Pub Date : 2023-09-18DOI: 10.1007/s10755-023-09674-5
Raffaella Passeggia, Italo Testa, Giovanna Esposito, Raffaele De Luca Picione, Giancarlo Ragozini, Maria Francesca Freda
Abstract This study examined the relationships between first-year university students’ academic motivation, retrospective evaluation of school experiences, subjective well-being, engagement and intention to drop out. Self-determination theory, the SInAPSi model of academic engagement, the hedonic approach, and the retrospective judgment process were used to frame the study. A final sample of 565 first-year Italian students enrolled in Science-Technology-Engineering-Mathematics (STEM) courses (Biology, Biotechnologies, Chemistry, Computer Science, Physics, Mathematics) was included. Three mediation models based on structural equations were tested to analyse the relationships between the proposed variables: motivation as an antecedent of dropout intention with only commitment as a mediator (model 1); model 1 + subjective well-being as a second mediator (model 2); model 2 + retrospective judgement as an antecedent (model 3). The results showed that in all models the more autonomous motivational styles predicted students’ engagement, which in turn directly and indirectly influenced their intention to drop out. In model 2, subjective well-being acted as a mediator of the relationships between motivation, engagement and dropout intentions. In model 3, we found that subjective well-being also fully mediated the relationships between retrospective judgement and engagement. Overall, our findings provide new insights into the mechanisms underlying student engagement and dropout at university and may inform university policy.
{"title":"Examining the Relation Between First-year University Students’ Intention to Drop-out and Academic Engagement: The Role of Motivation, Subjective Well-being and Retrospective Judgements of School Experience","authors":"Raffaella Passeggia, Italo Testa, Giovanna Esposito, Raffaele De Luca Picione, Giancarlo Ragozini, Maria Francesca Freda","doi":"10.1007/s10755-023-09674-5","DOIUrl":"https://doi.org/10.1007/s10755-023-09674-5","url":null,"abstract":"Abstract This study examined the relationships between first-year university students’ academic motivation, retrospective evaluation of school experiences, subjective well-being, engagement and intention to drop out. Self-determination theory, the SInAPSi model of academic engagement, the hedonic approach, and the retrospective judgment process were used to frame the study. A final sample of 565 first-year Italian students enrolled in Science-Technology-Engineering-Mathematics (STEM) courses (Biology, Biotechnologies, Chemistry, Computer Science, Physics, Mathematics) was included. Three mediation models based on structural equations were tested to analyse the relationships between the proposed variables: motivation as an antecedent of dropout intention with only commitment as a mediator (model 1); model 1 + subjective well-being as a second mediator (model 2); model 2 + retrospective judgement as an antecedent (model 3). The results showed that in all models the more autonomous motivational styles predicted students’ engagement, which in turn directly and indirectly influenced their intention to drop out. In model 2, subjective well-being acted as a mediator of the relationships between motivation, engagement and dropout intentions. In model 3, we found that subjective well-being also fully mediated the relationships between retrospective judgement and engagement. Overall, our findings provide new insights into the mechanisms underlying student engagement and dropout at university and may inform university policy.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135203158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1007/s10755-023-09675-4
Peter Felten, Johan Geertsema
{"title":"Recovering the Heart of SoTL: Inquiring into Teaching and Learning ‘as if the World Mattered’","authors":"Peter Felten, Johan Geertsema","doi":"10.1007/s10755-023-09675-4","DOIUrl":"https://doi.org/10.1007/s10755-023-09675-4","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1007/s10755-023-09677-2
Darrell Lovell, Daniel J. Mallinson
{"title":"Pencils Down… for Good? The Expansion of Test-Optional Policy After COVID-19","authors":"Darrell Lovell, Daniel J. Mallinson","doi":"10.1007/s10755-023-09677-2","DOIUrl":"https://doi.org/10.1007/s10755-023-09677-2","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135203153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1007/s10755-023-09671-8
Nathaniel J. Bray, Andrew D’Entremont, John M. Braxton
{"title":"The Value of Articles Published in Journals Focused on the Scholarship of Teaching and Learning: A Use of Citations and Altmetrics as Indicators of Value","authors":"Nathaniel J. Bray, Andrew D’Entremont, John M. Braxton","doi":"10.1007/s10755-023-09671-8","DOIUrl":"https://doi.org/10.1007/s10755-023-09671-8","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-09DOI: 10.1007/s10755-023-09676-3
Kristina Jaskyte, Ashley Hunter, Anna Claire Mell
{"title":"Predictors of Interdisciplinary Team Innovation in Higher Education Institutions","authors":"Kristina Jaskyte, Ashley Hunter, Anna Claire Mell","doi":"10.1007/s10755-023-09676-3","DOIUrl":"https://doi.org/10.1007/s10755-023-09676-3","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-09DOI: 10.1007/s10755-023-09672-7
KC Culver, Adrianna Kezar, Emily R. Koren
{"title":"Improving Access and Inclusion for VITAL Faculty in the Scholarship of Teaching and Learning Through Sustained Professional Development Programs","authors":"KC Culver, Adrianna Kezar, Emily R. Koren","doi":"10.1007/s10755-023-09672-7","DOIUrl":"https://doi.org/10.1007/s10755-023-09672-7","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136191847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-28DOI: 10.1007/s10755-023-09670-9
Regina L. Garza Mitchell, Whitney DeCamp, B. Horvitz, Megan Grunert Kowalske, Cherrelle Singleton
{"title":"“I’m Not Teaching Them Per Se”: Designing and Delivering Asynchronous Undergraduate Online STEM Courses","authors":"Regina L. Garza Mitchell, Whitney DeCamp, B. Horvitz, Megan Grunert Kowalske, Cherrelle Singleton","doi":"10.1007/s10755-023-09670-9","DOIUrl":"https://doi.org/10.1007/s10755-023-09670-9","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-26DOI: 10.1007/s10755-023-09669-2
Amy E. Stich, George Spencer, Brionna Johnson, S. Baser
{"title":"Is “Option B” a Viable Plan B? School Counselors’ Sensemaking of a Dual Enrollment Policy in Georgia","authors":"Amy E. Stich, George Spencer, Brionna Johnson, S. Baser","doi":"10.1007/s10755-023-09669-2","DOIUrl":"https://doi.org/10.1007/s10755-023-09669-2","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49195738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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