Impact of Self-Efficacy and Academic Performance in the Dropout of Higher Education Students

Fior, Camila Alves; Polydoro, Soely Aparecida Jorge; Pelissoni, Adriane Martins Soares; Dantas, Marilda Aparecida; Martins, Maria José; Almeida, Leandro S.

doi:10.1590/2175-35392022235218t

Cited by 4 publications

(3 citation statements)

References 51 publications

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“…It is worth mentioning that self-efficacy refers to the personal beliefs about possessing capabilities to cope with determined situations and get the desired results [8,9]. Self-efficacy is correlated to students' dropout and academic performance [21,31]. Indeed, of the 56 students, only one student (1.78%) dropout of the course of Introduction to Electronics for personal reasons.…”

Section: Rubric Categorymentioning

confidence: 99%

Bringing active learning, experimentation, and student‐created videos in engineering: A study about teaching electronics and physical computing integrating online and mobile learning

Ariza

2023

Comp Applic In Engineering

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Active learning (AL) is a well‐known teaching method in engineering because it allows to foster learning and critical thinking of the students by employing debate, hands‐on activities, and experimentation. However, most educational results of this instructional method have been achieved in face‐to‐face educational settings and less has been said about how to promote AL and experimentation for online engineering education. Then, the main aim of this study was to create an AL methodology to learn electronics, physical computing (PhyC), programming, and basic robotics in engineering through hands‐on activities and active experimentation in online environments. N = 56 students of two engineering programs (Technology in Electronics and Industrial Engineering) participated in the methodology that was conceived using the guidelines of the integrated course design model (ICDM) and in some courses combining mobile and online learning with an Android app. The methodology gathered three main components: (1) In‐home laboratories performed through low‐cost hardware devices, (2) Student‐created videos and blogs to evidence the development of skills, and (3) Teacher support and feedback. Data in the courses were collected through surveys, evaluation rubrics, semistructured interviews, and students' grades and were analyzed through a mixed approach. The outcomes indicate a good perception of the PhyC and programming activities by the students and suggest that these influence motivation, self‐efficacy, reduction of anxiety, and improvement of academic performance in the courses. Even, the PhyC activities can reduce the differences in academic performance between women and male students and promote their improvement toward excellence with better results for courses combining online and mobile learning. Similarly, women students preferred to use more often tutoring services and had a better perception of the teacher's feedback than their male pairs. The methodology and previous results can be useful for researchers and practitioners interested in developing AL methodologies or strategies in engineering with online, mobile, or blended learning modalities.

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Section: Rubric Categorymentioning

confidence: 99%

Bringing active learning, experimentation, and student‐created videos in engineering: A study about teaching electronics and physical computing integrating online and mobile learning

Ariza

2023

Comp Applic In Engineering

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“…In turn, procrastination was linked to emotional suffering and mental disorders, including in school contexts (Grunschel et al, 2013;Karami & Mahmoodi, 2018;Rozental et al, 2014Rozental et al, , 2015. It also appears to affect more those with learning disabilities (Goroshit & Hen, 2021) and that is more prevalent in men than in women (Fior et al, 2022).…”

Section: Academic Drop-out and Procrastinationmentioning

confidence: 99%

Predicting Drop-Out Intentions From Students' Perceptions of Academic Feedback and Procrastination Tendencies. 'Can Personalized Feedback Sometimes Be Too Much of a Good Thing?'

2023

Proceedings of the 17 Th International Conference on E-Learning and Digital Learning (ELDL 2023) and 11th International Confere

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In this research, we investigated a three-way relationship between academic feedback, procrastination tendencies, and the intention of dropping out of school in a sample of 532 undergraduate students. We used a cross-sectional, associative research design, with scales developed based on corroborating themes, obtained in previous interviews with the students, with instruments from the literature. The models were tested using variance-based SEM (PLS) and our measurements showed very good psychometric properties. The study's findings indicate that overall, academic feedback is negatively associated with both procrastination and drop-out intention, but when the personalization aspect of the academic feedback is differentiated from the 'impersonal' academic feedback, it might not help mitigate the intention to drop out. Our findings provide additional support to existing research while opening a new line of inquiry into the interplay between the three main constructs mentioned above, which, to date, are scarcely studied together. Albeit with several conceptual and methodological limitations, educational researchers and educators can benefit from the evidence provided in this research.

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“…Self-efficacy refers to the belief in one's ability to perform a task successfully. Research suggests that higher levels of self-efficacy are associated with increased academic achievement and persistence [7,8]. Motivation, on the other hand, is the driving force that initiates, directs, and sustains behavior toward a particular goal.…”

Section: Introductionmentioning

confidence: 99%

The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students

Buizza,

Cela,

Sbravati

et al. 2024

Education Sciences

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Dropout is a critical concern in higher education, with a considerable number of students leaving within the first two years of university. Dropout affects students’ well-being and their academic and career prospects, and institutions’ retention and graduation rates. The aim of this study was to explore the mediating role of motivation and cognitive strategies for learning in the relationship among self-efficacy, connectedness, and university dropout intention. A total of 790 Italian college freshmen were involved in this study. The sample was recruited through a web survey consisting of the Academic Motivation Scale, Perceived School Self-Efficacy Scale, University Connectedness Scale, and Self-Regulated Knowledge Scale-University. The freshmen’s intentions to drop out were assessed with five questions. The average age of the freshmen was 20.9 years, most of them were female, and were attending a degree program in the medical area. The results show that self-efficacy is the most important predictor of dropout intentions, followed by university connectedness. Self-regulated knowledge has an important role in predicting dropout intention by acting as a mediator between self-efficacy and motivation.This study underlines the importance of investing in training and orientation interventions in order to develop the skills to face the university path, increasing self-efficacy, motivation, and consequently students’ well-being.

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Impact of Self-Efficacy and Academic Performance in the Dropout of Higher Education Students

Cited by 4 publications

References 51 publications

Bringing active learning, experimentation, and student‐created videos in engineering: A study about teaching electronics and physical computing integrating online and mobile learning

Bringing active learning, experimentation, and student‐created videos in engineering: A study about teaching electronics and physical computing integrating online and mobile learning

Predicting Drop-Out Intentions From Students' Perceptions of Academic Feedback and Procrastination Tendencies. 'Can Personalized Feedback Sometimes Be Too Much of a Good Thing?'

The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students

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