Prediction of early dropout in higher education using the SCPQ

Simón, Emilio Jesús Lizarte; Puerta, José Gijón

doi:10.1080/23311908.2022.2123588

Cited by 14 publications

(11 citation statements)

References 40 publications

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“…Returning to the factors presented at the beginning of this document as a result of recent literature reviews (Berlanga, 2014;Lizarte, 2020;Barroso et al, 2022;Lizarte Simón and Gijón Puerta, 2022), we will mark those that appear in our research after analyzing the content of the 23 semi-structured interviews that form it (see Figure 10, in grey the dropout factors that appear in our study).…”

Section: Discussionmentioning

confidence: 99%

“…There are several strategies that university institutions carry out to overcome the phenomenon of dropout, but there is no general protocol for action in cases of possible dropout (Lizarte Simón and Gijón Puerta, 2022). Based on the latest reports from various Andalusian universities, the creation of Guidance Units in faculties is presented as one of the aid plans that work best to remedy cases of abandonment.…”

Section: Methodsmentioning

confidence: 99%

“…Source. From Berlanga (2014), Lizarte (2020), Barroso et al (2022), andLizarte Simón andGijón Puerta (2022).…”

Section: Data Availability Statementmentioning

confidence: 99%

“…In this sense, a large part of the studies on dropout have agreed that university dropout occurs mainly in the first year (Corominas Rovira, 2001;Pierella et al, 2020;Wild and Heuling, 2020). The first weeks of school are decisive because there is a higher risk of dropping out due to the multitude of internal and external factors that intervene in the course of adaptation, which is more accentuated among students with lower degrees of self-perception and regulation in psychosocial and academic areas (Lizarte Simón and Gijón Puerta, 2022). Tinto (1982) defines dropout as a situation faced by a student who aspires to and fails to complete his or her educational project at university, and a dropout as a student who has no academic activity for three consecutive semesters.…”

Section: Introductionmentioning

confidence: 99%

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Dropout stories of Andalusian university students

Gijón

García

et al. 2023

Front. Educ.

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The abandonment of university studies is a problem that affects the balance and correct organization of university systems throughout the world and that has undesirable personal consequences in advanced societies. Dropping out of school has a multidimensional explanation. Among the causes, associated with each other, that originate it, the following factors stand out: psychological, social, economic, psycho-pedagogical, institutional, and didactic. Studying how all these dimensions act and relate to each other in specific cases of people who drop out of Higher Education, helps us to better understand the phenomenon and to develop prevention measures in university institutions. This text presents the results of biographical-narrative research carried out among the student population in a situation of abandonment of the universities of Andalusia that has allowed us to recover 22 stories of abandonment carried out by as many ex-students who were enrolled in any of the nine universities. Andalusians publish in any of the different university degree studies. The biographical texts have been subjected to narrative analysis to achieve personal exemplifications and characterize paradigmatic cases of relationship between the dimensions of the problem, using concept mapping to present the outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…Source. From Berlanga (2014), Lizarte (2020), Barroso et al (2022), andLizarte Simón andGijón Puerta (2022).…”

Section: Data Availability Statementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dropout stories of Andalusian university students

Gijón

García

et al. 2023

Front. Educ.

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“…This behavior is referred to as Cyberloafing ( Lim, 2002 ; Reizer et al, 2022 ) and is generally considered to be a counterproductive behavior that can occur during school hours. Taking into consideration the influence of stressors during theoretical and practical classes in vocational training, which can lead to lower academic performance and dropout ( Lizarte and Gijón, 2022a , b ), we will focus on how stressors are related to cyberloafing and smartphone addiction and maladaptation as mediating variables.…”

Section: Introductionmentioning

confidence: 99%

Challenge-obstacle stressors and cyberloafing among higher vocational education students: the moderating role of smartphone addiction and Maladaptive

Lizarte Simón,

Khaled Gijón,

Galván Malagón

et al. 2024

Front. Psychol.

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The start of higher vocational education and training is a new stage for students with a challenge between theoretical classes and the new expectations and demands of companies during the internship period. To understand some of the implications of stress on cyberloafing, we can distinguish between stress perceived as an obstacle that can be overcome – challenge stress – or as a threat that can block work performance – obstacle stress – and stress perceived as an obstacle that can be overcome – challenge stress – or as a threat that can block work performance – obstacle stress-. The aim of this research is to find out the relationships between challenge-obstacle stress in Cyberloafing, as well as the moderating effect of Smartphone Addiction and Maladaptive. In this study, the Challenge-Hindrance Stressors, Smartphone addiction scale-short version (SAS-SV) instrument, the Maladaptive subscale of the Cognitive Emotional Regulation Questionnaire (CERQ) and Cyberloafing were applied to 403 upper-level vocational training students from different secondary schools in all provinces of the autonomous community of Andalusia, Spain, distributed throughout the provinces that make up this autonomous community. The findings show that students’ challenge stressors do not increase Cyberloafing, enabling them to cope with the academic demands and work challenges during the theory and internship period. On the contrary, obstacle stressors generate stressful situations that undermine the acquisition of objectives and development of academic competences. In our research we observe that challenge-obstacle stressors have a disparate influence on cyberloafing. Challenge stressors are negatively related to Maladaptive. The same is not true for obstacle stressors.

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