The importance of perceived quality of instruction, achievement motivation and difficulties in self-regulation for students who drop out of university

Dados Bibliográficos

ID5263104
AutoresStephen Wild (0000-0003-3290-8761, Research Unit of Psychology and Diagnostics, Department of Rehabilitation Sciences Dortmund University of Technology Dortmund Germany, autor correspondente), Robert Grassinger (0000-0003-3769-1047, Department of Psychology University of Education Weingarten Weingarten Germany)
Ano2023
Volume93
Fascículo3
Páginas758-772
Data de publicação2023-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Educational Psychology (JOURNAL)
Identificadores do periódicoISSN: 0007-0998 • E-ISSN: 2044-8279
EditoraWiley (PUBLISHER • GB)
DOI10.1111/bjep.12590
PMID36780906
OpenAlexW4320481721
IdiomaEN
Citações recebidas11
Referências citadas68

Background: Starting a study programme at an university, students are confronted with rising requirements regulating their learning processes and motivation. Both difficulties due to this regulation and the quality of instruction are associated with students dropping out from a study programme in the research.Aims: The purpose of this research is to analyse the interplay and effect of difficulties in self-regulated learning, achievement motivation (i.e. academic self-concept, subject interest), and perceived quality of instruction in dropping out from an university study programme.Sample: We sampled 2301 cooperative students in their first academic year. The average age was M = 22.12 (SD = 3.02), and 1167 were male (50.7%).Method: This cross-sectional study used structural equation models for hypothesis analysis. Three years after the survey, dropout information from the university administration was matched to the survey data.Results: The results indicate associations between academic self-concept, subject interest and difficulties in regulating one's motivation with dropout. An indirect effect was found between perceived quality of instruction and dropout via academic self-concept, subject interest and difficulties in regulating one's motivation.Conclusions: The relevance of perceived quality of instruction, self-concept, subject interest and difficulties in motivational regulation and consequences for dropout is illustrated

Academic achievement · Drop out · Dropout (neural networks) · Intrinsic motivation · Mathematics education · Quality (philosophy) · Relevance (law) · Structural equation modeling · Subject (documents) · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Motivation and Self-Concept in Sports · Psychology · Social Psychology