Scholastic Abilities and Academic Decision-Making Patterns as Predictors of Dropout in Higher Education

• In Event: Poster Session 1
  In Poster Session: Scholastic Abilities and Academic Decision-Making Patterns as Predictors of Dropout in Higher Education

Abstract

This study posits new factors as potential predictors of dropout in the higher education system. These factors are characteristic of the individual's academic decision-making patterns. We examined the predictability of voluntary dropout based on the characteristics of the applicant (scholastic abilities, academic decision-making patterns and demographic characteristics) and the predictability of forced dropout based on scholastic abilities. The study was based on three samples of applicants (N=1,001, N=1,227 and N=527) for first-year undergraduate studies. 6% of the variance in voluntary dropout was accounted for by our hypothesized model and 10% of the variance in forced dropout was accounted for by scholastic abilities. Even with this limited explanatory power, the models proposed can contribute to sensitivity of higher education admissions.

Authors

• Tamar Kennet-Cohen, National Institute for Testing & Evaluation

• Itamar Gati, Hebrew University of Jerusalem