非传统学生的平等机会?德国一所私立远程应用科学大学的辍学情况

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-04-26 DOI:10.1007/s10212-024-00829-2
Clemens Klinke, Katharina Kulle, Bettina Schreyögg, Katharina Fischer, Marcus Eckert
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引用次数: 0

摘要

学生辍学是远程高等教育面临的一个重大挑战。为了更好地理解这一问题,我们对德国一所私立远程应用科学大学几年来的机构数据进行了全面分析。主要目标有两个:(1) 找出预测学生辍学的机构因素;(2) 分析潜在的心理机制。研究结果表明,非全日制入学、年龄、中断学业和逾期未缴学费都会导致学生辍学。相反,学生的职业与学习计划之间的良好匹配,以及雇主对学习费用的报销,则预示着学位的完成。进一步的结果表明,向他人推荐该课程的学生更有可能成功。然而,朋友推荐的学生辍学的风险更高。此外,成绩差和迟交第一次作业也是辍学的预测因素。值得注意的是,这些因素与学生的学习资格之间存在相互作用。具有职业资格的学生往往更早提交第一次作业,但与具有学术资格的学生相比,他们的学习成绩更差。总体而言,教育背景、性别或国籍等社会人口因素的影响较小。这表明,非传统学生在德国传统大学可能面临的一些不利因素,在私立远程应用科学大学可能不复存在。本文讨论了这些发现的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Equal opportunities for non-traditional students? Dropout at a private German distance university of applied sciences

Student dropout represents a significant challenge in distance higher education. To better understand this issue, a comprehensive analysis of institutional data, spanning several years from a private German distance learning university of applied sciences, was conducted. The primary objectives were twofold: (1) to pinpoint institutional factors serving as predictors for student dropout and (2) to analyze the underlying psychological mechanisms. The findings indicate that part-time enrollment, age, interruptions, and overdue payments predicted dropout. Conversely, a good match between a student’s occupation and the study program, as well as employer reimbursement of study fees, predicted degree completion. Further results suggest that students who recommend the program to others are more likely to succeed. However, those referred by friends are at a higher risk of dropping out. Additionally, poor grades and late submission of the first assignment were identified as predictors of dropout. A noteworthy finding was the interaction between these factors and the student’s qualification for studying. Vocationally qualified students tend to submit their first assignment earlier but perform worse academically compared to academically qualified students. Generally, the influence of socio-demographic factors such as the educational background, gender, or nationality was low. This suggests that some of the disadvantages that non-traditional students might face at traditional universities in Germany might cease to exist at private distance universities of applied sciences. The implications of these findings are discussed.

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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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