Variables predictoras de la expectativa de desempeño y la intención de abandono en contexto de educación virtual de emergencia en estudiantes universitarios chilenos

Abstract

El actual contexto de educación virtual de emergencia producto de la pandemia del COVID19 ha traído nuevas condiciones al escenario educativo. En este contexto, esta investigación busca evaluar la capacidad predictiva de las expectativas de compromiso, el apoyo social, la calidad y dominio de los recursos informáticos, las Notas de Enseñanza Media (NEM) y el puntaje obtenido en la Prueba de Selección Universitaria (PSU) sobre las expectativas de desempeño y la intención de abandono durante el primer semestre académico del año 2020, en estudiantes universitarios chilenos. Se realizó un diseño asociativo de tipo predictivo con una medición transversal. Participaron 347 estudiantes. Los resultados mostraron que el dominio y la calidad percibida de los recursos informáticos, el apoyo social percibido, las NEM y la PSU no son predictores significativos de las expectativas de desempeño y la intención de abandono, a diferencia de las expectativas de compromiso y de desempeño. La PSU, el apoyo social y las expectativas de compromiso fueron predictoras de las expectativas de desempeño académico.

Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic

“…On the other hand, when students do not feel valued and respected by others, or do not feel that they belong to a social environment, they are more likely to drop out of their studies [72], the sense of belonging to the career being a significant predictor of the dropout intention in university students [73].…”

“…It has been observed that high levels in the sense of belonging in university students contribute to increasing their levels of participation, being able to seek help in the face of difficulties, feeling less alone, anxious, or depressed, increasing the use of self-regulation strategies, and raising levels of academic self-confidence and motivation [64,66,77]. In addition, various investigations have observed that the sense of belonging turns out to be a direct predictor of study engagement, dropout, and permanence in studies [40,41,45,65,66,73,[77][78][79][80].…”

“…Different studies with university students have shown that the level of engagement exhibited by students proves to be a strong significant predictor of dropout in university students [13,73,89].…”

“…A predictive associative study during the pandemic with university students from nine countries found that engagement was a positive predictor of performance and a negative predictor of dropout intention [98]. Another study carried out during the pandemic with Chilean university students observed that the expectations about their level of engagement and about their performance during the semester were shown to be predictors of their early dropout intention [19].…”

“…The COVID-19 pandemic gave rise to a remote or hybrid educational process, without the teachers and university systems having been sufficiently prepared to face this rearrangement [16][17][18]. This has implied an accelerated adjustment of teachers in the necessary tools for remote education, a change in teaching strategies, and the updating of technological supports [19,20].…”