Predictive model of the dropout intention of Chilean university students.

Dropping out of university studies is one of the current problems of Higher Education; the increased rates during the first year of the study programme is considerable around the world. Dropping out has negative social implications that are reflected at the personal, family, institutional, and educational levels. The aim of this study was to evaluate a predictive model considering the mediation of university social satisfaction and perceived academic performance within the relations between perceived social support, social self-efficacy and academic purposes with career satisfaction and dropout intention in Chilean university students.

[Experiences of medical students dropping out studies. A qualitative approach].

Background: Medical students have a higher prevalence of mental health problems and are more likely to drop out their studies as a result.

Aim: To comprehend the academic experiences of medical students who dropped out medical studies in a university that experienced an increase in drop out by medical students and consultations to mental health services.

Material And Methods: A qualitative study with a phenomenological design, in which in-depth interviews were conducted with eight medical students who dropped out studies.

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students.

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year.

Affective and cognitive variables involved in structural prediction of university dropout.

Background: The aim of the study was to analyze the influence of potentially important individual variables (motivation, satisfaction with the course, self-regulation, expectations of self-efficacy and perception of academic performance) on the intention to remain on university courses.

Method: An ex-post-facto design was used, applying the University Life Questionnaire to a sample of 2,741 first-year students from six Chilean universities. Data were analyzed by path analysis.

Construction and psychometric characteristics of the self-concept scale of interaction in the classroom.

Background: Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented.

Method: A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in the study. The scale was constructed, including a theoretical review of the construct, pilot application with students and interjudge reliability.