“…Although very little research on the second year attrition and beyond has been done, factors related to staff, quality of teaching and university policies seem to play a more prominent role (Wilcoxson et al, 2011). In addition to institutional and academic factors, authors also acknowledge that psychological factors such as the ability to self-regulate one's learning (Bjork, Dunlosky, & Kornell, 2013), self-efficacy (Zajacova, Lynch, & Espenshade, 2005), persistence (Wright, Jenkins-Guarnieri, & Murdock, 2013) and more recently, academic commitment (Human-Vogel & Rabe, 2015) are relevant to academic performance. Self-regulation refers to the ability to engage independently and proactively in monitoring one's learning, to sustain motivation, and engage in behaviours that lead to goal attainment (Zimmerman, 2000).…”