Evaluation of Predictive Factors in the Drop-Out Phenomenon: Interaction of Latent Personal Factors and Social-Environmental Context

This correlational study aims to identify the predictive latent factors of academic failure in a sample ofuniversity students not yet at risk of dropping out. 80 healthy students of the first academic year,voluntary recruited through the Ongoing Guidance service at “Roma Tre” University (female = 92%;mean age = 19 year, 8 months), took part in the study. They completed a battery of questionnaires usingthe online platform Limesurvey. We computed correlation coefficients (Pearson r) of the relationshipbetween total drop-out score and the measure of cognitive and affective dimensions (STAI, STAXI, OQ-45.2, QLS-Italian QSA, ZTPI, AMS, SRKS-U, Questionnaire on the perceived quality of the interactionwith the academic setting). Variables which survived Bonferroni correction for multiple comparisonswere entered as predictors in a model of multiple regression analysis (stepwise method). The mainresults indicate that the Drop-Out score is significantly and positively correlated with State, Trait Anxietyand Anger-In scores, and also with the OQ-45.2 subscale (Symptom Distress, Interpersonal Relationsand Social Role). Again, the Drop-Out score correlates positively with Anxiety and “Self-regulation”subscales of QLS (QSA). Finally, the students’ perception of integration within the University context(quality of social networking, utilization of students’ facilities and quality of the interaction with theteachers) appears correlated to specific attitudes or traits. In conclusion, there is evidence to considerthe relevance of the social context as a predictive factor in developing the risk of dropping-out,considering the interaction of personality traits or attitudes as latent factors.