Ursachen des Studienabbruchs: Theoretische Basis und empirische Faktoren

Isleib, Sören; Woisch, Andreas; Heublein, Ulrich

doi:10.1007/s11618-019-00908-x

Cited by 38 publications

(36 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the result might also be specific to the German context, since state subsidies for students of low-income families are only paid if switching majors takes place during the first three terms, which makes especially later switches costlier. Finally, students at universities have a higher probability of switching majors than students studying at a university of applied sciences, while students enrolled in their preferred major are less likely to do so, which supports findings on students' dropout (Ishphording & Wozny, 2018;Isleib et al, 2019).…”

Section: Resultssupporting

confidence: 74%

“…Moreover, we control for the two types of higher education institutions existing in Germany (1 = universities, 0 = universities of applied sciences), since students drop out more often from universities (e.g. Isleib et al, 2019), which might also be the case for major changes. Finally, we consider whether students have enrolled in the subject of their choice (1 = yes, 0 = no), which has been shown to reduce students' dropout risk (e.g.…”

Section: Data Operationalizations and Methodsmentioning

confidence: 99%

“…Moreover, subjective evaluation of strengths and weaknesses in particular domains seems to matter for the initial subject choice (Hägglund & Lörz, 2020;Mann & DiPrete, 2013;Werfhorst et al, 2003). Finally, a large number of studies show that high achievement in secondary school and in higher education decreases the risk of dropping out from higher education (Isleib et al, 2019;Ishphording & Wozny, 2018;Robbins et al, 2004;Wolter et al, 2014).…”

Section: Theoretical Considerationsmentioning

confidence: 99%

See 2 more Smart Citations

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

2021

View full text Add to dashboard Cite

While a large body of research addresses both subject choice and student dropout in higher education, much less is known about switching the initially chosen major. Therefore, we ask why students switch their major in higher education and analyse this for the case of Germany, taking the timing and the degree of such switches (within and across subject groups) into account. Based on the extended rational choice framework, we identify three aspects that might explain switching majors: individual achievement in secondary education, a (mis)match between individual occupational interests and the content of studies and parental and peer judgement regarding the initial subject choice. We test the derived hypotheses by applying logistic regression models to representative data from the German National Educational Panel Study (NEPS), Starting Cohort 5. Our results indicate that the analysed aspects of individual achievement, person-major fit and social expectations affect switching majors, but their influence varies according to the degree and timing of the switch. While high-achieving students are more likely to switch majors, especially across disciplines and at a later stage in their studies, a mismatch in occupational interests mainly affects switching majors across broad subject groups. Finally, disapproval of the initial subject choice by parents and peers matters most for switches during the first two semesters and across academic disciplines.

show abstract

Section: Resultssupporting

confidence: 74%

Section: Data Operationalizations and Methodsmentioning

confidence: 99%

Section: Theoretical Considerationsmentioning

confidence: 99%

See 1 more Smart Citation

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

2021

View full text Add to dashboard Cite

show abstract

“…Finally, several researchers stated that many factors that impact students' success are known, but that there is little knowledge about how different factors interact to affect students' success (e.g. Robbins et al 2004;Isleib et al 2019). For this reason, one goal of our research is to investigate the impact of not only individual factors on students' success, but also that of combined factors.…”

Section: Theoretical Constructsmentioning

confidence: 99%

Investigating Motivational and Cognitive Factors which Impact the Success of Engineering Students

Eichler

Gradwohl

2021

Int. J. Res. Undergrad. Math. Ed.

View full text Add to dashboard Cite

Engineering students particularly struggle with mathematics in the first year of their university studies. A result of these difficulties are high drop-out rates among the engineering students. There are various measures to support the students in their studies such as preparatory courses or bridging courses. The contribution of this research is to investigate the impact of certain factors on engineering students’ success in their first year of studies in a supportive environment which includes a preparatory course, tutorials, a bridging course and a drop-in centre. First, we ask how the students’ use of support measures impact the students’ success. Second, we clarify which affective, motivational and cognitive factors affect the students’ success in mathematics. Our further aim is to investigate the relationships between the factors that impact students’ success. We consider potential factors during the first year of studies. Our results suggest that particularly students’ mathematical abilities before the first semester and a support in tutorials during the first semester account for students’ success in the final exams in the first year of engineering studies.

show abstract

“…Eine entscheidende Rolle spielen dabei aber aus der subjektiven Perspektive "Leistungsprobleme" und "mangelnde Motivation" (vgl. [4] Sind Studierende nicht eigentlich jung, fit und gesund?…”

Section: Inzwischen Die Mehrheit: Studierende An Deutschlands Hochschunclassified

Studyability als Ziel des Gesundheitsmanagements für Studierende

Huber¹,

Kellner²

2020

B & G

View full text Add to dashboard Cite

ZusammenfassungVerschiedene epidemiologische Befragungen erhoben in den letzten Jahren Daten zum Gesundheitszustand der Studierenden in der Bundesrepublik. Obgleich die Ergebnisse eine vergleichsweise gesunde Statusgruppe vermuten lassen, wird bei genauerer Betrachtung deutlich, dass auch unter den Studierenden verschieden vulnerable Gruppen sind, für die die Konzeption eines maßgeschneiderten Gesundheitsmanagements notwendig ist. Diese Konzeption orientiert sich dabei am House of Workability [1]. Im Rahmen eines Forschungsprojektes wird dieses Modell als Basis für die Weiterentwicklung eines „House of Studyability“ genutzt. Dieses Vorgehen hat Vorteile sowohl für die Strukturierung der bisherigen Interventionen als auch für die Identifikation fehlender Gesundheitsförderungsansätze.

show abstract

Ursachen des Studienabbruchs: Theoretische Basis und empirische Faktoren

Cited by 38 publications

References 25 publications

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?

Investigating Motivational and Cognitive Factors which Impact the Success of Engineering Students

Studyability als Ziel des Gesundheitsmanagements für Studierende

Contact Info

Product

Resources

About