Predictors of Romanian Psychology Students’ Intention to Successfully Complete Their Courses—A Process-Based Psychology Theory Approach

Abstract

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.

Validation study for the Academic Maladjustment Questionnaire on a Romanian sample

“…Our study revealed a medium and positive correlation between overall maladjustment and academic dropout intention (r 2 = 0.152); procrastination seemed to be the most relevant predictor of dropout intention, the correlation with dropout intention being higher than for the other maladjustment dimensions. Academic adjustment acts as a safeguard against dropping out, and it is crucial to acknowledge that most students enter college with the intention of completing their studies ( Cădariu and Rad, 2023 ). Nevertheless, various factors can lead to dropout, such as opting to pursue education in another city, or deciding to focus on a vocational path instead, working while studying, therefore these variables could be used as moderators in future studies.…”

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

“…Feedback is valued by many teachers because it encourages students to acquire knowledge and increase their performance in learning activities; however, feedback techniques are complicated and sometimes fail to provide a meaningful outcome relative to the resources and time invested [38,39].…”