Publication: Identifying students at risk to academic dropout in Higher Education
Authors
Palazón Perez de los Cobos, Alfonso ; Gómez Gallego, Juan Cándido ; Gómez Gallego, María
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Publisher
MDPI
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DOI
https://doi.org/10.3390/educsci11080427
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info:eu-repo/semantics/article
Description
© 2021 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/
This document is the Published version of a Published Work that appeared in final form in Education Sciences. To access the final edited and published work see https://doi.org/10.3390/educsci11080427
Abstract
Abstract: A main goal of the university institution should be to reduce the desertion of its students,
in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university
centers. Thus, evaluating the cognitive functions and learning skills of students with an increased
risk of academic failure can be useful for the adoption of strategies for preventing and reducing
school dropout. In this research, cognitive functions and learning skills in 284 university students
were evaluated. Academic performance predictors were identified, and conglomerates analysis
was carried out to establish groups according to those variables. The stability and validity of the
conglomerates were tested with discriminant analyzes and comparison tests. The variables associated
significantly to academic performance were: attention, intelligence, motivation, metacognition and
affective components. The conglomerate analysis suggested a three-group solution: (1) students with
cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and
learning capabilities of moderate to high; (3) students with cognitive functions low and moderate
learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of
students at risk of desertion belonged to such groups. Two groups of students have been identified
with the highest risk of academic failure: those with poor cognitive capacity and those with bad
learning skills.
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Citation
Education Sciences, 2021, Vol. 11 (8): 427
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