Abstract
Background and aims Even the richest statistical databases leave the reasons of student dropout from higher education largely obscure. It is the answers of the students who drop out that the panel examinations of the cohorts of students do not contain. The theoretical background to our research was provided by Coleman’s concept of social capital (1961), Tinto’s integrational and Astin’s involvement theory, as well as Pascarella and Terenzini’s institutional integration/embeddedness ideas (2005). Methods To find a solution to that problem, we devised a quantitative, questionnaire survey, based upon the qualitative examination of students who have dropped out (DEPART 2018; N = 591). For data gathering, the snowball method was used, and almost all academic fields are represented in the database. The primary objective of the research was revealing and identifying the factors preventing students from obtaining a degree, surveying the processes and decisions that resulted in their not being able to graduate. School career, educational experience, the attitude of the family to the student’s studies, job/career orientation, educational and social experience in higher education, competitive activities, and social–economical characteristics were the topics we examined. We collected the data of the students who have dropped out with the questionnaire (IESA 2015; N = 2017) and compared the information thus collected with the social and demographic characteristics, school career, and higher educational integration of persistent students. We also compared the data to the embeddedness of (the persistent) students in various voluntary organizations (civic, sport, and religious). For the examination of persistence, a 9-item, highly reliable scale [Cronbach, 883 (IESA)] has been used since 2012. Results The results suggest that the influence of institutional factors and that of the social network is more powerful than the individual characteristics. We found considerable differences between the intra- and extra-campus influences. Discussion Our findings highlight the necessity of providing empirical foundations for the institutional dropout prevention programs.
Highlights
The purpose of our research was revealing the interrelations between belonging to a voluntary organization and a particular feature of efficiency and success in learning, that is, persistence
Our most important research question is whether civic engagement, belonging to a religious group or sports club, improves the persistence of a student or not
Sportspeople are under constant pressure, they face expectations all the time, to make the utmost effort in the classroom and out in the tracks, field, or in the sports hall. Since they are able to spend less time in the academic environment, they might be separated from their peers and the teachers, and this may generate a sense of isolation, solitude in them, increasing the risk of dropout (Ting, 2009; Watt & Moore, 2001)
Summary
The purpose of our research was revealing the interrelations between belonging to a voluntary organization and a particular feature of efficiency and success in learning, that is, persistence. Our most important research question is whether civic engagement, belonging to a religious group or sports club, improves the persistence of a student or not. One branch of the latent political inclusion is activity in public and social issues, as part of which the individual is a member of a local community based upon values shared with others In this sense, civic engagement is interpreted as a membership in civic and voluntary groups. Sportspeople are under constant pressure, they face expectations all the time, to make the utmost effort in the classroom and out in the tracks, field, or in the sports hall Since they are able to spend less time in the academic environment, they might be separated from their peers and the teachers, and this may generate a sense of isolation, solitude in them, increasing the risk of dropout (Ting, 2009; Watt & Moore, 2001). When we analyze the role of sport in persistence, it is necessary to take into consideration the level of sport performed by the students concerned (competitive sport or not), the type of sport (is it a team sport or an individual one), it pursued within the university or outside (Mosonyi, Konyves, Fodor, & Muller, 2013; Muller, Szeles, Seres, & Kristonne, 2011)
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