The interrelationship between the work experience of distance education students, job satisfaction, andacademic achievement

Welman, J. C.; Basson, Philip

doi:10.4102/sajip.v21i1.583

Cited by 3 publications

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“…In line with this, Welman and Basson (1995) investigated the relationship between the degree of subject-related work performed by 166 distance education students and their academic performance. Their study found that in comparison with older, male, Afrikaans-and English-speaking students, African-language speakers tended not to gain subject-related experience, experienced less job satisfaction and received lower marks for the third-year subject, Organisational Behaviour.…”

Section: Perspectives On Co-operative Educationmentioning

confidence: 99%

Work status as a predictor of academic performance in the field of distance higher education

Welman

2003

SA j ind psychol

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This article reports on the academic success of 13 590 Technikon SA students and the importance of their "work status" (employed/unemployed) in light of the co-operative education philosophy of technikons. The data was collected by means of the students’ registration records, and analysed using a CHAID-analysis. The results indicated that the variable "work status" features second last on the list of nine successful variables for predicting academic performance. Generally, it would appear that the employment practice for technikon students is not as important a requirement for academic success as the co-operative education philosophy would like it to be.<p> <strong>Opsomming</strong> <br>Hierdie artikel lewer verslag oor die akademiese sukses van 13 590 Technikon SA studente en die belangrikheid van hul “werkstatus” (werkend/werkloos) in die lig van die koöperatiewe onderwysfilosofie van technikons. Die inligting wat deur middel van die studente se registrasierekords ingesamel is, is ontleed met ‘n CHAID-ontleding. Die resultate toon dat die veranderlike “werkstatus” tweede laaste op die lys van nege veranderlikes voorkom wat akademiese verrigting voorspel. Oor die algemeen blyk dit dat die indiensnemingpraktyk van technikonstudente nie so ‘n belangrike vereiste vir akademiese sukses is as wat die koöperatiewe onderwysfilosofie dit sou wou hê nie

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Section: Perspectives On Co-operative Educationmentioning

confidence: 99%

Work status as a predictor of academic performance in the field of distance higher education

Welman

2003

SA j ind psychol

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“…The MSQ is a rating scale designed to measure job satisfaction, specifically in terms of implementation of ability, achievement, activity, advancement, authority, organisational policies and practices, compensation, co-workers, creativity, independence, moral values, recognition, responsibility, security, social service, social status, supervision (human relations and technical), variety, and working conditions. The short version of the MSQ consists of 20 questions that measure the extent to which employees are satisfied with various aspects of their current job (Welman & Basson, 1995).…”

Section: Methods Participantsmentioning

confidence: 99%

“…The questionnaire used to measure the 11th organisational dimension (job satisfaction) was the short version of the Minnesota Job Satisfaction Questionnaire (MSQ) developed by Weiss, Dawis, England and Lofquist (Welman & Basson, 1995). The MSQ is a rating scale designed to measure job satisfaction, specifically in terms of implementation of ability, achievement, activity, advancement, authority, organisational policies and practices, compensation, co-workers, creativity, independence, moral values, recognition, responsibility, security, social service, social status, supervision (human relations and technical), variety, and working conditions.…”

Section: Methods Participantsmentioning

confidence: 99%

The effectiveness of a diversity awareness training programme

Cavaleros¹,

Vuuren²,

Visser³

2002

SA j ind psychol

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The objective of this study was to assess the effectiveness of a diversity awareness training programme. A sample of 382 employees from four different departments within a large accounting firm was used to form the groups of a simulated Solomon four-group design. The impact of a two-day workshop on diversity awareness was assessed using a 68-item questionnaire designed to measure awareness of self, impact of differences, performance management, career development, teamwork, work-family needs, participation, organisational culture, relationship building, and general satisfaction with the organisation. Opsomming Die doel met hierdie studie was om die effektiwiteit van ‘n bewustheid-van-diversiteit opleidingsprogram te bepaal. Werknemers uit vier departemente van ‘n groot ouditeursfirma het die groepe van ‘n gesimuleerde Solomon viergroepontwerp gevorm (N = 382). Die impak van ‘n tweedagwerkwinkel oor bewustheid-van-diversiteit is bepaal met ‘n 68-item vraelys wat ontwikkel is om bewustheid van die self, impak van verskille, prestasiebestuur, loopbaanontwikkeling, spanwerk, werk-gesinsbehoeftes, deelname, organisasiekultuur, ontwikkeling van verhoudings, en algemene tevredenheid met die organisasie te meet.

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Classroom Engagement as a Proximal Lever for Student Success in Higher Education: What a Self-Determination Framework within a Multi-Level Developmental System Tells Us

Ji¹

2000

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This study examined the role of course engagement in college student success, especially for students who have multiple life commitments and few social supports.Building on previous measurement work and based in self-determination theory, the study was organized in five steps. Relying on information provided by 860 undergraduates from 12 upper and lower division Psychology classes, the first step was to improve the measurement of course engagement, by mapping the increased complexity found in self-reports of college students (by incorporating items capturing engagement in "out-of-classroom" activities and general orientation, to standard items tapping classroom engaged and disaffected behavior and emotion). 12 items were selected to create a brief assessment covering the conceptual scope of this multidimensional construct; its performance was compared to the full scale and found to be nearly identical.Second, the assessment was validated by examining the functioning of course engagement within the classroom model: As predicted, engagement was linked to proposed contextual and personal antecedents as well as course performance, and fully or partially mediated the effects of both context and self-perceptions on actual class grades; findings also indicated the importance of including a marker of perceived course difficulty. Third, the university level model was examined, which postulated key predictors of students' overall academic performance and persistence toward graduation.Unexpectedly, academic identity was found to be the primary driver of persistence and the sole predictor of GPA; moreover, it mediated the effects of learning experiences and course engagement on both outcomes. College success and student engagement / iiThe fourth and most important step was to integrate the classroom and university models through course engagement, to examine whether students' daily engagement predicted their overall performance and persistence at the university level. As expected, course engagement indeed showed a significant indirect effect (through academic identity) on both success outcomes, and these effects were maintained, even when controlling for the effects of university supports. Finally, student circumstances were added to the integrated model, specifically focusing on whether course engagement buffered cumulative non-academic demands on performance and persistence. Although unexpected, most interesting was the marginal interaction revealing that students whose lives were higher in non-academic demands showed the highest levels of persistence when their course engagement was high (and were the least likely to return next term when their engagement was low). Future measurement work and longitudinal studies are suggested to examine how course engagement cumulatively shapes academic identity, especially for students with differentiated profiles of non-academic demands and supports. Implications of findings are discussed for improving student engagement and success, and for using the brief assessment of cours...

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The interrelationship between the work experience of distance education students, job satisfaction, andacademic achievement

Cited by 3 publications

References 0 publications

Work status as a predictor of academic performance in the field of distance higher education

Work status as a predictor of academic performance in the field of distance higher education

The effectiveness of a diversity awareness training programme

Classroom Engagement as a Proximal Lever for Student Success in Higher Education: What a Self-Determination Framework within a Multi-Level Developmental System Tells Us

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