Abstract
— An implicit theme underlying academic research is that student a�tudes play a significant part in student learning and performance yet remains a rela�vely under-researched topic. Acknowledging the theore�cal no�on offered by Fontana (1995) that there is a strong correla�on between a�tudes and academic performance, this ar�cle explores such a rela�onship in a Communica�on Skills module offered in 2024 within an Engineering Degree programme at a South African University. The aim of the ar�cle is to highlight psycho-social factors which show a higher correla�on between students' a�tudes and their performance. Using a qualita�ve approach, data were gathered using focus group interviews with a set of 20 students enrolled in the Communica�on Skills course. Thema�c analysis was used to iden�fy salient themes from these discussions. The discussions revealed that the psycho-social factors with higher correla�ons include group work and mutual support. Findings also showed that self-image and self-confidence were the two most clearly valued a�tudes. The paper argues that the psycho-social context has an important influence on students' a�tudes. The paper argues that the posi�ve impact of social interac�on on students' a�tudes may have poten�al for academics in transforming their prac�ces and decision-making within the classroom.