Psychosocial factors as risk of dropout in university students of the Early Care and Early Childhood Education Program

Abstract

The present study analyzed psychosocial risk factors for dropout in students of the Early Care and Early Childhood Education Program. A non-experimental, transversal and descriptive design was carried out. The sample was made up of 102 students, to whom sociodemographic and modified dropout questionnaires were applied. The results showed that the average academic performance in three semesters (57.8%, 56%, 49%); 87.3% of students work, 52.9% full time, affecting their performance; 41.2% understand the contents only sometimes; the family conceives the student poorly (3.9%), very high family expectations (13.7%), they feel valued as bad students (5.9%), affecting their motivation; 70% entered on the advice of others; 5.9% have worse performance than their peers, related to repetition and indirectly dropping out, and more than 78% report deficiencies in previous courses. The students identified the main risk factors for dropping out: economic difficulties (26.5%), family problems (13.7%), possibility of missing the year (11.8%) and job placement (10.8%).