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Social and academic integration variables have been shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as the predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout...
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Background
The COVID-19 pandemic has been associated with significant impacts on mental health and well-being of populations worldwide. However, little is known about its significant impact on psychological aspects of vulnerable population groups such as pregnant women. Therefore, the aim of the study was to determine the psychological impact of th...
Citations
... It is a positive predictor of academic performance (Acosta-Gonzaga & Ramírez- Arellano, 2020;Delfino, 2019;Dunn & Kennedy, 2019;Lei et al., 2018;Maluenda-Albornoz et al., 2022a;Maluenda-Albornoz et al., 2023;Ribeiro et al., 2019) and a greater sense of academic belonging (Maluenda-Albornoz et al., 2022a;Maluenda-Albornoz et al., 2022b;Maluenda-Albornoz et al., 2023;Wong et al., 2019). It has also been shown to positively predict motivation in students with greater resilience, persistence, emotional connection, and self-efficacy (Abreu-Alves et al., 2022). ...
... It is a positive predictor of academic performance (Acosta-Gonzaga & Ramírez- Arellano, 2020;Delfino, 2019;Dunn & Kennedy, 2019;Lei et al., 2018;Maluenda-Albornoz et al., 2022a;Maluenda-Albornoz et al., 2023;Ribeiro et al., 2019) and a greater sense of academic belonging (Maluenda-Albornoz et al., 2022a;Maluenda-Albornoz et al., 2022b;Maluenda-Albornoz et al., 2023;Wong et al., 2019). It has also been shown to positively predict motivation in students with greater resilience, persistence, emotional connection, and self-efficacy (Abreu-Alves et al., 2022). ...
... Furthermore, it is positively related to the perception of positive academic emotions and academic adaptability (Zhang et al., 2020a), favoring the permanence and completion of studies in higher education (Korhonen et al., 2019). Along the same lines, it has shown an inverse relationship with dropping out of studies (Maluenda-Albornoz et al., 2021;Maluenda-Albornoz et al., 2022;Maluenda-Albornoz et al., 2022a;Maluenda-Albornoz et al., 2023;Nickerson & Shea, 2020;Zhang et al., 2020b;Díaz-Mujica et al., 2018). On the other hand, a negative relationship has been observed between Academic Engagement and disruptive variables of the university process such as burnout and academic procrastination (Abreu- Alves et al., 2022;Aspeé et al., 2019;Liebana-Presa et al., 2018;Marôco et al., 2020;Morales-Rodríguez et al., 2019;Paloș et al., 2019;Rahmatpour et al., 2019). ...
The University Student Engagement Inventory (USEI) has shown good psychometric properties in studies with different university students and diverse cultural contexts. Previous adaptation and evaluation studies in Chilean college students showed good validity and reliability results. Nevertheless, invariance studies have not been carried out in this population. This study aimed to evaluate the invariance properties of USEI in the Chilean university population. A study with an instrumental and cross-sectional type design was conducted using a sample of 468 Chilean university students. Analysis was prepared by performing a Confirmatory Factor Analysis, evaluation of configu-ral, scalar, and strict invariance measures, criterion validity, and reliability evaluation. A three-factor structure was observed, with adequate fit, reliability, and criterion validity indices. The invariance examination by gender obtained positive results for configural, metric, scalar, and strict invariance measures. These results show that the University Student Engagement Inventory has good psychometric properties for use in the Chi-lean university population. El University Student Engagemet Inventory (USEI) ha mostrado buenas propiedades psicométricas en estudios con diferentes estudiantes universitarios y en diversos con-textos culturales. Estudios previos de adaptación y evaluación en estudiantes universi-tarios chilenos mostraron buenos resultados de validez y confiabilidad. Sin embargo, no se han realizado estudios de invarianza en esta población. El presente estudio tuvo como objetivo evaluar las propiedades de invarianza USEI en población universitaria chilena. Se realizó un estudio con diseño de tipo instrumental y transversal utilizando una muestra de 468 estudiantes universitarios chilenos. El análisis se realizó mediante Análisis Factorial Confirmatorio, evaluación de medidas configurales, escalares y de invarianza estricta, así como evaluación de validez de criterio y confiabilidad. Se ob-servó una estructura de tres factores, con adecuados índices de ajuste, confiabilidad y validez de criterio. El examen de invarianza por género obtuvo resultados positivos para medidas de invarianza configural, métrica, escalar y estricta. Este resultado muestra que el University Student Engagement Inventory tiene buenas propiedades psicométricas para su uso en población universitaria chilena.
... Another variable to consider when analysing university students' performance is engagement, which is understood as a high Frontiers in Education 03 frontiersin.org motivational state that manifests itself in student behaviour (Maluenda-Albornoz et al., 2022): engaged individuals show an interest in educational activities, make an effort and dedicate time to learning (Fredricks and McColskey, 2012). Engagement positively relates to favourable educational indicators, such as achievement (Pineda-Báez et al., 2014;Gómez et al., 2015), social integration with peers/teachers, and students' involvement in the classroom (Maluenda-Albornoz et al., 2020a. ...
... This concept is also considered a dynamic variable since it is susceptible to modification through effective designed interventions within the university context. (Maluenda-Albornoz et al., 2022). ...
... These centred around forethought, performance and self-reflection phases of the SRL cycle (Zimmerman, 2000a,b), which included the application of concepts aimed at academic success, such as planning short and longterm goals, ways of creating good habits and getting rid of detrimental ones, the neurobiological mechanism of procrastination, effective management of time and tasks, sleeping time, environment restructuring and reduction of distractors, identification of specific task-oriented strategies assigning achievement to one's own actions, among others (Zimmerman, 2013;Zimmerman et al., 2017). Thirdly, an important part of the intervention was carried out through video recordings on the online platform Flip, which, together with being a vehicle to convey content and strengthening English oral skills (Öztürk and Çakıroğlu, 2021), became a virtual space for interpersonal relationships and interaction under the safe environment of academic material, as also evidenced in studies by Cherng-Jyh et al. (2022), Maluenda-Albornoz et al. (2022), and Contreras et al. (2023). ...
Introduction
An important concern of research about self-regulated learning is to determine the most effective methods for its instruction in different educational settings. This also happens in foreign language learning as improving proficiency is challenging for students and self-regulation has proven effective in different educational levels.
Methods
A quasi-experimental study was designed with a treatment and a control group, and pre- and post-test for 70 undergraduate students majoring in English as a foreign language at a Chilean university. A 10-week intervention was conducted to develop self-regulation during emergency remote teaching.
Results
Findings revealed that the intervention, as implemented in the study, was successful in improving self-regulated learning, and in participants’ recognizing the practical utility of tools acquired. On the other hand, while the level of engagement remained similar after the intervention, this was seen as a protective effect of the teaching-learning strategy on motivational states.
Discussion
This research underscores the importance of self-regulated learning training in higher education to allow for students’ autonomy and agency, as well as connectedness with instructors and peers, especially during the harsh teaching conditions of sanitary confinement.
... Dentro de los factores individuales encontramos el género. Diversos estudios revelan que las mujeres superan a los hombres tanto en número como en el desempeño de los estudios universitarios, esto es una realidad que ocurre prácticamente en todos los países en los que el acceso a los estudios universitarios tiene lugar en condiciones de igualdad (Hutchinson, 2018;Marchionni et al., 2019;Contreras et al., 2020;Maluenda-Albornoz et al., 2022). (Castro-Montoya et al., 2021) estudian los programas de pregrado en algunas IES colombianas, encontrando que de cada 100 mujeres que ingresan se gradúan 53, en tanto que, de cada 100 hombres se gradúan 40, dejando entrever mayores tasas de deserción y rezago en ellos. ...
... La pandemia generó un antes y después en el sistema educativo, la dinámica formativa dio un giro inesperado, el estudiantado se enfrentó a un trabajo en casa que les demandaba autonomía, eficacia y responsabilidad, es así que a los factores asociados al abandono tradicionalmente en el trabajo presencial (antes de la pandemia), ahora deben sumarse los factores y las secuelas que deja el proceso formativo durante la pandemia. Al respecto, Maluenda-Albornoz et al. (2022) identificaron como variables asociadas al abandono, que el 50% de los participantes presentaron niveles de estrés y ansiedad relacionados con el Covid-19, además demostraron que el Covid afecta el sentido de pertinencia en hombres y mujeres, siendo significativos los resultados en los hombres. ...
The main objective of this research study is to compare university dropout rates between Spain and Colombia from a gender perspective. The methodological applies a comparative-inferential approach based on open data from Spain (EDUCAbase and the Ministry of Education and Culture) and Colombia (SPADIES Information System of the Ministry of National Education). The results reveal that the dropout university phenomenon, from a gender perspective, shows a tendency of women having more academic success than men. In the case of Spain, after the first year, private universities do not generate significant differences between genders. In Colombia, dropout rates in official and non-official universities, as well as in the system and HEIs after the first semester and year, show differences between genders. It is concluded that the existence of gender gaps lead to strategic reflections that vary in the identification of needs and in the ways they can be linked to public policies.
... Academic performance involves the accomplishment of specific targets related to activities in instructional environments (Oxford, 2020). Academic performance in university environments seems to be negatively correlated to university dropout (Maluenda-Albornoz et al., 2022), this is, the higher the academic performance, the lower the university dropout, pointing at the potential benefit of the study of both concepts together. ...
... The rank in which the students choose a degree when they submit their application also seems to influence retention (Casanova et al., 2018). Other relevant variables are the university entry marks, the previous academic results ( Maluenda-Albornoz et al., 2022;Sandoval-Palis et al., 2020), and the area of knowledge of the studies (Mestan, 2016), the students of Arts, Humanities and Social Sciences being the most likely to drop out. ...
... Social and academic integration have seemed to be relevant to understanding university dropout (Maluenda-Albornoz et al., 2022). The quality of students' institutional experience and their level of integration into the academic and social system seem to be the most influential variables for student retention (Aljohani, 2016), and social support and perceived social isolation have been related to the intention to quit through belonging and engagement (Maluenda-Albornoz et al., 2022). ...
... Tinto's model relies heavily on the notion of connections [25]. When a student transitions from the familiar hometown, high school, or family life to university, connections made with the social system and the academic system of the university determines whether a student persists or drops out [26,27]. However, in an online environment, the transition is not as apparent as students stay in their own homes with their families while enrolling in an online qualification. ...
... Tinto and Pusser [51] reported various conditions for student success. These include institutional commitment, higher expectations, academic, social, and financial aid, monitoring and feedback from the lecturers, and educational and social involvement [26,51]. ...
... The initial linear phase depicts the abrupt student dropout in the first year of study, where the programme lost approximately 41% of each cohort. The observation is similar to what Maluenda-Albornoz et al. [26] found, that 38.7% of the students are lost in the first year. However, the second phase depicts a continuation of student dropout at a slower rate. ...
Literature indicates that low retention rates are evident in online modules and programmes. However, a much higher student retention rate than anticipated was observed in two fully online programmes at two South African universities. To explore this retention phenomena, a non-experimental quantitative study was done. The study uses descriptive statistics to identify trends and patterns in student retention and applies non-parametric statistics to test the significance of the observed patterns. Typically, students in a fully online carousel model programme drop out after the first module, specifically in the first two weeks of the module. After the third module, student retention stabilises. Similar patterns are visible in the year model, where students typically drop out within the first three months of their first year. Dropout continues in the second year, resulting in two distinct linear phases of dropout. However, in year 3, approximately 50% of the retained students continued. Findings reveal critical dropout periods. Further studies can be conducted to determine the causes of dropout so that measures can be implemented to improve student retention in higher education.
... Regarding amount of explained variance, previous studies (Lozano-Medellín, 2010;Fisher, 2014;Respondek et al., 2017;Bäulke et al., 2018;Jeno et al., 2018;Díaz-Mujica et al., 2019;Bumbacco and Scharfe, 2020;Fourie, 2020;Jimenez-Rodriguez et al., 2021;López-Aguilar and Álvarez-Pérez, 2021;Bernardo et al., 2022;Maluenda-Albornoz et al., 2022), have evidenced significant relationships, and explained percentages of variance averaging 21%. This indicates the need for further research to understand or explain the phenomenon of dropout intention more deeply or with greater variance. ...
Cognitive Social Learning theory (Bandura, 1986) tries to understand how the
acquisition of knowledge, beliefs, attitudes, and ways of thinking of the person with respect to the social environment occurs. The premise underlying this theory is that learning is a cognitive process that cannot be separated from the context in which it occurs, be it family, school or of any other nature. Albert Bandura was a giant in the field, with work that influenced social, cognitive, developmental, educational, and clinical psychology.
His death on July 21, 2021 left a void in the filed of psychology. He will definitely be
greatly missed. This Research Topic has been developed to pay tribute to him, from the aforementioned disciplines. A total of 9 articles and 68 authors have contributed to the objective of showing recent models and evidence, derived from Albert Bandura’s original theoretical model.this Research Topic is also dedicated to the
incredible person and psychologist Albert E. Bandura (1925-
2021). Dr. Albert Bandura, was one of the most influential
psychologists of all time. Bandura pioneered the field of social
learning theory (now called social cognitive theory) with his
landmark Bobo doll experiment. He defined the construct of
self-efficacy and proposed an agentic theory of human behavior
that challenged the central tenants of behaviorism.
... Additionally, a relation between engagement and student's involvement in the classroom has been observed, as well as a relation between engagement and social relationships established with teachers and peers (Maluenda-Albornoz et al., 2020a). This concept has also been considered a dynamic variable since it is susceptible to modification through studies and, especially, with interventions designed for it (Maluenda-Albornoz et al., 2022). For these reasons, engagement has become a key variable when planning effective interventions in the university context. ...
... However, on the other hand, opportunities for direct interaction were reduced, although the dynamics inherent to this virtual context and the non-verbal communication associated with it were leveraged. The research team tentatively proposes that the control and guidance enabled by an appropriate methodological design played a role in utilizing virtual spaces effectively and minimizing unexpected effects, as suggested in previous research (Maluenda-Albornoz et al., 2022;Elsalem et al., 2021;Basilaia et al., 2020). Given the absence of specific control over this variable, it is suggested as a future line of research that the optimal use of virtual tools be clarified compared to face-to-face activities and the extent to which they are advantageous. ...
The main goal of this study was to promote the development of self-regulated learning by means of an intracurricular intervention through the English language class with a focus on the oral ability during Covid-19 pandemic. A pre-experimental design with pre and posttest, and intentional sampling, was carried out on a group of 60 English pedagogy students from a Chilean university. The 10-week innovation included the use of ICT tools and active methodologies. The pre and posttest evaluations assessed students' levels of engagement and self-regulation. The results showed statistically significant differences in self-regulated learning. No statistically significant differences were observed in engagement. Additionally, the results also showed an increase in students' oral command perception, in both the linguistic and socio-affective aspects of their performance. It was concluded that the use of these intracurricular strategies facilitated students' self-regulation and aspects of oral production over the course of an academic semester.
... Terapia Psicológica, vol. 41, no. 2 (julio 2023) Teachers and students in the context of The results of many studies point out that the COVID-19 pandemic affected the well-being of teachers and students (Alves et al., 2021;MacIntyre et al., 2020;Maluenda-Albornoz et al., 2022;Silva et al., 2021). The UNESCO report (Meinck et al., 2022) on the impact of COVID-19 on education notes that teachers and students reported a decrease in their well-being while their classes were interrupted (Besser et al., 2022). ...
Introduction:
Our study compares the emotional impact of the first month of the lockdown on teachers and students due to the COVID-19 pandemic in Spain, focusing on the variables of generalized anxiety, emotions, and perceived threat.
Method:
A non experimental design was applied, the sample consists of 452 participants (teachers = 188, young adult students = 264. Correlation analyses, a between-group design and effect size were carried out.
Results:
The results indicated that in crises or emergencies such as COVID-19, teachers and students have different emotional reactions. Students showed more generalized anxiety symptoms, more negative emotions, and fewer positive emotions. Teachers showed a higher degree of existential anxiety.
Conclusion:
Specific action plans should be developed for teachers and students. In addition, educational policies and teacher training programs should take the gender perspective into account when studying and planning a resilient educational system.
... En la Figura 4, se observa que, al introducir una tercera variable en la ecuación, se grafica de la siguiente manera: "a" representa el efecto de la variable predictora sobre la mediadora, "b" significa el efecto de la mediadora sobre la predicha, y el símbolo "c" indica cómo cambia el efecto de la variable predictora sobre la predicha. A este cambio se le llama "efecto indirecto" (Berríos-Riquelme et al., 2022). ...
... Los análisis de mediación señalaron relaciones estadísticamente significativas entre las variables de integración social y la intención de abandono. En el caso del apoyo social, su relación directa está ampliamente abordada la literatura, donde mientras más apoyo, menor suele ser la intención de abandono (Bernardo et al., 2017;López-Angulo et al., 2020;Maluenda-Albornoz, Infante-Villagrán et al., 2022). ...
La integración social en los primeros años de universidad ha mostrado ser muy relevante para propiciar que los estudiantes participen de forma comprometida, obtengan buenos resultados académicos y permanezcan en sus estudios. La pandemia por COVID-19 ha impuesto barreras a la integración social de los estudiantes, cambiando las formas de la relación interpersonal. El objetivo de la presente investigación fue evaluar un modelo en que el aislamiento y el apoyo social percibidos (variables de integración social) son predictores de la intención de abandono y se encuentran mediados por el sentido de pertenencia. Se realizó un estudio con diseño transversal asociativo-predictivo, mediante la prueba de modelos de mediación, con 700 participantes de primer año de una universidad chilena. Los resultados mostraron un efecto indirecto estadísticamente significativo de las variables de integración social sobre la intención de abandono. A su vez, no se observaron efectos directos de dichas variables sobre la intención de abandono. Estos resultados permiten, primero, indicar que, durante la educación virtual de emergencia, con sus barreras para la interacción social y académica, las variables de integración logran predecir la intención de abandonar los estudios mediante su efecto sobre el sentido de pertenencia; además, orientan las preocupaciones de las instituciones de educación superior para poner atención sobre las condiciones en las que la integración social ocurre en los medios virtuales y con las restricciones de la interacción que le son propias.
... Therefore, encouraging the adoption of constructive methodologies in the classroom may be a strategy to encourage retention at university. These approaches, in turn, require the adoption of assessment methods that allow the different milestones in which the student participates to be audited, documenting their achievement in a reliable way so that they can perceive the relationship between their effort and their performance (Maluenda et al., 2022). In relation to these results, Calatayud's (2018) research has highlighted the importance of adapting assessment processes to the individual characteristics of students to ensure a better fit between the way in which they are assessed and the existing assessment needs. ...
To give an answer and a solution to the inconveniences that dropout brings to universities and to society, we have studied the different approaches that exists in the actual scientific literature about the reasons of this phenomenon. The aim of this investigation is analyzing the college dropout, focalizing in students of education degrees of Andalusian universities. For doing that, we applied a standardized instrument that pretend to determine which are the factors associated to the permanence of the college students. The instrument was applied to 608 students of the first year of six Andalusian universities. Of these, 274 were studying Infant education degree and 334 Primary education degree. The study shows that a large sample of the subjects interviewed responded with higher scores 3.83, stating the need to remain in their undergraduate studies, with few references to dropping out of the university. Some of the items that have obtained the highest ratings express their desire to graduate with honors, become a good professional and practice their profession within their field of work, among others.
