Intención de abandono en estudiantes de pregrado: factores y soluciones

The present study addressed dropout intention problem from a priori perspective. Conceptually and methodologically it was based on Suriñach et al (2007), Duque et al (2012), Duque (2013a) y Duque (2013b). Measuring the effect from satisfaction and academic development to dropout intentions was the main purpose. To achieve this objective, we applied a survey with active students from all undergraduate programs at Universidad EAFIT. The analysis was carried out through structural equations based on the partial least squares algorithm (PLS). The results show that, on average, the effect is 0.38. It means that if students’ satisfaction would increase in one unit, dropout intention reduced in 0.25. At the same way, we found that better learning outcome perceptions (cognitive and affective), students decrease their dropout intention in 0.25.

• Autores: Duque, Juan C.; Montes, Isabel; Rodríguez, Stefanía; Jaramillo, Alberto
• Fecha de publicación: 2014
• Institución: Universidad EAFIT
• Repositorio: Repositorio EAFIT
• Idioma: spa
• OAI Identifier: oai:repository.eafit.edu.co:10784/2755
• Acceso en línea: http://hdl.handle.net/10784/2755
• Palabra clave: dropout intention; learning outcome; structural equations model; Intención de abandono; resultados en el aprendizaje; modelo de ecuaciones estructurales
• License: Acceso abierto