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    Predictors of higher education dropout intention in the post-pandemic era : The mediating role of academic exhaustion
    (Public Library of Science, 2025-07-08) GONZALEZ, BARBARA ISABEL DINIZ; MENDES, TERESA PAULA GAMEIRO POMPEU; Pinto, Ricardo José Martins; Correia, Sónia Vladimira; Albuquerque, Sara; Paulino, Ana Paula Oliveira; HEI-LAB - Human Environment Interaction Lab; CIDEFES - Research group in Sports behavior, Physical Education, and Exercise and Health Sciences
    Introduction The phenomenon of dropout in higher education needs the acknowledging of its multi-domain complexity. In the post-pandemic era, exhaustion may be a relevant feature affecting students. This cross-sectional study aimed primarily to test a predictive model of five domains of variables (background, academic, social, psychological, and economic) on dropout intention, in a relation mediated by academic exhaustion. Secondarily, it aimed to assess the structural invariance of this model across working status (working vs. non-working students) and residence status (living away from family’s residence vs. living in family residence). If these groups are differently affected by dropout determinants, specific dropout prevention measures should be implemented. Method A stratified sample of 1402 Portuguese university students aged between 19 and 45 years (M=22.87, SD=3.64), selected through a convenience quota method, was assessed for background, academic, social, psychological, and economic variables using self-report instruments. Structural equation modelling was used. Results The predictive model explained 51% of the variance in dropout intention. Academic exhaustion was the stronger predictor (β=0.523, p<.001), followed by social connecteness to the campus (β=−31, p<.001), vocational difficulties (β=0.274, p<.001), and course value (β=−0.256, p<.001). Except for the course value, and family educational level, all significant predictors had their effect on dropout intention through academic exhaustion. The model was invariant across working and residence status. Discussion This study shows the relevance of students’ academic exhaustion experiences as a pathway through which different types of factors exert their influence on students´ dropout intentions. The invariance of the predictive model of dropout intention across different groups points the robustness of the model and the relevance of the integrated variables. The results emphasize the importance of student´s individual factors (e.g., academic exhaustion, lack of fit with the course) in dropout decisions, also stressing the role of academic institutions and of the education system in addressing this phenomenon, concerning academic workload, vocational orientation, social environment, and financing.
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    Public and Private University Students : a comparative analysis of sociodemographic, academic, economic, and psychological variables
    (inScience Press, 2025) MENDES, TERESA PAULA GAMEIRO POMPEU; Albuquerque, Sara; Correia, Sónia Vladimira; Paulino, Ana Paula Oliveira; GONZALEZ, BARBARA ISABEL DINIZ; Pracana, Clara; Wang, Michael; HEI-LAB - Human Environment Interaction Lab; CIDEFES - Research group in Sports behavior, Physical Education, and Exercise and Health Sciences
    The Covid-19 pandemic has had a vast impact on society, particularly in the higher education (HE) context, with online classes and social isolation recommendations. While much of the post-pandemic research on this topic does not distinguish between public and private institutions or focuses mainly on public institutions, exploring students' realities (similarities and differences) in public and private universities deserves special consideration. Along with other aspects, considering the pandemic's economic challenges and discrepancies in tuition fees between institutions, such a topic might be of particular interest. Financial distress may encourage students to seek employment alongside their studies, which may lead to additional difficulties or potentially negative outcomes. This cross-sectional study aimed to: (1) compare students enrolled in public and private universities in a set of relevant variables, including dropout intentions; (2) assess if there are interaction effects between type of institution (public vs. private) and work status (being or not a working student). A stratified sample of 1070 Portuguese university students aged between 19 and 45 years (M = 22.87 ; SD = 3.64), selected through a convenience quota method, was assessed for sociodemographic, academic, economic, and psychological variables using self-report instruments. The data were collected between November 2022 and February 2023. Descriptive, two-factor ANCOVAs, and MANCOVAs, controlling for the study cycle (bachelor, master), were conducted. Regarding the type of institution, the findings showed that there were more displaced students in public universities, while private universities had more working students. Students from public universities showed greater adaptation difficulties in several domains. Although students from private institutions reported higher monthly expenses, no differences were found regarding economic difficulties or in the perception of income decrease in the last two years. No differences were found in the levels of academic self-efficacy, academic exhaustion, social connectedness to the campus, or dropout intentions between students from public and private universities. Working students showed higher economic difficulties than non-working students. No interaction effects were found between type of institution and work status. These findings provide valuable insights into the profiles of university students in both public and private institutions in a post-pandemic context. Many students in both public and private institutions work part-time or full-time to afford their education because of the rising cost of living. However, being a working student does not seem to imply greater academic exhaustion or association with dropout intentions, which may suggest a positive impact of this condition on academic performance and students’ well-being. Further contributions to research and higher education stakeholders are discussed.
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    When being at university (also) means leaving home : Can family support make a difference to dropout intentions?
    (inScience Press, 2025) MENDES, TERESA PAULA GAMEIRO POMPEU; GONZALEZ, BARBARA ISABEL DINIZ; Albuquerque, Sara; Correia, Sónia Vladimira; Paulino, Ana Paula Oliveira; Pracana, Clara; Wang, Michael; HEI-LAB - Human Environment Interaction Lab; CIDEFES - Research group in Sports behavior, Physical Education, and Exercise and Health Sciences
    Dropout is a major concern in higher education (HE) across countries, with long-lasting consequences. Previous research has shown that undergraduate students living away from home may be at higher risk of dropping out of HE, comparatively to those that keep living with their families, but results have been inconsistent. Moving away from home, living and studying independently are major steps for young people. While studying outside family homes may give HE students greater opportunities to exercise autonomy, it also brings added challenges that may interfere with students’ academic adaptation, and lead to dropout. One factor for optimum academic integration may be the support students receive from their families. This study aimed to: (1) compare students away from home with students living with their families in their levels of dropout intentions (DOI), and in a set variables potentially related to dropout; (2) identify predictors of DOI and (3) examine the moderating role of perceived family support on the links between specific predictors and DOI. A stratified sample of 584 Portuguese undergraduate students aged <23 years (mean age = 20.18, SD = 1.3), selected through a convenience quota method, was assessed for psychological, academic and economic variables through self-report instruments. Descriptive, (M)ANOVA, regression and moderation analyses were conducted. The findings showed that students away from home (n = 300; 51.4%) presented higher levels of dropout intentions, academic exhaustion, vocational, and economic difficulties, and lower levels of academic self-efficacy, well-being, perception of course value, and satisfaction with education. Students away from home also perceived higher levels of social support, namely family support. No differences were found in the levels of social connectedness to campus or autonomy difficulties between the two groups. Academic exhaustion, vocational, autonomy difficulties, perception of course value and social connectedness to the campus were significant predictors of DOI, explaining 43% of the variance. Moderation analyses showed that the effects of academic exhaustion, autonomy difficulties and vocational difficulties (the three strongest predictors of DOI) were weakened when students perceived moderate levels of family support (but not for higher levels). Overall, students away from home are at greater risk of emotional, academic and economic difficulties, and should receive differentiated attention from HE institutions. Despite being at distance, families play a protective role in preventing student dropout. Families may need help in providing support that enables their young adult students to thrive on their academic path, while fostering autonomy and competence.