University Dropout Model for Developing Countries: A Colombian Context Approach
Abstract
:1. Introduction
Theoretical Framework
2. Materials and Methods
2.1. Research Model
2.2. Participants
2.3. Procedure
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Author | Year | Description |
---|---|---|
Spady | 1970 | This model is based on Durkheim’s theory of suicide, and it provides a guide focusing attention on the interaction between student attributes (i.e., dispositions, interests, attitudes, and skills) and the influences, expectations, and demands imposed by various sources in the university environment. |
Fishbein and Ajzen | 1975 | This is one of the pioneer models of the psychological approaches, showing the influence exerted by beliefs and attitudes regarding behavior. Therefore, the intention of dropping out or going on in an academic program will be determined by prior behaviors and subjective norms. |
Bean | 1985 | This model argues that university dropout is analogous to productivity and describes the importance of behavioral intentions (to stay or leave) as predictors of persistence. It is assumed that behavioral intentions are configured in a process in which beliefs form attitudes, and these, in turn, come into play when forming behavioral intentions. The model also claims that beliefs are influenced by components of the academic institution (quality of the courses and programs, teachers, and peers). |
Pascarella and Terenzini | 1985 | This is a general causal model, with explicit considerations regarding institutional and environmental characteristics. The authors argue that the development and change in students occurs in five sets of variables: skills, yields, personality, aspirations, and ethnicity. |
Tinto | 1989 | The model proposed by the author is interactionist. Tinto considers that as the student goes through high school, various variables contribute to reinforce his or her adaptation to the institution selected by him or her, as he or she enters it with a set of characteristics that influence his or her experience in post-secondary education. These include family background characteristics, such as the family’s socio-economic and cultural level and the values it sustains, as well as personal attributes and those related to the academic experience. |
Ethington | 1990 | The author takes the legacy databases created by Fishbein and Ajzen (1975) as a reference for the development of this model. Ethington proposes a more general scheme based on achievement behaviors. In this model, preliminary academic performance (in which the self-concept of the student’s performance and the perception of the degree of difficulty of studies are key) and family background, coupled with a solid system of values, as well as expectations regarding success, are consolidated as guarantors of academic permanence. |
Dimensions | Variable | Standardized Factor Loadings | Average Number of Standardized Factor Loadings |
---|---|---|---|
Family Background | FB1 | 0.833 | 0.833 |
FB2 | 0.833 | ||
Institutional Commitment | IC1 | 0.473 | 0.704 |
IC2 | 0.819 | ||
IC3 | 0.819 | ||
Policy Coherence | PC1 | 0.796 | 0.796 |
PC2 | 0.796 | ||
Student Satisfaction | SS1 | 0.652 | 0.708 |
SS2 | 0.816 | ||
SS3 | 0.657 | ||
Decision to Drop Out | DDO1 | 0.795 | 0.701 |
DDO2 | 0.618 | ||
DDO3 | 0.748 | ||
DDO4 | 0.559 | ||
DDO5 | 0.812 | ||
DDO6 | 0.799 | ||
DDO7 | 0.641 | ||
DDO8 | 0.615 | ||
DDO9 | 0.625 | ||
DDO10 | 0.666 | ||
DDO11 | 0.777 | ||
DDO12 | 0.761 | ||
Social Integration | SI1 | 0.796 | 0.726 |
SI2 | 0.731 | ||
SI3 | 0.652 | ||
Academic Performance | AP1 | 0.717 | 0.717 |
AP2 | 0.717 | ||
Intellectual Development | ID1 | 0.736 | 0.736 |
ID2 | 0.736 | ||
Peer Support | PS1 | 0.749 | 0.749 |
PS2 | 0.749 |
FB | IC | PC | SS | DDO | SI | AP | ID | PS | |
---|---|---|---|---|---|---|---|---|---|
FB | 1.000 | ||||||||
IC | 0.107 | 1.000 | |||||||
PC | 0.031 | 0.092 | 1.000 | ||||||
SS | 0.016 | 0.181 | 0.502 | 1.000 | |||||
DDO | 0.402 | 0.265 | 0.024 | 0.086 | 1.000 | ||||
SI | 0.254 | 0.219 | 0.086 | 0.116 | 0.405 | 1.000 | |||
AP | 0.143 | 0.192 | 0.094 | 0.110 | 0.224 | 0.085 | 1.000 | ||
ID | 0.191 | 0.144 | 0.130 | 0.035 | 0.343 | 0.248 | 0.107 | 1.000 | |
PS | 0.085 | 0.209 | 0.083 | 0.054 | 0.351 | 0.245 | 0.114 | 0.173 | 1.000 |
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Valencia-Arias, A.; Chalela, S.; Cadavid-Orrego, M.; Gallegos, A.; Benjumea-Arias, M.; Rodríguez-Salazar, D.Y. University Dropout Model for Developing Countries: A Colombian Context Approach. Behav. Sci. 2023, 13, 382. https://doi.org/10.3390/bs13050382
Valencia-Arias A, Chalela S, Cadavid-Orrego M, Gallegos A, Benjumea-Arias M, Rodríguez-Salazar DY. University Dropout Model for Developing Countries: A Colombian Context Approach. Behavioral Sciences. 2023; 13(5):382. https://doi.org/10.3390/bs13050382
Chicago/Turabian StyleValencia-Arias, Alejandro, Salim Chalela, Marcela Cadavid-Orrego, Ada Gallegos, Martha Benjumea-Arias, and David Yeret Rodríguez-Salazar. 2023. "University Dropout Model for Developing Countries: A Colombian Context Approach" Behavioral Sciences 13, no. 5: 382. https://doi.org/10.3390/bs13050382