overall level of commitment can be robustly predicted by the extent to which students feel satisfied with their studies, and a clear and stable sense of self, as indicated by their level of self-differentiation (Skowron & Friedlander, 1998).…”

Section: Discussionmentioning

confidence: 89%

“…In the present study, we conceptualised identity-relevant knowledge as objective selfknowledge (Human-Vogel, 2013), and the ability to perceive one's self as distinct from others, described by Skowron and Friedlander's (1998) construct of self-differentiation. A high level of self-differentiation as used in the present study refers to the ability to perceive oneself as autonomous, the ability to make rational decisions, and low emotional reactivity.…”

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confidence: 99%

Measuring self-differentiation and academic commitment in University students: A case study of education and engineering students

Human-Vogel

Rabe

2014

South African Journal of Psychology

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More than half of university students in South Africa leave university before they complete their studies. Factors associated with student drop out include poor schooling, lack of fluency in the language of instruction, poor financial support, and inadequate student support services. In the present study, we focus on the way meaningful commitment influences self-regulation, and we draw on the investment model of commitment to examine the hypothesis that commitment will be related to satisfaction, quality of alternatives, and investment size, and that self-differentiation will provide additional predictive power to commitment. Results indicate that satisfaction and self-differentiation only are significant predictors of level of academic commitment. Meaningful commitment is predicted by satisfaction, quality of alternatives, investment, and self-differentiation to a lesser extent. Investment size was associated significantly with self-regulatory behaviours such as setting learning goals, managing studies effectively, and spending more time on studies. The results are discussed in terms of the literature on commitment, self-differentiation, and academic achievement in higher education.

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“…Academic commitment was first conceptualized in terms of percentage of practical effort and time devoted to educational and scientific activity (9); however, Human-Vogel argued that the time and effort put into practice by a learner rarely represents the range that needs to be taken into account for academic commitment during his or her education (10). The results of recent studies have shown that time and effort are more accurate descriptions of practical motivation (9), which Human-Vogel has defined it more as a consequence of commitment (10).…”

Section: Introductionmentioning

confidence: 99%

Standardization of the Persian Version of the Academic Commitment Scale

Rezaei-Gazki

Delavar

Samavi

2019

Strides Dev Med Educ

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Background: Academic commitment as a new specialized issue has attracted the attention of educational researchers. Despite of the conducting relevant studies, it was more considered by Human-Vogel and Rabe. Their designed research tool has not yet been used in Iran. Objectives: The purpose of this study was to investigate the factor structure and reliability of this tool in Iranian learners. Methods: The primary tool consisted of 30 items and 5 dimensions (students' satisfaction with their studies, level of commitment, investment, quality of alternatives, and meaningfulness). In this cross-sectional study, 449 pre-university students of Bandar Abbas city were selected through multi-stage sampling. Data were analyzed using AMOS and SPSS software. Confirmatory factor analysis was used to examine factor structure. Cronbach's alpha coefficient and Gottman and Spearman-Brown split-half coefficients, were used to test the reliability. Results: After examination the validity of the tool, five items were excluded and finally a questionnaire including 25 questions was obtained. Beta coefficients were greater than 0.4. Model fit indices, including root mean square error of approximation (RMSEA), Comparative fit index (CFI), goodness of fit index (GFI), adjusted goodness of fit index (AGFI), normed fit index (NFI), incremental fit index (IFI), and Tucker-Lewis index (TLI) were obtained 0.04, 0.95, 0.91, 0.90, 0.90, 0.95, and 0.94, respectively, indicating the fitness of this five-factor tool. A Cronbach's alpha coefficient of 0.87, a Gottman's split-half of 0.65, and a Spearman-Brown split-half of 0.68 were obtained, indicating the appropriate reliability of the instrument. Conclusions: Based on the results, the final version of the tool seems to be suitable for assessing academic commitment in Iranian learners in the Iran educational systems.

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A Self-regulatory Perspective on Commitment in Academic and Interpersonal Contexts

Cited by 10 publications

References 52 publications

Academic commitment and self-efficacy as predictors of academic achievement in additional materials science

Academic commitment and self-efficacy as predictors of academic achievement in additional materials science

Measuring self-differentiation and academic commitment in University students: A case study of education and engineering students

Standardization of the Persian Version of the Academic Commitment Scale

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