A retrospective transversal study of enlargement and college dropout
DOI:
https://doi.org/10.7203/relieve.12.1.4241Keywords:
Dropout studies, university orientation, disability learning, retrospective study, transversal study
Abstract
At present leaving and prolonging studies constitutes a serious problem at the university level. This report pre-sents the results of a retrospective transversal study which purpose was to identify risk factors related with dropout. The methodology design used can be for help
References
Airbar, C.; Rabanaque, M.J.; Alvarez-Dardet, C.; Nolasco, A.; Moncho, J.; Gascón, E. (1999). Evolución de los diseños epidemiológicos de la investigación clínica en España (1975-1994). Revista española de salud pública, 73, 4, 445-453.
Albert, C. y Toharia, L. (2000). El abandono o la persistencia en los estudios universitarios. Papeles de Economía Española, 86, 192-212.
Bean, J.P. (1990). Understanding why students stay or leave. En D. Hossler, J.P. Bean, and assoc. (Eds.), The Strategic Man-agement of College Enrollments, San Fran-cisco: Jossey-Bass.
Callejo, J. (2001). A Cohorty study on UNED students: an aproximation to drop-out analysis. Revista Iberoamericana de Educación a Distancia, 4, 2, 33-69.
Colimón, K. (1990). Fundamentos de epidemiología. Madrid: Díaz de Santos, S.A.
Corominas, E. (2001). La transición a los estudios universitarios. Abandono o cambio en el primer año de universidad. Revista de Investigación Educativa, 19 (1), 127-151.
Escandell, O. y Marrero, G. (1999). El abandono de los estudiantes en la universidad de Las Palmas de Gran Canaria: sus causas, propuestas de estrategias para su disminución. Las Palmas de Gran Canaria: La Caja de Canarias.
Escandell, O; Marrero, G. y Castro, J.J. (2002). El abandono universitario: la opinión de los estudiantes de la ULPGC. Evaluación e Intervención Psicoeducativa, 1, 8-9, 305-338.
Feldman, R. S. (2005). Improving the first year of college: Research and practice. Mahwah, NJ: LEA (Lawrence Erlbaum Associates).
González, M., Alvarez, P., Cabrera, L. y Bethencourt, J.T. (2004). Los problemas de transición y el abandono de los estudios universitarios. Conferencia Internacional de Orientación, Inclusión Social y Desarrollo de la Carrera. Universidad A Coru-a.
González de Rivera y Revuelta, J.L.; Rodríguez Pulido, F.; y Sierra López, A. (1993). El método epidemiológico en salud mental. Barcelona, Ediciones científicas y técnicas, D.L.
Keeves, J.P. (Ed.) (1997). Educational research, methodology and measurement. An international handbook. Nueva York: Pergamon Press.
Kirton, M. J. (2000). Transitional factors influencing the academic persistence of first semester undergraduate freshmen. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61, 2-A, 522.
Landry, C. C. (2003). Self-efficacy, motivation and outcome expectation correlates of college students' intention certainty. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64, 3-A, 825.
Last, L. y Fulbrook, P. (2003). Why do student nurses leave? Suggestions from a Delphi study. Nurse Education Today, 23, 6, 449-458.
http://dx.doi.org/10.1016/S0260-6917(03)00063-7
Latiesa, M. (1992). La deserción universitaria. Madrid: CIS.
Levy-Garboua, L. (1986). Selección e ineficacia en la ense-anza superior. En M. Latie-sa (Comp.). Demanda de educación superior y rendimiento académico en la universidad. Madrid: MEC.
Lipka, S. (2004). Dropout rate is worse in U.S., Report Says. Chronicle of Higher Education, 51, 5, 38-53.
López Rupérez, F. (2004). Calidad de la educación. Por dónde va el mundo y por dónde va Espa-a. Ponencia del Curso de Verano de la Universidad Internacional Menéndez Pelayo. Temas de la España actual. 1-3 Septiembre.
López Rupérez, F. (2005). Los problemas del abandono del sistema reglado. Benchmarks europeos y políticas sociales. Comunidad autónoma de Madrid.
Masjoan, J.M. (1989). Escala de valores instrumentales, autoestima y permanencia en el sistema educativo. Sociología de la Educa-ción, 11, 169-203.
Mateo, J. (2004). La investigación ex post-facto. En Bisquerra (Coord.) Metodología de la investigación educativa. Madrid: La Muralla.
Orazem, V. (2000). Understanding why they stay and why they leave: A grounded theory investigation of undecided students at a rural grant institution. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61, 6-A, 2214.
Orfield, G. (2004). Dropout in America: Confronting the graduation rate crisis. Harvard Education Press.
Root, S.; Rudawski, A; Taylor, M. y Rochon, R. (2003). Attrition of Hmong Students in Teacher Education Programs. Bilingual Research Journal, 27, 1, 137-148.
http://dx.doi.org/10.1080/15235882.2003.10162595
Ryan, M.P. y Glenn, P.A. (2003). Increasing one-year retention rates by focusing on academic competence: An empirical odyssey. Journal of College Student Retention, 4, 3, 297-324.
http://dx.doi.org/10.2190/KUNN-A2WW-RFQT-PY3H
Salthouse, T. y Schoeder, D. (2004). Estimating retest effects in longitudinal assessment of cognitive functioning in adults between 18 and 60 years of age. Developmental Psychology, 40, 5, 813-822.
http://dx.doi.org/10.1037/0012-1649.40.5.813
Sinclair, H. and Dale, T. (2000). The effect of student tuition fees on the diversity of intake within a Scottish new university. Paper presented at British Educational Research As-sociation Annual Conference, 7-9 September, 2000, Cardiff University.
Tinto, V. (1975). Dropout from higher edu-cation: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.
http://dx.doi.org/10.3102/00346543045001089
Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
Thomas, L. (2002). Student retention in higher education: the role of institutional habitus. Journal Education Policy. 17, 4, 423-442.
http://dx.doi.org/10.1080/02680930210140257
Van Ours, J.C. y Ridder, G. (2003). Fast track or failure: a study of the graduation and dropout rates of Ph.D. students in economics. Economics of Education Review, 22 (2), 157-166.
http://dx.doi.org/10.1016/S0272-7757(02)00029-8
UNESCO (2004). World higher education database. Consultado el 24 de marzo de 2006 en http://www.unesco.org/iau/directories/index.html
Wasserman, K. N. (2001): Psychological and development differences between students who withdraw from college for personal-psychological reasons and continuing students. Dissertation Abstracts International Section A: Humanities and Social Sciences, 62, 3-A, 915.
Zubieta, J.C. y Susinos, F. (1986). Desigualdad de formación y rendimiento académico en las escuelas universitarias. En M. Latiesa (Comp.). Demanda de educación superior y rendimiento académico en la universidad. Madrid: MEC
Downloads
Issue
Section
License
The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes.
The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.
Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments.
The fact of sending your paper to RELIEVE implies that you accept these conditions.
Language
Information