ABSTRACT

In Chile many university students do not persist to graduation. Some students dropped out in the first year, others later. The objective of this study, based on students admitted to but not graduating from selective universities, was to identify factors associated with their academic success and length of persistence before withdrawal. The 707 subjects for the study were a non-probabilistic sample of two cohorts of students who had withdrawn from 11 selective universities before graduation. One cohort of students had been admitted in 2010. The second cohort for this study was composed of students entering in 2016 and 2017. Data was collected in 2021 from university records and a questionnaire survey of the students. Pre-university measures included family education and income, secondary level academic performance, and cognitive knowledge. In-university measures included academic performance, and scales representing academic resources, family stability, non-student work, and engagement in social and academic activities. Data were analysed using correlations, means tests and linear regression. Pre-university (family and secondary school) factors influenced academic success in the first year of enrolment but not in later years. Academic success in the first year of university had the highest overall association with persistence. After Year 1 other factors contributed.

摘要

在智利，许多大学生没有坚持到毕业。有些学生在第一年就退学了，有些则后来退学了。这项研究的目的是根据被重点大学录取但未毕业的学生，​​确定与他们的学业成功和退学前坚持时间相关的因素。这项研究的 707 名受试者是两组学生的非概率样本，他们在毕业前从 11 所精选大学退学。其中一批学生于 2010 年入学。本研究的第二批学生由 2016 年和 2017 年入学的学生组成。数据收集于 2021 年的大学记录和对学生的问卷调查。大学前的衡量标准包括家庭教育和收入、中学学业成绩和认知知识。大学内的衡量标准包括学业成绩以及代表学术资源、家庭稳定性、非学生工作以及社会和学术活动参与度的量表。使用相关性、均值检验和线性回归对数据进行分析。大学预科（家庭和中学）因素影响入学第一年的学业成功，但不会影响随后几年的学业成功。大学第一年的学业成功与坚持的总体关联度最高。第一年之后，其他因素也起了作用。大学预科（家庭和中学）因素影响入学第一年的学业成功，但不会影响随后几年的学业成功。大学第一年的学业成功与坚持的总体关联度最高。第一年之后，其他因素也起了作用。大学预科（家庭和中学）因素影响入学第一年的学业成功，但不会影响随后几年的学业成功。大学第一年的学业成功与坚持的总体关联度最高。第一年之后，其他因素也起了作用。