ERIC Number: EJ1083454
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 72
Educational Subculture and Dropping out in Higher Education: A Longitudinal Case Study
Venuleo, C.; Mossi, P.; Salvatore, S.
Studies in Higher Education, v41 n2 p321-342 2016
The paper tests longitudinally the hypothesis that educational subcultures in terms of which students interpret their role and their educational setting affect the probability of dropping out of higher education. A logistic regression model was performed to predict drop out at the beginning of the second academic year for the 823 freshmen of a three-year bachelor degree in psychology at an Italian university. The model uses both measures of students' educational subculture and incoming levels of knowledge and skills. The probability of dropping out was used as dependent variable. Results show that the probability of dropping out is significantly associated with students' educational subculture--but not with their incoming level of knowledge and skills. Our results suggest the need to recognize the meaning as a legitimate variable of research and of intervention in the field of educational success.
Descriptors: Subcultures, Dropouts, Higher Education, Intervention, Longitudinal Studies, Regression (Statistics), Prediction, Psychology, Bachelors Degrees, Academic Achievement, College Freshmen, Models, Foreign Countries, Correlation, Role, Gender Differences, Age Differences, Grades (Scholastic), Case Studies, Likert Scales, Questionnaires
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Italy