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

Joana R. Casanova; Cristiano Assis Gomes; Leandro S.; 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.

Descargas

Los datos de descargas todavía no están disponibles.

Referencias

Andrade, C., van Rhijn, T., & Coimbra, S. (2017). Gender differences in school-family conflict and school-family enrichment in nontraditional Portuguese students. The Journal of Continuing Higher Education, 65(1), 13-24. https://doi.org/10.1080/07377363.2017.1272439

Belloc, F., Maruotti, A., & Petrella, L. (2011). How individual characteristics affect university students drop-out: A semiparametric mixed-effects model for an Italian case study. Journal of Applied Statistics, 38(10), 2225-2239. https://doi.org/10.1080/02664763.2010.545373

Casanova, J. R., Gaspar de Matos, M., Pérez-Fuentes, M. del C., & Almeida, L. S. (2020). Positive perceptions of beer consumption among Portuguese university students. Health and Addictions, 20(2), 97-104. https://doi.org/10.21134/haaj.v20i2.534

Casanova, J. R., Cervero, A., Núñez, J. C., Almeida, L. S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155

Crosling, G., Heagney, M., & Thomas, L. (2009). Improving student retention in higher education: Improving teaching and learning. Australian Universities’ Review, 51(2), 9-18.

Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195. https://doi.org/10.1016/j.lindif.2011.01.003

Duarte, R., Ramos-Pires, A., & Gonçalves, H. (2014). Identifying at-risk students in higher education. Total Quality Management & Business Excellence, 25(7-8), 944-952. https://doi.org/10.1080/14783363.2014.906110

Ecclestone, K., Biesta, G., & Hughes, M. (2010). Transitions in the lifecourse: The role of identity, agency and structure. In K. Ecclestone, G. Biesta & M. Hughes (Eds.), Transitions and Learning through the Lifecourse (pp. 1-15). Routledge.

Fanelli, A.G., & Deane, C.A. (2015). Abandono de los estudios universitarios: Dimensión, factores asociados y desafíos para la politica pública [University dropout: Dimensions, determinants and challenges to public policy]. Revista Fuentes, 16, 85-106. https://doi.org/10.12795/revistafuentes.2015.i16.04

Figuera, P., Torrado, M., Dorio, I., & Freixa, M. (2015). Trayectorias de persistencia y abandono de estudiantes universitarios no convencionales: Implicaciones para la orientación [Non-traditional university student persistence and drop-out pathways: Implications for guidance]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18(2), 107-123. https://doi.org/10.6018/reifop.18.2.220101

Fleith, D., Almeida, L. S., Marinho-Araujo, C. M., Gomes, C. M., Bisinoto, C., & Rabelo, M. (2020). Validity evidence of a scale on academic expectations for higher education. Paidéia, 30, 1-11. http://dx.doi.org/10.1590/1982-4327e3010

Fragoso, A., Gonçalves, T., Ribeiro, C. M., Monteiro, R., Quintas, H., Bago, J., Fonseca, H., & Santos, L. (2013). The transition of mature students to higher education: Challenging traditional concepts? Studies in the Education of Adults, 45(1), 67–81. https://doi.org/10.1080/02660830.2013.11661642

Freixa, M., Llanes, J., & Venceslao, M. (2018). El abandono en el recorrido formativo del estudiante de ADE de la Universidad de Barcelona [Dropout in students of business administration and management at the University of Barcelona]. Revista de Investigación Educativa, 36(1), 185-202. https://doi.org/http://dx.doi.org/10.6018/rie.36.1.278971

García de Fanelli, A. (2014). Rendimiento académico y abandono universitario: Modelos, resultados y alcances de la producción académica en la Argentina [Academic performance and university dropout: Models, results and scope of academic production in Argentina]. Revista Argentina de Educación Superior, 6(6), 9-38.

Gomes, C. M. A., & Jelihovschi, E. (2019). Presenting the regression tree method and its application in a large-scale educational dataset. International Journal of Research & Method in Education 43(2), 201-221. https://doi.org/10.1080/1743727X.2019.1654992

Gomes, C. M. A., Lemos, G. C., & Jelihovschi, E. G. (2020). Comparing the predictive power of the CART and CTREE algorithms. Avaliação Psicológica, 19(1), 87-96. https://doi.org/10.15689/ap.2020.1901.17737.10

Gomes, C. M. A., Lemos, G. C., & Jelihovschi, E. G. (2021). A racionalidade do Método de Regressão em Árvore é mais apropriada do que o Modelo Linear Geral para analisar dados educacionais complexos [Why the regression tree method is more suitable than the general linear model to analyze complex educational datasets]. Revista Portuguesa de Educação, 34(2), 42-63. http://doi.org/10.21814/rpe.18044

González-Ramírez, T., & Pedraza-Navarro, I. (2017). Variables sociofamiliares asociadas al abandono de los estudios universitarios [Social and family variables associated with university drop-out]. Educatio Siglo XXI, 35(2), 365-388. https://doi.org/10.6018/j/298651

Harman, K. (2017). Democracy, emancipation and widening participation in the UK: Changing the “distribution of the sensible.” Studies in the Education of Adults, 49(1), 92-108. https://doi.org/10.1080/02660830.2017.1283757

Harrison, N., & Waller, R. (2018). Challenging discourses of aspiration: The role of expectations and attainment in access to higher education. British Educational Research Journal, 44(5), 914-938. https://doi.org/10.1002/berj.3475

Koshy, P., Dockery, A.M., & Seymour, R. (2017). Parental expectations for young people’s participation in higher education in Australia. Studies in Higher Education, 44(2), 1-16. https://doi.org/10.1080/03075079.2017.1363730

Meyer, M., & Marx, S. (2014). Engineering dropouts: A qualitative examination of why undergraduates leave engineering. Journal of Engineering Education, 103(4), 525-548. https://doi.org/10.1002/jee.20054

Newlon, K., & Lovell, E. D. (2017). Community college student-researchers’ real life application: Stress, energy drinks, and career choices! Community College Journal of Research and Practice, 41(3), 217-221. https://doi.org/10.1080/10668926.2016.1172525

Postareff, L., Mattsson, M., Lindblom-Ylänne, S., & Hailikari, T. (2017). The complex relationship between emotions, approaches to learning, study success and study progress during the transition to university. Higher Education, 73(3), 441-457. https://doi.org/10.1007/s10734-016-0096-7

Sánchez-Gelabert, A., & Elias, M. (2017). Los estudiantes universitarios no tradicionales y el abandono de los estudios [Non-traditional university students and dropout]. Estudios Sobre Educación, 32, 27-48. https://doi.org/10.15581/004.32.27-48

Severiens, S., & ten Dam, G. (2012). Leaving college: A gender comparison in male and female-dominated programs. Research in Higher Education, 53(4), 453-470. https://doi.org/10.1007/s11162-011-9237-0

Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Westview Press.

Sinval, J., Casanova, J. R., Marôco, J., & Almeida, L. S. (2021). University student engagement inventory (USEI): Psychometric properties. Current Psychology, 40(4), 1608-1620. https://doi.org/10.1007/s12144-018-0082-6

Stinebrickner, R., & Stinebrickner, T. (2014). Academic performance and college dropout: Using longitudinal expectations data to estimate a learning model. Journal of Labor Economics, 32(3), 601-644. https://doi.org/10.1086/675308

Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125. https://doi.org/10.3102/00346543045001089

Tinto, V. (2010). From theory to action: Exploring the institutional conditions for student retention. In Higher Education: Handbook of Theory and Research (pp. 51-89). https://doi.org/10.1007/978-90-481-8598-6_2

Tuero, E., Cervero, A., Esteban, M., & Bernardo, A. (2018). ¿Por qué abandonan los alumnos universitarios? Variables de influencia en el planteamiento y consolidación del abandono [Why do university students drop out? Influencing variables in considering and completing dropout]. Educación XX1, 21(2), 131-154. https://doi.org/10.5944/educXX1.20066

Venegas-Muggli, J. I. (2019). Higher education dropout of non-traditional mature freshmen: The role of sociodemographic characteristics. Studies in Continuing Education, 1–17. https://doi.org/10.1080/0158037X.2019.1652157

Yorke, M. (2016). The development and initial use of a survey of student ‘belongingness’, engagement and self-confidence in UK higher education. Assessment & Evaluation in Higher Education, 41(1), 154-166. https://doi.org/10.1080/02602938.2014.990415