Influencia de la satisfacción, expectativas y percepción del rendimiento en el abandono universitario durante la pandemia

  1. Galve González, Celia 1
  2. Blanco, Elena 1
  3. Vázquez Merino, David 1
  4. Herrero, Francisco Javier 1
  5. Bernardo, Ana Belén 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista de estudios e investigación en psicología y educación

ISSN: 2386-7418

Año de publicación: 2022

Volumen: 9

Número: 2

Páginas: 226-244

Tipo: Artículo

DOI: 10.17979/REIPE.2022.9.2.9153 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de estudios e investigación en psicología y educación

Resumen

University dropout is a growing area of research owing to the diverse negative consequences it can entail. It is a complex phenomenon involving multiple variables, including emotional-motivational factors. Some of these variables, such as satisfaction with higher education and expectations of the degree, are especially relevant among first-year students, and even more so in a context of forced virtualization, as has been the case during the COVID-19 crisis. The aim of this study is to analyse the relationship between emotional-motivational variables and dropout intention among a group of students, and to assess their perception of their academic performance during the pandemic. The sample for the study comprised 513 first- and second-year students from different Social Sciences and Health Sciences degrees at two Spanish public universities. An ad hoc questionnaire was used to measure dropout intention and its relationship with a series of variables. Descriptive analyses and decision tree modelling were performed. The results reveal that the most significant predictor variables to explain dropout intention are satisfaction with degree choice, expectations, and learning knowledge that is relevant to their professional future. Students’ perception that their academic performance had decreased during COVID-19 was also found to be one of the predictors of dropout. 

Referencias bibliográficas

  • ARCE, María; CRESPO, Bárbara; & MÍGUEZ-ÁLVAREZ, Carla (2015). Higher education drop-out in Spain-particular case of universities in Galicia. International Education Studies, 8(5), 247-264. https://doi.org/10.5539/ies.v8n5p247
  • BERLANGA, Vanesa; RUBIO-HURTADO, María José; & VILÀ, Ruth (2013). Cómo aplicar árboles de decisión en SPSS. Revista d´Innovació i Recerca en Educació, 6(1), 65-79. https://doi.org/10.1344/reire2013.6.1615
  • BERNARDO, Ana Belén; CERVERO, Antonio; ESTEBAN, María; FERNÁNDEZ-GONZÁLEZ, Andrea; SOLANO, Paula; & AGULLÓ, Esteban (2018). Variables relacionadas con la intención de abandono universitario en el periodo de transición. Revista d'Innovació Docent Universitària, 10, 122-130. https://doi.org/10.1344/RIDU2018.10.11
  • BERNARDO, Ana Belén; ESTEBAN, María; CERVERO, Antonio; TUERO, Ellián; & HERRERO, Francisco Javier (2022). Validation of the Early University Dropout Intentions Questionnaire (EUDIQ-R). Journal of Higher Education Theory and Practice, 22(10), 17-29. https://doi.org/10.33423/jhetp.v22i10.5384
  • CASANOVA, Joana; GOMES, Alexandra; MOREIRA, María Alfredo; & ALMEIDA, Leandro (2022). Promoting success and persistence in pandemic times: an experience with first-year students. Frontiers in Psychology, 13(815584), 1-9. https://doi.org/10.3389/fpsyg.2022.815584
  • CASTRO-LÓPEZ, Adrián; CERVERO, Antonio; GALVE-GONZÁLEZ, Celia; PUENTE, Javier; & BERNARDO, Ana Belén (2021). Evaluating critical success factors in the permanence in higher education using multi-criteria decision-making. Higher Education Research & Development, 4(3), 628-646. https://doi.org/10.1080/07294360.2021.1877631
  • COMISIÓN DE ESTADÍSTICA E INFORMACIÓN UNIVERSITARIA (2016). Catálogo oficial de indicadores universitarios. Sistema Integrado de Información Universitaria. https://indicadores.usal.es/informes/Catalogo_Oficial_de_Indicadores_Universitarios
  • CONSTANTE-AMORES, Alexander; FLORENCIANO-MARTÍNEZ, Eva; NAVARRO-ASENCIO, Enrique; & FERNÁNDEZ-MELLIZO, María (2021). Factores asociados al abandono universitario. Educación XX1, 24(1), 17-44. https://doi.org/10.5944/educXX1.26889
  • ESTEBAN, María; BERNARDO, Ana Belén; TUERO, Ellián; CEREZO, Rebeca; & NÚÑEZ, José Carlos (2016). El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales. European Journal of Education and Psychology, 9(2), 79-88. https://doi.org/10.30552/ejep.v9i2.140
  • DÍAZ-MÚJICA, Alejandro; PÉREZ-VILLALOBOS, María Victoria; BERNARDO, Ana Belén; CERVERO, Antonio; & GONZÁLEZ-PIENDA, Julio Antonio (2019). Affective and cognitive variables involved in structural prediction of university dropout. Psicothema, 31(4), 429-436. https://doi.org/10.7334/psicothema2019.124
  • FAAS, Caitlin; BENSON, Mark; KAESTLE, Christine; & SAVLA, Jyoti (2018). Socioeconomic success and mental health profiles of young adults who drop out of college. Journal of Youth Studies, 21(5), 669-686. https://doi.org/10.1080/13676261.2017.1406598
  • FEIXAS-CONDOM, Mònica; MUÑOZ-MORENO, José Luis; GAIRÍN-SALLÁN, Joaquín; RODRÍGUEZ-GÓMEZ, David; & NAVARRO-CASANOVES, Marita (2015). Hacia la comprensión del abandono universitario en Catalunya: el caso de la Universitat Autònoma de Barcelona. Estudios sobre educación, 28, 117-118. https://doi.org/10.15581/004.28.117-138
  • FERREYRA, María Marta; AVITABILE, Ciro; BOTERO, Javier; HAIMOVICH, Francisco; & URZÚA, Sergio (2017). Momento decisivo: la educación superior en América Latina y el Caribe. Grupo Banco Mundial. http://hdl.handle.net/10919/83253
  • GARCÍA-PEÑALVO, Francisco Javier (2020). Modelo de referencia para la enseñanza no presencial en universidades presenciales. Campus Virtuales, 9(1), 41-56.
  • http://uajournals.com/ojs/index.php/campusvirtuales/article/view/625
  • HANSON, Melanie (2021). College dropout rates. Education Data Initiative. https://educationdata.org/college-dropout-rates/
  • HU, Li-tze; & BENTLER, Peter Martin (1998). Fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424-453. https://doi.org/10.1037/1082-989X.3.4.424
  • JACOBO-GALICIA, Gabriela; MÁYNEZ-GUADERRAMA, Aurora Irma; & CAVAZOS-ARROYO, Judith (2021). Miedo al Covid, agotamiento y cinismo: su efecto en la intención de abandono universitario. European Journal of Education and Psychology, 14(1), 1-18. https://doi.org/10.32457/ejep.v14i1.1432
  • KERBY, Molly (2015). Toward a new predictive model of student retention in higher education: an application of classical sociological theory. Journal of College Student Retention: Research, Theory & Practice, 17(2), 138-161. https://doi.org/10.1177/1521025115578229
  • LÓPEZ-AGUILAR, David; & ÁLVAREZ-PÉREZ, Pedro Ricardo (2021). Modelo predictivo PLS-SEM sobre intención de abandono académico universitario durante la COVID-19. Revista complutense de educación, 32(3), 451-461. https://doi.org/10.5209/rced.70507
  • LÓPEZ-AGUILAR, David; ÁLVAREZ-PÉREZ, Pedro Ricardo; & RAVELO-GONZÁLEZ, Yennifer (2022). Capacidad de adaptabilidad e intención de abandono académico en estudiantes universitarios. Revista de Investigación Educativa, 40(1), 237-255. https://doi.org/10.6018/rie.463811
  • LÓPEZ-ARETIO, Lorenzo (2019). El problema del abandono en estudios a distancia. Respuestas desde el diálogo didáctico mediado. Revista Iberoamericana de Educación a Distancia, 22(1). https://doi.org/10.5944/ried.22.1.22433
  • LOZANO-DÍAZ, Antonia; FERNÁNDEZ-PRADOS, Juan Sebastián; FIGUEREDO, Victoria; & MARTÍNEZ, Ana María (2020) Impactos del confinamiento por el COVID-19 entre universitarios: satisfacción vital, resiliencia y capital social online. International Journal of Sociology of Education, 9(1), 79-104. https://doi.org/10.17583/rise.2020.5925
  • MALUENDA-ALBORNOZ, Jorge; YEPES, Sara; PARRA, Yuly; TOBAR, Sofía; SOTO, Diego; MENNICKENT, Sigrid; & ORELLANAG, Rodrigo (2022). Prácticas docentes en la educación virtual de emergencia: un estudio cualitativo durante la pandemia COVID-19 en distintas universidades latinoamericanas. Revista E-Psi, 11(1), 46-70. https://revistaepsi.com/artigo/2022-ano11-volume1-artigo3/
  • MINISTERIO DE UNIVERSIDADES (2021). Datos y cifras del Sistema Universitario Español. Publicación 2020-2021. Secretaria General Técnica del Ministerio de Universidades. https://cpage.mpr.gob.es/producto/datos-y-cifras-del-sistema-universitario-espanol-10/
  • MONCADA, Luis Fabián; NEGRETE, José Fernando; ARIAS, Max Alejandro; & ARMIJOS, Pablo Ramiro (2019). Analysis of the triad: academic integration, permanence and geographic dispersion. Revista Iberoamericana de Educación a Distancia, 22(1), 271-288. https://doi.org/10.5944/ried.22.1.22001
  • MORENO, Jacqueline Elizabet; & CHIECHER, Analía Claudia (2019). Abandono en carreras de ingeniería. Un estudio de los aspectos académicos, sociodemográficos, laborales y vitales. Cuadernos de Investigación Educativa, 10(2). https://doi.org/10.18861/cied.2019.10.2.2908
  • MOTL, Thomas; MULTON, Karen; & ZHAO, Fei (2018). Persistence at a tribal university: factors associated with second year enrollment. Journal of Diversity in Higher Education, 11(1), 51-66. https://doi.org/10.1037/dhe0000034
  • NICOLETTI, María do Carmo (2019). Revisiting the Tinto's theoretical dropout model. Higher Education Studies, 9(3), 52-64. https://doi.org/10.5539/hes.v9n3p52
  • ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (2019). Education at a glance 2019: OECD Indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
  • PEREIRA, Soraia; TAVEIRA, María do Ceu; SILVA, Ana Daniela; & SOARES, Joana (2022). Apoiar a aprendizagem e a carreira de estudantes universitários em contexto pandémico. Revista de Estudios e Investigación en Psicología y Educación, 9(0), 61-73. https://doi.org/10.17979/reipe.2022.9.0.8895
  • RADOVAN, Marko (2019). Should I stay, or should I go? Revisiting student retention models in distance education. Turkish Online Journal of Distance Education, 20(3), 29-40. https://doi.org/10.17718/tojde.598211
  • RASHID, Shazia; & YADAV, Sunishtha Singh (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340-343. https://doi.org/10.1177/0973703020946700
  • RUÍZ-ROBLEDILLO, Nicolás; ALBALADEJO-BLÁZQUEZ, Natalia; FERRER-CASCALES, Rosario; SÁNCHEZ-SANSEGUNDO, Miriam; & ZARAGOZA-MARTÍ, Ana (2020). Gender differences in academic stress after covid-19 in university students. ICERI2020 Proceedings, 8769-8773. https://doi.org/10.21125/iceri.2020.1940
  • SAMUEL, Robin; & BURGER, Kaspar (2020). Negative life events, self-efficacy and social support: Risk and protective factors for school dropout intentions and dropout. Journal of Educational Psychology, 112(5), 973-986. https://doi.org/10.1037/edu0000406
  • SÁNCHEZ-CABRERO, Roberto; ARIGITA-GARCÍA, Amaya; GIL-PAREJA, David; SÁNCHEZ-RICO, Ana; MARTÍNEZ-LÓPEZ, Fernando; & SIERRA-MACARRÓN, Leonor (2022). Measuring the relation between academic performance and emotional intelligence at university level after the COVID-19 pandemic using TMMS-24. Sustainability, 14, 1-13. https://doi.org/10.3390/su14063142
  • SCHEUNEMANN, Anne; SCHNETTLER, Theresa; BOBE, Julia; FRIES, Stefan; & GRUNSCHEL, Carola (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 1-24. https://doi.org/10.1007/s10212-021-00571-z
  • SEGOVIA-GARCÍA, Nuria; SAID-HUNG, Elías; & GARCÍA-AGUILERA, Francisco José (2022). Educación superior virtual en Colombia: factores asociados al abandono. Educación XX1, 25(1), 197-218. https://doi.org/10.5944/educXX1.30455
  • STRAHAN, Sarah; & CREDÉ, Marcus (2015). Satisfaction with college: re-examining its structure and its relationships with the intent to remain in college and academic performance. Journal of College Student Retention: Research, Theory & Practice, 16(4), 537-561. https://doi.org/10.2190/CS.16.4.d
  • TALSMA, Kate; ROBERTSON, Kayleigh; THOMAS, Cleo; & NORRIS, Kimberly (2021). COVID-19 beliefs, self-efficacy and academic performance in first-year university students: cohort comparison and mediation analysis. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.643408
  • TAYEBI, Abdelhamid; GÓMEZ, Josefa; & DELGADO, Carlos (2021). Analysis on the lack of motivation and dropout in engineering students in Spain. IEEE Access, 9, 66253-66265. https://doi.org/10.1109/ACCESS.2021.3076751
  • TINTO, Vincent (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of educational research, 45(1), 89-125. https://doi.org/10.3102/00346543045001089
  • WHISTLE, Wesley (2019, 28 de enero). Ripple effect: the cost of the college dropout rate. Third Way. https://www.thirdway.org/report/ripple-effect-the-cost-of-the-college-dropout-rate
Fuente de los datos: Dialnet