“If I were young…”Increased Dropout Risk of Older University Students

  1. Casanova, Joana R. 1
  2. Assis Gomes, Cristiano 2
  3. S. Almeida, Leandro 1
  4. Tuero, Ellián 3
  5. Bernardo, Ana B. 3
  1. 1 Universidade do Minho
    info

    Universidade do Minho

    Braga, Portugal

    ROR https://ror.org/037wpkx04

  2. 2 Universidade Federal de Minas Gerais
    info

    Universidade Federal de Minas Gerais

    Belo Horizonte, Brasil

    ROR https://ror.org/0176yjw32

  3. 3 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

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Revista:
REDIE: Revista Electrónica de Investigación Educativa

ISSN: 1607-4041

Año de publicación: 2023

Número: 25

Tipo: Artículo

DOI: 10.24320/REDIE.2023.25.E27.5671 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: REDIE: Revista Electrónica de Investigación Educativa

Objetivos de desarrollo sostenible

Resumen

La deserción en la educación superior es un fenómeno mundial que genera consecuencias adversas para los estudiantes, las familias, las instituciones y la sociedad. Con el incremento de la matrícula, los estudiantes se vuelven más heterogéneos en términos de competencias académicas, motivación y trayectorias, lo cual supone nuevos retos para la promoción de la permanencia estudiantil. La educación superior puede plantear ciertas dificultades para los estudiantes, las cuales aumentan su vulnerabilidad y su riesgo de bajo rendimiento o deserción. El estudio, en el que participaron 2843 estudiantes de primer año de una universidad pública portuguesa, tiene por objetivo identificar las variables que predicen la decisión de permanecer o desertar, por medio del método del árbol de regresión. Los resultados muestran un buen modelo que clasifica a los estudiantes en cuatro grupos y revela que la decisión de desertar es diferente para los estudiantes tradicionales y no tradicionales, apuntando así a una mayor vulnerabilidad de estudiantes mayores. Se ofrecen algunas reflexiones en torno a las prácticas institucionales.

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Fuente de los datos: Dialnet