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

Joana R. Casanova; Cristiano Assis Gomes; Leandro S. Almeida; Ellián Tuero; Ana B. Bernardo

doi:10.24320/redie.2023.25.e27.5671

Autores

Joana R. Casanova Universidade do Minho https://orcid.org/0000-0003-0652-3438
Cristiano Assis Gomes Universidade Federal de Minas Gerais https://orcid.org/0000-0003-3939-5807
Leandro S. Universidade do Minho https://orcid.org/0000-0002-0651-7014
Ellián Tuero Universidad de Oviedo https://orcid.org/0000-0002-5988-5996
Ana B. Bernardo Universidad de Oviedo https://orcid.org/0000-0001-5984-0985

DOI:

https://doi.org/10.24320/redie.2023.25.e27.5671

Palabras clave:

educación superior, adaptación del estudiante, estudiante adulto, características de la deserción

Agencias de apoyo:

Portuguese Foundation for Science and Technology, trough national funds of Research Centre on Education (CIEd, projects UIDB/01661/2020 and UIDP/01661/2020) and Research Centre on Child Studies (CIEC, projects UIDB/00317/2020 and UIDP/00317/2020), Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.

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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