Portia E. Davidse
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Portia E. Davidse has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Anja Human-Hendricks
Department of Social Work, University of the Western Cape, Cape Town 7535, South Africa
1 shared publication - Inge Karla Sonn
Centre for Interdisciplinary Studies of Children, Families and Society, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town
1 shared publication - Letitia Butler-Kruger
Centre for Interdisciplinary Studies, Families and Society, University of the Western Cape, Cape Town 7535, South Africa
1 shared publication - Nicolette Vanessa Roman
Centre for Interdisciplinary Studies of Children, Families and Society, Faculty of Community and Health Sciences, University of the Western Cape, Private Bag x17, Bellville 7535, South Africa
1 shared publication
Latest Publications
- Open Access
School Dropout: Intentions, Motivations and Self-Efficacy of a Sample of South Africa Youth
There is strong evidence that dropping out of school has short-term and long-term effects for the individual, the family, the community, and other strata in society. In South Africa, learners dropping out of school has increased. The link between intention, motivation, and self-efficacy to drop out of school is an understudied area of research. The study aimed to determine the relationship between learners’ intention, motivation, and self-efficacy to drop out of low and high socio-economic schools. A quantitative methodological approach with a cross-sectional design was utilised. Participant’s selection included high school learners in Grades 9 and 11, at both high and low socio-economic public schools in the Western Cape, in South Africa. Most participants were female (51.2%), with a mean age of 16 years, attending schools in resource-constrained communities (50.1). Data was analysed using an independent t-test to assess a significant difference between learners in low and high socio-economic communities. Findings showed that many learners in high socio-economic schools hardly considered dropping out of school, whereas the opposite was true for learners in resource-constrained schools. Family challenges were often cited as a major reason for dropping out of school. The differences between the two groups of learners were significant.
Open AccessSchool Dropout: Intentions, Motivations and Self-Efficacy of a Sample of South Africa Youth
There is strong evidence that dropping out of school has short-term and long-term effects for the individual, the family, the community, and other strata in society. In South Africa, learners dropping out of school has increased. The link between intention, motivation, and self-efficacy to drop out of school is an understudied area of research. The study aimed to determine the relationship between learners’ intention, motivation, and self-efficacy to drop out of low and high socio-economic schools. A quantitative methodological approach with a cross-sectional design was utilised. Participant’s selection included high school learners in Grades 9 and 11, at both high and low socio-economic public schools in the Western Cape, in South Africa. Most participants were female (51.2%), with a mean age of 16 years, attending schools in resource-constrained communities (50.1). Data was analysed using an independent t-test to assess a significant difference between learners in low and high socio-economic communities. Findings showed that many learners in high socio-economic schools hardly considered dropping out of school, whereas the opposite was true for learners in resource-constrained schools. Family challenges were often cited as a major reason for dropping out of school. The differences between the two groups of learners were significant.