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.

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.

Gender Differences for Health Indicators in a Sample of School Dropout Adolescents: A Pilot Study.

Background: The ever-increasing prevalence of school dropout (SD) highlights the need to gain insight into risk factors for dropout causes and consequences. The aim of this study was to evaluate the gender differences for health indicators in a sample of school dropout adolescents. Methods: Data were collected regarding 450 adolescent's SD (19 ± 2 years; 308 males), and health-related quality-of-life (HRQoL) and risk behaviors were assessed by means of a standardized questionnaire. Results: The results revealed that the female population was characterized by a compromised health indicator profile in terms of both risk behaviors and HRQoL dimensions. Conclusion: These findings indicate that SD is a multidimensional phenomenon, for which the implementation of multiple educational, social, and psychological policies aimed at mitigating the issue are recommended.

Assessment of dropout rates in the preclinical years and contributing factors: a study on one Thai medical school.

BACKGROUND: The highest dropout rate for medical students is during the preclinical years of education. Several studies have reported possible contributing factors, however, studies regarding the dropout rate from medical education among Thai medical students and its associated factors are still lacking. This study aimed to identify the prevalence of dropout from medical education within the preclinical period and its associated factors among Thai medical students. METHODS: We collected data from preclinical medical students who entered one medical school in Bangkok, Thailand, between 2017-2019. Demographic data, admission program, pre-admission mental health status assessed by the Thai Mental Health Indicator 66, mental health records from the faculty-based counseling services, and academic achievement were extracted. Data were reported in a descriptive fashion. We analyzed the association between dropout and these factors by robust Poisson regression. RESULTS: In total, 914 students were recruited. Dropout was only 1.5%, which was lower than the previous studies. Regression analysis showed a significant association between dropout and mental health problems [Prevalence ratio (PR) 58.20, 95%CI 13.72- 246.95] but not admission program [PR 0.32, 95%CI 0.09 - 1.16] or failing examinations [PR 0.59, 95%CI 0.18 - 1.90]. However, other contributing factors such as financial status, family problems, medical illness, and students' motivation, were not evaluated in this study. CONCLUSIONS: Mental health problems during medical education were associated with dropout after adjusting for other confounding variables. Further longitudinal studies are needed to identify the impacts of academic failure on dropout in higher clinical years.

Self-reported mental health in adolescents attending school and its association with later school dropout: A prospective 2.5-year follow-up study.

AIMS: Mental health problems in young people are associated with educational outcomes. There are persistent difficulties in screening for these problems and mapping the trajectories of mental health in relation to academic and work outcomes. We investigated whether Strength and Difficulties Questionnaire (SDQ) scores in adolescents attending school were associated with school dropout in upper secondary school, both in adolescents with already recognised mental disorders and adolescents without known mental disorders. METHODS: The data consisted of a questionnaire targeting 13,100 adolescents attending the final year of compulsory school combined with data derived from a national register. SDQ scores were divided into normal, borderline and abnormal scores. School dropout in upper secondary school was identified during a 2.5-years follow-up period. We stratified the data by recognised mental disorders. Logistic regression was performed to examine the association between SDQ scores and later school dropout with adjustment for parents' mental disorders, parents' educational level, sex, suicidal thoughts, school absence and negative childhood events. RESULTS: During follow-up, 18.5% of adolescents experienced school dropout. Adolescents with abnormally high SDQ scores and borderline SDQ scores had higher odds for school dropout than adolescents with SDQ scores in the normal range. The association remained in the adjusted analysis, although more covariates showed independent contributions in association with school dropout. CONCLUSIONS: Self-reported SDQ scores in adolescents attending school were associated with later school dropout irrespective of recognised mental disorders, indicating that markers such as the SDQ might contribute to the identification of vulnerable adolescent groups, although the findings of multifactorial contributions suggest we should consider more indicators in a risk assessment for school dropout.

Deep learning-based school attendance prediction for autistic students.

Autism Spectrum Disorder is a neurodevelopmental disorder characterized by deficits in social communication and interaction as well as the presence of repetitive, restricted patterns of behavior, interests, or activities. Many autistic students experience difficulty with daily functioning at school and home. Given these difficulties, regular school attendance is a primary source for autistic students to receive an appropriate range of needed educational and therapeutic interventions. Moreover, school absenteeism (SA) is associated with negative consequences such as school drop-out. Therefore, early SA prediction would help school districts to intervene properly to ameliorate this issue. Due to its heterogeneity, autistic students show within-group differences concerning their SA. A comprehensive statistical analysis performed by the authors shows that the individual and demographic characteristics of the targeted population are not predictive factors of SA. So, we used the students' recent previous attendance to predict their future attendance. We introduce a deep learning-based framework for predicting short-and long-term SA of autistic students using the Long Short-Term Memory (LSTM) and Multilayer Perceptron (MLP) algorithms. The adopted algorithms outperform other machine learning algorithms. In detail, LSTM increased the accuracy and recall of short-term SA prediction by 20% and 13%, while the same scores of long-term SA prediction increased by 5% using MLP.

Mind the gap: The relationship between liminality, learning and leaving in pre-registration nurse education.

Attrition refers to students leaving programmes of study before completion. This is an important topic area; there is a current global shortage of nurses, and it is widely reported that nursing is in crisis. Nurse education in the United Kingdom has changed substantially in the past fifty years, gradually moving from work-based apprentice style training to an 'all graduate entry' profession. There is a plethora of literature reporting attrition both in the UK and worldwide. It is clear that regardless of the education model, attrition from pre-registration programmes is a long-standing problem which has attracted much attention. The educative process of learning to be a nurse can be likened to a 'rite of passage', or perhaps a series of rites of passage. Rites of passage were first articulated by anthropologists, van Gennep and Turner. Van Gennep and Turner argued that as people make 'transitions', often via 'rites of passage' they pass through an in-between phase described as 'liminal'. This paper explores aspects of liminality in nurse education and examines the potential relationship with attrition. The paper concludes by suggesting that although liminality could be considered a risk factor for attrition, exploitation of the concept may offer opportunities to enhance learning.

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

Social stigma, ego-resilience, and depressive symptoms in adolescent school dropouts.

INTRODUCTION: Adolescent dropouts experience various psychosocial difficulties such as social stigma, depressive symptoms, and anxiety after they leave school. This study examined the longitudinal effects of social stigma on depressive symptoms, and the mediating effects of ego-resilience in the relationship between these two variables among South Korean adolescent dropouts aged 14 to 19. METHODS: This study utilized four waves of data from the Out of School Panel Survey (N = 278), assessed annually from 2013 to 2017, which were analyzed using latent growth curve modeling. RESULTS: Both social stigma and depressive symptoms showed positive linear growth over time, while ego-resilience showed negative linear growth. The increase in social stigma was associated with an increase in depressive symptoms and a decrease in ego-resilience. Initial levels of ego-resilience mediated the relationship between the initial levels of social stigma and depressive symptoms. Moreover, changes in ego-resilience mediated the relationship between changes in social stigma and depressive symptoms. CONCLUSIONS: These findings highlight the need for tailored interventions and strategies for preventing depressive symptoms and building ego-resilience to help dropouts overcome social stigma.

Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?

In this study we modelled possible causes and consequences of student burnout and engagement on academic efficacy and dropout intention in university students. Further we asked, can student engagement protect against the effects of burnout? In total 4,061 university students from Portugal, Brazil, Mozambique, the United Kingdom, the United States of America, Finland, Serbia, and Macao SAR, Taiwan participated in this study. With the data collected we analyzed the influence of Social Support, Coping Strategies, and school/course related variables on student engagement and burnout using structural equation modeling. We also analyzed the effect of student engagement, student burnout, and their interaction, on Academic Performance and Dropout Intention. We found that both student engagement and burnout are good predictors of subjective academic performance and dropout intention. However, student burnout suppresses the effect of student engagement on these variables. This result has strong implications for practitioners and administrators. To prevent student dropout, it is not enough to promote student engagement-additionally, and importantly, levels of student burnout must be kept low. Other variables such as social support and coping strategies are also relevant predictors of student engagement and burnout and should be considered when implementing preventive actions, self-help and guided intervention programs for college students.

The psychosocial wellbeing of orphans: The case of early school leavers in socially depressed environment in Mpumalanga Province, South Africa.

BACKGROUND: The emergence of a large population of orphaned youth in sub-Saharan Africa is due to the natural maturity of orphaned children. Research indicates that orphaned youth face more negative psychosocial challenges than their younger counterparts do. Furthermore, these challenges are intensified for early school leavers. This paper describes how experiencing maternal death affects the psychosocial wellbeing of orphaned youth who left school before completing high school. METHODS: An exploratory qualitative study was undertaken among purposively sampled orphaned youth using in-depth interviews with open-ended questions. Fifty participants were recruited through social workers, community based organisations, and tribal authorities in a rural local municipality of Mpumalanga Province, South Africa. All data analyses were performed using NVivo10, following an inductive thematic approach. RESULTS: The narratives with the participants revealed that they live in a socially depressed environment and are subjected to extreme poverty characterised by frequent hunger. Furthermore, they do not enjoy family support and when they live with their extended families, they experience ill treatment and unsympathetic gestures. The death of their mothers has made a negative psychological impact on their psychosocial wellbeing, resulting in the development of internalising depressive symptoms. They suffer from emotional distress and prolonged bereavement characterised by perpetual yearning for the mother and, they resort to silence as a coping strategy. The study established that they were forced to leave school early for a variety of reasons. However, leaving school early became a major stressor and contributed to their negative psychosocial wellbeing. CONCLUSION: Maternal death has a negative impact on the psychosocial wellbeing of the participants even after they have crossed the 18 years threshold of orphan hood. Yearning for their mothers negatively affected their ability to develop coping strategies, which led to isolation, sadness, hopelessness, lack of peace, and fear of an uncertain future. The lack of routine screening for mental health in schools and other settings in South Africa increases their vulnerability to undiagnosed depression. The school health services should develop interventions for mental health screening in schools. For early school leavers, relevant policies should consider the continuation of support through NGOs and community networks.

Predicting economics student retention in higher education: The effects of students' economic competencies at the end of upper secondary school on their intention to leave their studies in economics.

Despite the importance of acquiring economic competencies at the secondary level and the worldwide popularity of economics in higher education, there is almost no research on the effects of economic competencies on economics student retention. Based on a longitudinal sample of 538 high school students in Switzerland, this study provides the first results on this topic. The longitudinal study took place from 2011 to 2016 and comprised two points of measurement. Economic competencies were measured multidimensionally and comprised knowledge and skills, as well as attitude, value-oriented dispositions, interest and motivation. Different student retention models were adapted and combined to explain student retention in the field of economics. According to these models, students' academic and social integration are key mediators to predict their retention. Based on these theoretical explanations, structural equation modelling was then used to test the long-term effects of high school students' economic competencies at the end of upper-secondary school on their retention in studying in the field of economics. The results show that economic competencies predict economics students' academic integration (as measured by grade point average) but not their social integration. Additionally, the data confirm that academic and social integration are strong mediators for their retention. In addition to economic competencies, students' cognitive abilities, prior schooling (school grades, school profile, and school type) and perceived family support predict student retention in economics. Overall, economic competencies account for a substantial proportion of the variance in student retention. Against this background, the results indicate that fostering high school students' economic competencies plays a crucial role in their study success in the field of economics.

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)

Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept.

Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12-18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.