The importance of perceived quality of instruction, achievement motivation and difficulties in self-regulation for students who drop out of university

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dc.contributor.authorWild, Steffen
dc.contributor.authorGrassinger, Robert
dc.date.accessioned2025-02-28T13:10:29Z
dc.date.available2025-02-28T13:10:29Z
dc.date.issued2023-02-13
dc.description.abstractBackground: Starting a study programme at an university, students are confronted with rising requirements regulating their learning processes and motivation. Both difficulties due to this regulation and the quality of instruction are associated with students dropping out from a study programme in the research. Aims: The purpose of this research is to analyse the interplay and effect of difficulties in self-regulated learning, achievement motivation (i.e. academic self-concept, subject interest), and perceived quality of instruction in dropping out from an university study programme. Sample: We sampled 2301 cooperative students in their first academic year. The average age was M = 22.12 (SD = 3.02), and 1167 were male (50.7%). Method: This cross-sectional study used structural equation models for hypothesis analysis. Three years after the survey, dropout information from the university administration was matched to the survey data. Results: The results indicate associations between academic self-concept, subject interest and difficulties in regulating one's motivation with dropout. An indirect effect was found between perceived quality of instruction and dropout via academic self-concept, subject interest and difficulties in regulating one's motivation. Conclusions: The relevance of perceived quality of instruction, self-concept, subject interest and difficulties in motivational regulation and consequences for dropout is illustrated.en
dc.identifier.urihttp://hdl.handle.net/2003/43514
dc.identifier.urihttp://dx.doi.org/10.17877/DE290R-25347
dc.language.isoen
dc.relation.ispartofseriesBritish journal of educational psychology; 93(3)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectquality of instructionen
dc.subjectself-regulated learningen
dc.subjectuniversity drop outen
dc.subjectuniversity freshmanen
dc.subject.ddc360
dc.subject.ddc370
dc.subject.rswkSelbstregulationde
dc.subject.rswkSchulleistungde
dc.subject.rswkUnterrichtde
dc.titleThe importance of perceived quality of instruction, achievement motivation and difficulties in self-regulation for students who drop out of universityen
dc.typeText
dc.type.publicationtypeArticle
dcterms.accessRightsopen access
eldorado.secondarypublicationtrue
eldorado.secondarypublication.primarycitationWild, S., & Grassinger, R. (2023). The importance of perceived quality of instruction, achievement motivation and difficulties in self-regulation for students who drop out of university. British Journal of Educational Psychology, 93, 758–772. https://doi.org/10.1111/bjep.12590
eldorado.secondarypublication.primaryidentifierhttps://doi.org/10.1111/bjep.12590

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