5 - (3 MIN 3) Psychosocial Factors Predicting Academic Performance of University Students with Disabilities in a Codel Institution in SOUTH AFRICA

Background: The transition to tertiary education presents significant challenges for students, particularly regarding mental health, with university students facing heightened risks of psychological disorders. Recent statistics indicate that many students seek mental health support, highlighting the urgent need for effective interventions.

Purpose: This study examines the psychosocial factors influencing the academic performance of students with disabilities enrolled in Comprehensive Open Distance e-Learning (CoDeL) institutions in South Africa. It aims to identify key psychosocial elements, such as psychological capital, social support, and coping strategies, and their correlation with academic success.

Method: Utilizing a quantitative survey design, the study will analyze correlations between psychosocial constructs and academic performance among approximately 200 randomly selected students with disabilities in a CoDeL context. Data will be collected using structured questionnaires assessing demographic information and relevant psychosocial factors.

Conclusion: The findings are expected to provide insights into the unique challenges faced by students with disabilities, emphasizing the necessity of integrated support systems that address both academic and psychological needs. This research aims to contribute to the existing literature by proposing actionable strategies for educational reforms, thereby promoting a more inclusive academic environment conducive to the success of students with disabilities.