Studienabbruch im Masterstudium. Erklären akademische und soziale Integration die unterschiedlichen Studienabbruchintentionen zwischen Master- und Bachelorstudierenden?

Klein, Daniel; Schwabe, Ulrike; Stocké, Volker

doi:10.1007/978-3-658-22394-6_9

Cited by 9 publications

(1 citation statement)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Faculty members mainly offer professional advice and implicitly convey academic norms. Fellow students, on their part, can provide emotionally supportive friendship networks (Klein et al, 2019).…”

Section: Social Integrationmentioning

confidence: 99%

Dropout intent of students with disabilities

Rußmann,

Netz,

Lörz

2023

High Educ

View full text Add to dashboard Cite

We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto’s model of student integration, the student attrition model, the composite persistence model, and insights from social stratification research. The resulting theoretical model posits that not only students’ academic and social integration, but also their private resources (financial, home learning, and personal resources) are crucial for academic success. Analysing data from a 2020 Germany-wide student survey, we find that students with disabilities are substantially more likely to intend to drop out of higher education than students without disabilities. Linear regressions and Kitagawa-Oaxaca-Blinder decompositions show that their lower academic integration and fewer personal resources are most relevant for explaining this difference, while their lower social integration, home learning, and financial resources play subordinate roles. Further analyses reveal that dropout intent is highest among students with psychic disabilities, followed by students with learning disabilities and students with physical disabilities. Regarding all three disability groups, less academic integration and fewer personal resources are most relevant for explaining their higher dropout intent (compared to students without disabilities). However, the disability groups differ regarding the importance of the different explanatory factors. Overall, our results highlight the importance of considering both students’ integration into higher education and their private resources for understanding student-group-specific dropout intent.

show abstract

Section: Social Integrationmentioning

confidence: 99%

Dropout intent of students with disabilities

Rußmann,

Netz,

Lörz

2023

High Educ

View full text Add to dashboard Cite

show abstract

Interest and its associations with university entrance grades, lecturers’ perceived support, and student dropout

Wild,

Rahn,

Meyer

2024

Int J Educ Vocat Guidance

View full text Add to dashboard Cite

Motivation decreases in higher education programs and is associated with dropout. Consequently, analyzing the development of motivation and subsequent student behavior is needed. We focused on factors that influence subject interest through the cognitive–rational aspect (university entrance grades) as well as the emotional aspect (perceived support from lecturers) and associated these variables with student dropout. We used data from 2301 co-op students in their first academic year collected by cross-sectional survey and university administration. We identified direct effects of interest, support, and university entrance grade on dropout rates and found that interest mediates lecturers’ perceived support and student dropout.

show abstract