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Cognitive motivational variables and dropout intention as precursors of university dropout

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dc.contributor.authorLópez-Angulo, Yaranay
dc.contributor.authorCobo-Rendón, Rubia
dc.contributor.authorSáez-Delgado, Fabiola
dc.contributor.authorMella-Norambuena, Javier
dc.contributor.authorPérez-Villalobos, María Victoria
dc.contributor.authorDíaz-Mujica, Alejandro
dc.date.accessioned2025-08-19T17:32:42Z
dc.date.available2025-08-19T17:32:42Z
dc.date.issued2024
dc.description.abstractIntroduction: The intention to dropout and dropout is a problem still unresolved in higher education institutions. Objective: To estimate the differences in the levels of engagement, motivation and academic satisfaction according to (a) intention to dropout and (b) students who remained with those who dropped out. Method: non-experimental designs were used. Two studies are reported, study 1 involved 3,256 students and study 2 involved 2,110 students. The Utrecht Work Engagement Scale Student Test, the Academic Self-Regulation Scale and the Academic Satisfaction Scale were used. The intention to dropout was measured with 3 items and the final dropout data was taken from the official register of students who dropped out of university. Results: There are significant differences in the levels of engagement, autonomous motivation and satisfaction between the students who remained and those who dropped out of the university. Discussion: Students who dropped out in the 3rd semester presented lower levels of academic engagement, motivation and academic satisfaction than those who remained. The intention to dropout and lower levels of these cognitive-motivational variables may contribute to the identification of students at high risk of dropping out. These results contribute to unveiling key variables for the educational transformation of Higher Education in the 21st century.
dc.description.versionVersión publicada
dc.format.extent9 p.
dc.identifier.citationLópez-Angulo Y, Cobo-Rendón R, Sáez-Delgado F, Mella-Norambuena J, Pérez-Villalobos MV and Díaz-Mujica A (2024) Cognitive motivational variables and dropout intention as precursors of university dropout. Front. Educ. 9:1416183. doi: 10.3389/feduc.2024.1416183
dc.identifier.doihttps://doi.org/10.3389/feduc.2024.1416183
dc.identifier.urihttps://hdl.handle.net/11447/10182
dc.language.isoen
dc.relation.projectThe author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This study was funded by <, social adaptation, emotional, motivational, and academic self-regulation: A mixed design to explain dropout intention and university academic performance\u201D of the National Research and Development Agency of Chile (ANID) assigned to YL-A; and Project COVID-1012 \u201CDevelopment and implementation of teaching procedures to facilitate willingness to learn under conditions of physical distancing due to COVID-19 pandemic, in first year university subjects with medium or high risk of failure.\u201D
dc.subjectAcademic engagement
dc.subjectMotivation
dc.subjectAcademic satisfaction
dc.subjectIntention to dropout
dc.subjectDropout
dc.subjectUniversity quitting
dc.subjectHigher education
dc.subjectQuitting
dc.titleCognitive motivational variables and dropout intention as precursors of university dropout
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourceFrontiers in Education
dspace.entity.typePublication
relation.isAuthorOfPublicationb80978da-3ad6-475c-b732-c6b51a109e9b
relation.isAuthorOfPublication.latestForDiscoveryb80978da-3ad6-475c-b732-c6b51a109e9b

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