Is it all about individual effort? The effect of study conditions on student dropout intention

Abstract

Understanding why students drop out from university has received much research attention. While the influence of students’ individual characteristics is well understood, the role of universities, however, has rather been neglected. This study draws attention to the effect of study conditions on individual dropout intention. On focus is the structure of the curriculum, achievement norms and the practical component of higher education programmes. A modified cost-benefit approach is introduced, systematising the most prominent individual dropout factors identified by prior research. It is assumed that these factors mediate the effect of study conditions on dropout intention. Analyses are conducted using the German Student Survey data (2000–2016), allowing an aggregated measurement of study conditions at the broad field of study level. Multilevel regression models support most of the theoretical assumptions: whereas a more highly structured curriculum improves students’ academic self-efficacy, and thus lowers their dropout intention, practical components have a similar effect by promising benefits in the form of good job preparation. On the other hand, achievement norms increase dropout intention by lowering performance or by leading to high psychological burdens. The results emphasise that study conditions play a significant role in student success by driving the main individual dropout factors.

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