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Intención de abandono en estudiantes de pregrado: factores y soluciones

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Listed:
  • Juan Carlos Duque

    ()

  • Isabel Montes

    ()

  • Stefanía Rodriguez

    ()

  • Alberto Jaramillo J

    ()

Abstract

El presente estudio abordó la problemática del abandono estudiantil desde un enfoque a priori, el cual fue se basó conceptual y metodológicamente en Suriñach et al (2007), Duque et al (2012), Duque (2013a) y Duque (2013b). El principal propósito fue medir el efecto que tiene la satisfacción y los resultados del aprendizaje de los estudiantes en su intención de abandono. Para lograr el objetivo se aplicó un cuestionario aplicado a los estudiantes activos de todos los pregrados de la Universidad EAFIT. El análisis se realizó por medio de un modelo de ecuaciones estructurales estimado con el algoritmo parcial de mínimos cuadrados (PLS). Los resultados evidencian que, en promedio, el efecto es 0.38, lo que significa que si se aumenta la satisfacción en una unidad, la intención de abandono disminuye en 0.25. Asimismo, se encontró que a mejores percepciones en los resultados del aprendizaje (afectivos y cognitivos), los estudiantes disminuyen su intención de abandono en 0.25. ****** The present study addressed dropout intention problem from a priori perspective. Conceptually and methodologically it was based on Suriñach et al (2007), Duque et al (2012), Duque (2013a) y Duque (2013b). Measuring the effect from satisfaction and academic development to dropout intentions was the main purpose. To achieve this objective, we applied a survey with active students from all undergraduate programs at Universidad EAFIT. The analysis was carried out through structural equations based on the partial least squares algorithm (PLS). The results show that, on average, the effect is 0.38. It means that if students’ satisfaction would increase in one unit, dropout intention reduced in 0.25. At the same way, we found that better learning outcome perceptions (cognitive and affective), students decrease their dropout intention in 0.25.

Suggested Citation

  • Juan Carlos Duque & Isabel Montes & Stefanía Rodriguez & Alberto Jaramillo J, 2014. "Intención de abandono en estudiantes de pregrado: factores y soluciones," Documentos de Trabajo CIEF 012001, Universidad EAFIT.
  • Handle: RePEc:col:000122:012001
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    More about this item

    Keywords

    Intención de abandono; resultados en el aprendizaje; modelo de ecuaciones estructurales;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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