Retention at tertiary level Examining institutional and psychological risks and protective factors for dropout

Abstract

In today’s era of mass higher education, student success is an essential institutional and societal indicator. Changes in educational policy and the adoption of the Bologna system have not, despite hopes, offered a solution to the problem of dropping out. The aim of our research is to identify the institutional and psychological factors that are most likely to contribute to the emergence of dropout intentions and to support the retention of students. Instruments used included the College Retention Scale, Academic Resilience Scale, Adult ADHD Self-Assessment Scale, and a short version of the Beck Depression Questionnaire. In the study, 395 students participated, of whom 263 were female (66.6%). Based on the results of linear regression analysis, among the institutional factors: academic/student involvement, transparency of expectations, expectations of own performance, and instructor support explained the intention of dropping out. Among the psychological variables, the best predictors of dropout intentions were symptoms of depression, student persistence (perseverance), and signs of hyperactivity, which are part of the ADHD symptom cluster. Our findings highlight the role of ADHD symptoms in the process of increasing dropout intentions and shed light on the retention-promoting function of a learning outcomes-based methodology. Our research can serve as a basis for developing multi-component interventions aimed at mobilizing students’ resources in Hungarian higher education.