Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic

Social and academic integration variables have been shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as the predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene this phenomenon. The objective of the present study was to evaluate a predictive model for university dropout intention that considers the relationships between social and academic variables during the first university semester of 2020. The research was conducted using a cross-sectional associative-predictive design, with a convenience sampling (n = 711) due to the restrictions of the pandemic period. The results showed a good fit of the proposed hypothetical model that explained 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging and, through it, engagement. Previous academic performance predicted early academic performance and, through it, engagement. The set of variables predicted the intention to quit through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made During Pandemic

Social and academic integration variables have shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene on this phenomenon. The objective of the present study was to evaluate a predictive model for the university dropout intention that considers the relationships between social and academic variables, during the first university semester of 2020. The research was carried out using a cross-sectional associative-predictive design, with a convenience sampling (n=711) due the restrictions of pandemic period. The results showed a good fit of the proposed hypothetical model that explains 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging, and through it, engagement. Previous academic performance predicted early academic performance, and through it, engagement. The set of variables predicted the intention to quit, through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

FEUP peer mentoring: Promoting integration through support and experience sharing

Admission to higher education is a milestone in the lives of young people. This can be accompanied by several changes in the student’s life such as a new place of residence, a new group of friends, and a new type of education. This entry into higher education can provide a new series of experiences, challenges, and newfound independence. However, it might also expose problems and difficulties, possibly hampering the student's personal and academic development. In order to ease the integration into higher education, the Faculty of Engineering of the University of Porto (FEUP) has developed a Peer Mentoring Programme promoted by students already attending different FEUP courses (mentors) which intends to support the first-year students (mentees) in this phase of their life, coordinated by some teachers from each course. This social and academic integration program is supported by 4 core ideas: Integration, Support, Experience, and Sharing. This work provides insight into the way in which this program is organized at FEUP, highlighting the students’ participation (mentees and mentors), the main contributions that each of them values, their degree of satisfaction and involvement, activities that were developed, and some testimonies.

Overcoming Barriers of Study Delay by Implementing A Warm Bounded Learning Community

We hypothesise that warm bounded learning communities (WBLC) contribute to social and academic integration of students. Eleven students facing study delay participating in a WBLC to write their bachelor thesis were interviewed. They described important episodes in their graduation process, prior to and during their participation. Results indicate that a WBLC that supports interaction, stimulates the development of a community identity, focuses on student collaboration, and mutual appropriation, guides students believing in student agency and supporting a positive self-belief system, can break down barriers students experience. Characteristics of the implemented WBLC and appropriate teacher roles can enlarge motivation, sense of belonging, academic knowledge and self-efficacy. Social interdependence is an important engine to increase social connections and academic self-efficacy, enhancing the growth of academic skills. Our research indicates that well implemented WBLCs can contribute to social and academic integration of students with a study delay.

Dismantling Invisibility in Multiracial College Students

This study was designed to test Tinto's theory of college student integration by measuring the social and academic integration of multiracial students. Policymakers and public interest have increased pressure on higher education institutions to address low degree completion rates among historically underrepresented racial minority students, leading to a targeted shift to assess and address factors that facilitate or hinder minority college student persistence. The participants for the current study consisted of a convenience sample of college students (n=173) classified as seniors at a mid-sized public four-year institution in Texas. The researcher collected pertinent demographic data and used the Institutional Integration Scale-Revised (IIS-R) to measure social and academic integration. The results of the analyses suggested a statistically significant correlation between being multiracial and social integration, but no significant correlation between being multiracial and academic integration.

THE ROLE OF SUB-DISCIPLINE CHOICE IN WOMEN’S ENROLLMENT AND SUCCESS WITHIN CANADIAN UNDERGRADUATE ENGINEERING PROGRAMS.

In Canada, the proportion of female students in engineering is considerably lower than the proportion of female students in higher education. Using Tinto’s (1993) theories concerning social and academic integration, this study investigated the relationships between the proportion of female undergraduate engineering students, and the proportion of female faculty, and departmental lead faculty. Using descriptive statistics, the study established that distinct and persistent differences exist in the proportions of female enrolment among schools and among sub-disciplines. This paper addresses a gap in the literature concerning the impact of sub-discipline choice on women's engagement and success within undergraduate engineering programs in Canada. The proportion of female students was found to vary considerably across the sub-disciplines, from 48% in biosystems to 15% in software engineering [14]. The paper will present female sub-discipline enrolment trends over time and discuss the impact of sub-discipline choice and institutional factors on female students' successful academic and social integration within Canadian engineering schools.

Dismantling Invisibility in Multiracial College Students

This study was designed to test Tinto's theory of college student integration by measuring the social and academic integration of multiracial students. Policymakers and public interest have increased pressure on higher education institutions to address low degree completion rates among historically underrepresented racial minority students, leading to a targeted shift to assess and address factors that facilitate or hinder minority college student persistence. The participants for the current study consisted of a convenience sample of college students (n=173) classified as seniors at a mid-sized public four-year institution in Texas. The researcher collected pertinent demographic data and used the Institutional Integration Scale-Revised (IIS-R) to measure social and academic integration. The results of the analyses suggested a statistically significant correlation between being multiracial and social integration, but no significant correlation between being multiracial and academic integration.