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Student dropout represents a significant challenge in distance higher education. To better understand this issue, a comprehensive analysis of institutional data, spanning several years from a private German distance learning university of applied sciences, was conducted. The primary objectives were twofold: (1) to pinpoint institutional factors serving as predictors for student dropout and (2) to analyze the underlying psychological mechanisms. The findings indicate that part-time enrollment, age, interruptions, and overdue payments predicted dropout. Conversely, a good match between a student's occupation and the study program, as well as employer reimbursement of study fees, predicted degree completion. Further results suggest that students who recommend the program to others are more likely to succeed. However, those referred by friends are at a higher risk of dropping out. Additionally, poor grades and late submission of the first assignment were identified as predictors of dropout. A noteworthy finding was the interaction between these factors and the student's qualification for studying. Vocationally qualified students tend to submit their first assignment earlier but perform worse academically compared to academically qualified students. Generally, the influence of socio-demographic factors such as the educational background, gender, or nationality was low. This suggests that some of the disadvantages that non-traditional students might face at traditional universities in Germany might cease to exist at private distance universities of applied sciences. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

The majority of higher education institutions are concerned with keeping students enrolled until they graduate. This article aims to explore why engineering students do not complete their degree studies and drop out their studies without completion. The sample consisted of 275 students enrolled in a faculty of engineering. To interpret the data, sociological concepts of structure and agency were utilized. This study outlines 12 factors that influence the decision to drop out of course by a student majoring in engineering. A decision-making trial and evaluation laboratory (DEMATEL) method used to analyze the result. Further this DEMATEL method merged with fuzzy and intuitionistic fuzzy sets and it is observed that intuitionistic fuzzy reduce the randomness and uncertainty in expert judgment and produce better result than DEMATEL and fuzzy DEMATEL. Amongst the twelve factors, the financial and domestic constraints came out to be the most influential one that drives a student to leave engineering studies with a score of 2.45, while lack of enjoyment/interest appeared as the least influential effect with a score of -0.91. [ABSTRACT FROM AUTHOR]

Many existing student persistence and retention studies overlooked the different types of departure (e.g., dropout, transfer) and aggregate them into a single departure variable, as a result, the estimates from these studies are spurious when one is interested in what student characteristics prompt dropout but not transfer. This can be especially relevant when studying the departure behavior of specific student subgroups, such as first-generation students. In response to this shortcoming in previous studies, this study longitudinally analyzed first-generation students' dropout and transfer behaviors. Paired with nationally represented data, this study uncovered how various student characteristics impact dropout and transfer behaviors differently over time. First-generation students were more likely than students with college-educated parents to leave the system than to transfer. A higher sense of belonging was found to reduce the likelihood of students transferring to other institutions academic years one through four. [ABSTRACT FROM AUTHOR]

Most education systems have set a minimum age until which students must stay at school. In the case of Spain, students can drop out the same day they reach that age, even without finishing that academic year. In the present research work, we intend to analyse the influence of early dropout on later life outcomes for the Spanish population, i.e. literacy and numerical skills and earnings. In order to do this, we employ PIAAC 2012 data and a fuzzy regression discontinuity design, focusing on a transition period between education laws: a first period without minimum dropout age and a second period (law approved in 1970) which obligated students to be at least 14 years-old to dropout. Our results show, for this particular cohort of the Spanish population, that dropping out is substantially negatively associated with literacy and numerical skills in around 1.5 standard deviations, while it did not influence future earnings. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine research on school dropout in open and distance education in the Web of Science (WoS) database using bibliometric analysis and to reveal trends in this area. In line with this goal, a total of 1,615 studies published between 1980 and 2022 were identified in the Web of Science (WoS) indexes. Descriptive and evaluative bibliometric methods were employed in the analysis of these publications, and the results were visualized using VOSviewer software. According to the research findings, studies on school dropout in open and distance education intensified in 2019. The analysis revealed that E.T. Pascarella is the most cited author, and F.D. Pereira has the highest co-authorship network. An examination based on institutions showed that the Universitat Autònoma de Barcelona has the highest number of publications, while the University of Michigan ranks first in terms of citation numbers. Furthermore, in terms of publication productivity and citation numbers, the United States is ranked first, followed by Spain. Looking at the keywords used in articles on the topic, early studies emphasized concepts such as "distance education", "student retention", "attrition", "student success", "social integration", "academic integration", "survival analysis", "education policy", "graduation", and "financial aids". In subsequent years, these were replaced by terms such as "learning analytics", "educational data mining", "systematic review", "engagement", "drop prediction", "decision tree", "student performance", "gamification", "massive open online course-MOOC", and "artificial intelligence". In this context, discussions were conducted within the framework of the literature, and various recommendations were provided based on the obtained findings. [ABSTRACT FROM AUTHOR]

Dropout from Higher Education (HE), that is, the number of students that totally leave a given HE institution is concerningly high, especially in times of crisis. Institutions struggle to minimize dropout, but limited data is available likely because gathering data from learners who dropped out is sensitive, likely involving private information. This paper presents a case study research on student dropout from a very large Portuguese engineering faculty. The main objectives of this research include to gain a better understanding about the reasons for dropout, from the former student's point of view, and to build a profile for the dropout-at-risk student. The collected data was retrieved from institutional records and from 134 telephonic interviews with former students. The resulting data is analysed in both quantitative and qualitative ways. Results of all gathered dropout data are clustered into three profiles of students who dropout: those that "pull out", those who were "pushed out" and those who "fall out". Findings include that students do not decide to dropout by a simple single reason but rather a set of reasons. This research article includes 5 concrete improvement suggestions that are likely to reduce dropout. The two main suggestions are to better prepare the transition to HE and to make policies more flexible in times of crisis, example more flexible schedule. [ABSTRACT FROM AUTHOR]

This article investigates the phenomenon of sports abandonment among young scholars aged between 8 and 13 years. Regardless of the growing awareness of the importance of sport and physical activity during childhood and adolescence, this theme must be adequately explored in the scientific literature. Our study addresses this gap through a cross-sectional research design, tracking and analyzing data from a cohort of young athletes over one year. The main objective of our study is to identify the determinants leading to sports dropout in this specific age group. We looked at several possible causes through a multivariate analysis, including social pressures, parental expectations, time conflicts, physical and psychological stress, and lack of enjoyment. The results show a significant attrition rate, with psychosocial factors emerging as the most influential in determining whether a young person will continue or stop their participation in sport. Furthermore, our study highlights the importance of targeted interventions and preventive strategies that promote a positive, inclusive, and balanced sports environment for adolescents. These interventions can be particularly effective when implemented by coaches, parents and others involved in youth sports education. Finally, this paper discusses the implications of the findings for sports professionals, physical educators, and public policy makers. It highlights the need for more effective support policies and innovative pedagogical approaches to promote sporting persistence during adolescence. Our findings can serve as a starting point for further research in this field, helping to build a future where young people can enjoy the many benefits of sport and physical activity. [ABSTRACT FROM AUTHOR]

This study investigates the role of social capital within the university context in retaining working students. It specifically examines the effects of university social capital factors—such as teacher–student relationships, peer networks, and support services—on the dropout intentions of working students, emphasizing the mediating role of employability trust. Using a sample of 1902 working students from the Eurostudent VII survey, this study employed factor analysis techniques and structural equation modeling to derive its findings. The results indicated that university social capital significantly reduces dropout intentions among working students. Strong teacher–student relationships, satisfaction with support services, robust peer networks, and high employability trust positively influence this social capital. There is a statistically significant negative association between teacher–student relationships, peer networks, employability trust, and dropout intentions. Furthermore, the findings reveal that without enhancing students' employability trust, the effectiveness of support services might be limited. These findings not only contribute to the discourse on student retention and the development of university social capital but also provide practical insights for higher education strategies aimed at supporting working students. [ABSTRACT FROM AUTHOR]

International students are not only agents for the internationalisation of a campus environment but also a crucial source of income for universities and a country's economy. Thus, their recruitment and retention are vital and prioritised by university leadership and policymakers. However, scant attention has been given to investigating international student withdrawal, even more so on visa-related matters. This paper focuses on the lived experiences of five former students from Syria who withdrew from education pursuits in Malaysia due to visa-related issues. This phenomenological study found the absence of clear knowledge of immigration procedures among institution staff and unsympathetic treatment towards international students were the primary reasons behind withdrawals. These findings suggest negative student experiences affect not only current students but also potential students. Whilst the findings add to existing knowledge and future studies, the study marks the first in-depth investigation concerning the impact of visa-related issues on international student withdrawal. [ABSTRACT FROM AUTHOR]

Withdrawal from doctoral education has been recognized as a problem with negative consequences for different actors, leading researchers worldwide to explore its underlying factors and processes. However, even if many PhD candidates who withdrew intend to re-enrol, there is a gap in the literature regarding the factors and processes related to re-enrolment. The aim of this qualitative study is to understand pre- and post-withdrawal experiences of PhD candidates and the factors and processes related to withdrawal, dropout and re-enrolment, through the voices of PhD candidates who withdrew and faculty in social and health sciences in a Portuguese university. Our findings conceptualize withdrawal as a behavioural manifestation of disengagement processes comprising interacting emotional/affective, cognitive, and behavioural dimensions, which start before withdrawal, extend beyond it, and may culminate in dropout or re-engagement and re-enrolment. Factors and processes related to withdrawal, dropout, or re-enrolment were situated in various nested contexts. This study highlights the need for an academic cultural change, to envisage withdrawal as a process that does not necessarily mark the end of PhD candidates' incursion into doctoral education. It draws attention to the need to provide adequate working conditions for PhD candidates, and also to promote follow-up and communication with PhD candidates who withdrew. [ABSTRACT FROM AUTHOR]

We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto's model of student integration, the student attrition model, the composite persistence model, and insights from social stratification research. The resulting theoretical model posits that not only students' academic and social integration, but also their private resources (financial, home learning, and personal resources) are crucial for academic success. Analysing data from a 2020 Germany-wide student survey, we find that students with disabilities are substantially more likely to intend to drop out of higher education than students without disabilities. Linear regressions and Kitagawa-Oaxaca-Blinder decompositions show that their lower academic integration and fewer personal resources are most relevant for explaining this difference, while their lower social integration, home learning, and financial resources play subordinate roles. Further analyses reveal that dropout intent is highest among students with psychic disabilities, followed by students with learning disabilities and students with physical disabilities. Regarding all three disability groups, less academic integration and fewer personal resources are most relevant for explaining their higher dropout intent (compared to students without disabilities). However, the disability groups differ regarding the importance of the different explanatory factors. Overall, our results highlight the importance of considering both students' integration into higher education and their private resources for understanding student-group-specific dropout intent. [ABSTRACT FROM AUTHOR]

School teachers' sickness absence has been shown to affect student achievement in the short run. However, we know little about whether socioeconomic backgrounds may compensate for reductions in instructional quality and to what extent teacher absence effects persist over time. This paper examines the socioeconomic differences in the short- and long-term effects of teacher absence. We use population-wide Norwegian register data to study the effects of certified teacher absence during lower secondary school (grades 8–10) on non-completion of upper secondary education by age 21 (i.e. school dropout) as well as academic achievement in 10th grade. In a school fixed effects model, we find that an increase in teacher absence of 5 percentage points reduces students' examination grades by 2.3% of a standard deviation and increases the dropout probability by 0.6 percentage points. However, the teacher absence effects vary considerably by family background, with large effects for low-SES students driving the overall effects. Overall, our findings indicate that reductions in instructional quality increase social inequality in long-term educational outcomes. This result highlights that studying heterogeneous impacts of contextual exposures is needed to understand the role of schools in shaping inequality. [ABSTRACT FROM AUTHOR]

Schools have an increased focus on implementing schoolwide initiatives (e.g. multi-tiered systems of support; MTSS) to address risk factors related to dropping out. These interventions can involve multiple domains, including academic, behavioural, and social and emotional supports. Although researchers suggest that schoolwide interventions are effective, school staff may need help implementing various content (e.g. academic, behaviour) domains into a cohesive plan. This preliminary study focused on nine schools in the Midwestern United States that implemented schoolwide interventions as part of a statewide technical assistance approach. The research included using survey and extant data for all students to determine the connections between schoolwide interventions, school improvement, and student outcomes. Schools in this study that were higher on both school improvement and MTSS implementation had, in general, better student outcomes associated with predictors of dropping out of school. These findings indicate that school improvement and MTSS may be mutually beneficial enterprises that help school staff address factors related to dropping out. [ABSTRACT FROM AUTHOR]

The dropout rate in underdeveloped and emerging countries is a pressing social issue, as highlighted by studies conducted by The Organization for Economic Co-operation and Development. This study compares five feature selection techniques to address this challenge and improve the automatic detection of dropout risk. The methodological design involves three distinct phases: data preparation, feature selection, and model evaluation utilizing machine learning algorithms. The results demonstrate that (1) the top features identified by feature selection techniques, i.e., those constructed through feature engineering, proved to be among the most effective in classifying student dropout; (2) the F-score of the best model increased by 5% with feature selection techniques; and (3) depending on the type of feature selection, the performance of the machine learning algorithm can vary, potentially increasing or decreasing based on the sensitivity of features with higher noise. At the same time, metaheuristic algorithms demonstrated significant precision improvements, but there was a risk of increasing errors and reducing recall. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we discuss a Norwegian alternative educational program which aids pupils struggling to stay in school. The practice displays an unconventional but promising approach to emancipatory education by facilitating agency in struggling pupils. We begin by providing some context on the Norwegian educational system and the Nordic model of education. Thereafter, we clarify our perception of educational equality and its underlying conditions. We then apply the chordal triad of agency as a heuristic framework for the qualitative analysis of our data material, consisting of three individual interviews, a focus group interview (N=6) and a guided tour at the location of the educational practice. The gathered testimonies suggest great potential in the program's ability at facilitating agency in at-risk pupils aged 9-16, thereby reducing chances of school dropout and social exclusion. Based on respondents' reflections, we conclude with some discussion comparing the studied practice to the formal Norwegian education systemand its shortcomings in accommodating for certain pupil groups struggling to adapt to traditional schooling. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Today, higher education institutions are focused on understanding which factors are associated with the failure or success of students to, early on, be able to implement measures that can reduce the low performance of students and even dropout. The retention rate is positively and negatively influenced by factors belonging to several dimensions (personal, environmental, and institutional). We aim to use information from those dimensions to identify students enrolled in a Computer Networks course at risk of failing the subject. Besides, this needs to happen as early as possible, to be able to provide the students, for example, with extra support or resources to try to prevent that negative outcome. For predicting the grade level on the first test, the best accuracy obtained was 55%. However, most C-level grades were correctly classified, with 63% accuracy in predicting the students that are most at risk of failing, which is one of our main objectives. As for the prediction of the second test's grade level, the best accuracy obtained was 89% and concerned data regarding the students' interaction with the LMS together with students' grades history. All the C-level grades were correctly classified (100% accuracy) and so we were able to correctly predict every student at a high risk of failing. Using the procedure described in this paper, we are able to anticipate the students needing extra support, and provide them with different resources, to try to prevent their negative outcome. [ABSTRACT FROM AUTHOR]

As a specific driver for the transformation of education systems in Morocco, inclusive education is a process that aims to reduce the exclusion of children with disabilities. Indeed, few studies have analysed the exclusion factors that cause children with disabilities not to pursue their education. Based on this, the present paper explores the spatial effect of factors related to accessibility and school supply. The database is from the latest national survey of the 2014 General Census of Population and Housing for the 75 provinces of Morocco. The designated age group is children aged 10–14 years. Exploratory spatial analysis has allowed us to map the hotspots of school dropout risk. The results of the spatial heterogeneity show a deficit in the distribution of accessibilities and the supply of paramedical services. From economic policy, we emphasise the need for spatial equity in the geographic distribution of inclusive education provision. The equitable distribution of psychological conditions for school retention is a straightforward factor in the success of the inclusive education model in Morocco. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using longitudinal, institutional data, we document the impact of COVID‐19 on undergraduate student retention at public universities in South Africa in 2020. We find that student dropout increased in 2020 for students in years 3–5, with little evidence of a change for those entering their second year of study. These aggregate findings mask significant differences across institutions. Students enrolled in most historically advantaged, traditional institutions, and some comprehensive institutions, were not significantly affected, whereas dropout increased significantly at the University of Fort Hare, Walter Sisulu University and the University of Venda, three historically disadvantaged institutions located in rural areas. No difference in retention is found, however, for students enrolled at the University of Zululand (UZ) or the University of Limpopo (UL), equally resource‐disadvantaged institutions where a majority (over 90%) of students are funded via the National Student Financial Aid Scheme (NSFAS). Furthermore, at institutions where dropout increased, NSFAS‐funded students were typically less impacted than their unfunded peers. Our overall findings accord with growing evidence that COVID‐19‐related changes in the sector differentially impacted students from lower socioeconomic backgrounds. However, they also illustrate that the NSFAS bursary appears to have provided a social safety net during this time. Finally, the example of UZ and the UL provide suggestive evidence that institutional relational aspects not observed in our data are important too. Together, results foreground the complex interplay of factors impacting a student's decision to drop out of or remain in university, highlighting that institutional responses and/or relational context during a crisis like COVID‐19 can positively impact student retention. [ABSTRACT FROM AUTHOR]

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Understanding the drivers of student dropout from higher education has been a policy concern for several decades. However, the contributing role of certain factors—including student mental health—remains poorly understood. Furthermore, existing studies linking student mental health and university dropout are limited in both methodology and scope—for example, they often rely on small and/or non-representative samples or subjective measures, and focus almost exclusively on main effects. This paper overcomes many of these shortcomings by leveraging unique linked administrative data on the full population of domestic students commencing undergraduate studies at Australian universities between 2012 and 2015 (n = 652,139). Using these data, we document that approximately 15% of students drop out of university within their first academic year. Critically, students receiving treatment for mental health problems are 4.3 (adjusted) to 8.3 (unadjusted) percentage points more likely to drop out of higher education. This association remains in the presence of an encompassing set of potential confounds, and is remarkably uniform across segments of the student population determined by individual, family, and programme characteristics. Altogether, our findings call for increased policy efforts to improve student mental health and to buffer against its deleterious effects on retention. [ABSTRACT FROM AUTHOR]

This article presents the results of a study on the experiences of students who dropped out of technical-vocational programs within a higher education institution in Chile. An empirical, qualitative study was conducted, supported by information collected in 18 focus groups where 78 students participated. These students were enrolled in programs across six educational fields and were at various stages in their studies when dropping out (first, second, third year, or beyond). The study provides an interpretative framework that allows us to understand the academic trajectories of students, which are less considered in the literature. The findings depict the experiences of the student body from the moment they enter the institution until they decide to leave, along with the expectations that follow this decision. To this end, four phases are identified and described based on content analysis: entrance and expectations, institutional experience, dropout, and ex post facto expectations. The study concludes that students in technical-vocational higher education programs are particularly vulnerable to unexpected events such as the COVID-19 pandemic, which adds to the challenges that the triad of family, work and study brings. It emphasizes the importance of changing the perspective on dropping out from being seen as a failure, highlighting that this decision can open new opportunities and perspectives that allow individuals to fulfill themselves on other levels. [ABSTRACT FROM AUTHOR]

Community Education and Training Colleges are established to develop and improve skills in South Africa, especially those skills that are not taught in Institutions of Higher Learning such as Universities. However, these Colleges as a relatively new sector are faced with a number of challenges ranging from infrastructure to high drop-out rates. Therefore, the purpose of this study was to establish whether there was any significant relationship between factors influencing students to quit this sector and drop-out rate in Community Colleges. A quantitative method was used wherein a questionnaire was administered to the students to conduct the study. A sample of (n=66) was drawn from the population (N=200) students. Eighty percent of the questionnaires were returned, representing fifty-three (53) students. There were three hypotheses of the study; (Ho1): there is no significant relationship between lack of student support services and drop-out rate; (Ho2): there is no significant relationship between less teaching and learning hours and drop-out rate and (Ho3): there is no significant relationship between learning and teaching support material and drop-out rate. The study produced the following results (r=.24, n=53, p-value-.00); (r=.25, n=53, pvalue=.00); (r=.23, n=53, p=.00), respectively. The results indicated a statistically significant relationship between independent variables (lack of student support services, less teaching and learning hours, learning, and teaching support material) and a dependent variable (drop-out rate). [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ph.D. dropout is a persistent and challenging issue in higher education, with significant implications for individual students, academic institutions, and the broader society. This research paper aims to explore the factors contributing to Ph.D. students' decision to dropout and their interrelationships. For this purpose, we employed the hybrid topic modeling Bidirectional Encoder Representations from Transformers – Latent Dirichlet Allocation (BERT-LDA) algorithm and Numerical Association Rule Mining (NARM) using a genetic algorithm in QuantMiner. We identified and analyzed individual, institutional, and social factors that affect Ph.D. students in leaving their current degrees. The results suggest that financial constraints, inadequate academic preparation, poor mentoring, social isolation, lack of social support, family responsibilities, and work-life balance are significant elements responsible for dropout. These findings also reveal that these factors are interrelated, and their effects can be mitigated by the academic institution's policies and culture. The outcomes of the study have implications for academic institutions, policymakers, and researchers, who can use them to develop evidence-based strategies and interventions that enhance Ph.D. students' retention and success. [ABSTRACT FROM AUTHOR]

Copyright of Administração: Ensino e Pesquisa is the property of Administracao: Ensino e Pesquisa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper studies a unique education reform that decreased the length of secondary-level vocational education from 4 to 3 years, reducing the time spent on general subjects while keeping the time spent on vocational training. We use a difference-in-difference strategy by comparing reformed schools with early adopters before and after the reform. We find that students' general skills have dropped considerably, but the probability of dropout has decreased, and the probability of getting a secondary qualification has increased. These results suggest that such a reform will have mixed labour market consequences, at least in the short run. [ABSTRACT FROM AUTHOR]

Student dropout in higher education is a challenge for higher education systems. In recent years, there has been an increasing focus on analyzing motivational aspects in order to counteract dropout. However, the detailed impact mechanisms and processes of motivation on dropout have not been sufficiently researched. For example, there is very little research analyzing the preconditions of motivation and their influence on motivation as well as their eventual influence on dropout. From the background of self-determination theory and the person-object theory of interest, this study analyzes the effects of satisfying the three basic psychological needs on dropout via subject interest. We use data from a cross-sectional design with N = 2662 cooperative students in their first academic year. Our analysis identifies a direct effect of relatedness and subject interest on dropout. Furthermore, indirect effects of satisfying basic psychological needs, specifically, autonomy and relatedness, on dropout via subject interest are noted. We evaluate our results in the context of the current state of research and discuss implications. [ABSTRACT FROM AUTHOR]

This article, titled "Editorial: Stories of abandonment. A biographical-narrative approach to the academic dropout in Andalusian Universities. Multicausal analysis and proposals for prevention," explores the issue of university dropout in Andalusia from multiple perspectives. The research project, funded by the EU ERDF funds and coordinated by the University of Granada, aims to understand the causes of dropout and develop prevention strategies. The article emphasizes the significance of considering factors such as financial policy, educational quality, and student characteristics in predicting and preventing dropout. It also highlights the need for innovative teaching methods and aligning educational policies with student needs. The article includes a focus group with dropout students, literature reviews, and surveys to identify factors associated with dropout. Overall, it provides valuable insights into the problem of university dropout and offers recommendations for addressing it. The research has received ethical approval from the Research Ethics Committees of the University of Granada and the University of Jaén. [Extracted from the article]

The main objective of this article is to present and validate a statistical model (N = 3,152) to predict the dropout of students from the School of Engineering of the Universidad Catôlica de la Santisima Concepcion (UCSC) in Chile. Student droupout in engineering is a generalized and multifactorial phenomenon, even more so when the student can use his or her university access score for a period of two years. In the UCSC, a distinction is made between formal and nonformal droupout. The information collection methodology in this study included the survey administered by the Department of Evaluation, Measurement and Educational Registry of Chile (DEMRE) and input from the Directorate of Admission and Academic Registration of the UCSC. Within the analysis groups were students who formally resigned and were analyzed according to the reasons they gave for leaving; the other group was constituted by students who did not formalize their abandonment, deserters. Subsequently, a logistic regression analysis was applied to determine which variables would best explain the phenomenon of droupout. Among the main factors are gender (GENDER), program (AU), cumulative average score (PPA_SCORE), mathematics score of the university selection test (PSU_MATH_SCORE), mother education level (EDU_MOM), progression rate of student in engineering program (PROGRESSION RATE) and socioeconomic quintile of student (QUINTILE). The performance of the prediction model shows an accuracy (88.53%) and precision (88.69%), which is a very encouraging result in relation to the performance of the studies reviewed in the literature. [ABSTRACT FROM AUTHOR]

The transition from school to university is a challenging process for many students which is reflected in high dropout and low examination success rates during the first year at university. Qualitative studies have found hints that students' beliefs play an important role during the transition. Due to their dialectic nature with cognitive as well as affective valences, it is sensible to assume that beliefs influence rather cognitive and objective criteria of a successful transition such as exam achievement as well as subjective criteria like satisfaction that draw on affective sources. However, quantitative studies have been mostly focusing on the role of students' beliefs for study achievement, neglecting possible effects on students' satisfaction and actual dropout. In this contribution, I draw a more holistic picture of the effects of beliefs during the transition by analysing effects on students' achievement, students' satisfaction and students' actual dropout behaviour. Data from over 600 first-year students in a longitudinal quantitative study show that dynamic beliefs (that emphasize the process character of mathematics and the usability of mathematics in everyday life and other disciplines) have a positive impact during the transition, while static beliefs (focusing on schematic aspects of mathematics) are problematic. [ABSTRACT FROM AUTHOR]

This p aper discusses the main findings of a study on the impact of the first COVID-19 induced nationwide lockdown and university closure in India on the research scholars (PhD and MPhil) of the Jawaharlal Nehru University (JNU). An online survey was employed using the quantitative descriptive methodology. With responses from 530 research scholars, this is one of the first quantitative studies to assess the pandemic's effect on the research work, finances, and mental health of researchers in India from March to June 2020. Given the existing social inequality in higher education, the survey reflects the researchers' dismal state of reality as reported during the first 4 months of the pandemic. Research work witnessed a standstill with large-scale disruption in travel and every other scholar encountering unreliable electricity or internet connectivity. Untimely disbursal of fellowships intensified their already existing financial hardship. Nearly 90% of scholars reported stalled fieldwork, a lack of clarity regarding extension of their research programme, and financial woes as some of the top reasons for their anxiety. Using the chi-square method, the study predicts that dropouts from research programmes are likely in the context of the pandemic, which correlates significantly with socio-economic backgrounds (caste, class and gender) of research scholars. Further, the results show that the challenges faced by terminal, mid-stage, and course-work scholars are unique, emphasizing on the need for targeted interventions beyond extended research deadlines. Non-addressal of these immediate effects of the COVID-19 pandemic will have long-term repercussions on the lives of India's researchers and academic workers. It will only deepen existing inequalities in higher education, leading to gentrification of research degrees in India. [ABSTRACT FROM AUTHOR]

Background: Dropout is one of the most important social problems in the world and especially in low- and middle-income countries. Efforts to prevent dropouts require giving due attention to different perspectives for applying them. The present study aims to identify the policies and interventions made in previous studies because reviewing evidence-based interventions and learning from their strengths and weaknesses is likely to play an effective role in preventing students from leaving school and returning them to school. Methods: This scoping review study conducted on all available studies and documents related to students' dropout. The study population includes articles searched in electronic sources that contain information related to the subject of dropout and out-of-school in primary schools. Appropriate keywords were extracted based on Mesh term and EMTREE and their synonyms and searched by a medical librarian. scientific sources and Gray literature published in Persian and English based on PRISMA standard criteria were reviewed. Results: A review of studies indicated that various interventions such as student interaction with school, educational interventions on students and teachers, family and local community cooperation, free nutrition, behavioral interventions, financial aid, and free education had positive effects on reducing dropout, absenteeism and encouraging students to return to schools. effect size was not reported for school dropout intervention. Conclusions: The findings have indicated that intervention with a combination of global and targeted strategies can affect dropout in developing countries. However, to confirm the effectiveness of this type of intervention, further research is required to be conducted in different countries and with different cultures. [ABSTRACT FROM AUTHOR]

Bullying in schools can have detrimental effects on students' physical and psychological well-being, often resulting in long-lasting emotional scars. Addressing this issue is crucial in ensuring that school education remains a positive and nurturing experience for all students. Objectives of this study were to identify the prevalence of bullying in public schools, to analyse the bullying factor with the chance/risk of school dropout and to assess the prospects of school social work to solve the problem of bullying. The methodology of the study was based on convergent parallel design of mixed method approach. 47 male and 53 female students of grades 6 and 10 of public schools of Tehsil City, district Lahore were selected for quantitative research by using proportional stratified random sampling technique. Quantitative data was collected from the students and qualitative responses were gathered from the parents and teachers. Criteria for inclusion was poor grades and poor attendance of the students. Among a sample of 100 students, 36% indicated prevalence of bullying as a lot, while 43% reported that such behavior occurs sometimes. Of the surveyed students, 37% expressed fear of being bullying as a lot, while 35% disclosed that they experienced such fear sometimes. Binary logistic regression analysis indicates that students who face bullying in school has 1.31 times more chances to dropout from school as compared to those who do not face bullying. While qualitative data revealed that parents/teachers have neither resources, nor time or skills to deal with bullying in schools. This study proposes that education policy needs to acknowledge challenges faced by children and introduce school social work to help address these challenges. [ABSTRACT FROM AUTHOR]

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Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Knowing the factors affecting girls' dropping out is very important. In spite of stipends, free schoolbooks and other incentives given by the government, girls' dropout rate at the secondary level is not decreasing as expected in Bangladesh. The key objective of this study is to find out the different factors that affect girls' dropout. The respondents of this research were girls who were 14-30 years old and had dropped out of the secondary level. In this study, the research area was Bharsho village in Naogaon district, Bangladesh. Using the case study method, data for this study were collected from 21-03-2019 to 05-04-2019 from 12 respondents through face-to-face communication, with the help of an unstructured interview schedule. Findings show that several factors are responsible for girls' dropout. These are--early marriage, poverty, pregnancy, distance from home to school, eve-teasing, teachers' maltreatment, negative attitude of society towards girls' acquisition of education, poor academic performance, lack of security and the notion that if a daughter is more educated, it will cause greater difficulty in getting an equally qualified husband. Among these factors, early marriage is the most prominent. [ABSTRACT FROM AUTHOR]

Introduction - Education remains the major tool by which people become empowered; unfortunately, the education industry has suffered low completion rates due to several factors exposed in various studies. Aim - The purpose of this study was to investigate factors contributing to children's dropout school in Kosovo communities. Methodology - Open ended questionnaire, face to face interview and document analysis were used as sources of data collection instruments. The researchers visited 3 sample locations in Kosovo with majority of communities' households to collect required data. The study included 70 children who had dropped out of primary school. Results - Regarding the factors that have influenced school dropout by children participating in this study it has resulted that school dropout due to abandonment by their peers (30) and dislike of school (27) are the two main factors. Then, in approximately the same percentage (18-20) are listed factors such as: distance from school to home, displacement of parents, bullying by students, inability to register and negligence of parents and the Municipal Directorate of Education. Conclusions - School dropout due to abandonment by their peers among the children's participating in the study has turned out to be a dominant factor in school dropout. [ABSTRACT FROM AUTHOR]

The research on student dropout demonstrates that there is no consensus on its definition and scope. Although there is an expanding collection of research on the topic, student dropout remains a significant issue, characterized by numerous uncertainties and ambiguous aspects. The primary aim of this investigation is to assess the research trends of student dropout within the distance education literature by employing data mining and analytic approaches. To identify these patterns, a total of 164 publications were examined by applying text mining and social network analysis. The study revealed some intriguing facts, such as the misinterpretation of the term "dropout" in different settings and the inadequacy of nonhuman analytics to explain the phenomenon, and promising implications on how to lessen dropout rates in open and distance learning environments. Based on the findings of the study, this article proposes possible directions for future research, including the need to provide a precise definition of the term "dropout" in the context of distance learning, to develop ethical principles, policies, and frameworks for the use of algorithmic approaches to predict student dropout, and finally, to adopt a human-centered approach aimed at fostering learners' motivation, satisfaction, and independence to reduce the rate of dropout in distance education. [ABSTRACT FROM AUTHOR]

This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a "stoplight" system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences. [ABSTRACT FROM AUTHOR]

Although persisters now represent the largest group of non-graduating high school students, they have received little attention in the research literature, leaving unanswered the question of how persisters differ from dropouts in terms of demographic characteristics, academic preparation, and key life outcomes. Using statewide linked-administrative education and labor market data, we applied multilevel modeling to examine the differences in demographic and academic characteristics between persisters and late (Year 4) dropouts. We identified several student- (i.e., race, special education participation, previous dropout, standardized test scores, on-track status, and attendance) and school- (i.e., school type, school size) level characteristics that related to the odds of persisting and dropping out in students' fourth year of high school. Additionally, we used a descriptive approach and data visualization to illustrate the near-term academic, postsecondary enrollment, and labor market pathways of 4-year non-graduates. Our findings highlight the unique characteristics and outcomes of persisting non-graduates and underscore an enhanced understanding of non-graduation through examining both persisting students and dropouts. [ABSTRACT FROM AUTHOR]

The aim is to examine the journey of a deep story of political movements, conflicts of interest, dialogues and other points of contention between groups whose interests and norms determine why, what for and how to educate. We will analyse the history of this relationship in three countries in the American Caribbean region (Venezuela, Colombia and Mexico) for their historical, pedagogical, national and international similarities of purpose. The methodology will be to analyze points of historical tension: the separation of secular and ecclesiastical education in Venezuela. Therefore, it cannot be naively assumed that education in our era is entirely a public service or a mercantile transaction; it still exists in a hybrid dimension, where each authority, in the legal and political framework, constructs its own version of the educational framework. [ABSTRACT FROM AUTHOR]

This paper presents the findings of longitudinal research conducted in Ethiopia exploring the effects of COVID-19 school closures on children's holistic learning, including their socioemotional and academic learning. It draws on data from over 2,000 pupils captured in 2019 and 2021 to compare primary school children's dropout and learning before and after school closures. The study adapts self-reporting scales used in similar contexts to measure grade 4-6 pupils' social skills and numeracy. Findings highlight the risk of widening inequality regarding educational access and outcomes, related to pupils' gender, age, wealth and location. They also highlight a decline in social skills following school closures and identify a positive and significant relationship between pupils' social skills and numeracy over time. In conclusion, we recommend a need for education systems to promote children's holistic learning, which is even more vital in the aftermath of the pandemic. [ABSTRACT FROM AUTHOR]

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Our research is linked to the strategy for higher education in Hungary, which sets out a clear expectation to reduce the number of university dropouts. The first step towards achieving these goals is to explore and describe the phenomena and the context of university dropouts. According to a number of studies, the first year is crucial for the success of students in obtaining a degree. Significant failure to earn the number of credits set out in the recommended curricula implies a serious risk of dropout. Our research sought to find out how previous studies, in particular secondary school attainment, the student's residence, and its level of infrastructure development as well as the student's sex influence the number of credits earned in the first two semesters. Our analysis was carried out using data from students studying at the Faculty of Economics and the Faculty of Mechanical Engineering and Informatics at the University of Miskolc, broken down by fields of study. [ABSTRACT FROM AUTHOR]

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Undergraduate Physics courses has one of the highest dropout rates in Brazilian universities. To face this problem, it is necessary a deep understanding of the causes that lead students to withdraw or persist in their undergraduate courses. Despite empirical research, the validation of a theoretical model that explains dropout and student persistence in the Brazilian context is a current challenge for researchers in the field. In this paper, we evaluate the suitability of the Tinto's Persistence Motivation Model, developed in the United States of America, to represent the scenario of an undergraduate Physics course at a Brazilian public university. We carried out a quantitative study from data collected with a questionnaire answered by 168 undergraduate students. The questionnaire brings up statements related to the predictors of student persistence according to the Tinto model (academic self-efficacy, sense of belonging and perception of curricular relevance) and the self-declared intention of persistence. Statistically significant correlations were identified between all constructs, endorsing the theory proposed by Tinto. The linear regression model was able to predict 37% of the variance of intention to persist. This indicates that the model partially represents the investigated setting. New studies must be done to identify other aspects that impact student persistence in the investigated context. [ABSTRACT FROM AUTHOR]