Keywords
academic self-efficacy
academic satisfaction
fields of study
How to Cite
Abstract
This study aims to identify the characteristics of university students who have considered leaving their studies compared to those who have not. A quantitative methodology was used, employing an ex post facto design with a sample of 463 students from various fields of study at a Madrid-based university. The results showed that factors such as academic self-efficacy, academic satisfaction, and sense of belonging to the university determine dropout intention. Students with dropout intentions scored significantly lower in these dimensions compared to their peers without such intentions. Additionally, significant differences were found between fields of study, with Engineering students reporting a higher likelihood of dropping out. The most frequent reasons for dropout intention include academic demands, disinterest in the degree content, and the desire to switch to another program, reflecting the importance of aligning academic expectations with university experience. On the other hand, no significant differences were found regarding sociodemographic variables such as gender and age. These findings suggest that intrapersonal and contextual factors, especially those related to academic experience and the university environment, play a key role in dropout intention. The implications for educational practice include implementing personalized support programs that foster self-efficacy, improve academic performance, and enhance the sense of belonging to the university.
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