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Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

Author

Listed:
  • Camelia Truta

    (Department of Psychology, Education and Teaching Training, Transilvania University of Brasov, 29 Eroilor Boulevard, Brasov 500036, Romania)

  • Luminita Parv

    (Department of Manufacturing Engineering, Transilvania University of Brasov, 29 Eroilor Boulevard, Brasov 500036, Romania)

  • Ioana Topala

    (Department of Psychology, Education and Teaching Training, Transilvania University of Brasov, 29 Eroilor Boulevard, Brasov 500036, Romania)

Abstract

The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students’ achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students ( N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.

Suggested Citation

  • Camelia Truta & Luminita Parv & Ioana Topala, 2018. "Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education," Sustainability, MDPI, vol. 10(12), pages 1-11, December.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:12:p:4637-:d:188442
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    References listed on IDEAS

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    5. Mao Zhao & Yating Yu & Kuen Fung Sin, 2024. "The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.
    6. Elizabeth Ifeoma Anierobi & Gabriel Chidi Unachukwu, 2020. "Achievement Motivation And Academic Optimism As Correlates Of Academic Engagement Among Postgraduate Students In Nnamdi Azikiwe Unversity (Nau), Awka," Social Sciences and Education Research Review, Department of Communication, Journalism and Education Sciences, University of Craiova, vol. 7(1), pages 242-263, July.
    7. Antonio Muñoz-García & Mª Dolores Villena-Martínez, 2021. "Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample," Sustainability, MDPI, vol. 13(2), pages 1-14, January.
    8. Iván Sandoval-Palis & David Naranjo & Jack Vidal & Raquel Gilar-Corbi, 2020. "Early Dropout Prediction Model: A Case Study of University Leveling Course Students," Sustainability, MDPI, vol. 12(22), pages 1-17, November.
    9. Surahman & Moh Fauzil Adhim, 2021. "The Relationship between Positive Emotion, Self-Efficacy, and Student Engagement during the Covid-19 Pandemic," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(1), pages 231-235, January.

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