university dropout
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2022 ◽  
Vol 14 (2) ◽  
pp. 831
Author(s):  
Jorge Maluenda-Albornoz ◽  
Valeria Infante-Villagrán ◽  
Celia Galve-González ◽  
Gabriela Flores-Oyarzo ◽  
José Berríos-Riquelme

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.


Author(s):  
Jorge Maluenda-Albornoz ◽  
Valeria Infante-Villagrán ◽  
Celia Galve-González ◽  
Gabriela Flores-Oyarzo ◽  
José Berríos-Riquelme

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.


Author(s):  
Katherina Heinrichs ◽  
Victoria Hermülheim ◽  
Laura Pilz González ◽  
Adrian Loerbroks

University dropout is often preceded by a phase of doubt whether to continue studying, either in general or just the given subject. Mental health problems might be interrelated with this phase of doubt. Counselling services at German universities could provide help, but do not seem to reach students in need. To explore the phase of doubt and possible (inter-)relationships with mental wellbeing among university students in Germany as well as their consultation-seeking behaviour, a qualitative interview study was conducted (2017–2018). Participants were students casting doubts on their studies (n = 14) and counsellors (n = 16) working with this target group. Examples of reasons for doubts were insufficient information, unfulfilled expectations concerning the subject, subjectively poor study conditions, performance problems, and lacking future perspectives. Mental health problems were subjectively intertwined with doubts, considered as both cause and effect. Counselling services were evaluated as hardly helpful by students, and as being in need of improvement by counsellors. Suggestions as how to improve such services comprise a more specific and proactive way to approach students. By considering the phase of doubt before dropout, German universities can improve their support services to be more responsive to students and, thus, prevent dropout and mental health problems.


2021 ◽  
Vol 17 (1) ◽  
pp. 339-344
Author(s):  
Eugen LUNGU

University dropout provides nowadays a very broad theoretical perspective on the understanding of this concept in various higher education systems worldwide. This diversity of theoretical approaches, given the lack of a generally accepted formula for determining university dropout, renders this phenomenon increasingly studied today in the context in which the vast majority of the countries of the world are seeking solutions to reduce it. In this study, we shall discuss a number of theoretical considerations concerning the phenomenon of university dropout and from this perspective we shall try to articulate a viewpoint on the possible effects of online education on this phenomenon in Romania.


Author(s):  
Tamás Martos ◽  
Balázs Jagodics ◽  
Judit Kőrössy ◽  
Éva Szabó

AbstractA growing number of studies support the idea that academic performance is based on specific psychological resources and cognitive abilities. As early university dropout is a widespread problem, it is increasingly important to explore which psychological resources can enhance learning, academic motivation, and achievement during the transition from high school to university. The goal of our study was to explore the psychological resources at the start of the studies linked to subsequent academic achievement. Coping mechanisms, time perspective, self-esteem, mindset, motivation, and test anxiety were measured using questionnaires in a voluntary online study among first-year university students (N = 1113, 53.0 % female). Using exploratory factor analysis, we identified three different factors of psychological resources: ‘Academic achievement focus’, ‘Self-confidence’, and 'Search for interests’. Based on the factor scores, hierarchical cluster analysis identified five subgroups of students. These subgroups showed differential association with first semester GPA and the number of attained credits. The combination of a focus on high academic achievement but low self-confidence could be traced as characteristics predicting the highest risk of decreased achievement and loss of credits. These results indicate that training in psychological resources could support academic achievement and prevent university dropout.


2021 ◽  
Author(s):  
Inmaculada Pedraza-Navarro ◽  
Teresa González-Ramírez

University dropout is one of the main problems of the Spanish university system due to its high rates. The latest report issued by the Ministry of Science and Innovation (MICINN, 2020) shows that more than 30% of students drop out of an undergraduate degree program. In order to explore the phenomenon, in line with the scientific literature, we have focused on identifying personal and family variables associated with university dropout. Using an ex post facto, quantitative, descriptive and causal design methodology, we observed significant relationships between the dependent variable “completion of university degree” and the independent variables “age”, “marital status” and “number of siblings”. In agreement with other researches (Belloc et al, 2010; Diaz Peralta, 2008; Lizarte Simon, 2017) we conclude that university dropout is a multicausal phenomenon that needs to be fully understood. This will allow to maximize the use of resources allocated to higher education and optimize university access, permanence and quality policies.


2021 ◽  
pp. 101102
Author(s):  
Carmen Aina ◽  
Eliana Baici ◽  
Giorgia Casalone ◽  
Francesco Pastore

2021 ◽  
Author(s):  
Jens-Peter Thomsen

While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the social class gap in bachelor’s programme dropout and in the transition from bachelor’s to master’s in Denmark from the formal introduction of the bachelor’s degree in 1993 up to recent cohorts. Using administrative data, I find that the class gap in bachelor’s departures has remained constant from 1993 to 2006, with disadvantaged students being around 15 percentage points more likely to leave a bachelor’s programme than advantaged students, even after adjusting for other factors such as grades from upper secondary school. Importantly, the class gap reappears at the master’s level, with privileged students being more likely to pursue a master’s degree than less privileged students. The size of the class gap is remarkable, given that this gap is found among a selected group of university enrolees. As other studies have found that educational expansion in higher education is not necessarily a remedy for narrowing the class gap in educational attainment, scholars need to pay more attention to keeping disadvantaged students from leaving higher education.


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