Investigating the Relationships between Perceived Family Support, Self-Efficacy, and Academic Performance among Undergraduate Students at a South African University
DOI:
https://doi.org/10.25159/2663-6549/19600Keywords:
academic performance, perceived family support, self-efficacy, social cognitive theory, South AfricaAbstract
In South Africa, high university dropout rates pose significant challenges. Understanding the factors contributing to these dropouts is crucial for addressing the issue. This study used Bandura’s social cognitive theory as a framework to investigate the relationships between perceived family support, self-efficacy, and academic performance among 274 undergraduate students aged 18–35 at a South African university. A quantitative research approach was employed, using a cross-sectional correlational design with online questionnaires administered through simple random sampling. The results indicated statistically significant relationships between perceived family support and self-efficacy, perceived family support and academic performance, and self-efficacy and academic performance. Both perceived family support and self-efficacy were identified as predictors of academic performance among participants, highlighting their importance in fostering educational success. The study recommends expanding this research across all South African universities and developing collaborative strategies between parents and institutions to enhance self-efficacy and academic performance. Such initiatives could create a supportive environment that may reduce dropout rates and improve graduation outcomes in South African universities.
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