Design and Validation of a Questionnaire to Analyze University Dropout—CADES

Díaz, Pablo; León, Alexis Tejedor De

doi:10.22158/wjer.v3n2p267

Cited by 8 publications

(24 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the same line of argument, Kori et al (2015) in their research suggested the following factors' categorization: demographic, student income, academic performance, learning motivation, social integration and institutional characteristics (Kori et al, 2015). Similarly, Díaz & De León (2016) and Alban & Mauricio (2019) propose their factorial categorization. Accordingly, the above could be combined as follows:…”

Section: Introductionmentioning

confidence: 94%

“…Nevertheless, the definition of student dropout remains under consideration; different sets of factors and phenomena (Díaz & De León, 2016) along with the evolution of various approaches such as the educational, individual and the holistic one integrating the above (Bardach et al, 2019) could not either be neglected.…”

Section: Introductionmentioning

confidence: 99%

“…• Personal Factors: characteristics that define student' behavior such as feelings, thoughts, actions (Alban & Mauricio, 2019) / Psychological Factors: individual and personality traits such as personal attitudes, behaviors, values, interests, academic success expectations, personality (Díaz & De León, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Examining the Sequence of Factors Affecting Student’ Tendency to Dropout: a Case Study in Greece

Androulakis

Georgiou

Kiprianos

et al. 2021

IJE

View full text Add to dashboard Cite

Speaking of the causal spectrum of dropout we are referring to something not simple but highly complex. In this context, the issue of dropping out of studies is considered critical within the area of higher education due to its impact on the individual, the university and the society as a whole. In this study, an effort was made to investigate students’ tendency to dropout and to identify the sequence of factors that influence it, as well as its configuration per School. For this purpose, hierarchical regression trees were applied for the factors that compose the dropout index, holistically and separately per school, while for each factor the corresponding hierarchical tree with its items has been analyzed further. The responses of 696 students who have not definitely dropped out of their studies at University of Patras were analyzed. The findings indicate that the factors related to students’ academic performance have the greatest impact compared to personal, economical, institutional and social set of factors, on the tendency to dropout. In particular, the perceived level of education, the provision of knowledge as the basis of solving complex real-world problems and student’s academic efficacy emerge as the most crucial issues of the academic factorial category in regards to student’s tendency to dropout.

show abstract

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Examining the Sequence of Factors Affecting Student’ Tendency to Dropout: a Case Study in Greece

Androulakis

Georgiou

Kiprianos

et al. 2021

IJE

View full text Add to dashboard Cite

show abstract

“…Some useful outputs in this regard are found in Díaz and De León (2016) for measuring dropout intentions, an indicator of student retention (SR), Maddox and Nicholson (2014) on student satisfaction and Soldner, Smither, Parsons and Peek (2016) for measuring student persistence, a proxy for SR. To attain a fuller understanding of how students value the HEIs in which they study, an instrument that can capture multiple dimensions of IE and that is developed and tested in the local context, is required. Although this article cannot claim to fill this gap, it strives to make a contribution in that regard.…”

Section: Purpose Of the Study And Research Objectivesmentioning

confidence: 99%

“…Inspired by Volkwein's (2011) vital observation regarding the primacy of student learning outcomes in defining IE, a search of the relevant literature for what might constitute such outcomes revealed four key themes. This review privileges a sociological perspective (Díaz & De León, 2016), focusing on the institutional determinants of each outcome as they are more likely to signify IE and therefore highlight critical areas for intervention (Hilton & Gray, 2017), as opposed to other confounding or mediating factors. Student educational outcomes (SEOs) are used in this study to represent a set of four distinct but related outcomes, which have been reported by other scholars to various degrees.…”

Section: Student Educational Outcomesmentioning

confidence: 99%

Developing a measure for student perspectives on institutional effectiveness in higher education

Ayuk

Jacobs²

2018

SA j. ind. psychol.

View full text Add to dashboard Cite

Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

show abstract

Arab and Jewish students in the post-Covid-19 era: Learning patterns as a trigger for dropout intent

Raviv

Amasha

Bader

2023

Social Sciences & Humanities Open

View full text Add to dashboard Cite

Design and Validation of a Questionnaire to Analyze University Dropout—CADES

Abstract: Educational institutions and, in particular, universities must establish a clear vision and

Cited by 8 publications

References 24 publications

Examining the Sequence of Factors Affecting Student’ Tendency to Dropout: a Case Study in Greece

Examining the Sequence of Factors Affecting Student’ Tendency to Dropout: a Case Study in Greece

Developing a measure for student perspectives on institutional effectiveness in higher education

Arab and Jewish students in the post-Covid-19 era: Learning patterns as a trigger for dropout intent

Contact Info

Product

Resources

About