Student dropout at university: a phase-orientated view on quitting studies and changing majors

Abstract

Student dropout can be conceptualized as a decision-making process, consisting of different phases. Based on previous literature on student dropout, decision-making, and action-phases, we proposed that the process of developing dropout intentions includes the following phases: non-fit perception, thoughts of quitting/changing, deliberation, information search, and a final decision. In the present cross-sectional study, we empirically investigated if the assumed phases can be distinguished from each other, if the phases follow the presumed order, and whether each phase is associated with certain characteristics. Furthermore, we considered a strict separation between quitting studies completely and changing a major. For this purpose, we analyzed data of N = 1005 students (average age of 23.0 years; 53% female; 47% male) from a German University. By using confirmatory factor analyses, we found the supposed factor structure for the different phases concerning both kinds of dropout, quitting studies, and changing majors. In each process, structural equation modelling indicated positive relations between adjoining phases. The factor values correlated to a substantial amount with an assortment of variables associated with student dropout. On a theoretical level, the conception of different phases of student dropout helps to get a better understanding of regulatory processes in the context of student dropout.

A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

“…Indeed, interview studies with study counselors (Patrzek et al, 2012(Patrzek et al, et al, 2012 and students of different semesters (Grunschel et al, 2013b) identified procrastination as a possible reason for forming dropout intentions. Two cross-sectional studies with students of different semesters also found a positive relationship between procrastination and dropout intentions (Bäulke et al, 2018(Bäulke et al, , 2021. However, it lacks longitudinal studies allowing conclusions on the temporal relations between procrastination and dropout intentions.…”

“…An individual may not invest time and energy in behavior (e.g., learning) to achieve this uncertain goal, but instead postpone study-related tasks (i.e., procrastination). Regarding study satisfaction, students thinking about dropping out might begin to see more negative aspects of their studies (i.e., mind-shift; Brandstätter et al, 2013; see also Bäulke et al, 2021). This can affect their study satisfaction negatively.…”

“…Lastly, our measure of dropout intentions mixed dropout intentions and intentions to change major. Recent studies indicated to distinguish these two phenomena (Bäulke et al, 2021) and that they could be attributable to different reasons (Rosenzweig et al 2021). Future studies could investigate whether the relationships with procrastination and study satisfaction are different for dropout intentions and intentions to change major.…”

“…long multi-causal process of decision-making and consideration (e.g., Bäulke et al, 2021;Bean & Metzner, 1985;Heublein, 2014;Tinto, 1975). Thereby, they distinguish external and internal individual factors, as well as determinants of the pre-university phase of studying and during university studies.…”

When in Doubt … Career Indecision, Mental Wellbeing, and Consultation-Seeking Behaviour—A Qualitative Interview Study among Students and Counsellors

“…A total of 15% of university dropouts in Germany remain unemployed after six months [ 7 ], but it needs to be mentioned that dropouts often wait to exmatriculate until they find a job, which leaves unemployment undetected [ 8 ]. This development seems even more relevant given the severe lack of academically qualified professionals in a wide range of sectors [ 9 , 10 ].…”