Drop-out and transfer-out intentions: The role of socio-cognitive factors

Abstract

The current study addresses academic attrition from the perspective of behavioral intentions. Specifically, we focus on the roles of academic skills and academic self-efficacy related to attrition intentions. Based on existing research, we expected a negative relation between academic skills and attrition intentions, with academic self-efficacy as a possible mediator. Furthermore, it was explored if this effect would be dependent on the outcome variable being measured (i.e., drop-out, transfer university, and transfer study field intentions). These hypotheses were investigated among Norwegian university students who agreed to participate in the questionnaire study (total N = 756). A full structural equation model (SEM) was employed. Results showed, as predicted, that academic self-efficacy mediated the effect of students’ academic skills on attrition intentions. Importantly, significant variability was indicated in comparison of the different outcome measures, with academic self-efficacy having a larger mediation effect in case of drop-out and transfer study field intentions. We conclude that academic self-efficacy is important in understanding the relationship between students’ academic skills and attrition intentions. Assistance programs aiming to reduce academic attrition are advised to teach students not only effective academic skills but also address their self-efficacy beliefs.