INFLUENCE OF ADAPTATION AND SELF-EFFICACY ON DROPOUT AMONG HIGHER EDUCATION STUDENTS<sup/>

Matta, Cristiane Maria Barra da; Fernandes, Maria do Carmo; Scheffer, Daniel Kashiwamura; Mello, Luana Thereza Nesi de

doi:10.1590/1982-57652025v30id29013828

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Article • Avaliação (Campinas) 30 • 2025 • https://doi.org/10.1590/1982-57652025v30id29013828 linkcopy

INFLUENCE OF ADAPTATION AND SELF-EFFICACY ON DROPOUT AMONG HIGHER EDUCATION STUDENTS¹

Influencia de adaptación y la autoeficacia en el abandono escolar de los estudiantes de Enseñanza Superior

Authorship SCIMAGO INSTITUTIONS RANKINGS

Entering higher education, combined with the context of the pandemic and remote classes, may affect both academic adaptation and self-efficacy, and consequently influence students’ decision to drop out. This study aimed to assess academic adaptation, self-efficacy beliefs in higher education, and the characteristics of students in situations of dropout. Data were collected from 377 first-year students enrolled in Administration, Design, and Engineering programs, through a sociodemographic questionnaire, the reduced version of the Academic Experience Questionnaire (QVA-r), and the Higher Education Self-Efficacy Scale (AEFS). Low academic adaptation proved to be a determinant of dropout, and students who dropped out presented lower self-efficacy beliefs in higher education compared to those who remained enrolled. The findings reinforce the conceptual relationship between these constructs and student persistence in higher education.

Keywords:
higher education; self-efficacy; dropout.

Dimensions	n	Minimum	Maximum	Mean	SD
Personal	373	1,21	4,79	3,11	0,69
Interpersonal	373	1,33	5,00	3,50	0,73
Career	368	1,92	5,00	3,97	0,53
Study	370	1,22	4,67	3,37	0,61
Institutional	361	2,25	5,00	4,00	0,50
Overall	344	2,06	4,49	3,59	0,43

AE Dimension	Variables	n	Mean	SD	P-Value*
Personal	Female Male	89 282	2,9 3,2	0,7 0,7	0,000
Estudy	Female Male	89 279	3,6 3,3	0,6 0,6	0,000
Personal	Own resources Family resources Scholarship	3 326 26	3,26 3,13^a 3,21^b	0,7 0,7 0,7	0,035
	Student loan	18	2,66a,b	1,0

Dimensions	n	Minimum	Maximum	Mean	SD
Academic	371	1,78	10,00	7,72	1,17
Regulation of education	373	1,71	10,00	7,37	1,38
Social interaction	374	2,57	10,00	7,60	1,44
Proactive actions	369	3,14	10,00	7,03	1,39
Academic management	370	1,25	10,00	8,10	1,43
Overall	365	3,00	9,75	7,57	1,12

Dimension	Variable	n	Mean	SD	p-value*
Management	Female Male	90 278	8,4 8,0	1,3 1,5	0,015
Academic	Engineering Business	328 14	7,7* 7,9	1,2 1,0	0,048
	Design	29	8,2*	0,8

Dimensions	Variables	n	Mean	SD	t	p-value*
Personal	Persisted	332	3,15	0,68	2,671	0,008**
	Dropped out	41	2,84	0,76	2,671	0,008**
Interpersonal	Persisted	332	3,53	0,71	2,730	0,007**
	Dropped out	41	3,21	0,82	2,730	0,007**
Career	Persisted	327	3,99	0,52	2,328	0,020**
	Dropped out	41	3,79	0,59	2,328	0,020**
Study	Persisted	330	3,40	0,60	2,491	0,013**
	Dropped out	40	3,15	0,64	2,491	0,013**
Institutional	Persisted	321	4,04	0,46	4,025	0,000**
	Dropped out	40	3,63	0,63	4,025	0,000**

Dimensions	Variables	n	Mean	SD	t	p-value*
Academic	Persisted	331	7,74	0,68	0,636	0,525
	Dropped out	40	7,61	0,76	0,636	0,525
Regulation of ed.	Persisted	333	7,40	0,71	1,065	0,293
	Dropped out	40	7,10	0,82	1,065	0,293
Social interaction	Persisted	333	7,64	0,52	1,323	0,187
	Dropped out	41	7,32	0,59	1,323	0,187
Proactive actions	Persisted	329	7,05	0,60	0,626	0,534
	Dropped out	40	6,87	0,64	0,626	0,534
Academic management	Persisted	329	8,16	0,46	1,841	0,072
	Dropped out	41	7,59	0,63	1,841	0,072

Independent variables	B S.E. Wald	Sig. Exp(B)
Institutional AE	-1,884 0,379 24,786	0,000* 0,152
Gender	1,043 0,406 6,616	0,010* 2,838
Constant=4,880*	R² Cox and Snell=0,097	R² Nagelkerke=0,190

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[TFN1] ^*
p-value based on Student’s t-test and ANOVA (for group comparisons). Different letters indicate groups that differ at the 5% significance level (p ≤ 0,05).

[2] Source: authors’ elaboration

INFLUENCE OF ADAPTATION AND SELF-EFFICACY ON DROPOUT AMONG HIGHER EDUCATION STUDENTS1

Influencia de adaptación y la autoeficacia en el abandono escolar de los estudiantes de Enseñanza Superior

INFLUENCE OF ADAPTATION AND SELF-EFFICACY ON DROPOUT AMONG HIGHER EDUCATION STUDENTS¹