A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/78462 |
Resumo: | 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. |
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A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagementHigher educationDropoutSatisfactionLearning strategyRegression analysisScience & TechnologyUniversity 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.This research was funded by the Severo Ochoa Program of the Government of the Principality of Asturias, grant number BP20-116.Multidisciplinary Digital Publishing Institute (MDPI)Universidade do MinhoBernardo, Ana B.Galve-González, CeliaNúñez, José CarlosAlmeida, Leandro S.2022-01-182022-01-18T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/78462engBernardo, A.B.; Galve-González, C.; Núñez, J.C.; Almeida, L.S. A Path Model of University Dropout Predictors: The Role of Satisfaction, the Use of Self-Regulation Learning Strategies and Students’ Engagement. Sustainability 2022, 14, 1057. https://doi.org/10.3390/su140310572071-105010.3390/su140310571057https://www.mdpi.com/2071-1050/14/3/1057info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:30:44Zoai:repositorium.sdum.uminho.pt:1822/78462Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:25:59.058393Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement |
title |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement |
spellingShingle |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement Bernardo, Ana B. Higher education Dropout Satisfaction Learning strategy Regression analysis Science & Technology |
title_short |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement |
title_full |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement |
title_fullStr |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement |
title_full_unstemmed |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement |
title_sort |
A path model of university dropout predictors: the role of satisfaction, the use of self-regulation learning strategies and students' engagement |
author |
Bernardo, Ana B. |
author_facet |
Bernardo, Ana B. Galve-González, Celia Núñez, José Carlos Almeida, Leandro S. |
author_role |
author |
author2 |
Galve-González, Celia Núñez, José Carlos Almeida, Leandro S. |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Bernardo, Ana B. Galve-González, Celia Núñez, José Carlos Almeida, Leandro S. |
dc.subject.por.fl_str_mv |
Higher education Dropout Satisfaction Learning strategy Regression analysis Science & Technology |
topic |
Higher education Dropout Satisfaction Learning strategy Regression analysis Science & Technology |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-18 2022-01-18T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/78462 |
url |
https://hdl.handle.net/1822/78462 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Bernardo, A.B.; Galve-González, C.; Núñez, J.C.; Almeida, L.S. A Path Model of University Dropout Predictors: The Role of Satisfaction, the Use of Self-Regulation Learning Strategies and Students’ Engagement. Sustainability 2022, 14, 1057. https://doi.org/10.3390/su14031057 2071-1050 10.3390/su14031057 1057 https://www.mdpi.com/2071-1050/14/3/1057 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799132745449865216 |