Motivational Regulation Styles as Mediators Between Integration and Drop Out Intention in College

• In Event: Sheraton Roundtable Session Six
  In Roundtable Session: Measuring Student Outcomes and Institutional Practice (Table 8)

Abstract

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 (Model1) and mediation (Model2) 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.

Authors

• Thomas Niewöhner, Bielefeld University
  Presenting Author

• Ziwen Teuber, University of Luxembourg
  Non-Presenting Author

• Elke Wild, University of Bielefeld
  Non-Presenting Author