Evaluation of Predictive Factors in the Drop-Out Phenomenon: Interaction of Latent Personal Factors and Social-Environmental Context

Abstract

This correlational study aims to identify the predictive latent factors of academic failure in a sample of university students not yet at risk of dropping out. 80 healthy students of the first academic year, voluntary recruited through the Ongoing Guidance service at "Roma Tre" University (female = 92%; mean age = 19 year, 8 months), took part in the study. They completed a battery of questionnaires using the online platform Limesurvey. We computed correlation coefficients (Pearson r) of the relationship between total drop-out score and the measure of cognitive and affective dimensions (STAI, STAXI, OQ-45.2, QLS-Italian QSA, ZTPI, AMS, SRKS-U, Questionnaire on the perceived quality of the interaction with the academic setting). Variables which survived Bonferroni correction for multiple comparisons were entered as predictors in a model of multiple regression analysis (stepwise method). The main results indicate that the Drop-Out score is significantly and positively correlated with State, Trait Anxiety and Anger-In scores, and also with the Interpersonal Relations and Social Role). Again, the Drop-Out score correlates positively with Anxiety and "Self-regulation" subscales of QLS (QSA). Finally, the students' perception of integration within the University context (quality of social networking, utilization of students' facilities and quality of the interaction with the teachers) appears correlated to specific attitudes or traits. In conclusion, there is evidence to consider the relevance of the social context as a predictive factor in developing the risk of dropping-out, considering the interaction of personality traits or attitudes as latent factors.

Valutazione dei livelli individuali di resilienza negli studenti della scuola secondaria di primo grado: adattamento e validazione del Questionario di Valutazione dell’Atteggiamento Resiliente (QVAR)

“…La recente ricerca psico-educativa ha in tale ottica, indagato il ruolo che alcune variabili di tipo sia contestuale che individuale (Biasi et al, 2019) possono rivestire nel fronteggiare situazioni di rischio, allo scopo di favorire un equilibrato adattamento sociale e una buona realizzazione delle potenzialità personali. In questa sede prenderemo in considerazione la dimensione della resilienza individuale.…”