Student retention is a frequently researched issue due to the incidence of student dropout and its significance to learning outcomes. However, there are research gaps that need to be addressed in understanding the factors influencing student dropout in the context of higher education in Romania. This cross-sectional investigation aims to fill these gaps by examining the relationships between satisfaction with the specialization, self-regulation of learning behavior, students’ perceived stress, perceived acceptance from family and friends, and the intention to complete studies. The study utilizes various statistical analysis techniques, including mediation analysis and correlation analysis, to analyze the collected data. An online questionnaire was administered to non-randomized students majoring in Psychology, and a total of 144 valid and consented responses were obtained. The results reveal significant influences of satisfaction with the specialization, self-regulated learning, and students’ perceived stress on the intention to successfully complete courses. Furthermore, academic self-efficacy was found to fully mediate the relationship between satisfaction with the specialization and academic adjustment. These findings contribute to a better understanding of the student dropout process in the Romanian higher education system. By identifying the factors associated with student retention, this study provides insights that can inform the development of interventions aimed at improving students’ retention and overall learning outcomes.
We contend that a particular form of self-efficacy beliefs -specifically referred to as relation-inferred self-efficacy beliefsoften gets activated in beginning supervisees, can potentially pose supervision problems from the outset and, consequently, is best addressed by supervisors early on. Relation-inferred self-efficacy beliefs refer to what supervisees think or infer that their supervisor is thinking about their therapeutic efficacy; because beginning supervisees often have doubts about their own therapeutic efficacy, they can make incorrect inferences about what their supervisor is thinking of them, and supervision can be accordingly affected. In this brief report, relation-inferred self-efficacy beliefs are elaborated upon, their significance for the trajectory of beginning supervisee development is considered, and some supervisor actions that can aid in alleviating the impact of those beliefs on beginning supervisees are identified. We view it as important that supervisors (a) hold supervisee problematic relation-inferred self-efficacy beliefs in mind as a likely supervision reality, (b) strive to proactively address their possible emergence through supervisee education at supervision's onset and through including the topic in the body of the supervision agreement, (c) be sensitive to cues that may indicate the emergence of such problematic inferred beliefs during the course of supervision, (d) sensitively inquire about those cues and, if confirmed, be open to discussing their implications with beginning supervisees, (e) fully carry out discussion about those beliefs so as to allay supervisees' inference concerns, and (f) because addressing those problematic beliefs is not a one-and-done affair, be ready to re-address them as need arises.
Keywords Supervision • Psychotherapy • Developmental • Self-efficacy • Relation-inferred self-efficacyThere is no way to supervise without understanding the developmental process of supervision (Bernard & Goodyear, 2019, p. 69).
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