The Role of the Academic Factor in Student’s Tendency to University Dropout

Abstract

Dropout in higher education has got important dimensions worldwide. The problem has consequences on an individual, social and economic level and it is thus of significance to investigate students' tendency to dropout before the decision to leave their studies is irreversible. Due to the complexity of the dropout phenomenon and the diversity of the influence exerted by different factors, arises intensively the need for a thorough comprehension of the mechanism and decomposition of the exerted intercorrelations. In regards to the above, this research aimed to analyze the effect of the variables within the academic spectrum on students' tendency to dropout of their studies via hierarchical regression trees indicating both the sequence and intercorrelation. From the present work it emerged that the elements of the academic index exert a significant impact on students' tendency to dropout via the sequence of level of study followed by the subject of study, the provision of knowledge to solve complex real-world problems, the feedback by professors on students' work completed, the students' perception of justice and reward in the evaluation procedures concerning them, the clarity of the educational goals and courses' requirements as well as students' satisfaction with the work of the teaching staff.

Student’s Personal Coping with University Studies while Facing Drop Out

“…Therefore, the drop out rate consists of 69 elements divided into five-factor axes that are personal, academic, economic, social, and institutional (Androulakis et al, 2020(Androulakis et al, , 2021. The personal axis where the present research focuses consists of 27 items of which 12 were inverted.…”

“…Therefore, in the present work, the composition of the drop out rate is structured mainly by the personal axis supplemented by the academic, institutional, social, and economic axes (Androulakis et al, 2020(Androulakis et al, , 2021. The investigation and configuration of the above correlations contribute to a further understanding of the pathway leading to drop out via a particular focus on "how" the student deals with obstacles met during the university studies, in respect to their academic, social, economic, and institutional nature.…”