Motives for dropping out from higher education—An analysis of bachelor's degree students in Germany

Behr, Andreas; Giese, Marco; Kamdjou, Herve D. Teguim; Theune, Katja

doi:10.1111/ejed.12433

Cited by 42 publications

(30 citation statements)

References 25 publications

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“…Motives for dropping out of college have been found to be cumulative and interdependent (Tinto, 1988;Heublein et al, 2017;Hartl et al, 2022). However, a recent study using NEPS data could not confirm significant differences in dropout motives between students from homes with lower academic background levels and their counterparts from families with more advanced academic backgrounds; still, descriptive results pointed to the direction that they were more prone to drop out for financial reasons (Behr et al, 2021).…”

Section: Study Satisfaction and Dropout Intentionsmentioning

confidence: 77%

Exploring choices in higher education: Female and male first-generation students’ trajectories from study aspiration to study satisfaction in Germany

Reinhold

Holzberger²,

Kosel³

et al. 2022

Front. Educ.

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Previous studies have pointed out that first-generation students, continuing-generation students and female and male students differ concerning trajectories into and through higher education regarding study program choices and satisfaction. Studies focused on single time points in students’ educational trajectories and mainly emanated from the United States. In order to facilitate a longitudinal comparison of students’ study program aspirations and choices, as well as study satisfaction and dropout intentions, we analyzed panel data from the German National Educational Panel Study (NEPS), consisting of 1,694 students. We modeled the influence of gender (female, male) and generational status (first-generation, continuing-generation) with multinomial logit regression models. Results show that students’ aspirations and choices did not significantly differ concerning generational status whereas gender differences were confirmed once again. Generational status did not reveal significant differences concerning study satisfaction and dropout intentions, whereas differences concerning gender revealed that female students were significantly more satisfied with their studies than male students. Based on our findings, we point out the importance of early counseling and other support to compensate gender differences in study program aspirations and choices. Further research is needed to explore reasons for our findings showing equal aspirations and choices of first- and continuing-generation students, which are opposed to previous studies’ findings.

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Section: Study Satisfaction and Dropout Intentionsmentioning

confidence: 77%

Exploring choices in higher education: Female and male first-generation students’ trajectories from study aspiration to study satisfaction in Germany

Reinhold

Holzberger²,

Kosel³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…In this case, universities might be better of adjusting their strategy based on students' intentions and known reasons for why these intentions occur. Still, it is worth mentioning that external factors (e.g., work, child care, illness, finances) are also responsible for students' attrition (Bean, 1985;Bean and Metzner, 1985;Leveson et al, 2013;Hovdhaugen, 2015;Behr et al, 2021). For example, Behr et al (2021) identified a separate cluster of students who left university for personal (e.g., illness, stay abroad) or family (e.g., child care) reasons.…”

Section: Discussionmentioning

confidence: 99%

“…Still, it is worth mentioning that external factors (e.g., work, child care, illness, finances) are also responsible for students' attrition (Bean, 1985;Bean and Metzner, 1985;Leveson et al, 2013;Hovdhaugen, 2015;Behr et al, 2021). For example, Behr et al (2021) identified a separate cluster of students who left university for personal (e.g., illness, stay abroad) or family (e.g., child care) reasons. Family or personal reasons were rarely decisive for dropping out and were reported by a small proportion of participants.…”

Section: Discussionmentioning

confidence: 99%

Academic Self-Efficacy, Procrastination, and Attrition Intentions

et al. 2022

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Why do students leave universities? The current study addresses the problem of academic attrition from the perspective of students’ intentions. Specifically, we focus on the roles of academic self-efficacy and procrastination in exploring their relationships with attrition intentions. Based on existing research, we expected a negative relationship between academic self-efficacy and attrition intentions, with procrastination as a possible mediator. Furthermore, it was expected that this relationship would differ depending on the type of attrition (i.e., drop-out, transfer university, transfer study field). These hypotheses were investigated among Norwegian students in a questionnaire study (N = 693). Results showed that procrastination partially mediated the relationship between academic self-efficacy and three attrition intentions categories. Although procrastination was a significant mediator of self-efficacy for all types of intentions, the sizes of the direct and indirect effects were different. We conclude that academic procrastination is important in understanding the relationship between students’ self-efficacy beliefs and attrition intentions.

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“…Para identificar las variables definitivas se utilizan herramientas estadísticas como el análisis de componente principales (FÉNYES; MOHÁCSI; PALLAY, 2021) y el de correlación (HERNÁNDEZ et al, 2018). Mediante clustering jerárquico aglomerativo (BEHR et al, 2021) se generan grupos de observación con un orden de prioridad, a partir de lo cual se definen los distintos perfiles de estudiantes. Con el método de conjuntos aproximados (BOUZAYANE; SAAD, 2017), se obtienen las reglas de decisión que permiten caracterizar los distintos conjuntos de alumnos.…”

Section: Modelounclassified

“…Se realiza un estudio cuantitativo de tipo exploratorio y descriptivo, basado en la aplicación de la metodología CRISP-DM (CHAPMAN et al, 1999) a la problemática de la deserción universitaria, mediante el Análisis de Componentes Principales (ACP) (FÉNYES; MOHÁCSI; PALLAY, 2021), Clustering Jerárquico Aglomerativo (CJA) (BEHR et al, 2021) y Conjuntos Aproximados (CA) (BOUZAYANE; SAAD, 2017).…”

Section: Metodologíaunclassified

Procedimiento de agrupación de estudiantes según riesgo de abandono para mejorar la gestión estudiantil en educación superior

et al. 2022

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La compleja problemática del abandono estudiantil representa una oportunidad para la aplicación de la tecnología y métodos de la minería de datos en educación superior. El objetivo de esta investigación es obtener el perfil de los estudiantes en riesgo de abandono y así generar planes de gestión estudiantil que impacten sobre las variables que explican esta situación. Para esto se propone utilizar una estructura metodológica CRISP-DM, aplicando herramientas estadísticas y del aprendizaje automático no supervisado. El análisis, de tipo transversal, se realizó sobre un universo de estudiantes de primer año en jornada diurna, en una universidad privada chilena. Las variables sociodemográficas y de comportamiento utilizadas, se basaron en la teoría sobre deserción y juicio de expertos, y los datos se obtuvieron de los registros históricos disponibles en la Institución. Para obtener las variables que más influían en el abandono se realizaron análisis de correlación y de componentes principales. La aplicación del clustering jerárquico aglomerativo y la técnica de conjuntos aproximados produjeron cuatro perfiles de estudiantes con sus reglas de asociación respectivas y cinco variables académicas que permitieron diseñar un sistema de apoyo para disminuir el abandono y fomentar la retención.

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Motives for dropping out from higher education—An analysis of bachelor's degree students in Germany

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 42 publications

References 25 publications

Exploring choices in higher education: Female and male first-generation students’ trajectories from study aspiration to study satisfaction in Germany

Exploring choices in higher education: Female and male first-generation students’ trajectories from study aspiration to study satisfaction in Germany

Academic Self-Efficacy, Procrastination, and Attrition Intentions

Procedimiento de agrupación de estudiantes según riesgo de abandono para mejorar la gestión estudiantil en educación superior

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