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Extensive research has focused on various dimensions of dropout reasons, yet it often overlooks the importance of considering different dropout directions in the analysis. Our cross-sectional study examines the association of factors of six dimensions of dropout reasons (learner, professional, company, school, activity, and context) with four directions of dropout intention (upwards, downwards, horizontal: occupational change, and horizontal: company change). Stepwise regression analyses using dropout intention as a prior inner condition (before actual dropout behavior) with data from 559 industrial and office management trainees in Germany are conducted. Results indicate that the largest association across different directions of dropout intentions is exerted by the trainees' occupational identity (professional dimension) and the year in training (context dimension). School factors like the use of outdated teaching equipment and learner factors like trainees' high professional commitment predict upward dropouts, while a low level of trainees' workplace social involvement (activity dimension) predicts downward dropouts. Company factors like unfavourable working regulations predict occupational change, and a low level of trainees' functional involvement (activity dimension) predicts company change. Additionally, we confirm the previously found significant associations of activity and professional factors, particularly the cooperation between learning venues (school and training company) and the alignment between training and the desired occupation. The desired occupation predicts dropout intentions in the upward and horizontal direction (occupational change), and a low level of learning venue cooperation predicts the upward, horizontal (company change), and downward directions. To mitigate dropout rates, we recommend that vocational education and training stakeholders adopt preventive strategies by targeting specific directions of dropout intentions and the factors associated with the six dimensions of dropout reasons. [ABSTRACT FROM AUTHOR]

Burnout is a pervasive issue among medical students, exhibiting a high prevalence that jeopardizes their academic success and may also predispose them to more severe affective disorders such as depression. This study aims to explore the complex relationships between psychological capital (PsyCap), general social support, educational satisfaction, and burnout, and how these factors collectively influence dropout intentions. A non-probabilistic convenience sample was collected through an online survey from first- and second-year medical students at a Faculty of Medicine in Portugal. The survey employed psychometric instruments to measure burnout (BAT-12), social support (F-SozU K-6), PsyCap (CPC-12R), satisfaction with education, and dropout intentions (Screening Instrument for Students At-Risk of Dropping Out). Structural equation modeling was applied to analyze the data from 351 participants. The model demonstrated a significant positive association between burnout and dropout intentions (β ̂ = 0.37; p < 0.001), underscoring burnout as a direct correlate of dropout intentions alongside educational satisfaction (β ̂ = −0.25; p = 0.003) and PsyCap (β ̂ = −0.22; p = 0.005). Higher social support is associated with reduced burnout (β ̂ = −0.28; p < 0.001) and increased educational satisfaction (β ̂ = 0.22; p = 0.002). The non-probabilistic sampling method prevents the generalization of the findings. The cross-sectional data do not permit the inference of temporal relationships between the studied variables. These findings emphasize the importance that burnout may have on dropout intentions, and contribute to the understanding of affective syndromes such as burnout in educational settings. • PsyCap is inversely related to burnout and dropout intentions. • Social support is associated with reduced burnout and increased educational satisfaction. • High levels of burnout are related to stronger dropout intentions. • Satisfaction with education is negatively associated with dropout intentions. [ABSTRACT FROM AUTHOR]

The importance of close social contacts in the educational process has been widely documented, but mainly for the school sector. The present article examines the importance of close relationships on university students' dropout tendencies. Using longitudinal panel data collected at a medium-sized German university, students (N = 7,169) were surveyed in four waves. The authors investigate how the family situation, partnerships and relations to peers correspond with students' dropout intentions. Data analyses revealed three main findings: First, parental educational aspirations negatively influence the tendency to dropout. Second, students living in partnerships display lower dropout intentions; however, a new partnership favors the tendency to drop out. Third, while close friends decrease students' dropout intentions, having a high proportion of friends from non-university life domains increases them. [ABSTRACT FROM AUTHOR]

It is estimated that one in three students drop out of university by the end of the first year of study. Dropping out of university has significant consequences, not only for the student but also for the university and for society as a whole. A total of 1.154 Italian freshmen were involved in this study and were divided based on their intention to dropout from university. The intention to dropout was assessed using five questions, and motivation was assessed through the Academic Motivation Scale. Differences in socio-demographic factors, extra-curriculum activities, academic characteristics, and academic motivation between freshmen with low and high dropout risks were assessed for highlighting potential intervention for limiting dropout rates. The majority of the freshmen were female, from low-income families, had attended high school, and lived out of town; the most represented field of study was health professions. The results indicate that the variables increasing the likelihood of belonging to the high dropout risk group are as follows: unsatisfactory relationships with lecturers/professors and fellow students, low income, amotivation, and extrinsic motivation. This study underlines the importance of adopting new teaching approaches that include spaces and time dedicated to fostering relationships, supporting academic success, and promoting the psychosocial well-being of students. [ABSTRACT FROM AUTHOR]

Abstract Extensive research has focused on various dimensions of dropout reasons, yet it often overlooks the importance of considering different dropout directions in the analysis. Our cross-sectional study examines the association of factors of six dimensions of dropout reasons (learner, professional, company, school, activity, and context) with four directions of dropout intention (upwards, downwards, horizontal: occupational change, and horizontal: company change). Stepwise regression analyses using dropout intention as a prior inner condition (before actual dropout behavior) with data from 559 industrial and office management trainees in Germany are conducted. Results indicate that the largest association across different directions of dropout intentions is exerted by the trainees’ occupational identity (professional dimension) and the year in training (context dimension). School factors like the use of outdated teaching equipment and learner factors like trainees’ high professional commitment predict upward dropouts, while a low level of trainees’ workplace social involvement (activity dimension) predicts downward dropouts. Company factors like unfavourable working regulations predict occupational change, and a low level of trainees’ functional involvement (activity dimension) predicts company change. Additionally, we confirm the previously found significant associations of activity and professional factors, particularly the cooperation between learning venues (school and training company) and the alignment between training and the desired occupation. The desired occupation predicts dropout intentions in the upward and horizontal direction (occupational change), and a low level of learning venue cooperation predicts the upward, horizontal (company change), and downward directions. To mitigate dropout rates, we recommend that vocational education and training stakeholders adopt preventive strategies by targeting specific directions of dropout intentions and the factors associated with the six dimensions of dropout reasons.

Research highlights the importance of expectancy-value interactions in predicting secondary-school students' academic achievement. But as students transition to higher education, their expectancies and values undergo significant changes – highlighting the need to broaden the application of expectancy-value interactions to this context. To address this, we investigate the interactions between higher education students' expectancies and their values in relation to students' dropout intention. Data of N = 1140 students were analysed using latent moderated structural equation modelling. Similar to prior research, we find that expectancy-value interactions are related to students' dropout intention. But rather than the synergistic interactions commonly found in the secondary-school context, we find that higher education students exhibit compensatory interactions: High study values and low costs could, to a certain degree, compensate for low expectancies. Furthermore, special attention should be paid to students who see little value in their studies and have a low success expectation, as they showed dropout intentions that far exceed effects indicated in prior research. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology 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.)

Major conceptual models of ADHD and learning disabilities underscore the adverse effects they have on academic performance and dropout from university. Therefore, identifying psychological risks and protective factors can aid in managing academic challenges and decreasing dropout rates. In this cross-sectional study, a sample of 395 Hungarian college students (66.6% female, mean age 23.72 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, Beck Depression Inventory, General Self-Efficacy Questionnaire, Academic Resilience Scale, and the Higher Education Retention Questionnaire. Path analysis indicated that depression and academic resilience mediate the relationship between ADHD symptoms and dropout intention, while self-efficacy moderates this association. The findings highlight the critical role of psychological factors in shaping academic dropout for college students with ADHD symptoms. Enhancing academic resilience and self-efficacy may help mitigate the negative impact of ADHD symptoms on college retention. [ABSTRACT FROM AUTHOR]

After decades of research and debates about whether perfectionism is healthy or unhealthy, the Model of Excellencism and Perfectionism (MEP) recently differentiated between people striving for high standards (excellence strivers) and those pursuing perfectionistic standards (perfection strivers). In this study, we devised and tested an interpretational framework of nine scenarios to help determine whether perfectionism is beneficial, unneeded, or harmful by comparing the outcomes of excellence and perfection strivers. In a cross-sectional study with university students (N = 271; Study 1), we found that perfection strivers savor positive school events less and have greater dropout intentions than excellence strivers. In a prospective/longitudinal design with college-aged athletes (N = 296; Study 2), perfectionism was associated with higher athletic achievement. However, perfection strivers who failed to attain their goals experienced lower savoring and enjoyment than excellence strivers. Our findings highlighted the value of our interpretational scenarios as a hub to facilitate the comparison of MEP findings, while showing how to test MEP hypotheses with five popular statistical analyses. Furthermore, the MEP Shiny App is a valuable contribution to expedite the process of comparing the outcomes of excellence and perfection strivers. Overall, this research forged a substantive-methodological pathway that strengthens and enhances the practicality of the MEP. Plain language summary: Many people aspire to achieve excellence without ever trying to attain perfection. Excellence and perfection are different endpoints that set the tone for distinct aiming, striving, phenomenological experiences, and outcomes. A recent theory introduced the concept of excellencism in order to differentiate individuals striving for high yet flexible standards (referred to as excellence strivers) from those who relentlessly and inflexibly chase perfection (known as perfection strivers). In the current research, our overarching goal was to enhance theory with a new framework that would make it easier for researchers to use the Model of Excellencism and Perfectionism (MEP). To achieve our goal, we conducted two studies with cross-sectional and longitudinal methods with university students (Study 1, N = 271) and college-aged athletes (Study 2, N = 296). We created the online MEP Shiny App (https://model-of-excellencism-and-perfectionism.shinyapps.io/Shiny%5fVersion2/) to simplify the process of testing and interpreting the differences between excellence and perfection strivers. Our findings underscored the importance of separating excellencism and perfectionism. In Study 1, perfection strivers savored positive school events less and had greater dropout intentions than excellence strivers. In Study 2, perfectionism was associated with higher goal attainment in sports. However, perfection strivers who failed to attain their goals experienced less savoring and enjoyment than excellence strivers. The positive sports experiences of perfection strivers depended on whether or not they attained their goals. Perfectionism is tricky and can be interpreted as a double-edged sword. It can be seen as beneficial, unneeded, or harmful depending on which outcomes and contexts researchers are looking at. Our findings highlighted the value of our newly proposed interpretational scenarios to make the MEP more accessible to other researchers and practitioners. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic introduced unprecedented challenges to medical education systems and medical students worldwide, making it necessary to adapt teaching to a remote methodology during the academic year 2020–2021. The aim of this study was to characterize the association between medical professionalism and dropout intention during the pandemic in Peruvian medical schools. Methods: A cross-sectional online-survey-based study was performed in four Peruvian medical schools (two public) during the academic year 2020–2021. Medical students, attending classes from home, answered three scales measuring clinical empathy, teamwork, and lifelong learning abilities (three elements of medical professionalism) and four scales measuring loneliness, anxiety, depression, and subjective wellbeing. In addition, 15 demographic, epidemiological, and academic variables (including dropout intention) were collected. Variables were assessed using multiple logistic regression analysis. Results: The study sample was composed of 1107 students (390 male). Eight variables were included in an explanatory model (Nagelkerke-R2 = 0.35). Anxiety, depression, intention to work in the private sector, and teamwork abilities showed positive associations with dropout intention while learning abilities, subjective wellbeing, studying in a public medical school, and acquiring a better perception of medicine during the pandemic showed a negative association with dropout intention. No association was observed for empathy. Conclusions: Each element measured showed a different role, providing new clues on the influence that medical professionalism had on dropout intention during the pandemic. This information can be useful for medical educators to have a better understanding of the influence that professionalism plays in dropout intention. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the impact of teacher and family support on academic stress and students' dropout intention and the mediating role of teacher and family support in the relationship between academic stress and students' intention to leave school. The study used a descriptive cross-sectional survey method. Data were collected through a questionnaire, and a random sampling technique was used to obtain 921 respondents. SPSS 26.0 statistical software was used to analyze survey data; descriptive statistics, inferential statistics, and mediate variable analysis using the bootstrapping method were calculated to prove the hypotheses. Research results show that teacher support has a significant direct effect on academic stress (ß = - .155, p<0.01), family support has a significant direct effect on dropout intention (ß = -.092, p< 0.01), academic stress has a significant direct effect on dropout intention with a sizable effect size (ß = .388, p<0.01), there is no direct impact from family support on academic stress (ß = .037, p> 0.05), and teacher support has not a significant direct effect on dropout intention (ß =- .021, p>0.05). Teacher support and family support do not have a mediating role in influencing the relationship between academic stress and students' intention to leave school. The research results improve the quality of higher education by promoting family and teacher support to control students' academic stress and limit the dropout intention rate. [ABSTRACT FROM AUTHOR]

Over the last 50 years, Higher Education has experienced significant development, which has been associated with challenges that have yet to be solved. In this sense, university dropout is a global phenomenon that worries universities all over the world. Many research studies describe the possible causes of this phenomenon, but the most interesting are those that, due to their predictive potential, have the possibility of preventing it. The aim of this article is to study how important students perceive the different reasons for dropout in relation to the idea of abandoning the degree. For this purpose, the Spanish version of the Questionnaire of Motives for Higher Education Dropout (QMA_es; Almeida et al., 2019) was applied to a sample of 927 first- and second-year university students. These data have been processed using educational data mining (EDM) techniques, obtaining a decision tree that correctly classifies the sample in 81.1%. The results show that variables related to student satisfaction (satisfaction with academic choice, satisfaction with performance, and satisfaction with the financial situation) and to the academic and social environments play a predominant role in the approach to dropout, above other institutional, financial, and wellbeing variables.

In the post-COVID-19 period, it is evident that various studies have been conducted on the effects of the pandemic on economies, politics, education, and teachers, to mention but a few, but there are very few studies on how the pandemic has influenced student turn over especially in as far as educational retention and drop out intention is concerned. It should be noted that a multiplicity of factors hinder disadvantaged students from completing their studies and becoming lifelong students for educational and academic sustainability. Therefore, in addition to exploring the factors for this hindrance, the purpose of this study was also to offer strategies or alternative pathways that should be implemented to retain students and help them overcome related challenges. A qualitative approach was chosen for the study and a snowball sampling technique was utilized to select a total of 16 teacher trainees drawn from one Ugandan university (8) and one South African university (8) to explore factors why student teachers contemplate dropping out of their university education. Microsoft Teams meetings and physical interviews were utilized to collect data. The data was analysed thematically. Findings showed that the intention to drop out of university is driven by COVID-19-related factors or effects such as grief and loss of employment; government policies, economic, academic, and personal factors. The researchers therefore recommend teacher motivation, counselling, and new funding models to support teacher trainees, partnering with different potential employer stakeholders, focusing on addressing COVID-19 instructional effects, and creating socially safe spaces to minimize the intention to and actual drop out which are detrimental to future teacher availability. This in turn has implications on the quality of education for sustainability, which in the long run has implications on students’ academic achievement and job prospects.

It is estimated that one in three students drop out of university by the end of the first year of study. Dropping out of university has significant consequences, not only for the student but also for the university and for society as a whole. A total of 1.154 Italian freshmen were involved in this study and were divided based on their intention to dropout from university. The intention to dropout was assessed using five questions, and motivation was assessed through the Academic Motivation Scale. Differences in socio-demographic factors, extra-curriculum activities, academic characteristics, and academic motivation between freshmen with low and high dropout risks were assessed for highlighting potential intervention for limiting dropout rates. The majority of the freshmen were female, from low-income families, had attended high school, and lived out of town; the most represented field of study was health professions. The results indicate that the variables increasing the likelihood of belonging to the high dropout risk group are as follows: unsatisfactory relationships with lecturers/professors and fellow students, low income, amotivation, and extrinsic motivation. This study underlines the importance of adopting new teaching approaches that include spaces and time dedicated to fostering relationships, supporting academic success, and promoting the psychosocial well-being of students.

In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals' intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees' socialization and performance indicators. Third, we examine to what extent trainees' decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals' training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program (1) to those who changed occupations (N = 417) and (2) to those who changed training companies (N = 378). The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees' self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees' intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees' intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies' socialization tactics and positively affected by adolescents' pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make. [ABSTRACT FROM AUTHOR]

Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well‐established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non‐digital, and group‐based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university‐life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non‐digital peer‐mentoring. Both individual and group‐based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first‐year students, particularly concerning academic and social integration. To holistically address the diverse needs of first‐year students additional approaches may be considered. [ABSTRACT FROM AUTHOR]

Major conceptual models of ADHD and learning disabilities underscore the adverse effects they have on academic performance and dropout from university. Therefore, identifying psychological risks and protective factors can aid in managing academic challenges and decreasing dropout rates. In this cross-sectional study, a sample of 395 Hungarian college students (66.6% female, mean age 23.72 years [SD = 3.87]) responded to an online survey including the Adult ADHD Self-Report Scale, Beck Depression Inventory, General Self-Efficacy Questionnaire, Academic Resilience Scale, and the Higher Education Retention Questionnaire. Path analysis indicated that depression and academic resilience mediate the relationship between ADHD symptoms and dropout intention, while self-efficacy moderates this association. The findings highlight the critical role of psychological factors in shaping academic dropout for college students with ADHD symptoms. Enhancing academic resilience and self-efficacy may help mitigate the negative impact of ADHD symptoms on college retention.

University dropout is considered a critical research topic today due to its significant implications for individuals, institutions, and society. The main aims of this study were to analyse the differences in learning engagement and dropout intention during the first academic year and to analyse the predictive value of motivations to attend university and pre-entry characteristics on the dropout intention. Results showed that learning engagement and dropout intentions vary during the first year, with the decrease in engagement and relative stability towards the end of the year. Students without clear reasons for attending university are most susceptible to dropping out. Learning engagement appears to be a powerful predictor of a low dropout intention. [ABSTRACT FROM AUTHOR]

University students may encounter situations where they perform poorly in a course and contemplate dropping out. This intention to drop out of a course manifests not only in thoughts or ideas but also in a cognitive self-evaluation of their performance and skills, enabling them to reflect on the possibility of dropping out. In this sense, there is a shortage of instruments that evaluate the intention to drop out of a course, so the aim was to develop and validate the Course Dropout Intention Scale (CDIS). Data from two samples (N1 = 198; N2 = 675) were used; the first was for the EFA, and the second was for the CFA, GRM, and SEM. The one-factor model was derived from the EFA and confirmed in the second sample, exhibiting appropriate goodness-of-fit indices. Similarly, the GRM obtained adequate fit indices; all items discriminated adequately, and the difficulty parameter had a monotonic increase. The SEM model of the effect of satisfaction with studies on the CDIS showed a negative and statistically significant effect. Thus, it was demonstrated that the CDIS is a robust instrument in its psychometric properties and empirical evidence with other variables. [ABSTRACT FROM AUTHOR]

Introduction: 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. Method: The participants were 809 first-year students from various Romanian universities. Results: 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. Discussion: 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. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic introduced unprecedented challenges to medical education systems and medical students worldwide, making it necessary to adapt teaching to a remote methodology during the academic year 2020–2021. The aim of this study was to characterize the association between medical professionalism and dropout intention during the pandemic in Peruvian medical schools. Methods: A cross-sectional online-survey-based study was performed in four Peruvian medical schools (two public) during the academic year 2020–2021. Medical students, attending classes from home, answered three scales measuring clinical empathy, teamwork, and lifelong learning abilities (three elements of medical professionalism) and four scales measuring loneliness, anxiety, depression, and subjective wellbeing. In addition, 15 demographic, epidemiological, and academic variables (including dropout intention) were collected. Variables were assessed using multiple logistic regression analysis. Results: The study sample was composed of 1107 students (390 male). Eight variables were included in an explanatory model (Nagelkerke-R2 = 0.35). Anxiety, depression, intention to work in the private sector, and teamwork abilities showed positive associations with dropout intention while learning abilities, subjective wellbeing, studying in a public medical school, and acquiring a better perception of medicine during the pandemic showed a negative association with dropout intention. No association was observed for empathy. Conclusions: Each element measured showed a different role, providing new clues on the influence that medical professionalism had on dropout intention during the pandemic. This information can be useful for medical educators to have a better understanding of the influence that professionalism plays in dropout intention.

The increasing number of students intending to drop out of universities in Vietnam has raised concerns. While previous studies have addressed factors influencing dropout intentions, several aspects still need to be explored, particularly in developing countries like Vietnam. This research provides an overview of the factors influencing students’ dropout intention in Ho Chi Minh City. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with a survey sample of 804 students from universities in Ho Chi Minh City. The research findings reveal that factors such as Lack of university commitment (LUC), degree and course commitment (DCC), ineffective time management (ITM), curriculum design (CD), Ineffective adaptation to learning environment (IALE), low classroom participation (LCP) and personal circumstances (PC) significantly influence students’ dropout intentions. Additionally, factors including skills and attitudes of instructors (SAI), instructor support (IS), positive instructor feedback (PIF), university facilities (UF), cultural and social environment (CSE), and access to support from academic advisors (ASA) do not show statistically significant relationships with students’ dropout intention. Furthermore, the study finds no significant differences in dropout intention based on gender, area, and type of university, except for ASA has a differential impact on students’ dropout intentions based on the type of university. The research results provide valuable insights for researchers and educational experts to understand better the factors contributing to students’ dropout intentions. Moreover, the findings assist educational managers and instructors in developing appropriate support measures and interventions to enhance student engagement throughout their academic journey. Finally, the study discusses limitations and suggests future research directions.

IntroductionThe 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.MethodThe participants were 809 first-year students from various Romanian universities.ResultsThe 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.DiscussionAcademic 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.

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales 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 vocational identity of trainees is one component of their professional competence and is considered to be a central goal of vocational education and training (VET) programs. From the numerous identity constructs and conceptualizations, this study focuses on the organizational identification of trainees, that is, the extent to which trainees internalize the values and goals of their training company and perceive themselves as part of this company. We are specifically interested in the development, predictors, and effects of trainees' organizational identification, as well as the interrelations between organizational identification and social integration. We use longitudinal data of n = 250 trainees in dual VET programs in Germany at the very beginning of their VET program (t1), after 3 months (t2), and after 9 months (t3). A structural equation model was used to analyze the development, predictors, and effects of organizational identification for the first 9 months of training and the cross-lagged effects between organizational identification and social integration. The results showed a high stability of trainees' organizational identification over the first 9 months. Regarding the predictors, the results indicated positive direct and indirect effects of the formal socialization tactics implemented by the training company, as well as of support by the trainer at the beginning of the training. However, collegial support at the beginning of the training did not seem to play a significant role in organizational identification. Moreover, organizational identification positively affected trainees' emotional engagement and self-perceived competence while negatively predicting dropout intentions after 9 months of training. Finally, the cross-lagged effects between organizational identification and social integration were not significant, and only at t3 were these constructs positively correlated. However, regarding the development, predictors, and effects, very similar results were found for organizational identification and social integration. The results underline the positive significance of organizational identification for the individual, the company, and society, even at this early stage of training. The results are discussed regarding both their scientific and practical implications. [ABSTRACT FROM AUTHOR]

Abstract Introduction The influence of burnout, academic engagement, and their interaction in dropout intention among medical students should be further studied. Current research shows its consequences are relevant, however, there is little understanding on burnout and academic engagement moderation in dropout intention. The current study tested a model that relates the effects of coping strategies, social support satisfaction, general distress on academic engagement, burnout, and dropout intention, on medical students. Methods Through an online survey a non-probabilistic sample of one Medical Faculty's 1st- and 2nd-year students was recruited. Cross-sectional data were collected using psychometric instruments (Maslach Burnout Inventory – Student Survey, Social Support Satisfaction Scale for College Students, Brief COPE Scale for College Students, University Student Engagement Inventory, and Depression, Anxiety and Stress Scale), sociodemographic and academic variables, and analyzed using structural equation modeling. Results 532 students (76% response rate) enrolled in the study. Latent variables structural model presented a satisfactory fit to the data and confirmed the expected negative path between burnout and dropout intention (β DI

The vocational identity of trainees is one component of their professional competence and is considered to be a central goal of vocational education and training (VET) programs. From the numerous identity constructs and conceptualizations, this study focuses on the organizational identification of trainees, that is, the extent to which trainees internalize the values and goals of their training company and perceive themselves as part of this company. We are specifically interested in the development, predictors, and effects of trainees’ organizational identification, as well as the interrelations between organizational identification and social integration. We use longitudinal data of n = 250 trainees in dual VET programs in Germany at the very beginning of their VET program (t1), after 3 months (t2), and after 9 months (t3). A structural equation model was used to analyze the development, predictors, and effects of organizational identification for the first 9 months of training and the cross-lagged effects between organizational identification and social integration. The results showed a high stability of trainees’ organizational identification over the first 9 months. Regarding the predictors, the results indicated positive direct and indirect effects of the formal socialization tactics implemented by the training company, as well as of support by the trainer at the beginning of the training. However, collegial support at the beginning of the training did not seem to play a significant role in organizational identification. Moreover, organizational identification positively affected trainees’ emotional engagement and self-perceived competence while negatively predicting dropout intentions after 9 months of training. Finally, the cross-lagged effects between organizational identification and social integration were not significant, and only at t3 were these constructs positively correlated. However, regarding the development, predictors, and effects, very similar results were found for organizational identification and social integration. The results underline the positive significance of organizational identification for the individual, the company, and society, even at this early stage of training. The results are discussed regarding both their scientific and practical implications.

Objectives: The aim of the present study was to evaluate the prevalence of burnout among both medical and non-medical workers at a single coronavirus disease 2019 (COVID-19)-dedicated hospital and to find factors significantly associated with burnout. Methods: One hundred seventy-nine respondents (81.4% of the total employees) who answered a questionnaire were included. The questionnaire consisted of 50 questions, including the Maslach Burnout Inventory-General Survey. Multiple logistic regression analyses were performed to calculate the odds ratios for burnout using a non-burnout group as a reference, with adjustment for age, sex, medical or non-medical worker status, presence or absence of work in direct contact with COVID-19 patients, and presence or absence of work without direct contact but which was related to COVID-19 patients. Results: Burnout was equally observed in both medical and non-medical workers; the overall burnout rate was 8.9%. The factors significantly associated with burnout were anxiety in relation to infection with COVID-19, self-quarantine and stress behavior of patients, lack of sleep in comparison to the pre-COVID-19 period, and the desire for more days off, increased staff, hazard pay, and resources for coping with stress. Conclusion: System-level solutions for these factors may be effective for reducing dropout intention, burnout, and resignation of hospital workers.

Dropping out of university studies is one of the current problems of Higher Education; the increased rates during the first year of the study programme is considerable around the world. Dropping out has negative social implications that are reflected at the personal, family, institutional, and educational levels. The aim of this study was to evaluate a predictive model considering the mediation of university social satisfaction and perceived academic performance within the relations between perceived social support, social self-efficacy and academic purposes with career satisfaction and dropout intention in Chilean university students. A non-experimental explanatory design of latent and observed variables was used. Structural equation analyses with Mplus software were performed. The sample consisted of 956 first year university students. The study complied with the ethical requirements for research with human subjects. As a result, a predictive model with adequate adjustment indexes was obtained. When evaluating the explanatory capacity through the coefficient of determination (R2), it was observed that it explains 38.9 and 27.4% of the variance of the dropout intention and career satisfaction, respectively. This percentage of explanation indicates a large effect size in Social Sciences; therefore, they are considered adequate predictive models. The mediation of university social satisfaction on the relationships between social support, social self-efficacy, and academic purposes with academic adjustment and dropout intention was, respectively, confirmed. The perception of academic performance has less influence on dropout intention and on career satisfaction among first-year students. The model obtained allows explaining the dropout intention and career satisfaction in first year students. In addition, it is composed of variables that can potentially be modified in the interaction of students and professors.

The mixed‐methods project WeGe investigates key factors for refugees’ integration into pre‐study programs and conditions for successful transitions to higher education institutions (HEIs). In this article, we first examine the dropout intentions of international students and refugee students participating in formal pre‐study programs at German HEIs to disclose both barriers and resources. We use insights from migration research to extend theoretical student dropout models and analyse novel data from a quantitative survey with international and refugee students in pre‐study programs. Our findings show that refugee students intend to drop out from pre‐study programs more often than other international students. This difference disappears when other characteristics are controlled for. Effect decomposition shows that financial problems and perceived exclusion are driving dropout intentions of refugee students, whereas German language use in everyday life and a strong connection to the prospective field of study function as a resource and reduce the dropout risk. Depending on the reference group, deficits or resources of refugee students become apparent. This result suggests that refugees should be addressed as a student group in their own right. As a second step, we analyse qualitative expert interviews to reconstruct the staff’s perspectives on barriers and resources of refugee students to analyse how the driving factors of dropout intentions are represented in their knowledge. In particular, we show if and how this knowledge is used to address refugees and to develop inclusive educational concepts within pre‐study programs.

Higher education institutions are striving to lower student dropout rates to increase the number of academically qualified persons in the labour market and decrease misguided investment. Researchers generally acknowledge that students who are firmly decided on their studies tend to drop out of their studies less frequently. Building on the extended expectancy-value model via the cost component, this longitudinal study investigates changes in and the impact of students' motivation on career decidedness and intention to drop out. We analysed data from 351 first-year university students aiming to become teachers across three measurement points, finding that the task effort of students and, to a lesser degree, their interest value was related to career decidedness and, indirectly, to the intention to drop out after the first year in higher education. Moreover, the results revealed that these students' ability beliefs increased and interest value decreased from the beginning to the end of the first year at higher education. Accordingly, we discuss the theoretical and practical implications taken from these findings. [ABSTRACT FROM AUTHOR]

Dropout intention is critical information for universities to help them avoid the misuse of financial, social, and personal resources. COVID-19 has forced universities to adapt their face-to-face teaching-learning processes to distance education, something neither they nor their students were prepared for. Despite being digital natives, students are not used to the online teaching-learning model that has been imposed. Therefore, knowing the effects of this situation on significant variables for universities and students, such as university experience, motivation, satisfaction, and commitment, can help universities understand why students drop out. This preliminary empirical research with university students has three objectives. First, we ascertain students’ perceptions about the possible causes of dropout intention after the outbreak of COVID-19. Second, we determine other variables affecting intentions to drop out, such as university experience, academic motivation, academic satisfaction, satisfaction with blended and distance education, and student commitment. Third, we examine whether these variables affect dropout intention in an exploratory way. Through an online questionnaire, 191 responses from university students were obtained at a Spanish public university. Empirical analyses identify little practical training, teaching methods that fail to motivate students, the absence of commitment to students on the part of the university, and a lack of information and support from the university as the main reasons students consider dropping out. These results are the same in the general sample and in the sub-sample of those who seriously considered leaving university. For the last group, other causes could be considered, such as students’ emotions, assessment systems, and relationships with teachers. All the mean assessments of the variables used in this study are medium-low. Academic motivation is the best-valued (3.38 out of 5), whereas satisfaction with blended and distance education is the worst (2.31 out of 5). Dropout intention is estimated at 2.56 out of 5. Although this is not a low result, this and the rest of the results may have been affected by the pandemic. Additionally, the study justifies that the better the university experience, academic motivation, general academic satisfaction, and satisfaction with blended and distance education, the lower the dropout intention rate. Surprisingly, student commitment does not influence students’ decisions to leave university. The main contribution of this study is to offer guidelines to reduce dropout intention. Training courses for students and teachers seem to be the best way to reduce dropout rates, but other aspects, such as university experience, motivation, and satisfaction, which help to maintain student expectations even in difficult situations, are also important. Although more research is needed, the proposed model offers the possibility of applying and comparing it with other Spanish and European universities, or even high schools, with students who are about to graduate and enter university.

In the wake of the COVID-19 pandemic, many students in higher education got into a precarious funding situation. Therefore, this article deals with whether certain student groups are more affected by these financial cuts than others and what consequences this may have for their further course of study. From a rational choice perspective, it would be expected that in such a precarious financing situation, students from less privileged families, in particular, would drop out of their studies, and social inequalities would increase. Using logistic regression and decomposition techniques, the theoretical considerations are empirically tested based on a German student survey (2020). Our results show that social inequality increased between 2016 and 2020. In particular, students from non-academic families more often intend to drop out or expect a delay in their study progress. In particular, parents' more difficult financing situation is associated with a higher (intended) risk of dropping out and with delays in the course of studies. [ABSTRACT FROM AUTHOR]

Higher education dropout is a relevant problem. Many students do not complete college because of financial and psychosocial issues. We aimed to identify predictors of the reasons for potential dropout of higher education among 385 university students employed and 397 unemployed. We showed that the reasons for the potential dropout of higher education in the sample are related to factors as vocational, career, academic performance, interpersonal and lack of support. This evidence demonstrates that predictors related to the type of institution, study financing, self-evaluation and levels of satisfaction with course, financial condition and professional choice predict the college dropout potential among students who work and do not work. Thus, it is necessary to plan public policies that cover these variables and consider the specificities of these groups while formulating policies and practices with the purpose of maximizing student's permanence in higher education and optimizing their professional trajectory planning. [ABSTRACT FROM AUTHOR]

This article looks at the differences and similarities between Spanish-born and immigrant students enrolled in the first year of Intermediate Vocational Education (IVET) programmes in Spain. We analyse and compare their sociodemographic and academic backgrounds, their reasons for choosing IVET courses, their dropout intention and, finally, their commitment and engagement with the IVET programs in which they are enrolled. Data were obtained from a sample of 1,119 students, aged between 16 and 18, enrolled in first year IVET courses in the regions of Balearic Islands and Catalonia (Spain). The sampling strategy adopted was convenience sampling. Among other conclusions, the results point to students with an immigrant background having greater financial difficulties and a higher likelihood of having unemployed parents when compared with native ones. Also, immigrant students, mostly chose the IVET programmes in which they are enrolled to improve their employability. Finally, students from an immigrant background reported poorer relationships with teachers and classmates, as well as lower family availability/assistance and higher levels of school/academic indiscipline. These results point out the need for ongoing implementation of interventions aimed at providing greater assistance to immigrant students both in school guidance and more support by their teachers. This intervention is vital in order to increase the family support in the educational pathways of the immigrant students. [ABSTRACT FROM AUTHOR]

The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students' demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention. [ABSTRACT FROM AUTHOR]

The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. Themulti-group analysis showed, however, that perceived academic control, enjoyment, and boredomamong second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students. [ABSTRACT FROM AUTHOR]

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Dropping out of university studies is one of the current problems of Higher Education; the increased rates during the first year of the study programme is considerable around the world. Dropping out has negative social implications that are reflected at the personal, family, institutional, and educational levels. The aim of this study was to evaluate a predictive model considering the mediation of university social satisfaction and perceived academic performance within the relations between perceived social support, social self-efficacy and academic purposes with career satisfaction and dropout intention in Chilean university students. A non-experimental explanatory design of latent and observed variables was used. Structural equation analyses with Mplus software were performed. The sample consisted of 956 first year university students. The study complied with the ethical requirements for research with human subjects. As a result, a predictive model with adequate adjustment indexes was obtained. When evaluating the explanatory capacity through the coefficient of determination ( R 2 ), it was observed that it explains 38.9 and 27.4% of the variance of the dropout intention and career satisfaction, respectively. This percentage of explanation indicates a large effect size in Social Sciences; therefore, they are considered adequate predictive models. The mediation of university social satisfaction on the relationships between social support, social self-efficacy, and academic purposes with academic adjustment and dropout intention was, respectively, confirmed. The perception of academic performance has less influence on dropout intention and on career satisfaction among first-year students. The model obtained allows explaining the dropout intention and career satisfaction in first year students. In addition, it is composed of variables that can potentially be modified in the interaction of students and professors., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 López-Angulo, Sáez-Delgado, Mella-Norambuena, Bernardo and Díaz-Mujica.)