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1.
Scheunemann Anne Schnettler Theresa Bobe Julia Fries Stefan Grunschel Carola 《European Journal of Psychology of Education - EJPE》2022,37(4):1141-1164
Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.
相似文献2.
Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. To date, the temporal development of student burnout symptoms within semesters, inter-individual differences in their development, and the role of their development for academic outcomes like student dropout are understudied. To complement this limited research, we used date of a three-wave longitudinal study with N = 1435 undergraduate students over one semester. First, we modeled unconditional second-order latent growth curves to examine the initial levels and trajectories of each burnout symptom (emotional exhaustion, cynicism, and reduced professional efficacy). We then modeled conditional second-order latent growth curves to examine whether initial levels and trajectories differed depending on students’ sociodemographic characteristics (gender, age, study progress, and academic major) and associated with students’ intentions to drop out from university. Results indicated a linear increase in student burnout symptoms over the semester. Sociodemographic differences existed in the initial levels of emotional exhaustion and reduced professional efficacy and the trajectories of each symptom. Generally, female, STEM, and higher- and lower- semester students were particularly affected by burnout symptoms. Further, higher initial levels and an increase in each symptom corresponded with higher dropout intentions. Summarizing, the results highlighted that student burnout symptoms increase as the semester progresses, seem more pronounced among certain student groups, and operate as strong predictors for dropout intentions. 相似文献
3.
Studies of psychological distress (PD) in university students have shown that they have high prevalence rates. These findings have raised concerns that PD may be leading to poorer student outcomes, such as elevated dropout rates. The aim of this study was to examine the association of PD in undergraduate university students with the competing risks of degree dropout or completion. It analysed data from the Household Income and Labour Dynamics in Australia (HILDA) survey. The sample comprised 1265 university students. PD (i.e., probable depression and/or anxiety) was measured with a validated cut-off score of ≤65 on the 5-item Mental Health Inventory (MHI-5) from the Short Form 36 (SF-36). The study used an accelerated longitudinal design with student year of study as the metric of time and estimated dynamic discrete-time, competing risks survival models. Contrary to expectations, the study found that students with PD had lower odds of degree dropout and higher odds of degree completion than students without PD in year 4 of their degrees. This study contributes to the empirical literature on university student mental health by showing that, while PD can be debilitating and negatively affect students’ general educational experience, it is not as harmful to academic progress as might be assumed. 相似文献
4.
《Journal of Further & Higher Education》2012,36(4):561-579
This study addresses the departure intentions of an Australian university business student cohort that is characterised by high levels of diversity in pre-entry attributes. The study investigates the level of student engagement using the academic and social integration components of the Student Engagement Questionnaire (SEQ) based on Tinto’s model of institutional departure. The results showed that the pre-entry attributes of students such as gender and low socio-economic status, together with first year of study, were not significant in determining student engagement. There were, however, significant differences in departure intention based on student engagement, particularly in terms of interaction with administrative support services and satisfaction with the educational experience. Overall, the findings support the view that institutional efforts to engage business students in the early stages of their studies minimise the risk of departure. 相似文献
5.
Inge Placklé Karen D. Könings Wolfgang Jacquet Arno Libotton Jeroen J. G. van Merriënboer Nadine Engels 《Educational studies》2018,44(1):26-44
Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs. 相似文献
6.
Stephen J. Marshall 《高等教育研究与发展》2018,37(6):1216-1230
Internationally, first-year student experience surveys suggest that modern students are investing increasingly less time in their study at university, raising concerns about the impact this may have on their success. This paper describes a case study exploring student workload at a New Zealand university interested in understanding how student time allocation decisions are being made during actual weeks of study rather than hypothetical ‘typical’ weeks. The results show that the sampled students allocated time in line with university expectations. Time allocation on course work was significantly affected by assessment deadlines and by student achievement striving. Student grade point average was strongly correlated with time spent, and strongly influenced by students’ beliefs regarding their motivation and self-efficacy. Universities are encouraged to explore mechanisms that support students being better informed about the implications of their choices, actively influencing their sense of priorities and expectations regarding the effort needed to be successful in their studies. 相似文献
7.
本文采用对西安市9所不同类型高校2010名大学本科毕业班学生调查所得数据,分析了个体和社会环境因素对大学生创业意向的影响。研究表明:①大学生具有较强烈的创业意向;②大学生的创业态度、感知的主观规范、创业自我效能、创业能力和创业经历等个体因素对其创业意向具有显著的直接或间接影响;③创业阻力这一社会环境因素对大学生的创业意向具有显著、直接的消极影响;④与社会环境因素相比,个体因素对学生创业意向的解释力更大。在此基础上,本文提出了激发大学生创业意向的若干建议。 相似文献
8.
Ben Farr-Wharton Michael B. Charles Robyn Keast Geoff Woolcott Daniel Chamberlain 《Higher Education》2018,75(1):167-185
This research examines the impact of lecturer-student exchange (student-LMX) on engagement, course satisfaction, achievement, and intention to leave university prematurely for 363 students in one Australian university. Survey and grade point average (GPA) data were collected from domestic undergraduate first- and second-year students and analysed using structural equation modelling. The results indicated that student’s levels of engagement and course satisfaction fully mediated the relationship between student-LMX and intention to leave university, when demographic and socio-economic factors were controlled for. In an era when low student engagement and attrition is often attributed to individual demographic factors, and lecturers are under increasing threat of being replaced by technology, this research offers compelling evidence regarding the role of lecturer-student relationships in enhancing tertiary student outcomes. 相似文献
9.
Le Huu Nghia Tran 《Journal of Education & Work》2017,30(8):854-867
This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students’ responses to a paper-based survey showed that despite a variety of extra-curricular activities being frequently organised, students engaged in these activities just above a moderate level. The analysis revealed that students with different motivations as well as students from different university types, disciplines, and university years engaged differently with developing employability skills via this channel. Five inhibitors of their engagement were identified, including students’ working part-time, a lack of information about extra-curricular activities, students’ beliefs about participating bringing no benefits, competition with curriculum-based activities, and unprofessional organisation of these activities. The article discusses ways to improve student engagement with developing employability skills via extra-curricular activities. 相似文献
10.
谢冰松 《南阳师范学院学报》2012,11(5):32-36
纪律处分是高校依法循章对违纪学生实施制裁的手段,它在构建和稳定学校办学秩序方面发挥着重要作用。然而,在实际工作中由于存在民主意识淡漠、缺乏与学生沟通等原因。导致学生与学校对簿公堂的事例时有发生。为维护学校声誉,也为了尊重学生的人权,变“事后救济”为“事前预防”,一些高校已着手“学生处分听证制度”方面的有益探索。但学生处分听证制度尚属新生事物,还处于讨论与浅实践阶段,还有待进一步规范。 相似文献
11.
GIOVANNI FINOCCHIETTI 《European Journal of Education》2004,39(4):459-469
Recent developments of the Italian student body are marked by an increasing diversification of prevailing student profiles. The presence of ‘new’ student groups is surveyed next to the groups which are the ‘traditional’ target of national policies for higher education and student welfare. Examples of such traditional target groups are, amongst others: males or females; students from well‐off and well‐educated families or from lower social backgrounds; resident or non‐resident students; undergraduate, graduate or postgraduate students (first, second or third cycle of university studies); students from different fields of study. Working students are to be quoted in ‘new’ profiles. They may either work regularly or take occasional jobs during terms; in both cases they no longer seem to be full‐time students and should be considered as de facto part‐time students. Although student work is not a novelty, what has changed in recent times is its development: working students are reported to be a majority in the university student body. Their emerging needs and expectations as university customers point to inadequacies and delays in the prevailing academic attitudes and in higher education policy‐making. The Italian Euro Student Survey is a monitoring of students’ living and study conditions in Italian universities. It is carried out in the framework of the Euro Student Report project, which involves many EU countries. Euro Student attaches great importance to the analysis of the impact of the diversification issue on the students’ living and study conditions, on their personal experiences and on their relations with academic institutions. Some of the most relevant emerging trends will be dealt with in this article, e.g. the demand for support and interaction with teachers and students (the ‘solitude’ issue), the increasing demand for better conditions in the study environment (the ‘quality’ issue), the differences in average academic achievements of different student groups (the ‘performance’ issue). Based on the updated available data, some ideas and theories will be explained as a conclusion about the possible impacts of the most recent reforms in the higher education sector in Italy, i.e. the design of new courses according to the ‘Bologna process’ and the planning of a new student welfare system. 相似文献
12.
Elisabeth Hovdhaugen 《Journal of Education & Work》2015,28(6):631-651
There are many possible reasons why students leave university prior to degree completion, and one of the more commonly cited is being employed while studying. This paper analyses the impact of employment status on dropout rates using survival analysis. It finds that employment status does have an impact on dropout rates; students who work full time alongside studying full time are less likely to complete their programme than students working short part-time or not working at all. However, it seems as if there is a threshold to how much students can work, as working more than 20?h a week (long part-time work) increase the risk of dropout as much as full-time work. Integrating employment status into the analysis does not change the effect of variables known to have an influence on dropout, such as grades, gender and social background, but it contributes to further explain who are at risk of dropout. This implies that models for dropout and retention must also take such external factors into account, not just consider what happens at university, as in model of student departure. 相似文献
13.
Marcia Devlin 《高等教育研究与发展》1996,15(1):51-60
‘Non‐traditional’ students are increasingly a part of university populations. This study examined differences between mature age and younger university students in their learning and study strategies as measured by the Learning and Study Strategies Inventory (LASSI). Subjects were 21 mature age and 104 younger teacher education students enrolled in The Bachelor of Teaching (Primary) course at the Royal Melbourne Institute of Technology. Significant correlations were found between the students' LASSI scores and both their self‐reported level of global skill and their perceptions of how difficult the course was. There were significant differences between the two groups in terms of their learning and study strategies, with mature age students reporting themselves to be using effective strategies more often, on average, than younger students. The validity and implications of these findings in terms of student learning, support and instruction in study and learning and in predicting academic success are discussed. 相似文献
14.
Yonghong Jade Xu 《Innovative Higher Education》2017,42(1):49-63
The study used a theoretically guided questionnaire to examine student experience in college and to gain a better understanding about how college environment affects student persistence. Data were collected from a single four-year institution; the findings suggest that institutional control over academic quality is the most critical factor in reducing students’ dropout intention along with their ability to pay for college education. The results highlight the inconsistency between the specific needs of students in their particular academic settings and the dominant theoretical frameworks that focus on academic and social engagement, and these results offer encouragement for localized retention interventions based on sufficient understanding of students’ experiences. 相似文献
15.
《Higher Education Policy》1999,12(4):313-328
The paper presents the result of an investigation into the high student dropout rate particularly during the summer period in the King Fahd University of Petroleum and Minerals Dhahran, Saudi Arabia. The focus of the paper was on the students’ perception of the reasons for the high dropout rate. A questionnaire was administered to a random sample of 600 students. The study found the students to be generally motivated and committed to the institution. There was some level of dissatisfaction with facilities. Grade, appeal of courses and instructors were, in general, found to be the major reasons contributing to the decision to persist or to dropout. Some directions for policy action to address the problem by the university were highlighted. 相似文献
16.
The dropout rate among Spanish university students is very high compared to the European mean, creating a pressing need for the introduction of policies and programmes aimed at increasing rates of persistence. In this article, we study this problem by combining students’ perceived learning outcomes with their dropout intentions, and we propose a research model that considers subjective factors that might impact this decision. The model is estimated for two degree courses: Business Administration and Nursing. The estimation method uses structural equations based on the partial least squares algorithm. This allows the construction of indices for the variables of interest, enabling us to make comparisons between courses and over time. To reduce dropout intentions, efforts need to be focused on obtaining better cognitive outcomes, as well as on achieving a higher level of student satisfaction with their university experience. 相似文献
17.
Simon Larose Diane Cyrenne Odette Garceau Marylou Harvey Frédéric Guay Fanny Godin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):419-439
In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group. 相似文献
18.
ABSTRACT This article explores university students’ constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how ‘traditional’ young students (n = 34) and ‘non-traditional’ mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today’s university for self-directedness and self-responsibility, younger students positioned themselves as ‘school pupils’ and were critical about being left on their own without adequate support. The study suggests that the terms ‘traditional’ and ‘non-traditional’ make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university. 相似文献
19.
Louise Elffers 《European Journal of Psychology of Education - EJPE》2013,28(2):545-562
Behavioral disengagement from school is a proximal predictor of dropout. Therefore, the enhancement of behavioral engagement is a useful point of entry for dropout prevention. In this study, we examine the behavioral engagement of at-risk and non-at-risk students in Dutch senior vocational education (SVE), a sector confronted with high dropout rates. Using multilevel regression analyses, we assess the role of students’ background characteristics and perceived fit with the school environment in their behavioral engagement. Findings indicate that students in highly urbanized areas are significantly less engaged in school. The perceived proportion of autonomous work is most prominently correlated to students’ behavioral engagement. Whereas in general SVE students are more engaged if their program requires little autonomous work from students, engineering students appear to favor autonomous work forms. 相似文献
20.
Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings. 相似文献