Journal articles on the topic 'Dropout Intention'
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1
Mai, Cam Binh, Nha Ghi Tran, Ngoc Hien Nguyen, Thi Trang Nhung Nguyen, and Ngoc Pham Hoang Bao. "Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11, no. 3 (December 20, 2023): 417–37. http://dx.doi.org/10.23947/2334-8496-2023-11-3-417-437.
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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.
2
Schnettler, Theresa, Julia Bobe, Anne Scheunemann, Stefan Fries, and Carola Grunschel. "Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university." Motivation and Emotion 44, no. 4 (February 17, 2020): 491–507. http://dx.doi.org/10.1007/s11031-020-09822-w.
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Abstract 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.
3
Giudicelli, Edouard, Arielle Syssau, Royce Anders, and Nathalie BLANC. "The Role of Contextual, Dispositional, and Affective Variables on Dropout Intentions of PhD Students in France." International Journal of Doctoral Studies 19 (2024): 004. http://dx.doi.org/10.28945/5294.
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Aim/Purpose: With respect to doctoral students, the present study examined the association between dropout intentions and contextual, dispositional, and affective variables. The aim was to provide a deeper understanding of the factors that promote successful completion of doctoral studies in the humanities and social sciences in France. Background: Key variables relevant to doctoral life that could serve as predictors for dropout intention were assessed. These were research activity, health and private life, academic social life, supervision, university and facilities settings, career prospects, doctoral year, student personality, self-efficacy, and anxiety and depression levels. Methodology: Each of the aforementioned variables was measured at the end of the 2019-2020 academic year within a sample of 202 students from the same university who were enrolled in doctoral programs in the humanities and social sciences. Dropout intention was modeled with a logistic regression model, which allowed for the simultaneous taking into account a gamut of variables. Contribution: This study is the first to jointly assess the variables respective to predicting dropout intention and innovatively account for personality factors in addition to contextual factors. This study offers a deeper understanding of the role that personality may play and altogether reveals the variables that are most associated with doctoral dropout intentions in France. Findings: Through having also modeled personality as a potential risk/protective factor, this study confirms that contextual factors, compared to personality, play a more consequent role in PhD dropout intentions. Furthermore, we show that while personality factors are indeed associated with dropout intention, their links may be best understood through their interplay with contextual factors. Importantly, a sense of self-efficacy, anxiety, and depression was found significant, as well as research wellness, supervision quality, health, and emotional stability. Overall, dropout intentions were found to increase with the doctoral year. Recommendations for Practitioners: Findings suggest that university personnel aiming to reduce the number of doctoral students who plan to dropout should especially consider the following key variables: research conditions, doctoral year, and student characteristics (e.g., personality, depression, and sense of self-efficacy). Recommendation for Researchers: In order to better understand doctoral dropout, future studies should consider the interplay between choice of doctoral discipline and contextual, dispositional, and affective variables, as well as theories of motivation. Impact on Society: In higher education and research, decreasing doctoral dropout is important in maintaining society’s confidence in, and general success of, scientific research and educational practice, as well as increasing the amount of public and private funds dedicated to these valuable endeavors. Future Research: Future research should more intricately assess and control for interactions between individual-level, personality, and contextual factors during the doctorate, as well as include a larger cohort that may consist of both social sciences and traditional sciences majors.
4
Vijayakumaran, Naranthiran, Halimah Mohd Yusof, Sivakanthan Oulaganathan, and Dinesh Kumar Saundra Rajan. "THE IMPACT OF PARENTAL INVOLVEMENT AND STUDENT ENGAGEMENT ON SCHOOL DROPOUT INTENTION: A SYSTEMATIC LITERATURE REVIEW." International Journal of Education, Psychology and Counseling 8, no. 50 (June 1, 2023): 36–46. http://dx.doi.org/10.35631/ijepc.850003.
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School dropout intention among students is a serious issue as it will impact the student’s motivation to learn. Studies have found that dropout intention among students is affected by parental involvement and student engagement. Hence, this article aims to identify the impact of parental involvement and student engagement on school dropout intention based on prior empirical findings. This article featured several conclusions regarding the relationship between parental involvement and dropout intention and also the relationship between student engagement and dropout intention. Using the systematic literature review, 30 publications were analysed in preparing this article. All the conclusions from the numerous papers were discussed. Suggestions for future studies were presented, and the importance of these topics was identified. A fresh study is recommended to be carried out to determine the level of parental involvement among Malaysian parents and the extent of student involvement among Malaysian students as well as how these factors impact on school dropout intention.
5
Wolf, Kristin, Christina Maurer, and Mareike Kunter. "“I Don’t Really Belong Here”." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 53, no. 1-2 (January 2021): 1–14. http://dx.doi.org/10.1026/0049-8637/a000233.
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Abstract. The present study investigates the role of sense of belonging on dropout intention in teacher education with a special focus on immigrant teacher students. We present data from a survey of 925 German teacher students using two times of measurement. The results confirm the significance of sense of belonging for the dropout rate among students in teacher education and support our hypotheses that immigrant students show a lower sense of belonging and higher dropout intentions.
6
Buizza, Chiara, Herald Cela, Giulio Sbravati, Sara Bornatici, Giuseppe Rainieri, and Alberto Ghilardi. "The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students." Education Sciences 14, no. 1 (January 7, 2024): 67. http://dx.doi.org/10.3390/educsci14010067.
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Dropout is a critical concern in higher education, with a considerable number of students leaving within the first two years of university. Dropout affects students’ well-being and their academic and career prospects, and institutions’ retention and graduation rates. The aim of this study was to explore the mediating role of motivation and cognitive strategies for learning in the relationship among self-efficacy, connectedness, and university dropout intention. A total of 790 Italian college freshmen were involved in this study. The sample was recruited through a web survey consisting of the Academic Motivation Scale, Perceived School Self-Efficacy Scale, University Connectedness Scale, and Self-Regulated Knowledge Scale-University. The freshmen’s intentions to drop out were assessed with five questions. The average age of the freshmen was 20.9 years, most of them were female, and were attending a degree program in the medical area. The results show that self-efficacy is the most important predictor of dropout intentions, followed by university connectedness. Self-regulated knowledge has an important role in predicting dropout intention by acting as a mediator between self-efficacy and motivation.This study underlines the importance of investing in training and orientation interventions in order to develop the skills to face the university path, increasing self-efficacy, motivation, and consequently students’ well-being.
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Park, Wan-KyeoLeeng, and Soo-Bi Lee. "The Impact of Parent’s Neglecting Attitude on School Dropout Intention of Multicultural Adolescents -The Dual Mediating Effect of Social Withdrawal and Achievement Motivation-." Korea Academy of Case Management 15, no. 1 (April 30, 2024): 127–49. http://dx.doi.org/10.38019/kacm.15.1.127.
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The purpose of this study was to investigate the dual mediating effects of social withdrawal and achievement motivation on relationship between parent’s neglecting attitude and school dropout intention of multicultural adolescents. To achieve this, the dual mediating analysis was conducted on 1,197 multicultural adolescents using 8th year of Multicultural Adolescents Panel Study(MAPS) data collected by the National Youth Policy institute. The results were as followed. First, parent’s neglecting attitude has directly a positive effect on school dropout intention among multicultural adolescents. Second, higher levels of parent’s neglecting attitude are associated with higher levels of social withdrawal, which, in turn, are associated with higher levels of school dropout intention. Third, higher levels of parent’s neglecting attitude are associated with lower levels of achievement motivation, which, in turn, are associated with higher levels of school dropout intention. Fourth, parent’s neglecting attitude has an indirect effect on school dropout intention through social withdrawal and achievement motivation. Based on these results, practical strategies for preventing neglecting attitude and social withdrawal and improving achievement motivation are discussed to reduce school dropout among multicultural youths.
8
Véliz Palomino, José Carlos, and Ana Maria Ortega. "Dropout Intentions in Higher Education: Systematic Literature Review." Journal on Efficiency and Responsibility in Education and Science 16, no. 2 (June 30, 2023): 149–58. http://dx.doi.org/10.7160/eriesj.2023.160206.
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College dropout proves to be a critical problem in undergraduate programs that directly affects students and the related community, due to direct economic losses and significant social costs. This article addresses a systematic review of the literature on predictors of student dropout intention in higher education, focusing on scientific production in Q1 and Q2 journals from 2018 to 2023, performing a bibliometric review and analyzing the available empirical and theoretical data on the phenomenon of college dropout intention and its affecting factors. The bibliometric results and those related to predictors of dropout intention introduced in previous studies are presented. The largest number of researchers studying this phenomenon are from Germany, however, the United Kingdom is the country with the largest number of publications. Previous research can be grouped into two categories: studies analyzing psychological factors of dropout intention and those related to academic and social integration.
9
Guo, Qianronga, and Jinyoung Huh. "The Effect of Academic Stress on School Dropout of Chinese Physical Education Major University Students: The Mediating Effect of Social Support." World Society of Taekwondo Culture 14, no. 1 (January 31, 2023): 77–92. http://dx.doi.org/10.18789/jwstc.2023.38.77.
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The purpose of this study is to verify the effect of academic stress and social support on school dropout intention of Chinese physical education major students and to investigate the mediating effect of social support. Therefore, the convenient sampling method was used to questionnaire survey. For data processing, frequency analysis, reliability, and correlation analysis were performed through SPSS 23.0, and confirmatory factor analysis, measurement model verification, structural model verification, and mediating effects were performed using AMOS 23.0. The following results were derived. Academic stress had a positive (+) effect on school dropout intention and social support. Social support had a negative (-) effect on school dropout intention. It was found that there was a partial mediating effect of social support in the relationship between academic stress and school dropout intention.
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Gardner, Lauren A., Christopher A. Magee, and Stewart A. Vella. "Enjoyment and Behavioral Intention Predict Organized Youth Sport Participation and Dropout." Journal of Physical Activity and Health 14, no. 11 (November 1, 2017): 861–65. http://dx.doi.org/10.1123/jpah.2016-0572.
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Background: Dropout from organized youth sport has significant adverse health implications. Enjoyment and behavioral intentions have consistently been linked with participation and dropout; however, few studies have investigated these links using a prospective design. This study explored whether enjoyment and intentions to continue predicted dropout behavior at 1-year follow-up. Methods: Questionnaires were completed by 327 regular sport participants (mean age = 13.01 y at baseline). After 1 year, 247 individuals (75.5%) continued participating in their main sport and 26 individuals (8%) dropped out. A hierarchical logistic regression model estimated the probability of dropout. In step 1, the following covariates were included: age, sex, competition level, perceived competence, parental support, coach–athlete relationship, friendship quality, and peer acceptance. In step 2, enjoyment and intentions to continue were included. Results: Step 1 indicated that age, parental support, coach–athlete relationship quality, and peer acceptance were significantly associated with dropout. Step 2 explained further variance in dropout, with both enjoyment and intentions inversely associated with dropout. Peer acceptance was the only covariate to remain significantly associated with dropout in step 2. Conclusions: Findings support the use of enjoyment and behavioral intentions as indicators of sport participation/dropout behavior and may aid the development of interventions aimed at preventing future dropout.
11
Pham Van, Tuan. "The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support." Revista Romaneasca pentru Educatie Multidimensionala 16, no. 2 (May 31, 2024): 642–65. http://dx.doi.org/10.18662/rrem/16.2/877.
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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 (β = -.155, p<0.01), family support has a significant direct effect on dropout intention (β = -.092, p< 0.01), academic stress has a significant direct effect on dropout intention with a sizable effect size (β = .388, p<0.01), there is no direct impact from family support on academic stress (β = .037, p> 0.05), and teacher support has not a significant direct effect on dropout intention (β =- .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.
12
Maluenda-Albornoz, Jorge, Valeria Infante-Villagrán, Celia Galve-González, Gabriela Flores-Oyarzo, and José Berríos-Riquelme. "Early and Dynamic Socio-Academic Variables Related to Dropout Intention: A Predictive Model Made during the Pandemic." Sustainability 14, no. 2 (January 12, 2022): 831. http://dx.doi.org/10.3390/su14020831.
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Social and academic integration variables have been shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as the predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene this phenomenon. The objective of the present study was to evaluate a predictive model for university dropout intention that considers the relationships between social and academic variables during the first university semester of 2020. The research was conducted using a cross-sectional associative-predictive design, with a convenience sampling (n = 711) due to the restrictions of the pandemic period. The results showed a good fit of the proposed hypothetical model that explained 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging and, through it, engagement. Previous academic performance predicted early academic performance and, through it, engagement. The set of variables predicted the intention to quit through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.
13
Zhou, Yue. "A Study on the Influencing Factors of Postgraduate Dropout Intention—Exploratory Analysis Based on Grounded Theory." SHS Web of Conferences 174 (2023): 01019. http://dx.doi.org/10.1051/shsconf/202317401019.
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Dropping out of graduate school can have adverse effects on both universities and individuals. Studying dropout intention as a antecedent variable of dropout behavior can help reduce the occurrence of graduate dropout behavior. Based on the self-reported case text of “why do graduate students want to quit school” in the “Zhihu” Q&A community, and combined with the Grounded theory, this paper analyzes the factors affecting the intention to quit school, in order to build a model of graduate students’ intention to quit school. According to the results of the study, the factors that affect the dropout intention of postgraduates mainly include the following six aspects: external motivation for postgraduate study, negative outcome expectations, important others, low self-efficacy, lack of academic interest, and freshmen’s adaptation. Based on this, this article proposes intervention measures for the intention of graduate students to drop out, including cultivating positive academic emotions, optimizing the training mode of graduate students, emphasizing the construction of teacher culture, and providing guidance for the transition period of new students, in order to provide reference for effectively reducing the dropout rate of graduate students.
14
Souza, Maria Gerlúcia Bezerra de, Cíntia Vanessa Monteiro Germano Aquino, and Clayton Robson Moreira da Silva. "Negative affectivity and dropout intention among Accounting Science students during the covid-19 pandemic." Revista Catarinense da Ciência Contábil 21 (November 25, 2022): e3314. http://dx.doi.org/10.16930/2237-7662202233142.
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The Covid-19 pandemic has brought negative effects on the mental health of the population. Symptoms of depression, anxiety, and stress, here called negative affectivity, were enhanced in the pandemic period, which may have had an impact on the students' intention to dropout their higher education courses, given the adversity scenario. In this context, this study aimed to verify the influence of negative affectivity on the dropout intention among accounting science students during the Covid-19 pandemic. For that, survey was carried out with 194 accounting science students at a public university. For data analysis, descriptive analysis, confirmatory factor analysis and structural equation modeling techniques were used. The structural model was developed in the light of the Theory of Planned Behavior, which made it possible to verify the influence of attitudes, subjective norm, and perceived behavioral control on the dropout intention. Furthermore, the model expands the scope of the theory by integrating the variable negative affectivity, formed by elements related to symptoms of depression, anxiety, and stress. The results showed that the dropout intention is influenced by the attitude towards dropout and by negative affectivity, so that an unfavorable attitude towards the behavior reduces the dropout intention, while a higher incidence of negative affectivity (i.e., symptoms of depression, anxiety, and stress) enhances the student's intention to drop out the course. On the other hand, the subjective norm and the perceived behavioral control had no influence on the dropout intention, diverging from what is proposed by the Theory of Planned Behavior. From a managerial point of view, the research findings help university managers to develop strategies focused on student’s retention and on the promotion and preservation of mental health in the university environment, considering that, by improving the students’ psychological conditions, dropout levels tend to decrease. In addition, from a social point of view, the research contributes by promoting the debate on the importance of a healthy and favorable academic environment for the students’ psychological well-being.
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Olmedo-Cifuentes, Isabel, and Inocencia Mª Martínez-León. "UNIVERSITY DROPOUT INTENTION: ANALYSIS DURING COVID-19." Journal of Management and Business Education 5, no. 2 (April 10, 2022): 97–117. http://dx.doi.org/10.35564/jmbe.2022.0007.
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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.
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Lu, Haidong, Stephen R. Cole, H. Irene Hall, Enrique F. Schisterman, Tiffany L. Breger, Jessie K Edwards, and Daniel Westreich. "Generalizing the per-protocol treatment effect: The case of ACTG A5095." Clinical Trials 16, no. 1 (October 17, 2018): 52–62. http://dx.doi.org/10.1177/1740774518806311.
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Background Intention-to-treat comparisons of randomized trials provide asymptotically consistent estimators of the effect of treatment assignment, without regard to compliance. However, decision makers often wish to know the effect of a per-protocol comparison. Moreover, decision makers may also wish to know the effect of treatment assignment or treatment protocol in a user-specified target population other than the sample in which the trial was fielded. Here, we aimed to generalize results from the ACTG A5095 trial to the US recently HIV-diagnosed target population. Methods We first replicated the published conventional intention-to-treat estimate (2-year risk difference and hazard ratio) comparing a four-drug antiretroviral regimen to a three-drug regimen in the A5095 trial. We then estimated the intention-to-treat effect that accounted for informative dropout and the per-protocol effect that additionally accounted for protocol deviations by constructing inverse probability weights. Furthermore, we employed inverse odds of sampling weights to generalize both intention-to-treat and per-protocol effects to a target population comprising US individuals with HIV diagnosed during 2008–2014. Results Of 761 subjects in the analysis, 82 dropouts (36 in the three-drug arm and 46 in the four-drug arm) and 59 protocol deviations (25 in the three-drug arm and 34 in the four-drug arm) occurred during the first 2 years of follow-up. A total of 169 subjects incurred virologic failure or death. The 2-year risks were similar both in the trial and in the US HIV-diagnosed target population for estimates from the conventional intention-to-treat, dropout-weighted intention-to-treat, and per-protocol analyses. In the US target population, the 2-year conventional intention-to-treat risk difference (unit: %) for virologic failure or death comparing the four-drug arm to the three-drug arm was −0.4 (95% confidence interval: −6.2, 5.1), while the hazard ratio was 0.97 (95% confidence interval: 0.70, 1.34); the 2-year risk difference was −0.9 (95% confidence interval: −6.9, 5.3) for the dropout-weighted intention-to-treat comparison (hazard ratio = 0.95, 95% confidence interval: 0.68, 1.32) and −0.7 (95% confidence interval: −6.7, 5.5) for the per-protocol comparison (hazard ratio = 0.96, 95% confidence interval: 0.69, 1.34). Conclusion No benefit of four-drug antiretroviral regimen over three-drug regimen was found from the conventional intention-to-treat, dropout-weighted intention-to-treat or per-protocol estimates in the trial sample or target population.
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Kim, Myung-Sik, Yoongu Lee, and Hyung-IL Lee. "The Relationships among Ability Belief, Exercise Stress, Career Indecision, and Dropout Intention of the University Taekwondo Athlete." Korean Society for Leisure Sciences 14, no. 3 (November 30, 2023): 197–212. http://dx.doi.org/10.37408/kjls.2023.14.3.197.
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The purpose of this study is to verify the relationships among ability belief, exercise stress, career indecision, and dropout intention of the college taekwondo athletes. College taekwondo athletes were subjected to questionnaire and based on convenience sampling, total of 348 out of 407, excluding 57 samples that were not suitable for analysis were used for final data analysis. For statistical methods for data processing, frequency analysis, reliability analysis, exploratory factor analysis, correlation analysis, and structural equation model analysis were implemented utilizing SPSS 20.0 and AMOS 20.0 programs. The ability belief of college taekwondo athletes had significant impact upon dropout intention, and exercise stress, The exercise stress of college taekwondo athletes had significant impact upon career indecision, and dropout intention, The career indecision of college taekwondo athletes had significant impact upon dropout intention. Ultimately, in order to reduce the dropout of athletes, it suggests the importance of psychological management to increase athletes' ability belief, the creation of a light sports culture to reduce sports stress, and the need for career education considering individual aptitudes and interests.
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Ouyang, Zhiqun, and Shujing Wu. "A PROGRAM DEVELOPMENT OF REDUCING STUDENTS’ DROPOUT INTENTION AT PRIVATE UNIVERSITIES IN CHANGSHA OF HUNAN PROVINCE, CHINA." EUrASEANs: journal on global socio-economic dynamics, no. 1(44) (January 30, 2024): 354–67. http://dx.doi.org/10.35678/2539-5645.1(44).2024.354-367.
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This study aimed to develop a program for students at private universities in the Hunan province of China. The program was developed to reduce students’ dropout intentions. A mixed-methods approach was used for the study. Three hundred eighty-one students participated in the study. A statistical analysis was carried out to obtain the mean and standard deviation. Multiple regression analysis was utilized to find significant variables. The qualitative method was used to develop a program. The overall dropout intention at private universities in Hunan province was 3.71, which still had room to reduce students’ dropout intention. The program was developed based on students’ institutional integration and effective dropout activities. The program contained five significant items from the data analysis results: academic challenge (ß=.261, P=.000); academic support (ß=.195, P=.000); peer mentoring and tutoring (ß=.197, P=.000); diversity experiences (ß=.132, P=.019); and social support (ß=.109, P=.032). This program was applied to 66 students at Hunan International Economics University. The t-test results showed: t (69) = -18.32, p =.000 <.05 significance level, which supported a significant difference between before and after attending the program.
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Lee, Yoona, and Aeeun Jeon. "The Effect of Airline Service Major Students’ Online Practical Classrelated Stress on College Maladjustment and Dropout Intention during the COVID-19 Pandemic: A Moderated Mediation Model of Resilience." Perspectives of Science and Education 59, no. 5 (November 1, 2022): 462–75. http://dx.doi.org/10.32744/pse.2022.5.27.
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Introduction. Airline service major students have experienced very high online practical class-related stress during the COVID-19 pandemic, because students in online classes have not had the ability to practice service skills and customer service techniques that would previously have been learned in face-to-face classes (e.g., service role-playing, food and beverage role-playing, etc.). Thus, online practical class-related stress has led to high college life maladjustment and dropout intention among students. Therefore, the purpose of this study was to identify the relationships among online practical class-related stress, college life maladjustment, and dropout intention, and to examine the effect of resilience as a moderated mediation that weakens the negative impact between college life maladjustment and dropout intention. Samples and methods. The participants in this study were 314 airline service major students from three universities in South Korea. Data were collected from sophomore (40.1%), junior (30.9%), and senior (29%) students in South Korea. This study used SPSS Win.21.0 statistics programs to conduct the frequency test, exploratory analysis, and reliability and correlation tests. For the moderated mediation analysis, ‘Model 14 of PROCESS macro ver.4.0’ was used as the statistical method. Results. First, dropout intention had positive correlations with both online practical class-related stress (r = .518, p<.01) and college life maladjustment (r = .325, p<.01), while it had a negative correlation with resilience (r = -.494, p < .01). Second, resilience was found to have conditional indirect effects on the relationship between online practical class-related stress and dropout intention through college life maladjustment that were significant (p < .01) when the resilience values were 4.0 (.0379~.1200) and 4.5 (.0244~.0740), respectively. Therefore, the moderated mediation effect of resilience was verified. Practical significance. This study found that airline service major students with high resilience have decreased dropout intention. The results of this study indicate that students’ resilience should be fostered and reinforced with the goal of reducing or overcoming students’ college life maladjustment and dropout intention during the COVID-19 pandemic.
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Castillo-Jiménez, Nallely, Jeanette M. López-Walle, Inés Tomás, José Tristán, Joan L. Duda, and Isabel Balaguer. "Empowering and Disempowering Motivational Climates, Mediating Psychological Processes, and Future Intentions of Sport Participation." International Journal of Environmental Research and Public Health 19, no. 2 (January 14, 2022): 896. http://dx.doi.org/10.3390/ijerph19020896.
Abstract:
Based on the conceptual model of multidimensional and hierarchical motivational climate the objective of this study was to test two models. One model (M1) of total mediation, testing the mediating mechanisms that explain why the motivational climate affects intention of continuity or dropout. Specifically, we test the mediating role of satisfaction/frustration of basic psychological needs and self-determined motivation, in the relationship between the players’ perception of the empowering and disempowering climate created by the coach, and the intention of young soccer players to continue/dropout the sport practice. The second model (M2) of partial mediation, contributes to knowing the mechanisms that link the antecedent variables included in the model (perceived empowering and disempowering motivational climate) and the outcomes (intention of continuity or dropout in sport). A total of 381 young male soccer players between 12 and 14 years of age (M = 12.41, SD = 0.89), completed a questionnaire package tapping into the variables of interest: players’ perception of the motivational climate created by the coach (empowering and disempowering), satisfaction/thwarting of basic psychological needs, self-determined motivation and the intention to continue/dropout sports participation. The hypothesized model was tested using a structural equation model technique with latent variables. The results of the partial mediation model were satisfactory (χ2= 120.92; df = 68; RMSEA = 0.045; CFI = 0.968; TLI = 0.957) and showed that need satisfaction and self-determined motivation partially mediated the relationship between the perception of the empowering climate and the intention to continue. Moreover, need satisfaction showed a positive and significant relationship with the intention to continue sports participation. Additionally, need thwarting and self-determined motivation totally mediated the relationship between the perception of the disempowering climate and the intention to dropout. Furthermore, needs thwarting was positively and significantly related to the intention to dropout of sports participation. Findings point to the importance of fostering empowering climates and preventing the creation of disempowering climates in the grassroots football.
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Brömmelhaus, Ana. "Partnership and Higher Education: Do a Partner’s Educational Aspirations Influence a Student’s Dropout Intention?" SAGE Open 13, no. 2 (April 2023): 215824402311796. http://dx.doi.org/10.1177/21582440231179628.
Abstract:
In almost all OECD countries, a significant proportion of students drop out of their studies and, despite a long tradition of research, the influence of a partnership has hardly been analyzed in this context. This paper examines whether the expectations and demands (the realistic and idealistic aspirations) of the partner influence the student’s dropout intention. In a first step, relationships are investigated on the basis of a pooled data set. The results clearly show that there is a negative correlation such that when the partner has higher realistic aspirations the student is less likely to have high dropout intentions. In a second step, possible dynamics associated with the course of studies are considered. By means of fixed-effects regressions it can be shown that when the partner’s realistic aspirations increase, the dropout intention decreases. This effect proves to be stable. With regard to idealistic aspirations, however, none of the models show negative effects. The analysis shows that the partner is important for the course of studies and should also be considered.
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Loveday, Benjamin, Jennifer J. Knox, Laura A. Dawson, Gary May, Ur Metser, Anthony M. Brade, Anne M. Horgan, et al. "Intention to treat analysis of neoadjuvant chemoradiation and liver transplantation for perihilar cholangiocarcinoma." Journal of Clinical Oncology 34, no. 4_suppl (February 1, 2016): 394. http://dx.doi.org/10.1200/jco.2016.34.4_suppl.394.
Abstract:
394 Background: Neoadjuvant chemoradiation and liver transplantation is an option for selected unresectable patients with early stage perihilar cholangiocarcinoma (pCCA). This study aimed to determine the dropout rate, morbidity and survival of patients who entered a modified tri-modality protocol at Princess Margaret Cancer Centre. Methods: All patients enrolled into the protocol (Jan 2009 – Aug 2015) were included in the analysis. Enrollment criteria: ≤ 65 years old with brush biopsy-proven, unresectable pCCA proximal to the cystic duct, < 3.5 cm in diameter. Neoadjuvant protocol consisted of conformal radiation therapy (54-75 Gy, 1.5 Gy BID) concurrent with Capecitabine 800 mg/m2 BID until radiation completion. Following surgical staging patients received maintenance chemotherapy (Cisplatin 25 mg/m2 and Gemcitabine 1000 mg/m2, day 1 and 8 of 21 day cycle), until transplant or progression. Intention to treat analyses were performed on prospectively collected data to determine time to progression (TTP), dropout rate, overall survival (OS), and number of biliary procedures. Results: Seventeen patients were enrolled, with a median age of 53.9 (26.7-62.8) years, and tumour diameter of 2.7 (2.0-3.4) cm. Five patients had primary sclerosing cholangitis. Median follow up was 14 (6-41) months. The cohort required a median of 3 (0-8) biliary stents, and percutaneous transhepatic biliary drainage in 11/17. Median TTP was 6 (2-16) months. Protocol dropout occurred in 10/17 due to metastatic disease identified during chemoradiation (2), surgical staging (6), or maintenance chemotherapy (2). No dropouts were due to neoadjuvant toxicity. Four patients underwent transplantation (two living donor, two deceased donor), and three are on the transplant waiting list. Median survival from first consultation and start of chemoradiation was 18.2 and 17 months, respectively. Conclusions: Neoadjuvant chemoradiation and liver transplantation for unresectable early stage pCCA is feasible, although dropout during the protocol is high. Less than half of patients who began the treatment protocol remained eligible for transplantation due to cancer progression or upstaging after surgical staging.
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Pedditzi, Maria Luisa. "School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School." International Journal of Environmental Research and Public Health 21, no. 1 (January 18, 2024): 111. http://dx.doi.org/10.3390/ijerph21010111.
Abstract:
School dropout is a risky behaviour that is a threat to well-being in adolescence. This study aimed to analyse school satisfaction and self-efficacy in school activities in a sample of adolescents attending secondary school in an Italian region at high risk of school dropout. The objective was to investigate whether differences exist among students on the basis of school dropout intention, gender, and career choices. Another aim was to identify, among the students’ satisfaction variables, the main psychosocial predictors of dropout intention. Students (N = 1340) attending secondary schools in Sardinia completed Soresi’s questionnaires on life satisfaction and self-efficacy. The data were analysed with a multivariate analysis of variance and logistic regression analysis. The results indicated that students intending to drop out of school scored lower on satisfaction with perceived support and satisfaction with peer and teacher relationships than their peers not at risk of dropping out. The logistic regression analysis showed that the most significant predictors of dropout intention were academic performance, satisfaction with the school experience, satisfaction in the relationships with teachers and with family members, and satisfaction with perceived support (26.9% of model variance). The results of this research thus indicate which areas could be addressed through prevention to improve well-being conditions in education.
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Deli, Wu, Amrita Kaur, and Rosna Awang-Hashim. "WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION." Malaysian Journal of Learning and Instruction 18, Number 1 (January 31, 2021): 1–27. http://dx.doi.org/10.32890/mjli2021.18.1.1.
Abstract:
Purpose – Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology – This study employed 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from a Qinzhou City in Southwest China participated in the study. Findings – Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge and reducing dropout intention while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance – The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it. Keywords: Social-Emotional Learning, Teacher autonomy support, Learning anxiety, Dropout intention.
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Lee, MinJung. "The Effect of Academic Stress on Self-efficacy, Dropout Intention of College Students Majoring in Airline Services in the Post Corona Era." Korean Society of Culture and Convergence 45, no. 11 (November 30, 2023): 697–709. http://dx.doi.org/10.33645/cnc.2023.11.45.11.697.
Abstract:
In this study, we attempted to conduct an empirical study on the effect of academic stress and self-efficacy on the dropout intention of college students majoring in airline services. The survey was conducted through a total of 200 questionnaires from Aug 28th to Sep 11th in 2023. Data from an survey of 188 valid samples were collected with SPSS 18.0. program and AMOS 18.0 program presented the evidence for a reasonable level of validity and reliability of this model. The results are as follows. First, among academic stress, emotional exhaustion and cynicism did not have a negative effect on self-efficacy. On the other hand, decreased efficacy was found to have a negative effect on self-efficacy. Second, self-efficacy was found to have a negative effect on school intention, student intention, and parent intention on dropout intention. Third, self-efficacy was found to have a mediating effect between decreased efficacy and dropout intention. The significance of this study is to find ways to maintain college life by increasing self- efficacy in order to prevent college students majoring in airline services in the post-corona era from having the intention of dropping out while experiencing academic stress. Through this, we are seeking ways to reduce the intention to drop out by increasing the self-efficacy of college students at local universities that are facing a crisis due to a decrease in the school-age population.
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Stein, Michael, Michael Leitner, Jill C. Trepanier, and Kory Konsoer. "A Dataset of Dropout Rates and Other School-Level Variables in Louisiana Public High Schools." Data 7, no. 4 (April 12, 2022): 48. http://dx.doi.org/10.3390/data7040048.
Abstract:
Students dropping out of high school is a nationwide problem in the United States, plaguing communities and often greatly reducing the prospects of a quality life for those students who do not complete their high school education. The state of Louisiana consistently has among the highest public high school dropout rates in the United States and, often, the highest. This massive dataset of school variables covering a duration of five academic years (2014–2015 to 2018–2019) was originally compiled with the intention of identifying the factors that correlate with high school dropouts in Louisiana public high schools, specifically. However, it can be useful to any researchers interested in analyzing school-level data concerning a wide range of variables beyond merely dropout rates. This dataset also contains socioeconomic demographics, financial variables, class size, and much more. The correlation analyses ultimately revealed many intriguing insights into the relationships between the tested variables and the dropout rates.
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Truta, Camelia, Luminita Parv, and Ioana Topala. "Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education." Sustainability 10, no. 12 (December 6, 2018): 4637. http://dx.doi.org/10.3390/su10124637.
Abstract:
The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students’ achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.
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De La Cruz, Manuel, Jorge Zamarripa, and Isabel Castillo. "The Father in Youth Baseball: A Self-Determination Theory Approach." International Journal of Environmental Research and Public Health 18, no. 9 (April 26, 2021): 4587. http://dx.doi.org/10.3390/ijerph18094587.
Abstract:
This study based on the self-determination theory aims to examine the relationship among the aspirations that fathers have about their children’s youth baseball practice, the children’s basic psychological needs (satisfaction and frustration), and their intentions to either continue or drop out of baseball practice in a sample of children from Hermosillo, Mexico. A cross-sectional study was carried out involving 533 fathers (M = 44.30, SD = 5.18) and 533 children (M = 13.09, SD = 1.68). The results showed that the intrinsic aspirations of fathers were positively correlated to the satisfaction of the children’s psychological needs, whereas the extrinsic aspirations of fathers were positively correlated with the frustration of the children’s psychological needs. Satisfaction of basic psychological needs was positively correlated with the intention to continue and negatively correlated with dropout; on the contrary, frustration of basic psychological needs was negatively correlated with the intention to continue and positively with dropout. In conclusion, the fathers’ pursuit of intrinsic aspirations for their children in the youth baseball context satisfies the children’s basic psychological needs, and in turn, their intention to continue practicing increases. Conversely, when a father pursues extrinsic aspirations for his son in youth baseball, the child will feel his basic psychological needs frustrated, and he will have a greater intention to drop out. Overall, this study extends the existing sport-scientific literature by confirming the impact of parents’ aspirations on their children’s basic psychological needs and intention to continue being baseball players.
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Tan, Mingjie, and Peiji Shao. "An ECM-ISC based Study on Learners’ Continuance Intention toward E-learning." International Journal of Emerging Technologies in Learning (iJET) 10, no. 4 (September 22, 2015): 22. http://dx.doi.org/10.3991/ijet.v10i4.4543.
Abstract:
E-learning has been developing rapidly in recent years; however, as the student number and market scale are growing fast, there is also a growing concern over the issue of high dropout rates in e-learning. High dropout rate not only harms both education institutions and students, but also jeopardises the development of e-learning systems. Understanding the behavioural mechanism of students’ continuance learning in online programmes would be helpful for reducing the dropout rate. In order to explain students’ continuance intention toward e-learning, his study combines theories from the fields of information management and pedagogy. By adding two constructs, namely academic integration and social integration, from the theories of dropout as antecedent variables, an improved ECM-ISC model for e-learners’ continued learning intention was put forward. Results from structural equation modeling (SEM) demonstrate a stronger explanatory power of the new model. Based on the results from empirical analyses, corresponding suggestions are proposed in the end of this paper.
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Ali, Niaz, Rooh ul Amin, and Shahzaib -. "School Dropout and Suicide Intention of Students: A Study at Khyber Pakhtunkhwa Level." Global Educational Studies Review VIII, no. II (June 30, 2023): 518–34. http://dx.doi.org/10.31703/gesr.2023(viii-ii).47.
Abstract:
The pressure on the students for high marks creates exam phobia, which in turn causes school drop-out and suicide intention of the students. With the help of examination phobia (EPH), this study looked into the effects of parental pressure for high grades (PPHM) on students' intention to commit suicide (SI) and drop out (SD). It was also discovered that the socioeconomic status and education of the parents were moderate. There were 49 items on the survey. SPSS and AMOS were used to analyse the data gathered from 384 respondents. According to this study's substantial correlation between the factors, parental pressure for high grades may still have an impact on kids' intentions to commit suicide and their likelihood of dropping out of school. The socioeconomic situation and educational level of the parents were found to be moderators of the connection between PPHM and SI and SD. The school heads, the parents and the society might not ignore the factors causing students' suicide intention leads to their suicide. This study makes a substantial contribution to the literature in the field in a developing nation.
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Abu, Mohammad. "Student Employees’ Dropout Intentions: Work Excuse and University Social Capital as Source and Solution." European Journal of Educational Research 12, no. 3 (July 15, 2023): 1329–48. http://dx.doi.org/10.12973/eu-jer.12.3.1329.
Abstract:
<p style="text-align: justify;">This study seeks to investigate the relationship between dropout intent, the weekly work duration of student employees, and university social capital by analysing empirical evidence from three European countries, including Estonia, Lithuania, and Poland. This exploratory study utilised Eurostudent-VII survey data and employed cross-tabulation and exhaustive Chi-square Automatic Interaction Detection (CHAID) to achieve its objectives. Findings indicate that student employees who believe they get along well with their teachers and have more connections with fellow students to discuss subject-related issues are less likely to intend to drop out of university. In addition, the results show that students’ likelihood of abandoning their higher education increases in the presence of difficulties caused by an inapt academic programme. Regarding employment duration, for the Estonian and Lithuanian markets, there is no difference between working more than 20 hours per week or less than that with the intention of dropping out of university. In Poland, however, the disparity in working hours interacts with other factors related to social capital to explain dropout intent. These findings provide novel insights into the dropout literature by refreshing thoughts on the role of teacher-student and peer relations in the dropout intentions of student employees. In addition to reviving the relevance of university social capital, which has received too little attention lately, they have also sparked a recent debate on whether or not combining work and university actually affects the intention to drop out.</p>
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Mohamed Ibrahim, Siti Balkis, and Fakhri Rabialdy. "FACTORS AFFECTING DROPOUT INTENTION DUE TO ONLINE LEARNING TRANSITION AMONG ENGINEERING STUDENTS AT HIGHER LEARNING INSTITUTION." International Journal of Education, Psychology and Counseling 7, no. 46 (June 28, 2022): 512–26. http://dx.doi.org/10.35631/ijepc.746038.
Abstract:
Everyone witnesses the mushrooming of internet technology in a dynamic area, especially in the education sector that glows E-learning platform to be an essential method applied by educational institutions across the globe. Online modes glommed into higher education as the objective is to streamline students' learning as well as to equip students’ skill set to meet with digitised world demands. This affects the entire academia, and to be specific engineering students are much more affected compared to the rest as it involves technical scope of studying. Thus, a descriptive research design was undertaken to focus on examining the factors that affect engineering student’s dropout percentage due to online learning transitions at higher learning institutions. Three main dimensions were understudy namely, resilience, digital literacy and teaching competencies as the predictor of dropout intention. Correlation research design was applied, tested the named dimensions on samples of first-year students (n=1100). Further, data gathered are analyzed through Statistical Package for Social Science (SPSS) version 26. The results show three main predictors (resilience, digital literacy and teaching competencies) is a significant predictor of early dropout intention among students. The result’s implication being spotlight and the possible intervention are suggested to reduce the rate of students’ dropout intention.
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Cocoradă, Elena, Alexandru Lucian Curtu, Laura Elena Năstasă, and Iosif Vorovencii. "Dropout Intention, Motivation, and Socio-Demographics of Forestry Students in Romania." Forests 12, no. 5 (May 13, 2021): 618. http://dx.doi.org/10.3390/f12050618.
Abstract:
Reducing students’ dropout rate is a major challenge for universities. Based on a quantitative approach, this study aims to analyze and explain students’ dropout intention at the largest forestry school in Romania by collecting data in their first two months of the academic year prior to failing any courses. The study participants are undergraduate freshmen, male and female students, and the tools are psychological instruments commonly used or specifically developed for this study. Our findings partly confirm previous results, such as the higher intention of dropping out among male students compared to females, and also among students with admission GPA lower or equal to seven, on a GPA scale from 1 to 10, and among students from families with low income. Dropout intention can be explained by the academic performance expectancy, gender, family, socio-economic status, and perceived barriers to completion of studies. There were no differences regarding whether students were from urban or rural areas, proximity of university to home, and high school academic program. Our results may help to implement efficient measures for increasing student retention.
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Bernardo, Ana B., Celia Galve-González, José Carlos Núñez, and Leandro S. Almeida. "A Path Model of University Dropout Predictors: The Role of Satisfaction, the Use of Self-Regulation Learning Strategies and Students’ Engagement." Sustainability 14, no. 3 (January 18, 2022): 1057. http://dx.doi.org/10.3390/su14031057.
Abstract:
University dropout is a phenomenon that is a concern in many countries all over the world. However, although there are studies in which the direct relationship of the personal and contextual variables is observed individually to predict dropout, there is little research to know whether any of these variables mediate each other in a more dynamic and complex model. Thus, the objective of this study was to analyze the extent to which the intention to drop out of university courses is predicted by (i) satisfaction and expectations with the course, (ii) engagement with the course, and (iii) by the use of Self-Regulated Learning (SRL) strategies. Eight hundred and seventy-seven students from two Spanish universities completed the CARE questionnaire. Path analyses were performed using Mplus 8.3. The data obtained indicate that the intention to drop out is directly and significantly explained by students´ engagement (in 17.8%) and indirectly explained by the use of SRL strategies through engagement. Changes in engagement and in the use of SRL strategies were seen to be associated with satisfaction. Finally, the effect of satisfaction and the use of SRL strategies explained a proportion of students’ engagement (53.6%). It is important for research or interventions focused on students’ intention to drop out to understand that there are multiple variables that both directly and indirectly influence those intentions.
35
Lim, Joon-Mook. "Educational Factors Affecting the Dropout Intention of College Students." Journal of the Korea Entertainment Industry Association 14, no. 3 (April 30, 2020): 105–15. http://dx.doi.org/10.21184/jkeia.2020.4.14.3.105.
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Kang, Myunghee, Eunkyoung Lea, and Eungtaek Lee. "Trends and Influencing Factors of College Students’ Dropout Intention." Forum For Youth Culture 58 (April 30, 2019): 5–30. http://dx.doi.org/10.17854/ffyc.2019.04.58.5.
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Kuhn, Pricila, and Mary Sandra Carlotto. "PREDICTORS OF PROFESSIONAL AND INSTITUTIONAL DROPOUT INTENTION IN TEACHERS." Psicologia, Saúde & Doença 24, no. 03 (November 2023): 982–93. http://dx.doi.org/10.15309/23psd240316.
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Shin, Ae-Ri, Myung-Ok Ha, and Hyung-SoonC Shim. "Effect of Major Selection Motivation and Major Satisfaction on College Life Adjustment and Dropout Intention under the COVID-19 Situation." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 14 (July 31, 2023): 385–96. http://dx.doi.org/10.22251/jlcci.2023.23.14.385.
Abstract:
Objectives This study was conducted to investigate the effect of freshman's major selection motivation and major satisfaction on college life adjustment and dropout intention in the difficult crisis situation of COVID-19. Methods Subject's general characteristics, major selection motivation, major satisfaction, college life adjustment, and dropout intention were investigated. The collected data were post-test using SPSS 22.0, Independent t-test, One-way ANOVA and Scheffe test, Pearson's correlation coefficient, was analyzed by multiple regression. Results The motivation for choosing a major, satisfaction with major, and adaptation to college life had a positive relationship with each other, and motivation for major choice, satisfaction with major, and adaptation to college life had a negative relationship with intention to drop out. Adaptation to college life had a significant positive effect on major choice motivation and major satisfaction, and dropout intention was significant with intrinsic motivation for major choice motivation, cognitive satisfaction with major satisfaction, subject satisfaction, environmental adaptation and career adjustment for college life adjustment. There was a talisman influence. Conclusions Therefore, when choosing a college major, students make their own choices in consideration of their aptitudes and aptitudes. After entering the chosen university and department, they are encouraged to improve their satisfaction with their major through credit management and self-development, and to improve their social status and adapt well to the university environment. It is thought that the intention to drop out halfway can be reduced if a systematic system is prepared to help and set up a career and employment related to the major after graduation.
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Jeon, Seokjean, and In-Seo Lee. "The Effect of University Compromise Types on the Dropout Intention of Freshmen in STEM Major." Education Research Institute, Chungbuk National University 44, no. 3 (December 31, 2023): 259–86. http://dx.doi.org/10.55152/kerj.44.3.259.
Abstract:
This study aimed to analyze the effect of university compromise types on the dropout intention of freshmen majoring in STEM. To this end, this study utilized data from 782 freshmen in STEM majors at four-year universities from the 7th year of the Korean Educational Longitudinal Study in 2005 and conducted a one-way ANOVA and multiple regression analysis. Conceptually, the types of academic dropout were divided into transfer/re-entry and change of major, and the types of university compromise were defined as no compromise, university compromise, department compromise, and total compromise depending on whether the student compromised with the reputation or preference of the university and department. In summary, the results of this study are as follows: First, there were differences in dropout intentions depending on the type of compromise in university admission. Overall, students who made total compromises were more likely to transfer, re-enter, or change their majors than those who made no compromises. Second, university compromise affected transfer or re-entry, whereas department compromise affected change of major. Third, total compromise, which compromised both the university and department, had a significant impact on transfer, re-entry, and change of majors. Based on these results, implications for fostering STEM talent are suggested.
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Kwak, Jeeyoung, and Heeyoun Lee. "Analysis of Factors for Prevention of School Dropout in High School Students." Korean Society of Culture and Convergence 45, no. 6 (June 30, 2023): 541–52. http://dx.doi.org/10.33645/cnc.2023.06.45.06.541.
Abstract:
The purpose of this study is to explore the factors influencing the intention to drop out of school in order to find an alternative to prevent school dropout in high school students. The study subjects were 2,779 high school students extracted from nationwide data, and descriptive analysis and logistic regression analysis were conducted using SPSS 24.0 to verify the factors influencing the intention to drop out of school. Based on the results of the study, gender, grade, academic performance and depression among individual factors, parental autonomy support and parental neglect among family factors, as well as school life satisfaction and invasion of student privacy among school factors were found to be factors influencing high school students' intention to drop out of school. In addition, in the case of female high school students, parental neglect and teacher abuse specifically contributed to the intention to drop out of school, and in the case of male high school students, the socioeconomic status and parental autonomy support specifically contributed to the intention to drop out of school, indicating that there were differences by gender. Based on these results, measures which intervene at various levels and address major factors influencing high school students' intention to drop out of school were presented to prevent further school dropout in high school students.
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Cha, Jicheol, and Jieon Jeong. "The Effect of Freshmen's Perception of Liberal Arts Classes on Their Dropout Intention." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 613–26. http://dx.doi.org/10.33645/cnc.2022.12.44.12.613.
Abstract:
The purpose of this study is to find out whether freshmen's perception of liberal arts classes has a significant effect on their dropout intention. To this end, it was analyzed freshmen's perceptions of experience and satisfaction with liberal arts classes compared to other grades, and confirmed whether that affect their intention to drop out. As a result, first freshmen's perception of experience and satisfaction in liberal arts classes were more positive compared to other grades, and in particular, it was significantly higher than that of second graders. Second, unlike other grades, only in the case of freshmen, the perception of 'teaching-learning activities' among the liberal arts class experience affected to the dropout intention. This can be attributed to not only the ratio of freshmen taking liberal arts classes being higher than in other grades but also the teaching-learning activities of liberal arts classes, which they experience for the first time as university students, representing the experience of higher education. Third, it was found that satisfaction with liberal arts classes did not affect dropout in all grades. This seems to be because, even for freshmen, college satisfaction is greatly affected by factors outside of class, such as interpersonal experience and social experience, as well as class.
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Năstasă, Laura Elena, Elena Cocoradă, Iosif Vorovencii, and Alexandru Lucian Curtu. "Academic Success, Emotional Intelligence, Well-Being and Resilience of First-Year Forestry Students." Forests 13, no. 5 (May 14, 2022): 758. http://dx.doi.org/10.3390/f13050758.
Abstract:
Academic success is conceptualized as a multifactor model, achievement and persistence after the first year of study being considered the main learning outcomes. In this area, the findings are inconsistent, depending on the academic context, individual characteristics and diversity of psychological measures. Here, we conducted two related correlational studies to analyze variables of the emotional domain, as emotional intelligence (2017–2019), emotions, well-being and resilience (2018–2020), dropout intention, perceived barriers to completion at the beginning of first years of study in forestry, academic performance and real dropout at the end of the first year of study and several socio-demographic variables. The two studies focused on undergraduate students and included 367 and 227 participants, respectively. Forestry students with higher academic performance report higher accomplishment and engagement and feel weak negative emotions concerning aversive academic assessment compared with students with lower academic performance and students that abandoned their studies. Female students and students with full ECTS load at the end of the first year use their emotions more effectively, have reported lower dropout intention and lower perception of barriers to completion of study, and have higher GPA admission and expected GPA. Performance at the end of the first year is explained by GPA admission, relationships with high school teachers, expected GPA, gender, and academic resilience. Dropout intention is explained by barriers to completion of studies, general negative emotions and negative affect related to threatened assessment situations, and managing others’ emotions. Our findings may help develop intervention measures at the individual and organizational level.
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Park, Tae-Seung, Jun-Su Kim, and Jiyoun Kim. "The Impact of Perceived Hapkido Service Quality on Exercise Continuation and Recommendation Intentions, with a Focus on Korean Middle and High School Students." Sustainability 13, no. 6 (March 18, 2021): 3389. http://dx.doi.org/10.3390/su13063389.
Abstract:
This research analyzes the impact of quality of service as perceived by Hapkido students on their exercise continuation and recommendation intentions. It also identifies measures to reduce the rate of student dropout, strengthen competitiveness, and create more efficient marketing strategies for consumer patterns that are rapidly diversifying Hapkido. A questionnaire survey method was conducted with 300 middle and high school students, aged 14–19 years, with between three months and two years of Hapkido training in Incheon and Bucheon during March and April 2019. Frequency, factor, reliability, correlation, and standard multiple regression analyses were conducted on the surveyed data. The study concludes that, first, considering the impact of service quality on exercise continuation intention, service quality positively affects reliability, personification, and perceptual openness; in terms of possibility, it positively affects typicality, personification, and perceptual openness; and in terms of reinforcement, it positively affects reliability and perceptual openness. Second, regarding the impact of service quality on recommendation intention, it positively affects reliability, personification, and perceptual openness. Third, exercise continuation intention positively affects recommendation intention. This study suggests that various efforts should be made to increase the reliability, tangibility, confidence, and empathy of the service quality to increase the exercise continuation and recommendation intentions of the trainees of Hapkido gymnasiums.
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Grüttner, Michael, Stefanie Schröder, and Jana Berg. "University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study." Social Inclusion 9, no. 3 (July 21, 2021): 130–41. http://dx.doi.org/10.17645/si.v9i3.4126.
Abstract:
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.
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Lim, Jong-Ha and 김인형. "The Influence of Inline Skaters' Exercise Stress on Dropout Intention." Korean Society for the Sociology of Sport 24, no. 3 (September 2011): 183–204. http://dx.doi.org/10.22173/jksss.2011.24.3.183.
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Jung, Joo-Young, and Jeong-Won Lee. "An Exploratory Study on Dropout Intention of Cyber University Students." Korean Education Inquiry 35, no. 4 (December 31, 2017): 149–68. http://dx.doi.org/10.22327/kei.2017.35.4.149.
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Park, Wan-Kyeong. "Psychosocial Factors Related to School Dropout Intention of Multicultural Adolescents." JOURNAL OF THE KOREA CONTENTS ASSOCIATION 22, no. 11 (November 30, 2022): 406–15. http://dx.doi.org/10.5392/jkca.2022.22.11.406.
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Bianchi, Dora, Elisa Cavicchiolo, Fabio Lucidi, Sara Manganelli, Laura Girelli, Andrea Chirico, and Fabio Alivernini. "School Dropout Intention and Self-esteem in Immigrant and Native Students Living in Poverty: The Protective Role of Peer Acceptance at School." School Mental Health 13, no. 2 (January 24, 2021): 266–78. http://dx.doi.org/10.1007/s12310-021-09410-4.
Abstract:
AbstractThe psychological well-being at school of immigrant students living in poverty is currently an understudied topic in developmental psychology. This is an important shortcoming because this population, which is rapidly increasing in many western countries, is in a double minority condition and has a greater risk of experiencing psychological distress at school, in comparison with their native peers. In order to improve our understanding on this issue, the present two-wave study investigated the prospective relationships between peer acceptance and two aspects of well-being at school—intention to drop out of school and negative self-esteem—specifically focusing on the differential effect of having (vs. not having) an immigrant background. The participants were 249 preadolescents and adolescents living in poverty (Mage = 12.76; SDage = 2.34; 41.8% girls; 19.3% immigrants) who were attending educational centres for disadvantaged minors. The poverty status of the participants was an inclusion criterion. A multilinear regression model with multigroup analysis was tested. As expected, the results showed that peer acceptance had a significant negative association with school dropout intentions and negative self-esteem only for immigrants, but not for natives. For immigrant students, the protective effect of peer acceptance was comparable to the stability over time of dropout intention and self-esteem, a result that has promising implications for prevention programs. The applied implications of the study for educational and clinical contexts are discussed.
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Tuero Herrero, Ellián, Isabel Ayala Galavís, Antonio Urbano Contreras, Francisco Javier Herrero Diez, and Ana Belén Bernardo Gutiérrez. "Intención de abandonar la carrera: Influencia de variables personales y familiares." Revista Fuentes 2, no. 22 (2020): 142–52. http://dx.doi.org/10.12795/revistafuentes.2020.v22.i2.05.
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Cădariu, Ioana-Eva, and Dana Rad. "Predictors of Romanian Psychology Students’ Intention to Successfully Complete Their Courses—A Process-Based Psychology Theory Approach." Behavioral Sciences 13, no. 7 (July 1, 2023): 549. http://dx.doi.org/10.3390/bs13070549.
Abstract:
Student retention is a frequently researched issue due to the incidence of student dropout and its significance to learning outcomes. However, there are research gaps that need to be addressed in understanding the factors influencing student dropout in the context of higher education in Romania. This cross-sectional investigation aims to fill these gaps by examining the relationships between satisfaction with the specialization, self-regulation of learning behavior, students’ perceived stress, perceived acceptance from family and friends, and the intention to complete studies. The study utilizes various statistical analysis techniques, including mediation analysis and correlation analysis, to analyze the collected data. An online questionnaire was administered to non-randomized students majoring in Psychology, and a total of 144 valid and consented responses were obtained. The results reveal significant influences of satisfaction with the specialization, self-regulated learning, and students’ perceived stress on the intention to successfully complete courses. Furthermore, academic self-efficacy was found to fully mediate the relationship between satisfaction with the specialization and academic adjustment. These findings contribute to a better understanding of the student dropout process in the Romanian higher education system. By identifying the factors associated with student retention, this study provides insights that can inform the development of interventions aimed at improving students’ retention and overall learning outcomes.