Academic Dropout Research Articles

Emotional intelligence and dropout intention: the mediating influence of expectancy and task value

Timely degree completion is a topic of interest for numerous stakeholders, including university officials, students, and parents. Unfortunately, a significant number of students encounter challenges within university settings that postpone degree completion or contribute to academic dropout. The available literature suggests that emotional intelligence functions as a protective factor that promotes academic resilience and decreases the likelihood of academic dropout. However, the mechanisms by which emotional intelligence supports degree completion are not fully understood. Therefore, the current study was designed to investigate if the relationship between emotional intelligence and dropout intentions is mediated by task-value and expectancy. University students (N = 337; 66.97% Caucasian/White; 85.89% female; Mean Age = 27.92) completed the Wong and Law Emotional Intelligence scale, self-report measures of task-value (i.e., attainment, intrinsic, utility, & cost) and expectancy, and the Dropout Intentions scale. Using mediation analysis, we determined there was no direct relationship between emotional intelligence and dropout intention. However, indirect effects revealed the relationship between emotional intelligence and dropout intention is mediated by intrinsic and attainment value. These results offer insights into how emotional intelligence may contribute to academic retention and have implications for interventions and support services designed to promote on-time degree completion.

An Actionable Learning Path-based Model to Predict and Describe Academic Dropout

The prediction and explainability of student dropout in degree programs is an important issue, as it impacts students, families, and institutions. Nevertheless, the main efforts in this regard have focused on predictive power, even though explainability is more relevant to decision-makers. The objectives of this work were to propose a novel explainability model to predict dropout, to analyze its descriptive power to provide explanations regarding key configurations in academic trajectories, and to compare the model against other well-known approaches in the literature, including the analysis of the key factors in student dropout. To this effect, academic data from a Computer Science Engineering program was used, as well as three models: (i) a traditional model based on overall indicators of student performance, (ii) a normalized model with overall indicators separated by semester, and (iii) a novel configuration model, which considered the students’ performance in specific sets of courses. The results showed that the configuration model, despite not being the most powerful, could provide accurate early predictions, as well as actionable information through the discovery of critical configurations, which could be considered by program directors could consider when counseling students and designing curricula. Furthermore, it was found that the average grade and rate of passed courses were the most relevant variables in the literature-reported models, and that they could characterize configurations. Finally, it is noteworthy that the development of this new method can be very useful for making predictions, and that it can provide new insights when analyzing curricula and and making better counseling and innovation decisions.

WhatsApp as a Tool to Facilitate Continued Adjustment of First Time Entering Students Into University During COVID–19 Lockdown Restrictions

The Covid-19 pandemic forced universities into emergency remote learning. For universities situated in a country where internet connectivity prices are high, network coverage is low, and most students live in rural areas, this presented a unique set of problems. One of the issues is that traditional orientations were face-to-face for first-time entering students (FTENs) at universities, and they had to be moved online due to lockdown restrictions and the desire to save the academic year. For the university concerned, this presented challenges in accessing students due to their low digital literacy skills and infrastructure limitations. The study employed a quantitative exploratory research approach to assess whether WhatsApp, a low-cost communication tool offering features like affordable data bundles, group creation, and accessibility, could facilitate student engagement and support during the COVID-19 lockdown at a rural university campus. The aim was to investigate if utilizing WhatsApp could foster a sense of belonging among students, potentially mitigating dropout rates and preventing students from falling behind. The hypothesis posited a positive correlation between using WhatsApp for academic support and student retention, ultimately leading to enhanced success rates. The study used the 'Academic Dropout Wheel, a theoretical framework developed by Naaman (2021), which identifies key factors contributing to academic dropout and provides strategies for intervention. The results of a quantitative questionnaire on 181 of the 2022 cohort of FTENS at the campus revealed that students felt more at ease, had a feeling of belonging and ownership of the university, and knew where to ask for help through the effective use of WhatsApp. This paper concludes that if professionally managed, WhatsApp can be an effective tool to facilitate continued adjustment and integration of FTENs into the university.

The process of adaptation to higher education studies and its relation to academic dropout

AbstractThe academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education.

Depression, Anxiety, and Burnout, Their Association with Academic Dropout Ideation in Medical Residents

Objective: to analyze the association between depression, anxiety, and burnout with the risk of academic desertion, and ideation of academic desertion in medical residents. Methods: Cross-sectional study with a sample of 200 medical residents in Mexico City. Maslach, Beck, and Hamilton scales were used to assess burnout, depression, and anxiety, respectively. The main variable was academic desertion. Statistical analysis included descriptive and inferential methods; risk was assessed by odds ratio (OR). Multivariate models were used to explore associations, with statistical significance considered at p <0.05. Results: The frequency of depression, anxiety, and burnout was 17% (n= 34), 26.5% (n= 53), and 19.5% (n= 39), respectively. The presence of depression was associated with up to a fourfold and sixfold increase in desertion and desertion ideation, respectively (OR= 4.04, 95% CI 1.41 - 11.5, p= 0.006, or 6.5, 95% CI 2.9 - 14.6, p= 0.000). Anxiety showed no association with turnover (OR= 1.02, 95% ci 0.26 - 4.01, p= 0.967). The presence of burnout doubled the risk (OR= 2.2, 95% CI 1.07 - 4.52, p= 0.001). In the multiple analysis, depression increased the risk of dropping out up to fourfold. Conclusion: The presence of depression was the disorder most associated with dropout and dropout ideation. It is necessary to establish prevention, and detection programs at medical residency sites.

PERBANDINGAN KOS PEMBELAJARAN DALAM KALANGAN PELAJAR KAMPUS SERI ISKANDAR, UiTM PERAK

Excellent academic achievement is the target of student learning efforts at every level of study. Unfortunately, dealing with financial problems during the study session is often one of the causes of academic dropout among students nowadays. Aware of this, UiTM Perak in particular has offered zakat assistance as a financial solution to selected students to ease the financial burden through the establishment of the Zakat, Sedekah and Waqf Unit. However, the existing distribution method which is done based on the average cost of study for asnaf students, is relatively often somewhat misguided from the objective of fair aid distribution considering that the background of asnaf students is from various studies and bear different learning costs. Therefore, in order to succeed in an alternative method of fair distribution of zakat aid and achieve its goals, this study was conducted with the objective; identify the financial needs of UiTM Perak Branch students according to the department and semester of study, explain the differences in the cost of learning needs between faculties and further re-evaluate the more relevant zakat distribution method according to the current situation. This study was carried out quantitatively through the distribution of online questionnaires to the students of the Faculty of Architecture and Material Planning (FSPU), Faculty of Painting & Design (FSSR), Faculty of Accounting (FP), Faculty of Computer Science and Mathematics (FSKM) ) and the Faculty of Applied Science (FSG). Findings show that the need for learning costs for FSSR students is greater than other faculties. The hope is that this finding will fuel academic excellence among asnaf students through a more transparent and effective method of distributing zakat aid.

Editorial: Stories of abandonment. A biographical-narrative approach to the academic dropout in Andalusian Universities. Multicausal analysis and proposals for prevention

Editorial: Stories of abandonment. A biographical-narrative approach to the academic dropout in Andalusian Universities. Multicausal analysis and proposals for prevention

Dropout in Andalusian universities: prediction and prevention

Problem and objectiveUniversity dropout is a major problem that affects more than 31,000 students each year in Andalusian universities, with serious personal and social consequences and an economic cost of more than 222 million euros for the region’s public administration. As concluded from the review of explanatory models we reviewed, dropout has a multicausal origin. The purpose of our work is to test the efficacy of the use of a screening for the early detection of the risk of academic dropout in Higher Education in Andalusian universities.ProcedureWe applied a screening instrument adapted for incoming students in public universities in Andalusia. The survey was applied at the beginning of the second semester. In this article we present data from a sample composed of 976 subjects from the universities of Granada UGR, Jaén UJA and Pablo de Olavide de Sevilla UPO.ResultsWith the data obtained we have established the dropout risk group, which includes those students who do not reach an average score of 3.00 in the total screening. There are 34 students representing 3.48% of the sample. Of these 34 students, 26 are women and 8 are men; 20 belong to the UGR, 8 to the UJA and 5 to the UPO. The detection of the risk group will allow the universities to apply preventive measures in a personalized and adjusted way to avoid possible dropout.

Balancing Performance and Explainability in Academic Dropout Prediction

Balancing Performance and Explainability in Academic Dropout Prediction

이공계 신입생의 대학타협 유형이 학업중단의도에 미치는 영향

This study aimed to analyze the effect of university compromise types on the dropout intention of freshmen majoring in STEM. To this end, this study utilized data from 782 freshmen in STEM majors at four-year universities from the 7th year of the Korean Educational Longitudinal Study in 2005 and conducted a one-way ANOVA and multiple regression analysis. Conceptually, the types of academic dropout were divided into transfer/re-entry and change of major, and the types of university compromise were defined as no compromise, university compromise, department compromise, and total compromise depending on whether the student compromised with the reputation or preference of the university and department. In summary, the results of this study are as follows: First, there were differences in dropout intentions depending on the type of compromise in university admission. Overall, students who made total compromises were more likely to transfer, re-enter, or change their majors than those who made no compromises. Second, university compromise affected transfer or re-entry, whereas department compromise affected change of major. Third, total compromise, which compromised both the university and department, had a significant impact on transfer, re-entry, and change of majors. Based on these results, implications for fostering STEM talent are suggested.

THE PREDICTIVE ROLE OF ACADEMIC IDENTIFICATION AND TRAIT ANXIETY FOR EARLY ACADEMIC DROPOUT INTENTIONS

In this study, we test the association of academic identification (AI) and trait anxiety (TA) with early academic dropout intentions (EADI). Additionally, we test the impact of the interaction between AI and TA, while controlling for socio-demographic covariates specific to the participants, over EADI (i.e., gender, parents` education background, and educational expectancies). Our sample consisted of 439 first-year university students. We used the social identification theoretical background and results show that AI is associated with low scores of EADI. Still, the high trait anxiety context in which students find themselves in their first year is a risk factor, when AI is low or average. Results also show gender differences (i.e., men have a higher risk of EADI, compared to women). Results highlight the need to invest more in the development of AI to counter and thwart the risk of emphasizing AT for young people.

Post-pandemic psychosocial variables affecting academic dropout in a sample of Chilean higher-education students

IntroductionUniversity dropouts are a problem in the Chilean higher education system, which causes psychosocial and economic damage and requires further studies to understand it comprehensively. This study aimed to determine the psychosocial variables influencing the risk of dropping out of the higher education system in a sample of Chilean university students post-pandemic.MethodsWith a sample of 655 students from the Chilean higher education system and with a cross-sectional study design taken in November 2022, a questionnaire was applied with sociodemographic and other variables of interest, the Depression, Anxiety and Stress Scale DASS-21, the EAC-19 Coronavirus Affect Scale, the ECE Emotional Exhaustion Scale; the Okasha Suicide Scale, and the Insomnia Severity Index (ISI). We performed descriptive, bivariate, and multiple logistic regression analyses through SPSS version 25. Variables with a value of p <0.05 in the final model were declared statistically significant. Odds ratios (OR) were adjusted to 95% confidence intervals (95% CI), which were used to determine the independent predictor variables.ResultsSignificant variables for the risk of dropping out of higher education were: failing four or more courses [AOR = 3.434; 95% CI: 1.272, 9.269], having depressive symptoms [AOR = 1.857; 95% CI: 1.214, 2.839], having suicidal ideation and thoughts [AOR = 2.169; 95% CI: 1.509, 3.118], having clinical insomnia [AOR = 2.024; 95% CI: 1.400, 2.927], low parental support [AOR = 1.459; 95% CI: 1.029, 2.069], impaired performance during the pandemic [AOR = 1.882; 95% CI: 1.317, 2.690], and impaired socioeconomic status during the pandemic [AOR = 1.649; 95% CI: 1.153, 2.357].ConclusionChilean higher education institutions should pay attention to the risk factors resulting from this research, such as students with more than four failed courses during their career, depressive symptoms, suicidal thoughts, clinical insomnia, low parental support, and affectation in performance and socioeconomic level during the pandemic, which could contribute to improving academic retention indicators.

Validation study for the Academic Maladjustment Questionnaire on a Romanian sample.

The problem of academic dropout in the first year of studies represents an important issue for higher education, in that it accounts for an important indicator of quality but also for the negative consequences it produces on individual, institutional and social level. The main aim of the study is to validate and evaluate a robust measure of overall academic maladjustment. The participants were 809 first-year students from various Romanian universities. The results showed a reliable version of the instrument with a factorial structure that did not deviate significantly from the authors' initial model. The exploratory and confirmatory factor analysis revealed a unified score including six dimensions, procrastination, dishonesty - unethical behavior, test anxiety, machiavellian attitude, neuroticism, and somatization. Our results confirmed that besides academic achievement, personal factors are important indicators of adjustment, showing that personal resources management, emotional and behavioral strategies are components of adjustment. Our study revealed a medium and positive correlation between overall maladjustment and academic dropout intention, procrastination seemed to be the most relevant predictor of dropout intention. Academic adjustment acts as a safeguard against dropping out, and it is crucial to acknowledge that most students enter college with the intention of completing their studies.

Development and validation of a measure for academic locus of control

Previous research highlighted the significant role of locus of control in predicting academic achievement and dropout, emphasizing the need for reliable measures to identify factors that foster academic success. This study aimed to develop an academic locus of control (ALoC) measure. Participants were 432 Italian university students (69 males, 363 females) pursuing bachelor’s (N = 339) and master’s (N = 123) degrees in Italy. The ALoC scale resulted in two factors, internal (6 items) and external ALoC (12 items), which demonstrated satisfactory dimensionality and invariance across students’ gender and attending degree. Internal and external ALoC were, respectively, negatively, and positively associated with academic dropout. This study confirmed the importance of locus of control for academic achievement, suggesting that university programs should address students’ personal sense of failure while promoting a sense of mastery and responsibility for academic outcomes.

Evolution of children diagnosed with attention deficit/hyperactivity disorder. Follow-up study in a Spanish simple.

Attention deficit/hyperactivity disorder (ADHD) is a chronic condition with long-term associated risks. To analyze the clinical status, occupation, and daily life difficulties of two cohorts of children diagnosed with ADHD (2004 and 2009) after five and 10 years. Descriptive, longitudinal study using the WOMI database corresponding to Oviedo, Asturias, Spain. Children with ADHD detected by their primary care pediatrician were included. A voluntary follow-up telephone interview was requested. Outcome variables were current clinical and occupational status, ADHD symptoms according to SNAP-IV, and Strengths and Difficulties Questionnaire (SDQ). The interviewed sample consisted of 95 subjects, out of whom 71 answered the SNAP-IV and SDQ questionnaires; 60.70% of the sample did not receive treatment at the time of follow-up, 4.7% had no occupation, 25.40% still had ADHD global symptoms above the clinical cutoff point, and 66.2% had difficulties with moderate interference. ADHD symptoms decline as people grow up. Mental health comorbidities and academic dropout were not confirmed in the sample.

Psychometric properties of a dropout prediction tool for students in Andalusia

This article analyzes the psychometric properties of the scale used in the research corresponding to the topic “Stories of Abandonment. A Biographical-Narrative Approach to the Academic Dropout in Andalusian Universities. Multicausal Analysis and Proposals for Prevention.” The scale is composed of 71 items, with five Likert-type response alternatives. The participants forming the convenience sample were 970 from six Spanish universities. The study dimensions are: A.-Motivation, B.-Commitment, C.-Attitude and behavior, D.-Socioeconomic conditions, and finally E.-Permanence. The study begins by calculating the statistical power and the effect size, thus determining the type I and type II error. Similarly, reliability has been calculated based on the intercorrelation of items through Cronbach’s alpha (0.906). The construct validity was carried out through exploratory factor analysis, for which the correlation matrix was studied using the Kaiser-Meyer-Olkin measure of sampling adequacy (KMO coefficient), in this case the value is 0.886, the result of Bartlett’s test of sphericity is 0.000 and the Determinant 4.009E−12, so we continue with the analysis of the correlational structure, extracting the factors through the principal components method and determining in this way the communalities with the highest and lowest values. Next, we calculated the total variance explained, obtaining 16 factors and an accumulated variance of 57.315%. Finally, the model was determined by distributing the items according to the highest level of saturation by factors, obtaining a 30-item scale with a Cronbach’s alpha of 0.893, which is reliable. In conclusion, the questionnaire used complies with the psychometric aspects necessary to be an optimal scale.

Explaining the causes and effective interventions in academic failure from the perspective of conditional students in University of Medical Sciences: A qualitative study

Introduction: Due to the lack of information about the causes of academic failure of university students, as well as the lack of knowledge of effective interventions to prevent and reduce this problem, this qualitative study aims to explain the causes and effective interventions in academic failure from the perspective of conditional students at Hamadan University of Medical Sciences.
 Methods: This research was a qualitative study using descriptive phenomenology approach. The study population was conditional students who were selected through purposive sampling. Interviews with people were conducted in-person and in-depth according to their wishes. The time of each interview was 45 to 60 minutes. The information obtained from the interview was analyzed using the 7-step method of Kleiser. To increase the trust and scientific credibility of the results, Lincoln and Goba methods were used.
 Results: Data analysis led to the extraction of 6 classes as effective causes of academic failure, which included academic problems, physical and mental problems, looking to the future, financial problems, us ing technology, and family and social problems. Data analysis led to 4-story extraction as an effective intervention on academic failure, including academic intervention, reduction of physical and mental problems, family and social problems, and other interventions.
 Conclusion: It is useful to use interventions in the process of reducing academic dropout in students. Interventions such as proper nutrition, reducing the use of virtual space, the presence of a consultant and helping students in time management and planning, multi-stage evaluation according to the courses can be effective.

Construyendo el perfil del alumnado con intención de abandono de los estudios universitarios

The analysis of the problem of dropout from university studies is a subject of great importance and topicality owing to the reper­cussions it has, not only in the economic and social sphere, but also at a personal, family, in­stitutional level, etc. The objective of this ar­ticle is to define a profile for a student who in­tends to abandon their university studies and who, therefore, is at risk of academic dropout. Various characteristics with a possible impact on this situation were analysed, both those of an individual, academic and socioeconomic nature and those which are personal. Specifi­cally, we studied the variables of age, gender, how studies are financed, average university grade and order of preference of the degree course, as well as those related to academic satisfaction, adaptability skills and the stu­dent’s academic engagement. The analysis was conducted on students at the Universi­dad de La Laguna (ULL) according to degree field and academic year. The results obtained show that the students with the highest risk of dropping out of the degree programme are those in their first year, mainly in the field of sciences, who have chosen the degree course they are studying that was their third choice or lower, their average university grade has been a fail, they have a low level of academic engagement and are not very satisfied with the educational process.

Study related factors associated with study engagement and student burnout among German university students.

Student burnout has become a health concern in higher education systems. Its prevalence rates are high due to specific demands in this life situation. It leads not only to increased academic dropout rates but is also associated with negative health outcomes both physically and mentally. Its counterpart is study engagement, which is a positive, fulfilling, study-related attitude characterized by energy, dedication, and absorption. There has not been a systematical approach covering the demands directly posed by the academic environment itself. Additionally, academic subject fields apart from medicine and nursing sciences have been mostly neglected in regards to this research field. The aim of the study is therefore to identify contributing factors for both burnout and engagement within the academic environment in a sample of different subject fields at a German university. In a cross-sectional study, a sample of 3,451 students of all academic subjects at a technical university in Germany has been analyzed using an online survey. Sociodemographic data, study engagement, student burnout, study satisfaction, academic workload, number of semesters and occupational liabilities have been analyzed. Binary logistic regression was used to determine the associations of burnout symptoms and study engagement. Almost a third of the students showed frequent burnout symptoms, while 42.5% showed a high degree of study engagement with no differences in gender. Age was identified as a risk factor for frequent signs of cynicism (OR = 1.073). Study satisfaction (OR between 0.459 and 0.702), semester progression (OR = 0.959) and working moderately (OR between 0.605 and 0.637) was associated with fewer symptoms in different burnout-dimensions. Study satisfaction is positively associated with study engagement (OR = 2.676). Academic workload is positively related to both burnout (OR between 1.014 and 1.021) and study engagement (OR = 1.014). A substantial number of students show frequent symptoms of burnout and the majority is not highly engaged. The included factors contribute to the model to various degrees and show that university-bound factors play a major role. Fostering a supportive environment is key for study engagement, health and well-being. The inclusion of further, individual factors should be a future concern in order to find and promote strategies for a healthy education system.

Supply and demand matching of VET skills - a regional case study

The proper alignment between supply of Vocational Education and Training (VET) and labour market demand is critical to successfully achieve VET’s main benefits, such as reduction of academic dropout rates, unemployment reduction and economic growth. This article presents the study carried out in Leiria region (Portugal) to define VET areas priorities at the secondary education level. A mixed methodology was applied by using both quantitative (employment microdata, employers survey and employment offers analysis) and qualitative (interviews, focus groups and documents analysis) instruments and techniques. A diverse group of stakeholders (e.g. regional policymakers and private and public sectors’ employers) were heard in order to anticipate the market’s needs for skills. The results, obtained through the various methodologies, point to the same skills’ priorities and reveal several mismatches between demand and supply of qualifications. Thus, this study helps policymakers to prioritize areas of education and VET providers to design courses aligned with the real needs of the region’s labour market. Additionally, several challenges are identified, as the need of a better dialogue between the VET system and employers. By increasing the quality of VET supply, our policy suggestions contribute to reduce future demand-supply imbalances, and therefore, to reduce unemployment, control the demographic problem, increase the companies’ expansion and promote regional development.