Predicting study satisfaction and drop out intentions in higher education: the case of Serbia
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Metapodaci
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Higher education is an influential factor supporting socio-cultural and economic development of both individuals and societies. Lowering the drop-out rate among
HE students is one of the main goals of the EU strategy for jobs and growth (Europa 2020). Dropping out from HE is universal problem having significant
economic and academic consequences, at the individual, institutional, and societal levels. For drop out as a complex and multifactorial problem, there is no one
solution that can be applied in all situations and in all HE institutions. Research presented here is a part of a large, international project SunStar, focused on
development of online learning platform as a support for students at risk of dropping out. The aim of this study is to determine which factors have the most
predictive value for students' study satisfaction and drop out intentions in Serbian context. For purpose of this study a sample of 673 students (mean age 21.39,
79% females) participated in an online... survey which included several aspects of students' evaluation of their university and study. Multiple regression model
showed that 72% of study satisfaction was explained by following dimensions: study organisation, self-evaluation certainty, emotional positivity, intrinsic
motivation, intellectual development, relevance to practice and living conditions. Similarly, 39% of drop out intentions can be explained by dimensions: helpseeking,
self-efficacy, attainment, emotional positivity, emotional support, self-evaluation certainty, living conditions, grades and funding. Those dimensions
refer to both institutional and individual factors. The role of students' socio-demographic characteristic and types of study programs will be also discussed
Ključne reči:
dropout / higher education / SerbiaIzvor:
Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future - 18th Biennial EARLI Conference for Research on Learning and Instruction, 2019, 18, 195-195Izdavač:
- EARLI
Finansiranje / projekti:
- info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179018/RS// i "Supporting University Students at Risk (SUnStaR) ", Erasmus+ Programme Key Action 2 (Project number: 2017-1-PT01-KA203-035840) (RS-MESTD-Basic Research (BR or ON)-179018)
Institucija/grupa
Psihologija / PsychologyTY - CONF AU - Krstić, Ksenija AU - Stepanović Ilić, Ivana AU - Videnović, Marina PY - 2019 UR - http://reff.f.bg.ac.rs/handle/123456789/4406 AB - Higher education is an influential factor supporting socio-cultural and economic development of both individuals and societies. Lowering the drop-out rate among HE students is one of the main goals of the EU strategy for jobs and growth (Europa 2020). Dropping out from HE is universal problem having significant economic and academic consequences, at the individual, institutional, and societal levels. For drop out as a complex and multifactorial problem, there is no one solution that can be applied in all situations and in all HE institutions. Research presented here is a part of a large, international project SunStar, focused on development of online learning platform as a support for students at risk of dropping out. The aim of this study is to determine which factors have the most predictive value for students' study satisfaction and drop out intentions in Serbian context. For purpose of this study a sample of 673 students (mean age 21.39, 79% females) participated in an online survey which included several aspects of students' evaluation of their university and study. Multiple regression model showed that 72% of study satisfaction was explained by following dimensions: study organisation, self-evaluation certainty, emotional positivity, intrinsic motivation, intellectual development, relevance to practice and living conditions. Similarly, 39% of drop out intentions can be explained by dimensions: helpseeking, self-efficacy, attainment, emotional positivity, emotional support, self-evaluation certainty, living conditions, grades and funding. Those dimensions refer to both institutional and individual factors. The role of students' socio-demographic characteristic and types of study programs will be also discussed PB - EARLI C3 - Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future - 18th Biennial EARLI Conference for Research on Learning and Instruction T1 - Predicting study satisfaction and drop out intentions in higher education: the case of Serbia EP - 195 SP - 195 VL - 18 UR - https://hdl.handle.net/21.15107/rcub_reff_4406 ER -
@conference{ author = "Krstić, Ksenija and Stepanović Ilić, Ivana and Videnović, Marina", year = "2019", abstract = "Higher education is an influential factor supporting socio-cultural and economic development of both individuals and societies. Lowering the drop-out rate among HE students is one of the main goals of the EU strategy for jobs and growth (Europa 2020). Dropping out from HE is universal problem having significant economic and academic consequences, at the individual, institutional, and societal levels. For drop out as a complex and multifactorial problem, there is no one solution that can be applied in all situations and in all HE institutions. Research presented here is a part of a large, international project SunStar, focused on development of online learning platform as a support for students at risk of dropping out. The aim of this study is to determine which factors have the most predictive value for students' study satisfaction and drop out intentions in Serbian context. For purpose of this study a sample of 673 students (mean age 21.39, 79% females) participated in an online survey which included several aspects of students' evaluation of their university and study. Multiple regression model showed that 72% of study satisfaction was explained by following dimensions: study organisation, self-evaluation certainty, emotional positivity, intrinsic motivation, intellectual development, relevance to practice and living conditions. Similarly, 39% of drop out intentions can be explained by dimensions: helpseeking, self-efficacy, attainment, emotional positivity, emotional support, self-evaluation certainty, living conditions, grades and funding. Those dimensions refer to both institutional and individual factors. The role of students' socio-demographic characteristic and types of study programs will be also discussed", publisher = "EARLI", journal = "Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future - 18th Biennial EARLI Conference for Research on Learning and Instruction", title = "Predicting study satisfaction and drop out intentions in higher education: the case of Serbia", pages = "195-195", volume = "18", url = "https://hdl.handle.net/21.15107/rcub_reff_4406" }
Krstić, K., Stepanović Ilić, I.,& Videnović, M.. (2019). Predicting study satisfaction and drop out intentions in higher education: the case of Serbia. in Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future - 18th Biennial EARLI Conference for Research on Learning and Instruction EARLI., 18, 195-195. https://hdl.handle.net/21.15107/rcub_reff_4406
Krstić K, Stepanović Ilić I, Videnović M. Predicting study satisfaction and drop out intentions in higher education: the case of Serbia. in Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future - 18th Biennial EARLI Conference for Research on Learning and Instruction. 2019;18:195-195. https://hdl.handle.net/21.15107/rcub_reff_4406 .
Krstić, Ksenija, Stepanović Ilić, Ivana, Videnović, Marina, "Predicting study satisfaction and drop out intentions in higher education: the case of Serbia" in Thinking Tomorrow’s Education: Learning from the past, in the present, and for the future - 18th Biennial EARLI Conference for Research on Learning and Instruction, 18 (2019):195-195, https://hdl.handle.net/21.15107/rcub_reff_4406 .