Original Articles

The Role of Identity in Self-Regulation: When Do Students Cope and When Do They Commit?

Published in: Journal of Psychology in Africa
Volume 18, issue 1, 2008 , pages: 115–122
DOI: 10.1080/14330237.2008.10820178
Author(s): Salomé Human-VogelUniversity of Pretoria,

Abstract

The aim of this study was to explore commitment in postgraduate students in relation to self-regulation. An exploratory case study design was employed. Three participants completed unstructured interviews about commitment, the Structured Interview for the Five-Factor Model of Personality (SIFFM) and ongoing email conversations form part of the data source. Thematic analyses of data from the unstructured interviews were triangulated with participants' SIFFM results. The findings are consistent with the notion that commitment may be the mechanism by which positive affect and self-regulation is maintained and that commitment is at least partially impacted by participants' knowledge of their identities in various contexts.

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