Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

Abstract

Higher education institutions are striving to lower student dropout rates to increase the number of academically qualified persons in the labour market and decrease misguided investment. Researchers generally acknowledge that students who are firmly decided on their studies tend to drop out of their studies less frequently. Building on the extended expectancy-value model via the cost component, this longitudinal study investigates changes in and the impact of students’ motivation on career decidedness and intention to drop out. We analysed data from 351 first-year university students aiming to become teachers across three measurement points, finding that the task effort of students and, to a lesser degree, their interest value was related to career decidedness and, indirectly, to the intention to drop out after the first year in higher education. Moreover, the results revealed that these students’ ability beliefs increased and interest value decreased from the beginning to the end of the first year at higher education. Accordingly, we discuss the theoretical and practical implications taken from these findings.

Determinants of Major Choice and Academic Expectations: Testing a Prediction Model Across Gender

“…First, as far as we know, there are no studies in which the DMC and AEs have been explored conjointly across gender. The multivariate regression model studied offers the opportunity to link these two key elements for academic persistence and success in HE ( Bargmann et al, 2021 ; Eren & Rakıcıoğlu-Söylemez, 2021 ). It also allows interpretations in tune with Tinto (1993) attrition theory and with those made in the self-determination theory’s studies on the importance of personal value-interest and expectations in career choice and student retention ( Duchatelet and Donche, 2019 ; Eccles and Wigfield, 2020 ; Ryan and Deci, 2020 ; Schnettler et al, 2020 ).…”

Is motivation the key? Factors impacting performance in first year service mathematics modules

“…In educational psychology, motivation is considered one of the most essential foundations for students' academic development (Steinmayr & Spinath, 2009). Moreover, it is also found to predict students' career decidedness and decision to drop-out after the first year in HE (Bargmann et al, 2021). Motivation is generally recognized as a complex and multi-dimensional psychological phenomenon with multiple components, such as motivational beliefs, task values, goals, and achievement motives (Rowell & Hong, 2013;Steinmayr et al, 2019).…”

Executive function assessment: Adaptation of the Amsterdam executive function inventory using Spanish first-year university students from two knowledge areas

“…For many students, this transition causes stress, anxiety, and insecurity, often leading to poor academic performance. It may also lead to students dropping out [2,3]: the highest dropout rate, in fact, occurs in the first year of university, attributed to student difficulties adapting to a new teaching/learning environment [4][5][6][7][8].…”

“…Furthermore, the percentage of Spanish students who complete their degree within the allotted time is low: just 36.2% of students graduate after four years (the standard duration for a Spanish undergraduate degree), with most students requiring 4.9 years to complete. Given the personal, family, economic and social consequences [5,7], preventive measures are urgently required.…”