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Psychological and cognitive factors associated with university dropout: A Comparative Study of Economics and Psychology Students in Uruguay

Author

Listed:
  • Alina Machado

    (Universidad de la República (Uruguay). Facultad de Ciencias Económicas y de Administración. Instituto de Economía)

  • Fedora Carbajal

    (Universidad de la República (Uruguay). Facultad de Ciencias Económicas y de Administración. Instituto de Economía)

  • Lucía Alvarez Núñez

    (Universidad de la República (Uruguay). Facultad de Psicología. Instituto de Fundamentos y Métodos en Psicología)

  • Cecilia Rodríguez Ingold

    (University of North Carolina at Chapel Hill)

  • Alejandro Maiche

    (Universidad de la República (Uruguay). Facultad de Psicología)

  • Alejandro Vásquez Echeverría

    (Universidad de la República (Uruguay). Facultad de Psicología)

Abstract

Personality traits, other psychological factors, and cognitive abilities have consistently been related to academic performance. However, there is limited empirical evidence on how these factors jointly influence dropout decisions. This study examines the relationship between big-five personality traits, consideration of future consequences, and fluid intelligence on dropout decisions among second-year students in the Economics and Psychology colleges at Uruguay’s largest university. Using data from the 2018 student cohort and controlling for a range of sociodemographic and economic variables, we employed Probit and Multinomial Models to analyze dropout patterns. Our findings reveal that personality traits and fluid intelligence are significantly associated with dropout decisions, though their effects vary across different academic disciplines. Moreover, we identify distinct patterns in the influence of personality traits and cognitive abilities on instructional versus systemic dropout. These findings contribute to the growing literature on psychological determinants of educational outcomes and offer insights for higher education policy aimed at improving student retention.

Suggested Citation

  • Alina Machado & Fedora Carbajal & Lucía Alvarez Núñez & Cecilia Rodríguez Ingold & Alejandro Maiche & Alejandro Vásquez Echeverría, 2025. "Psychological and cognitive factors associated with university dropout: A Comparative Study of Economics and Psychology Students in Uruguay," Documentos de Trabajo (working papers) 25-12, Instituto de Economía - IECON.
    • Handle: RePEc:ulr:wpaper:dt-12-25
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    File URL: https://hdl.handle.net/20.500.12008/50324
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    References listed on IDEAS

    as
    1. Todd Stinebrickner & Ralph Stinebrickner, 2012. "Learning about Academic Ability and the College Dropout Decision," Journal of Labor Economics, University of Chicago Press, vol. 30(4), pages 707-748.
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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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