Understanding the dynamics of college transitions between courses: Uncertainty associated with the decision to drop out studies among first and second year students

Galve-González, Celia; Bernardo, Ana; Castro-López, Adrián

doi:10.1007/s10212-023-00732-2

Cited by 4 publications

(2 citation statements)

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“…The risk of dropping out of school is therefore a complex and global phenomenon that involves multiple factors [9]. Hence, some studies have focused on the intention to drop out of school, using items such as: "I often consider dropping out of school" and "I intend to drop out of school" [10] or similar questions [11]. Other studies have instead focused on the intention to persist in studies [12], taking into account students' motivation.…”

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confidence: 99%

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School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School

Pedditzi

2024

IJERPH

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School dropout is a risky behaviour that is a threat to well-being in adolescence. This study aimed to analyse school satisfaction and self-efficacy in school activities in a sample of adolescents attending secondary school in an Italian region at high risk of school dropout. The objective was to investigate whether differences exist among students on the basis of school dropout intention, gender, and career choices. Another aim was to identify, among the students’ satisfaction variables, the main psychosocial predictors of dropout intention. Students (N = 1340) attending secondary schools in Sardinia completed Soresi’s questionnaires on life satisfaction and self-efficacy. The data were analysed with a multivariate analysis of variance and logistic regression analysis. The results indicated that students intending to drop out of school scored lower on satisfaction with perceived support and satisfaction with peer and teacher relationships than their peers not at risk of dropping out. The logistic regression analysis showed that the most significant predictors of dropout intention were academic performance, satisfaction with the school experience, satisfaction in the relationships with teachers and with family members, and satisfaction with perceived support (26.9% of model variance). The results of this research thus indicate which areas could be addressed through prevention to improve well-being conditions in education.

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Section: Introductionmentioning

confidence: 99%

“…Specifically, participants were asked if they had ever had the intention to drop out of school. This question was followed by a dichotomous response pattern (1 = no, 2 = yes) as in other previous studies [11].…”

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School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School

Pedditzi

2024

IJERPH

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Towards a conceptual framework in higher education anchored on social learning and social integration: transition, retention and graduation

Tlalajoe-Mokhatla

2024

Cogent Education

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University Dropout: A Systematic Review of the Main Determinant Factors

Quincho Apumayta,

Carrillo Cayllahua,

Ccencho Pari

et al. 2024

F1000Res

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Introduction This research is a systematic review aimed at synthesizing scientific evidence on the causes of university dropout, focusing on the subcategories of vocational guidance, academic performance, socioeconomic status, and institutional aspects between 2020 and June 2024. Methods Only articles addressing university dropout were considered, analyzing dimensions such as vocational guidance, academic performance, socioeconomic status, and institutional aspects. Articles published in indexed scientific journals with double-blind, double-blind peer, or open reviews between 2020 and June 2024 were included. The main databases used were Scopus, Web of Science, and Google Scholar. To assess the risk of bias in qualitative studies, the criteria from the article “Validity criteria for qualitative research: three epistemological strands for the same purpose” were used. For quantitative studies, the criteria from the article “Evaluating survey research in articles published in Library Science journals” were followed. For mixed-method studies, both sets of criteria were combined. Results A total of 23 studies were included: 15 quantitative (65.22%), 3 qualitative (13.04%), and 5 mixed-method (21.74%). All studies (100%) addressed the subcategories of socioeconomic status and institutional aspects. Regarding the academic performance subcategory, 86% of the studies addressed it, while the vocational guidance subcategory was covered by 73.91% of the studies. Conclusions Vocational guidance, academic performance, socioeconomic status, and institutional aspects are crucial for reducing university dropout. Providing adequate professional guidance, academic support, financial assistance, and strong institutional support is fundamental to improving student retention and academic success.

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Understanding the dynamics of college transitions between courses: Uncertainty associated with the decision to drop out studies among first and second year students

Cited by 4 publications

References 81 publications

School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School

School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School

Towards a conceptual framework in higher education anchored on social learning and social integration: transition, retention and graduation

University Dropout: A Systematic Review of the Main Determinant Factors

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