Konferenzpaper | | Peer reviewed

Motivational regulation styles as mediators between integration und drop-out intention in college

Autor(en)
Niewöhner, Thomas 0000-0002-3854-3110 ; Teuber, Ziwen ; Wild, Elke
Name der Konferenz
2023 AERA Annual Meeting
URL
https://pub.uni-bielefeld.de/record/2978199

Weitere Details

Sprache
englisch
Darstellungsform
Text
Schlagwörter
STEM , academic success , self-determination theory. , self-efficacy , sense of belonging
Fachgebiete
Pädagogische Psychologie

Dropout rates in German university STEM -courses are at a worryingly high level of 43% and associated with considerable costs. (Heublein et al., 2020). Using the Student Integration Model (SIM, Tinto, 1975) and Self-Determination Theory (SDT, Deci & Ryan, 2002), this study investigates the extent to which sense of belonging and self-efficacy affect STEM students' dropout intentions via motivational regulation styles. Using data from two measuring points (N=1403) path models were run to test correlation (Model 1) and mediation (Model 2) hypotheses. Model 1 fits the data well (χ2=36.137; df=9; p=<.001; CFI=.980; RMSEA=.055; SRMR=.019). Self-efficacy and dropout intention at the first semester predict dropout intention one year later. The mediation assumptions (Model 2) could not be supported.

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