Academic literature on the topic 'Dropout Intention'

Chaque année, en France, entre 2 et 40 % des étudiants qui sont inscrits en doctorat arrêtent leur parcours en troisième cycle, avec une variabilité selon les disciplines et l’avancement caractérisé par le nombre d’années d’inscription (Kalenbach et al., 2020). Pour étudier ce phénomène, une des possibilités est de mesurer l’intention d’abandonner des doctorants. L’intention d’abandonner informe sur un changement dans l’expérience des étudiants et sur leur motivation à continuer le doctorat. Elle peut être décrite comme la motivation d’un individu à arrêter son cursus universitaire sans avoir obtenu son diplôme (Sheeran,2002). Cette recherche propose donc d’étudier l’intention d’abandonner sur un échantillon de doctorants en Arts, Lettres, Langues et Sciences Humaines et Sociales, au prisme de différentes variables qui ont toutes été associés dans la littérature internationale à l’abandon ou l’intention d’abandonner (Juniper et al., 2012). Dans le cadre de cette thèse, ces variables sont organisées en trois grandes catégories. Les variables contextuelles (i.e., Recherche, Social, Direction de thèse, Santé et vie privée, Université, Facilités, Perspectives de carrière, Impact du confinement sur le Travail et l’Humeur, l’Année de progression en thèse), les variables dispositionnelles (i.e., Conscienciosité, Agréabilité, Sensibilité émotionnelle, Ouverture aux expériences, Extraversion, Auto-efficacité), et les variables affectives (i.e., Anxiété, Dépression, Épanouissement, Fierté, Intérêt, Satisfaction). Pour atteindre l’objectif de cette recherche, deux enquêtes ont été envoyées aux doctorants de deux écoles doctorales en Art, Lettres, Langues et Sciences Humaines et Sociales, l’une en 2020 et l’autre en 2021. L’enquête diffusée en 2020 comprenait six questionnaires à renseigner et celle diffusée en 2021 en comportait huit. Au total, 393 étudiants ont participé à cette recherche, avec parmi eux, 81 doctorants qui ont été évalués à propos de leur vécu sur deux années universitaires consécutives (i.e., 2020 et 2021). Les données récoltées lors de ces deux enquêtes et leurs principaux apports sont présentés au sein de trois articles expérimentaux, avec une organisation de la réflexion menée autour de trois études. Les études 1 et 2 (i.e., 2a et 2b) examinent l’intention d’abandonner au regard des trois catégories de variables susmentionnées (i.e., contextuelles, dispositionnelles, affectives). Puis, une revue de la littérature est fournie pour introduire une perspective différente sur le vécu du doctorat, sachant que l’accent est mis sur les déterminants d’un vécu positif de la thèse. L’étude 3 qui suit cette revue de littérature envisage donc l’intention d’abandon en approfondissant l’examen des variables affectives. D’une manière générale, ce travail de recherche permet tout d’abord de dégager parmi les variables contextuelles, dispositionnelles et affectives considérées, celles qui dégradent le plus le vécu du doctorant chez les étudiants qui ont l’intention d’abandonner comparés à ceux qui souhaitent poursuivre pour obtenir leur doctorat. Si l’expérience de la thèse représente une “épreuve” pour tous les doctorants, ceux qui n’ont pas l’intention d’abandonner se démarquent par leurs affects positifs dont le niveau est significativement supérieur à celui des doctorants souhaitant arrêter. Les affects positifs diminuent l’impact négatif des variables responsables d’un manque de bien-être et prédisent l’intention de ne pas abandonner. Les résultats de la thèse sont notamment discutés au regard du modèle Broaden-and-Build (Fredrickson,1998). Dans l’ensemble, si cette thèse fournit des éléments de réflexion qui pourront être utiles à de nombreux acteurs du monde doctoral (i.e., directeurs de thèse, directeurs d’unité de recherche et d’écoles doctorales), elle vise surtout à fournir à tous les doctorants un éclairage sur les leviers qui pourraient les aider à faire de cette étape dans leur parcours une expérience positive<br>Every year in France, between 2 and 40% of students enrolled in a doctorate program stop their studies at the postgraduate level, with significant variability depending on the discipline and the number of years of enrolment (Kalenbach et al., 2020; Thibault, 2019). One way of studying this phenomenon is to measure doctoral students' intention to drop out. The intention to drop out provides information about a change in students' experience and their motivation to continue with the doctorate. It can be described as an individual's motivation to leave university without obtaining a degree (Sheeran, 2002). This research therefore proposes to study the intention to drop out on a sample of PhD students in the Humanities and Social Sciences, through the prism of different variables that have all been associated in the international literature with dropping out or the intention to drop out (Juniper et al., 2012; Sverdlick et al., 2018). In the context of this thesis, these variables are organized into three broad categories. Contextual variables (i.e., Research, Social, Thesis direction, Health and private life, University, Facilities, Career prospects, Impact of confinement on Work and Mood, Year of thesis progression), dispositional variables (i.e., Conscientiousness, Agreeableness, Emotional sensitivity, Openness to experience, Extraversion, Self-efficacy), and affective variables (i.e., Anxiety, Depression, Flourishing, Pride, Interest, Satisfaction). To achieve the objective of this research, two surveys were sent to doctoral students in two doctoral schools in the Humanities and Social Sciences, one in 2020 and the other in 2021. The survey sent in 2020 included six questionnaires to be completed and the one sent in 2021 included eight questionnaires. In total, 393 students took part in this research, including 81 doctoral students who were evaluated on their experiences over two consecutive academic years (i.e., 2020 and 2021). The data collected in the course of these two surveys and their main contributions are presented in three experimental articles, with an organization of the reflection carried out around three studies. Studies 1 and 2 (i.e., 2a and 2b) examine the intention to drop out with respect to the three categories of variables mentioned above (i.e., contextual, dispositional, affective). Then, a literature review is provided to introduce a different perspective on the doctoral experience, with a focus on the determinants of a positive doctoral experience. Study 3, which follows this literature review, therefore considers the intention to abandon by examining affective variables in greater depth. Overall, this research makes it possible first of all to identify, among the contextual, dispositional and affective variables considered, those that have the greatest negative impact on the doctoral student's experience, showing that doctoral students who intend to drop out have a more difficult doctoral experience than those who wishto continue and obtain their doctorate. While the thesis experience is an 'ordeal' for all doctoral students, those who do not intend to drop out stand out for their positive affect, which is significantly higher than that of doctoral students who wish to drop out. Positive affect reduces the negative impact of the variables responsible for unhappiness and predicts the intention not to drop out. The results of the thesis are finally discussed in the context of Fredrickson's Broaden-and-Build model (1998). As a whole, while this thesis provides useful insights for many people involved in the doctoral world (i.e. thesis directors, research unit directors, doctoral school directors), its main aim is to provide all doctoral students with an insight into the levers that could help them make this stage of their career a positive and fulfilling experience

Magister Artium (Social Work) - MA(SW)<br>Learner and teacher motivation are vital to the study of learner retention or dropout rates in schools. Together with self-efficacy of both teachers and learners, its effect on learner retention rates in South African secondary schools can no longer be ignored. The aim of this research was to examine the relationships of learner and teacher motivation and self-efficacy with learners’ intention to drop out of high school. The Self-Determination Theory (SDT) and Bandura’s Theory of Self-efficacy were adopted to explain the relationship between studied variables. A quantitative methodology was used with a cross-sectional comparative design. The sample consisted of 625 learners and 111 teachers from 5 randomly selected high schools in the Metro North (from 43 government high schools) and 5 randomly selected schools in Metro East (from 42 government high schools) Education Districts in the Western Cape. Fifty percent of the schools were considered low income schools based on the school fees requirement. The data were collected using self-report questionnaires consisting of four sections, Demographic Information, the Motivational Index, Self-efficacy and Dropout Perceptions. The data were analysed with the Statistical Package for Social Sciences (SPSS V23). The current study found no significant relationships between teacher and learner motivation and self-efficacy. However, there was a significant negative relationship between teacher self-efficacy and learners’ intention to drop out of school. There was also a significant positive relationship between learner motivation and learners’ intention to drop out of school. Further research should be conducted to establish the reasons why there are negative relationships between teacher self-efficacy and learner self- efficacy. Also why a large number of learners, especially those from low socio-economic schools, seem more motivated to leave school than to persist. A further investigation is also required into the predictive factors which lead to learner vulnerability to drop out of school.

Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.

碩士<br>國立中正大學<br>運動與休閒教育研究所<br>104<br>This study aimed to explore the relationship among motivation, burnout and dropout intention of college cheerleaders. There were 362 college cheerleaders, from the mixed and all-female groups in both premier and elite divisions in 2016 University Cheerleading Championship, participated in this study. The study examined whether there were differences of motivation, burnout, and dropout intention among demographic groups, and whether motivation and burnout could predict dropout intention. The major findings were as followed: 1. For cheerleaders, intrinsic motivation is the most influent reason to keep their enthusiasm; emotional and physical exhaustion is the major reason for burnout, and they have relatively low dropout intention. 2. Cheerleaders rated motivation differerently by their athlete identities and competition divisions; burnout by practiced days; and dropout intention by gender and practiced years. 3. Devaluation of sport, emotional and physical exhaustion, intrinsic motivation, and external regulation effectively predict cheerleaders’ dropout intention. College cheerleaders enjoy the engagement process in cheerleading, but too much practice may lead to emotional and physical exhaustion. Student athletes in premier division care about the availability of scholarships. Cheerleaders who were female, practiced fewer days per week, and with fewer practice years tend to have higher dropout intention. Schools could increase cheerleaders’ motivation by increasing the quota of student athlete, scholarships, and other financial supports to the cheerleaders. To avoid dropout intention, coaches should set appropriate goals for cheerleaders according to their abilities. Keyword : Cheerleading, Motivation, Burnout, Dropout Intention

碩士<br>東海大學<br>資訊管理學系<br>99<br>Virtual communities (VCs) are getting more and more prosperous and thus attracting many scholars to conduct numerous related researches. However, after detailed scrutiny of 1709 VC related journal and conference papers, we found some important questions remain unanswered. This finding inspired our research program. Thus we probed into reasons influencing member’s intention to quit a VC. VCs of interest are targeted to clarify the research scope. Since members voluntarily and chronically participate in a VC of interest for leisure purpose, we employed the notion of serious leisure and derived several possible determinants accordingly. Furthermore, two interpersonal factors were introduced in our research model, since participating in VCs are more interactive oriented by contrast with general leisure activities. 364 questionnaires was delivered and collected for further analysis. The results revealed social support within groups played most important part of cognitive leisure satisfaction; and thereby affected dropout intention. Personal investment was a critical factor of leisure involvement. Moreover, when dropout intention was considered, cognitive leisure satisfaction was more salient factor than leisure involvement.

碩士<br>國立彰化師範大學<br>輔導與諮商學系<br>106<br>This study is based on self-determination theory, exploring the impact of high school students' learning motivation on their dropout intention. The present study randomly surveyed 247 Malaysian Independent Chinese High School students. The instruments used in this study are the student's learning status scale, the learning motivation scale, the pressure scale and the dropout intention scale. Research data by SPSS Chinese version data processing, using independent-samples t test, hierarchical regression and multiple regression analysis. The results of this study were listed as below: 1. Learning motivation, academic achievement, basic psychological needs and learning pressure can predict drop intention. 2. Female students have much higher academic achievement and learning pressure than male students. 3. As students grow up according to grades, sense of relatedness in learning pressure and knowledge obtain from learning are reduced. 4. The basic psychological needs, academic achievement, intrinsic motivation and internal control external motivation (identified regulation and integrated regulation) from learning, there are none significantly related. Learning pressure and external motivation of external control (external regulation) are significantly related. 5. The basic psychological needs, academic achievement, learning motivation and learning pressure could explain 36% of dropout intention. 6. Learning motivation on basic psychological needs of the predictive force is 11% to 35%. Intrinsic motivation for academic achievement, there is a significant impact, could explain 7%. Sense of competence, external regulation and internal regulation can predict learning pressure. Suggestions were made accordingly. Keywords: learning motivation, dropout intention

碩士<br>國立臺灣師範大學<br>體育學系<br>103<br>Aim: In the field of competitive sport, in order to perform well in games, players need to be trained over a long period of time. Thus, motivation is an important issue. Study has shown that in youth soccer sport, there was positive correlation between positive peer relation quality and self-determined motivation (Ullrich-French &; Smith, 2006). Recent study also found that in sport circumstances, individuals with positive peer relation were associated with optimal physical education experiences and increase the level of sport participation (Cox &; Ullrich-French, 2010). In view of the importance of sport peer relation. This study examined women basketball players' perception of peer relation to amotivation and the prediction of dropout intention. Method: the participants of this study were 54 players from WSBL (Women Super Basketball League) The mean age of the participants was 23.3 years. This study used questionnaire survey. After received the informed consent from participants, they were asked to fill the sport peer relationship scale, amotivation scale and dropout intention scale. Results: This study found that, 1) Positive peer relation significantly predicted amotivation. 2) Positive peer relation significantly predicted quit intention. 3) Positive peer relation predicted quit intention by amotivation. 4) Negative peer relation significantly predicted amotivation. 5) Negative peer relation significantly predicted quit intention. 6) Negative peer relation predicted quit intention by amotivation. 7) Amotivaiton significantly predicted quit intention. Amotivation played the mediating role between peer relation predicting dropout intention.

碩士<br>國立彰化師範大學<br>輔導與諮商學系<br>106<br>Based on Self-determination theory and Big-Five personality traits, this study explores the impact of young students’ personality traits, external learning motivation, three basic psychological needs (competence, autonomy, and relatedness) for intrinsic learning motivation, and academic pressure on the dropout intention. The purposes of the study are to (1)understand the current states of young students’ external learning motivation, basic psychological need, academic pressure, personality traits, and their dropout intention, examine the research variables in gender, and grade differences, (2)understand the relationship between young students’ dropout intention and their gender, grade, basic psychological need, external learning motivation, personality traits, and academic pressure, and (3)examine the contribution of young students’ gender, grade, basic psychological need, external learning motivation, personality trait and academic pressure to dropout intention. This research participants are 689 students from one university in both Taichung City and Changhua County, and one high school in Chiayi County. 670 provided valid data. The study instrument includes “Learning motivation scale”, “Personality trait scale”, “Academic pressure scale” and “Dropout intention scale”. The data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple linear regressions to verify the above research objectives. The research results summary are: 1. Young students tend not to have dropout intention, and male students’ dropout intention is significantly higher than female students. 2. High school students have significantly higher academic pressure than university students, whereas there is no significant difference among the university students. 3. University students have significantly higher “competence” and “autonomy” than high school students. 4. Male students have significantly higher “external regulation” than their female counterparts, whereas female students have higher “identified regulation” and “integrated regulation”. High school students have significantly higher “external regulation” and “introjected regulation” than university students, while university students have significantly higher “Identity regulation” and “Integral regulation” compared to high school student. 5. ANOVA results show that "Agreeableness, Neuroticism" have significant difference across grades, but no post hoc tests are significant. 6. Students’ dropout intention correlate positively with academic pressure, neuroticism, external regulation, introjected regulation; it has negative correlations with gender, conscientiousness, extraversion, agreeableness, identified regulation, integrated regulation, and basic psychological needs 7. Gender and personality trait account for 20% of the dropout intention’s variance; the addition of learning attitude (extrinsic motivation regulation) can increase the total explain of dropout intention by 12%; finally, adding in academic pressure and basic psychological need, the explain of dropout intention raised by another 3%. Suggestions for practice and future research are made accordingly.