Establishment and validation of a nomogram for dropout intention in Chinese early year medical undergraduates.

BACKGROUND: The attrition rate of Chinese medical students is high. This study utilizes a nomogram technique to develop a predictive model for dropout intention among Chinese medical undergraduates based on 19 individual and work-related characteristics. METHOD: A repeated cross-sectional study was conducted, enrolling 3536 medical undergraduates in T1 (August 2020-April 2021) and 969 participants in T2 (October 2022) through snowball sampling. Demographics (age, sex, study phase, income, relationship status, history of mental illness) and mental health factors (including depression, anxiety, stress, burnout, alcohol use disorder, sleepiness, quality of life, fatigue, history of suicidal attempts (SA), and somatic symptoms), as well as work-related variables (career choice regret and reasons, workplace violence experience, and overall satisfaction with the Chinese healthcare environment), were gathered via questionnaires. Data from T1 was split into a training cohort and an internal validation cohort, while T2 data served as an external validation cohort. The nomogram's performance was evaluated for discrimination, calibration, clinical applicability, and generalization using receiver operating characteristic curves (ROC), area under the curve (AUC), calibration curves, and decision curve analysis (DCA). RESULT: From 19 individual and work-related factors, five were identified as significant predictors for the construction of the nomogram: history of SA, career choice regret, experience of workplace violence, depressive symptoms, and burnout. The AUC values for the training, internal validation, and external validation cohorts were 0.762, 0.761, and 0.817, respectively. The nomogram demonstrated reliable prediction and discrimination, with adequate calibration and generalization across both the training and validation cohorts. CONCLUSION: This nomogram exhibits reasonable accuracy in foreseeing dropout intentions among Chinese medical undergraduates. It could guide colleges, hospitals, and policymakers in pinpointing students at risk, thus informing targeted interventions. Addressing underlying factors such as depressive symptoms, burnout, career choice regret, and workplace violence may help reduce the attrition of medical undergraduates. TRIAL REGISTRATION: This is an observational study. There is no Clinical Trial Number associated with this manuscript.

A life marked by early school leaving: gendered working life paths linked to health and well-being over 40 years.

BACKGROUND: There is increasing awareness of the need to analyse symptoms of mental ill-health among early school leavers. Dropping out of compulsory education limits access to the labour market and education and could be related to deteriorating mental health over the course of a lifetime. The aim of this longitudinal study is to explore how early school leavers not in education, employment or training (NEET) narrate their working life trajectories linked to health, agency and gender relations. METHODS: Twelve early school leavers in the Swedish Northern Cohort (six women and six men) were interviewed over 40 years about their working life and health. Their life stories were analysed using structural narrative analysis to examine the evolution of their working life paths and to identify commonalities, variations and gendered patterns. RESULTS: All the participants started in the same position of "an unhealthy gendered working life in youth due to NEET status". Subsequently, three distinct working life paths evolved: "a precarious gendered working life with negative health implications", "a stable gendered working life in health challenging jobs" and "a self-realising gendered working life with improved health". Agency was negotiated through struggle narratives, survival narratives, coping narratives and redemption narratives. CONCLUSIONS: Even in a welfare regime like Sweden's in the early 1980s, early school leavers not in education, employment or training experienced class-related and gendered working and living conditions, which created unequal conditions for health. Despite Sweden's active labour market policies and their own practices of agency, the participants still ended up NEET and with precarious working life paths. Labour market policies should prioritise reducing unemployment, combating precarious employment, creating job opportunities, providing training and subsidised employment in healthy environments, and offering grants to re-enter further education. Our study highlights the need for further analyses of the contextual and gendered expressions of health among early school leavers throughout their lifetime, and of individual agency in various contexts for overcoming adversities.

The effect of successful educational actions in transition from primary to secondary school.

While data show improvement in terms of educational access, dropout rates are significant in many countries. In Spain, 28% of students drop out of school without finishing secondary school, more than double the EU average. Thus, extensive research has shown the consequences of the dropout phenomenon, including negative effects on employment, welfare dependency, as well as health and emotional problems. The transition from primary to secondary education is a critical turning point. This situation worsens in the case of refugee and migrant minors who are refugees or with migrant backgrounds. Although there is strong evidence revealing the potential of SEAs to advance educational success for all in different contexts, no research has yet explored the effect of SEAs on enabling a successful transition from primary to secondary education, which could considerably impact decreasing dropout rates. Drawing on a qualitative case study of a secondary educational centre in Spain, this study analyses the impact of the implementation of three SEAs in key aspects related to primary-secondary transitions. Findings show how the systematic implementation of SEAs impacts the ease of the primary-secondary transition: positive relationships between the educational community are promoted, school connectedness across transition is strengthened, and academic support networks are enhanced. The study therefore suggests the benefits of SEAs as strategies that can enhance positive primary-secondary school transitions in terms of students' perception of belongingness, and academic performance.

Rethinking students' psychological need states: The unique role of need unfulfilment to understanding ill-being in academic settings.

Prior research has shown that students face various stressors which can affect their psychological health. The present study examines the role of students' psychological need states in explaining their burnout and dropout intentions. More precisely, relying on recent findings from Self-Determination Theory research, we examined whether students' psychological need unfulfilment could contribute to explain their ill-being over and above need satisfaction and frustration. To this end, we also tested the validity of a tripartite instrument allowing to assess these need states in academic settings (Psychological Need States in Education-Scale [PNSE-S]). A study was conducted among two samples of high school (N = 473; Sample 1) and college (N = 1143; Sample 2) students. Results supported the construct validity of the 35-item PNSE-S in both samples by showing that students' relatedness, autonomy, and competence unfulfilment can be modelled as distinct need states alongside the frustration and satisfaction of those three needs. Moreover, these different need states displayed a well-differentiated pattern of associations with various facets of student burnout and with dropout intentions. Results also showed the critical role of psychological need unfulfilment in explaining students' ill-being.

Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences.

INTRODUCTION: The effort adolescents make determines the risk for dropping out of vocational education and training (VET) early and their chances of graduating upper secondary education. Studies have shown that adolescents' efforts decrease during the transition to upper secondary general education and increases for the transition to VET. In this study, we examined adolescent self-efficacy in lower secondary education, adolescent-instructor relationship (AIR) in VET and general education, and perceived person-environment fit (PEF) as predictors of adolescent effort. METHOD: We calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to VET with two learning contexts, company and vocational school in Switzerland. Group 2 included 517 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to upper secondary general education and thus stayed in a school. Adolescents' survey data was collected in 2016 and 2017. RESULTS: Self-efficacy in lower secondary education and AIR in upper secondary education indirectly predicted effort in upper secondary education via PEF, controlling for effort in lower secondary education. Findings were similar for general education and vocational school. However, the effects differed between company and general education (moderation). The positive effect of AIR on PEF was statistically significantly weaker for adolescents in general education than for adolescents in VET and their company learning context. CONCLUSION: We discuss strategies to enhance adolescents' efforts in upper secondary education.

Effectiveness of a Peer Mentoring on University Dropout and Academic Performance / La eficacia de un programa de mentoría en el abandono y el rendimiento académico

Mentoring programs have been proposed to reduce dropout and increase academic performance. We analyzed the effect of peer mentoring on university dropout and academic performance in the context of Spain. We applied a quasi-experimental posttest-only control group design with 3,774 students (mentees, n = 1,887; control, n = 1,887). Mentees had participated in a peer mentoring program. We apply the student’s t-test, Cohen’s d, phi statistic, and chi-square statistic. Mentees exhibited lower dropout than controls and showed higher academic performance regardless of the area of knowledge. Results support the implementation of mentoring programs in Spanish universities with the goal of reducing student dropout and increasing academic performance. The research provides empirical evidence for theory building in higher education studies, developmental relationships, and integration programs. (AU)

Se ha propuesto la aplicación de programas de mentoría para reducir la deserción universitaria y aumentar el rendimiento académico. En el artículo analizamos el efecto de la mentoría entre pares sobre el abandono universitario y el rendimiento académico en España. Aplicamos un diseño de grupo de control cuasiexperimental con medida post en una muestra de 3.774 estudiantes (mentorados, n = 1,887; control, n = 1,887). Los mentorados habían participado en un programa de mentoría entre pares. Aplicamos la prueba t de Student, la d de Cohen, el estadístico phi y el chi-cuadrado. Los mentorados presentaban un menor abandono que los controles y un mayor rendimiento académico independientemente del área de conocimiento. Los resultados avalan la implementación de programas de mentoría en las universidades españolas con el objetivo de reducir el abandono universitario y aumentar el rendimiento académico. La investigación proporciona evidencia empírica para la elaboración de teorías en estudios de educación superior, relaciones de desarrollo y programas de integración. (AU)

Predictive Analysis of Sports Education Students’ Dropout in the Distance Learning Centre / Análisis predictivo del abandono escolar de estudiantes de Educación Deportiva en el Centro de Educación a Distancia

The demand for e-Learning in distance education is growing rapidly due to the flexibility it offers in terms of time and location, facilitated by advancements in information and communication technology. This study aims to decrease the dropout rate among students in sports education and gain insight into the factors contributing to their discontinuation of studies. There is a need for research to identify and address the causes of the increasing dropout rate among learners at distance learning centres. The study collected data from 1,125 learners at an e-distance learning centre in Seoul. The findings were analysed using the partial least square – structural equation model (PLS-SEM). This study's implications are significant for preventing learner attrition. The study emphasises the importance of offering a variety of learning resources to enable learners to regularly access an e-learning platform and sustain their engagement in the learning process over a prolonged period of time. When developing education programmes for adult learners with diverse characteristics, it is essential to possess a comprehensive understanding of each learner's attributes beforehand. This will enable the implementation of suitable interventions and facilitate effective learning.(AU)

Questionário de adaptação ao ensino superior remoto: ampliação das propriedades psicométricas / Adaptation to remote higher education questionnaire: expansion of psychometric properties / Cuestionario de adaptación para educación superior remota: expansión de propiedades psicométricas

Objetivou-se investigar as evidências de validade baseadas na relação com outras variáveis do Questionário de Adaptação ao Ensino Superior Remoto (QAES-R). Foram analisadas as relações entre o QAES-R com os motivos para evasão acadêmica e a motivação. Participaram 319 universitários das cinco regiões do Brasil (M idade = 26,25; DP = 9,5). Identificaram-se correlações estatisticamente significativas entre o QAES-R e a maior parte dos fatores dos demais instrumentos. No primeiro modelo testado, os fatores do QAES-R foram preditores da evasão acadêmica Social (32%), Acadêmico (24%), Institucional (15%) e Professor (10%) (χ 2 /gl = 1,87; RMSEA = 0,05; CFI = 0,87; TLI = 0,87). No segundo modelo, o QAES-R predisse a meta aprender (45%), performance- evitação (39%) e performance-aproximação (30%) (χ 2 /gl = 1,42; RMSEA = 0,04; CFI = 0,90; TLI = 0,90). Estes resultados ampliam as propriedades psicométricas do QAES-R para avaliar a adaptação acadêmica de estudantes submetidos ao ensino remoto emergencial. (AU)

The objective was to investigate the validity evidence of the relationship between the Questionnaire for Adaptation to Remote Higher Education (QAES-R) and other variables. The study analyzed the relationships between the QAES-R with the reasons for academic dropout and motivation. A total of 319 Brazilian university students participated (Mage = 26.25; SD = 9.5). Statistically significant correlations were identified between the QAES-R and most factors of the other instruments. In the first model tested, the QAES-R factors predicted academic dropout : Social (32%), Academic (24%), Institutional (15%), and Teacher (10%) (χ 2 /gl = 1.87; RMSEA = .05; CFI = .87; TLI = .87). In the second model, the QAES-R predicted learning goals (45%), performance-avoidance (39%), and performance-approach (30%) (χ 2 /gl = 1.42; RMSEA = .04; CFI = .90; TLI = .90). These results extend the psychometric properties of the QAES-R to assess the academic adaptation of students during emergency remote teaching. (AU)

El objetivo fue investigar las evidencias de validez basadas en la relación con otras variables del Cuestionario de Adaptación a Educación Superior Remota (QAES-R). Se analizaron las relaciones entre el QAES-R con los motivos de abandono académico y la motivación. Participaron 319 estudiantes universitarios brasileños de las 5 regiones de Brasil (M edad = 26,25; DS = 9,5). Se identificaron correlaciones estadísticamente significativas entre el QAES-R y la mayoría de los factores de los otros instrumentos. En el primer modelo, los factores del QAES-R fueron predictores del abandono académico Social (32%), Académico (24%), Institucional (15%) y Docente (10%) (χ 2 /gl = 1.87; RMSEA = 0.05; CFI = 0.87; TLI = 0.87). En el segundo modelo, el QAES-R predijo la meta de aprender (45%), la evitación del desempeño (39%) y el enfoque de desempeño (30%) (χ 2 /gl = 1.42; RMSEA = 0.04; CFI = 0 .90; TLI = 0.90). Estos resultados amplían las propiedades psicométricas del QAES-R. (AU)

Prevalencia del síndrome del impostor y nivel de autoestima en estudiantes de una facultad de medicina del Ecuador / Prevalence of impostor syndrome and level of self-esteem in students of a medical school in Ecuador

INTRODUCCIÓN. El síndrome del impostor es un trastorno caracterizado por la incapacidad del individuo para reconocer sus habilidades e interiorizar sus logros, lo cual impacta negativamente en la salud mental y desempeño académico-laboral. OBJETIVO. Identificar la prevalencia del síndrome del impostor y nivel de autoestima en estudiantes de una facultad de medicina del Ecuador. MATERIALES Y MÉTODOS. Estudio transversal descriptivo, aplicado en los estudiantes de medicina de segundo a décimo nivel, de la facultad de medicina de la Pontificia Universidad Católica del Ecuador en el periodo febrero a junio de 2022. Para el análisis estadístico se aplicaron frecuencias absolutas y relativas, tablas cruzadas, razón de prevalencia, chi cuadrado como contraste de hipótesis. RESULTADOS. La mayoría de estudiantes con síndrome de impostor fueron mujeres (74,2%); pertenecer al sexo femenino aumentó dos veces su probabilidad (Razón de prevalencia: 2,12; Índice de confianza: 95% 1,66-2,17; p: <0,001). Para el sexo masculino autopercibirse como perfeccionista incrementó dos veces la probabilidad (Razón de prevalencia: 2,3; Índice de confianza: 95% 1,53-3,46; p: < 0,001). La autoestima baja no se asoció a mayor probabilidad de desarrollar este síndrome. En contraste, no percibir apoyo social incrementó al doble su probabilidad (Razón de prevalencia: 1,72; Índice de confianza: 95% 1,16-2,55; p 0,007). DISCUSIÓN. Estudios previos muestran elevada prevalencia de este síndrome en estudiantes medicina, con predominio en mujeres. En concordancia con la literatura citada, no existió asociación entre nivel de carrera y síndrome del impostor; el perfeccionismo se asocia a mayor probabilidad de síndrome del impostor. CONCLUSIÓN. El síndrome del impostor es frecuente en estudiantes de medicina, existen factores determinantes que incrementan la probabilidad del síndrome como ser mujer, autopercibirse como perfeccionista en la población masculina y no percibir apoyo social, la importancia de su reconocimiento reside en la prevención del distrés psicológico y la deserción académica.

INTRODUCTION. Impostor syndrome is a disorder characterized by an individual's inability to recognize his or her abilities and internalize his or her accomplishments, which negatively impacts mental health and academic and occupational performance. OBJECTIVE. To identify the prevalence of impostor syndrome and level of self-esteem in students of a medical school in Ecuador. MATERIALS AND METHODS. Descriptive cross-sectional study, applied to medical students from second to tenth level, of the medical school of the Pontificia Universidad Católica del Ecuador in the period January to June 2022. For the statistical analysis, absolute and relative frequencies, cross tables, prevalence ratio, chi-square and hypothesis testing were applied. RESULTS. The majority of students with impostor syndrome were female (74.2%); belonging to the female sex increased their probability twice (Prevalence ratio: 2.12; Confidence index: 95% 1.66-2.17; p: < 0.001). For the male sex, self-perceiving oneself as a perfectionist increased the probability twice (Prevalence ratio: 2.3; Confidence index: 95% 1.53-3.46; p: < 0.001). Low self-esteem was not associated with a higher probability of developing this syndrome. In contrast, not perceiving social support doubled its probability (Prevalence ratio: 1.72; Confidence index: 95% 1.16-2.55; p 0.007). DISCUSSION. Previous studies show a high prevalence of this syndrome in medical students, with a predominance in women. In agreement with the literature cited, there was no association between career level and impostor syndrome; perfectionism is associated with a higher probability of impostor syndrome. CONCLUSIONS. Impostor syndrome is frequent in medical students, there are determinant factors that increase the probability of the syndrome such as being a woman, self-perceived perfectionism in the male population and not perceiving social support, the importance of its recognition lies in the prevention of psychological distress and academic desertion.

Abandono universitario: predictores y mediadores en estudiantes universitarios chilenos de primer año / University Dropout: Predictors and Mediators in First-Year Chilean University Students

Resumen La integración social en los primeros años de universidad ha mostrado ser muy relevante para propiciar que los estudiantes participen de forma comprometida, obtengan buenos resultados académicos y permanezcan en sus estudios. La pandemia por COVID-19 ha impuesto barreras a la integración social de los estudiantes, cambiando las formas de la relación interpersonal. El objetivo de la presente investigación fue evaluar un modelo en que el aislamiento y el apoyo social percibidos (variables de integración social) son predictores de la intención de abandono y se encuentran mediados por el sentido de pertenencia. Se realizó un estudio con diseño transversal asociativo-predictivo, mediante la prueba de modelos de mediación, con 700 participantes de primer año de una universidad chilena. Los resultados mostraron un efecto indirecto estadísticamente significativo de las variables de integración social sobre la intención de abandono. A su vez, no se observaron efectos directos de dichas variables sobre la intención de abandono. Estos resultados permiten, primero, indicar que, durante la educación virtual de emergencia, con sus barreras para la interacción social y académica, las variables de integración logran predecir la intención de abandonar los estudios mediante su efecto sobre el sentido de pertenencia; además, orientan las preocupaciones de las instituciones de educación superior para poner atención sobre las condiciones en las que la integración social ocurre en los medios virtuales y con las restricciones de la interacción que le son propias.

Abstract Social integration in university freshmen has proven to be very relevant to encourage students to participate in an engaged way, obtain good academic results and continue with their university studies. The Covid-19 Pandemic imposed barriers to the social integration of students, changing the forms of interpersonal relationships. The objective of this research was to evaluate a predictive model in which perceived isolation and social support (social integration variables) are predictors of the intention to dropout mediated by the sense of belonging. A study with an associative-predictive cross-sectional design was carried out by testing mediation models with 700 first-year participants from a Chilean university. The results showed a statistically significant indirect effect of the social integration variables on dropout intention. In turn, no direct effects of these variables on the intention to quit were observed. These results indicate that, during emergency virtual education with its barriers to social and academic interaction, the integration variables can predict the intention to drop out of school through their effect on the sense of belonging. These results encourage higher education institutions to pay attention to the conditions in which social integration occurs in virtual media and with the interaction restrictions that are inherent to it.

Salud mental, condiciones psicosociales y resistencias de la juventud de Medellín durante la pandemia y la cuarentena del COVID-19 / Mental health, psychosocial conditions and youth resistance of Medellín during the COVID-19 pandemic and quarantine

El artículo presenta los hallazgos de una investigación que tuvo como objetivo analizar las condiciones psicosociales y maneras de resistencia que la juventud de la ciudad de Medellín Colombia tuvo frente a la pandemia por el Covid-19 durante el año 2020. Desde el enfoque de la investigación cualitativa se implementó un grupo focal como estrategia de recolección de información. La información levantada fue analizada y decantada en grupos de sentido que dieran respuesta a las preguntas realizadas. El desempleo, la deserción escolar y el estrés psicosocial aparecen como situaciones que afrontan con actitudes pasivas, de resistencia o evitación. Diferentes formas de resistencia activa y creativa emergen como alternativas espontáneamente construidas por esta población.

The article presents the findings of an investigation that aimed to analyze the psychosocial conditions and forms of resistance that the youth of the city of Medellín Colombia had in the face of the Covid-19 pandemic during the year 2020. From the qualitative research approach, a focus group was implemented as an information gathering strategy. The information collected was analyzed and decanted into groups of meaning that would answer the questions asked. Unemployment, school dropout and psychosocial stress appear as situations that are faced with passive attitudes, resistance or avoidance. Different forms of active and creative resistance emerge as alternatives spontaneously built by this population.

Pobreza, traumas tempranos, déficit atencional y deserción educacional: un círculo de daño. Lecciones aprendidas en el Programa Soymás, La Pintana / Poverty, early trauma, attention deficit and educational dropout: a circle of harm. Lessons learned in the Soymás Program, La Pintana

El antecedente de maltrato infantil y el Trastorno por Déficit de Atención e Hiperactividad (TDAH), son condiciones que tienen una alta prevalencia en los jóvenes de sectores vulnerables. Analizamos su relación con deserción escolar, que también es mayor en tales contextos. La deserción es un fenómeno multifactorial, influenciado por factores propios del estudiante, de la institución, del contexto familiar y del entorno social. Presentamos hallazgos en la Fundación Soymás, institución de formación para madres adolescentes, localizada en La Pintana, una de las comunas con mayor pobreza en Chile, donde la deserción en 2022 fue 45%. De acuerdo a la encuesta ACES de 10 eventos traumáticos en la niñez, 50% de las estudiantes sufrió 3 o más, y 21% 7 o más. Al menos un 40% de la población cumplía criterios de TDAH y un 30% adicional manifestaba síntomas sugerentes (versus 4,5% de TDAH reportado en adolescentes del país). Constatamos una asociación directa entre las tres variables: Maltrato, TDAH y Deserción. Estos hallazgos deberían ser considerados en políticas públicas, reforzando la necesidad de colaboración entre Salud y Educación.

A history of child abuse and Attention Deficit Hyperactivity Disorder (ADHD) are conditions that have a high prevalence in young people from vulnerable sectors. We analyze its relationship with school dropout, which is also higher in such contexts. Dropout is a multifactorial phenomenon, influenced by factors specific to the student, the institution, the family context, and the social environment. We present findings at the Soymás Foundation, a training institution for adolescent mothers, located in La Pintana, one of the counties with the highest poverty in Chile, where dropout in 2022 was 45%. According to the ACES survey of 10 traumatic events in childhood, 50% of the students suffered 3 or more, and 21% 7 or more. At least 40% of the population met the criteria for ADHD and an additional 30% manifested suggestive symptoms (versus 4.5% of ADHD reported in adolescents in the country). We found a direct association between the three variables: Abuse, ADHD and Desertion. These findings should be considered in public policies, reinforcing the need for collaboration between Health and Education.

Abandono escolar en medicina: análisis de tres promociones / School dropout in Medicine: analysis of three generations

INTRODUCCIÓN: El abandono escolar representa desde hace años uno de los grandes problemas a los que se enfrenta la educación en México, principalmente a nivel superior y en licenciaturas de alta exigencia académica como es el caso de medicina. SUJETOS Y MÉTODOS: Se realizó un análisis cuantitativo de tres promociones de la licenciatura de médico cirujano de la Universidad Nacional Autónoma de México con el fin de comparar el abandono escolar según sexo y promoción. RESULTADOS: Se observó que el primer año de la licenciatura de médico cirujano es donde se presenta un mayor porcentaje de abandono escolar (77%), con un predominio de población femenina y abandono definitivo. CONCLUSIÓN: Se estudió el comportamiento estudiantil de la licenciatura de Médico Cirujano para replantear métodos y estrategias institucionales en términos de abandono escolar

INTRODUCTION: For years, school dropout has represented one of the greatest problems that education in Mexico faces, mainly at the higher level and in highly demanding academic degrees such as Medicine. SUBJECTS AND METHODS: We carried out a quantitative analysis of three generations enrolled in Medicine Bachelor of the UNAM's School of Medicine in order to compare school dropouts by sex and generation. RESULTS: It was observed that the Medicine Bachelor's first year is where the highest percentage of school dropouts (77%) occurs, with a predominance of female population and definitive dropout. CONCLUSION: Medicine Bachelor's student behavior was studied to rethink institutional methods and strategies focused on scholar dropout

Questionário de Permanência Acadêmica: adaptação cultural e evidências de validade / College Persistence Questionnaire: cultural adaptation and evidence of validity / Cuestionario de Permanencia Académica: adaptación cultural y evidencias de validez

O presente estudo focou a questão da permanência universidade, e apresenta dois objetivos principais, o primeiro, de ordem psicométrica, é voltado para adaptação e busca de evidências de validade de um instrumento destinado a avaliação da permanência nas universidades, o Questionário de Permanência Acadêmica (QPA). O segundo objetivo apresenta uma aplicação do instrumento ao verificar se os serviços destinados a aumentar as condições de permanência na universidade estudada poderiam ter algum efeito sobre os escores obtidos no instrumento. Análises fatoriais confirmatórias e testes de confiabilidade indicam boas características psicométricas do instrumento. A estrutura de seis dimensões proposta no estudo original foi confirmada. Quanto aos serviços de apoio à permanência oferecido aos estudantes, os resultados indicam que a percepção de obstáculos no acesso a esses serviços e a utilização do apoio psicossocial e pedagógico foram associadas a baixos resultados no QPA. Tendo em vista que as universidades podem diferir em relação aos serviços com foco na permanência que ofertam, indica-se a aplicação do QPA em diferentes universidades. (AU)

The present study focused on academic persistence and had two main aims, the first had a psychometric nature and aimed to adapt of an instrument designed to evaluate academic persistence, the College Persistence Questionnaire (CPQ), and seek evidence of its validity. The second aim was to present a practical use of the instrument, aiming to verify whether the services offered to increase the conditions of persistence in college could have any effect on the students' scores in the instrument. Confirmatory factor analyses and reliability tests indicated good psychometric properties of the instrument. The six-dimensional structure proposed in the original study was confirmed. Regarding the persistence support services offered to the students, the results indicate that the perception of obstacles in the access to these services and the presence of psychosocial and pedagogical support were associated with low results in the CPQ. Given that universities may differ in relation to the persistence-focused services they offer, the investigation using the CPQ in different universities is indicated. (AU)

El presente estudio se centró en el tema de la permanencia universitaria y presenta dos objetivos principales. El primero es de carácter psicométrico y está orientado a adaptar y buscar evidencias de validez del Cuestionario de Permanencia Académica (QPA), un instrumento dirigido a evaluar la permanencia universitaria. El segundo objetivo presenta una aplicación del instrumento para verificar si los servicios destinados a aumentar las condiciones de permanencia en la universidad estudiada podrían tener algún efecto en las puntuaciones obtenidas en el instrumento. Los análisis factoriales confirmatorios y los tests de confiabilidad indicaron buenas características psicométricas del instrumento. Se confirmó la estructura de seis dimensiones propuesta en el estudio original. En cuanto a los servicios de apoyo a la permanencia ofrecidos a los estudiantes, los resultados indican que la percepción de obstáculos en el acceso a estos servicios y el uso del apoyo psicosocial y pedagógico se asociaron con bajos resultados en el QPA. Teniendo en cuenta que las universidades pueden diferir en relación a los servicios centrados en la permanencia ofertados, es recomendable la utilización del QPA en diferentes universidades. (AU)

Affective and cognitive variables involved in structural prediction of university dropout / Variables afectivas y cognitivas implicadas en la predicción estructural del abandono universitario

BACKGROUND: The aim of the study was to analyze the influence of potentially important individual variables (motivation, satisfaction with the course, self-regulation, expectations of self-efficacy and perception of academic performance) on the intention to remain on university courses. METHOD: An ex-post-facto design was used, applying the University Life Questionnaire to a sample of 2,741 first-year students from six Chilean universities. Data were analyzed by path analysis. RESULTS: The intention to remain is higher when intrinsic motivation is higher, self-efficacy expectations are higher, the perception of performance is higher and satisfaction with the course is higher. All the variables included in the model explained 26% of the intention to remain. CONCLUSIONS: The study confirms the suitability of studying this phenomenon through complex models (e.g., structural equation models, multilevel models), since it makes little sense to try to explain dropout only through direct effects (as in most previous research). Secondly, the percentage of variance explained by dropout intention means it is important to continue this kind of research (with better controls, other types of measures, etc.)

ANTECEDENTES: el objetivo del estudio fue analizar la influencia de variables individuales potencialmente importantes (motivación, satisfacción con la carrera, autorregulación, expectativas de autoeficacia y percepción del desempeño académico) sobre la intención de permanecer en los estudios universitarios. MÉTODO: se ha empleado un diseño de tipo ex post-facto, administrando el Cuestionario de Vida Universitaria a una muestra compuesta por 2.741 estudiantes de primer año de seis universidades chilenas. Los datos fueron analizados utilizando un path análisis. RESULTADOS: la intención de permanencia se incrementa cuanto mayor es la motivación intrínseca, mayores las expectativas de autoeficacia, mayor la percepción de desempeño y mayor satisfacción con la carrera. Entre todas las variables consideradas en el modelo, la intención de permanencia fue explicada en un 26%. CONCLUSIONES: en primer lugar, se constata la conveniencia del estudio de este fenómeno mediante modelos complejos (por ejemplo, modelos de ecuaciones estructurales; modelos multinivel), pues no tiene sentido intentar explicar el abandono únicamente mediante efectos directos (como se hace en la mayoría de las investigaciones previas). En segundo lugar, el porcentaje de varianza explicada de la intención de abandono aconseja insistir en este tipo de estudios (con mayor control, con otro tipo de medidas, etc.)

Educa-me ou te mato! / ¡Edúcame o te mato! / Educate me or I will kill you!

emos pensado que a repetição da errância e da marginalidade na trajetória escolar de meninos e meninas que chegam à socioeducação acaba colocando a escola em um lugar complicado, um real não simbolizado em suas vidas. Ao não estarem incluídos nos sonhos e nas utopias educativas de nosso país, ao não serem sonhados como sujeitos educáveis e escolarizáveis, lhes apresentamos, enquanto sociedade, o que eles verbalizam: suas vidas se reduzem a matar ou morrer, ou seja, se encontram com o real da morte. Nesse contexto, abrimos algumas questões que irão nortear este artigo: o que se passa com esses adolescentes que migram da instituição escolar para a socioeducativa? O que temos feito, ou deixado de fazer, para que esses jovens não colem na escola e não se interessem pelo crime? Por que acabam por fazer suas trajetórias de vida junto ao tráfico e não nos bancos escolares? Qual a transmissão que aí não se faz? Que jovens a escola brasileira considera como "seus"?

Hemos pensado que la repetición de la equivocación y de la marginalidad en la trayectoria escolar de Hemos pensado que la repetición de la equivocación y de la marginalidad en la trayectoria escolar de niños y niñas que llegan a la socioeducación termina por dejar la escuela en un lugar complicado, un real no simbolizado en sus vidas. Al no estar incluidos en los sueños y en las utopías educativas de nuestro país, al no ser soñados como sujetos educables y escolarizables, les presentamos, como sociedad, lo que ellos verbalizan: sus vidas se reducen a matar o a morir, o sea, se encuentran con el real de la muerte. En ese contexto, abrimos algunas cuestiones que van a guiar el presente artículo: ¿Qué pasa con esos adolescentes que migran de la institución escolar a la institución socioeducativa? ¿Qué hemos hecho, o dejado de hacer, para que esos jóvenes no se interesen por en la escuela y se interesen más por el crimen? ¿Por qué acaban por tener sus trayectorias de vida junto al tráfico, pero no en los bancos escolares? ¿Cuál es la transmisión que no se hace? ¿Qué jóvenes la escuela brasileña les considera como "suyos"?

We have thought that the repetition of the wandering and the marginality in educational trajectory of boys and girls who arrive at socio-education ends up putting the school in a complicated status, a real not symbolized in their lives. By not being included in the educational dreams and utopias of our country, by not being dreamed as educable and schooling subjects, we present to them, as a society, what they verbalize: their lives are reduced to killing or dying, that is, they meet the real of death. In this context, some questions that will guide this article are presented: What happens to these adolescents who migrate from school to the socio-educational institution? What have we done, or failed to do, so that these young people do not stick to school and are more interested in crime? Why do they end up doing their life trajectories with the traffic, not with the school seats? What is the transmission that is not there? What young people does the Brazilian school consider as "theirs"?

Construção de um questionário transcultural de motivos de abandono do ensino superior / Development of a transcultural questionnaire of motives for higher education dropout / Construcción de un cuestionario transcultural de motivos de abandono de la enseñanza superior

O abandono no Ensino Superior é um tema relevante pela sua incidência e consequências negativas no estudante, família, instituição e sociedade em geral. Procurando conhecer os motivos da intenção de abandono, investigadores do Brasil, Espanha e Portugal convergiram na construção de um questionário de avaliação transcultural. Atendendo à multidimensionalidade das causas de abandono, o questionário abarca seis dimensões: Social, Acadêmica, Professores, Saúde e Bem-estar, Institucional e Financeira. A análise fatorial, com amostras autônomas de estudantes do 1º ano do Brasil, Espanha e Portugal, mostrou uma distribuição adequada dos itens nas seis dimensões, com alguma discrepância na dimensão Professores na amostra do Brasil. Os índices de consistência interna atingiram níveis adequados nas seis dimensões (valores entre 0,74 e 0,91). Futuros desenvolvimentos devem testar a dimensionalidade do questionário e a sua invariância nos três países, incluindo já variáveis psicológicas e académicas para análise da validade de critério. (AU)

The dropout in higher education assumes relevant percentages, with negative consequences for the students, family, institution and society in general. In order to know the reasons for the dropout intention, researchers from Brazil, Spain and Portugal converged on the construction of a transcultural questionnaire. Face the multidimensional nature of dropout causes, the questionnaire assesses six dimensions: Social, Academic, Faculty, Health and Wellbeing, Institutional, and Financial. The factorial analysis, with autonomous samples of first-year students from Brazil, Spain and Portugal, showed an adequate distribution of the items by the six dimensions, with some difficulties in Faculty dimension in Brazilian sample. The internal consistency of items reached adequate levels in those six dimensions (values range from .74 to .91). Future developments should test the dimensionality of the questionnaire and its invariance in all three countries, including other psychological and academic variables for criterion validity analysis. (AU)

El abandono en la enseñanza superior es un tema relevante por su incidencia y por sus consecuencias negativas a nivel personal, familiar, institucional y social. En búsqueda de conocer las razones de intención de abandono, investigadores de Brasil, España y Portugal participaron en la construcción de un cuestionario de evaluación transcultural. Dicho instrumento, de naturaleza multidimensional, se organiza en seis dimensiones: Social, Académica, Profesorado, Salud y Bienestar, Institucional y Financiera. El análisis factorial, con muestras independientes de los estudiantes del primer año de Brasil, España y Portugal, mostró una distribución adecuada de los ítems en las seis dimensiones, con alguna discrepancia en la dimensión Profesorado en la muestra brasileña. Los índices de consistencia interna alcanzaron niveles adecuados (valores entre .74 y .91), si bien que se debe realizar nuevos estudios para probar la dimensionalidad del cuestionario y su invariancia en los tres países, incluyendo las variables psicológicas y académicas para analizar la validez de criterio. (AU)

Factors that determine the persistence and dropout of university students / Factores determinantes de la permanencia y abandono de los estudiantes universitarios

BACKGROUND: The increase of students in higher education means a more heterogeneous student body, complicating the identification of the variables that influence students' decisions to stay in or drop out of university. The objective of this study is to analyze the influence of these variables on students' decisions by establishing specific groups of students based on performance. METHOD: A study was carried out with 2,970 first-year university students from Portugal, using the decision tree technique. RESULTS: Academic performance is confirmed as a determining variable in the decision to remain or drop out, allowing us to establish three groups (high, medium and low achievement), in which different types of variables act as mediators: sex, type of course (licenciatura [BA] or mestrado integrado), the fact of studying at the students' first-choice university or the mother's educational level. CONCLUSIONS: Without neglecting the weight of academic achievement as a priority variable, we must consider these secondary variables in the configuration of student groups in order to plan support policies to avoid higher-risk students dropping out

ANTECEDENTES: el aumento de estudiantes en la educación superior supuso una mayor heterogeneidad del alumnado, complicando la identificación de las variables que influyen en la decisión de los estudiantes de permanecer o abandonar los estudios. El objetivo de este estudio es analizar la influencia de algunas variables en tal decisión estableciendo grupos específicos de estudiantes en función del rendimiento. MÉTODO: se ha realizado un estudio con 2.970 alumnos universitarios de primer año de Portugal recurriendo a la técnica de los árboles de decisión. RESULTADOS: el rendimiento académico se corrobora como variable determinante en la decisión de permanencia o abandono, permitiendo establecer tres grupos (alto, medio y bajo rendimiento), en los cuales actúan como mediadoras de forma diferencial otro tipo de variables como: el sexo, el tipo de estudios realizados (licenciatura o mestrado integrado), el hecho de cursar estudios en la universidad elegida como primera opción o el nivel de estudios de la madre. CONCLUSIONES: sin restar peso al rendimiento académico como variable prioritaria, debemos de considerar estas variables secundarias en la configuración de grupos de estudiantes de cara a planificar políticas de apoyo para evitar el abandono de los estudiantes en situación de mayor riesgo

Por qué nuestros pacientes no van a la escuela? / Why don’t our patients go to school? / Per qué els nostres pacients no van a l’escola?

Este artículo aporta una aproximación al estudio de la problemática del rechazo, absentismo y fobia escolar, términos que a veces se utilizan como sinónimos y, en otras ocasiones, se les atribuye distintos significados. Se analizan las dificultades terminológicas y de definición del problema que existen en la actualidad y se aporta un concepto multifocal para la comprensión del mismo. Finalmente se describe el protocolo de intervención creado para estos casos en el hospital de día en el que trabajo

This article focuses on the school refusal, the school absenteeism, and the school phobia. These terms are sometimes used as synonyms but they can also differ in meaning. We analyse the difficulties in defining these issues and provide a multifocal view for the comprehension of these problems. Finally, we describe the protocol we use in our hospital for the treatment of our patients

Aquest article aporta una aproximació a l'estudi de la proble­mática del rebuig, absentisme I fóbia escolar, conceptes que sovint s'utilitzen com a sinónims i, altres vega­des, se'ls atribueixen diferents significats. S'analitzen les dificultats terminològiques I de definició del problema que existeixen actualment I s'aporta un concepte multifocal per comprendre'l. Finalment, es descriu el protocol d'intervenció creat per a aquests casos en l'hospital de dia en qué treballo

El proyecto 'Seguim'. Una modalidad de intervención multidisciplinar para la prevención del abandono escolar / The 'Seguim' project. A modality of multidisciplinary intervention for the prevention of school dropout

En este trabajo se describe una modalidad de intervención experimentada desde hace años por la Fundación PRESME (Pro Educació y Salut Mental). Se presentan los objetivos, supuestos de partida y la metodología aplicada en el proyecto "Seguim". Con el que se pretende ofrecer un espacio de contención y crecimiento desde el doble abordaje de la atención a la salud mental y del aprendizaje con el fin de contribuir a que jóvenes en riesgo de abandono escolar puedan seguir estudiando y desarrollar un proyecto personal y profesional.La actuación se desarrolla en colaboración con el Pla Jove del Consorci d’Educació de l’ Ajuntament de Barcelona y tres distritos de la ciudad

A modality of intervention experienced for years by the PRESME Foundation (Pro Educació i Salut Mental) is described, as well as the characteristics of a project aimed at preventing early school dropout. It is about offering a space of contention and growth from the dual approach of attention to mental health and learning. The aim is to help young people at risk of dropping out of school can continue to study and develop a personal and professional Project.The project "Seguim" is developed in Barcelona in collaboration with districts of the city and the Consorci d'Educació de l Ajuntament de Barcelona