Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam
DOI:
https://doi.org/10.23947/2334-8496-2023-11-3-417-437Keywords:
Dropout intention, higher education, Ho Chi Minh CityAbstract
The increasing number of students intending to drop out of universities in Vietnam has raised concerns. While previous studies have addressed factors influencing dropout intentions, several aspects still need to be explored, particularly in developing countries like Vietnam. This research provides an overview of the factors influencing students’ dropout intention in Ho Chi Minh City. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with a survey sample of 804 students from universities in Ho Chi Minh City. The research findings reveal that factors such as Lack of university commitment (LUC), degree and course commitment (DCC), ineffective time management (ITM), curriculum design (CD), Ineffective adaptation to learning environment (IALE), low classroom participation (LCP) and personal circumstances (PC) significantly influence students’ dropout intentions. Additionally, factors including skills and attitudes of instructors (SAI), instructor support (IS), positive instructor feedback (PIF), university facilities (UF), cultural and social environment (CSE), and access to support from academic advisors (ASA) do not show statistically significant relationships with students’ dropout intention. Furthermore, the study finds no significant differences in dropout intention based on gender, area, and type of university, except for ASA has a differential impact on students’ dropout intentions based on the type of university. The research results provide valuable insights for researchers and educational experts to understand better the factors contributing to students’ dropout intentions. Moreover, the findings assist educational managers and instructors in developing appropriate support measures and interventions to enhance student engagement throughout their academic journey. Finally, the study discusses limitations and suggests future research directions.
Downloads
References
Baalmann, T., Brömmelhaus, A., Hülsemann, J., Feldhaus, M., & Speck, K. (2022). The Impact of Parents, Intimate Relationships, and Friends on Students’ Dropout Intentions. Journal of College Student Retention: Research, Theory & Practice, 15210251221133374. https://doi.org/10.1177/15210251221133374 DOI: https://doi.org/10.1177/15210251221133374
Bakker, E. J. M., Roelofs, P. D. D. M., Kox, J. H. A. M., Miedema, H. S., Francke, A. L., van der Beek, A. J., & Boot, C. R. L. (2021). Psychosocial work characteristics associated with distress and intention to leave nursing education among students; A one-year follow-up study. Nurse Education Today, 101, 104853. https://doi.org/10.1016/j.nedt.2021.104853 DOI: https://doi.org/10.1016/j.nedt.2021.104853
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 DOI: https://doi.org/10.1037/0033-295X.84.2.191
Bean, J. P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12(2), 155-187. https://doi.org/10.1007/BF00976194 DOI: https://doi.org/10.1007/BF00976194
Bransford, J. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000). Retrieved from https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition
Burke, P. J., Bennett, A., Bunn, M., Stevenson, J., & Clegg, S. (2017). It’s about time: Working towards more equitable understandings of the impact of time for students in higher education. Retrieved from https://www.ncsehe.edu.au/publications/its-about-time-working-towards-more-equitable-understandings-of-the-impact-of-time-for-students-in-higher-education/
Cabrera, A. F., Deil-Amen, R., Prabhu, R., Terenzini, P. T., Lee, C., & Franklin, J. R. E. (2006). Increasing the College Preparedness of At-Risk Students. Journal of Latinos and Education, 5(2), 79-97. https://doi.org/10.1207/s1532771xjle0502_2 DOI: https://doi.org/10.1207/s1532771xjle0502_2
Case, S. (2007). Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree. Assessment & Evaluation in Higher Education, 32(3), 285-299. https://doi.org/10.1080/02602930600896548 DOI: https://doi.org/10.1080/02602930600896548
Chi, D. L., Randall, C. L., & Hill, C. M. (2021). Dental trainees’ mental health and intention to leave their programs during the COVID-19 pandemic. The Journal of the American Dental Association, 152(7), 526-534. https://doi.org/10.1016/j.adaj.2021.02.012 DOI: https://doi.org/10.1016/j.adaj.2021.02.012
Clemes, M. D., Gan, C. E. C., & Kao, T.-H. (2008). University Student Satisfaction: An Empirical Analysis. Journal of Marketing for Higher Education, 17(2), 292-325. https://doi.org/10.1080/08841240801912831 DOI: https://doi.org/10.1080/08841240801912831
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. In. https://doi.org/10.1016/C2013-0-10517-X DOI: https://doi.org/10.4324/9780203771587
Crosling, G., Thomas, L., & Heagney, M. (2009). Introduction: Student success and retention. Improving student retention in higher education, 19-32. https://www.researchgate.net/publication/244990185_Crosling_G_Heagney_M_and_Thomas_L_2009_Improving_Student_Retention_in_Higher_Education_Improving_teaching_and_learning_In_Australian_Universities’_Review_Vol51_No_2 DOI: https://doi.org/10.4324/9780203935453
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153 DOI: https://doi.org/10.1146/annurev.psych.53.100901.135153
Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. American journal of orthopsychiatry, 77(4), 534-542. https://doi.org/10.1037/0002-9432.77.4.534 DOI: https://doi.org/10.1037/0002-9432.77.4.534
Farr-Wharton, B., Charles, M. B., Keast, R., Woolcott, G., & Chamberlain, D. (2018). Why lecturers still matter: the impact of lecturer-student exchange on student engagement and intention to leave university prematurely. Higher Education, 75, 167-185. https://doi.org/10.1007/s10734-017-0190-5 DOI: https://doi.org/10.1007/s10734-017-0190-5
Feldman, K. A. (1994). [What Matters in College? Four Critical Years Revisited., Alexander W. Astin]. The Journal of Higher Education, 65(5), 615-622. https://doi.org/10.2307/2943781 DOI: https://doi.org/10.2307/2943781
Fitzpatrick, K. M., & Yoels, W. C. (1992). Policy, School Structure, and Sociodemographic Effects on Statewide High School Dropout Rates. Sociology of Education, 65(1), 76-93. https://doi.org/10.2307/2112694 DOI: https://doi.org/10.2307/2112694
Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104 DOI: https://doi.org/10.1177/002224378101800104
Glogowska, M., Young, P., & Lockyer, L. (2007). Should I go or should I stay?: A study of factors influencing students’ decisions on early leaving. Active Learning in Higher Education, 8(1), 63-77. https://doi.org/10.1177/1469787407074115 DOI: https://doi.org/10.1177/1469787407074115
Gury, N. (2011). Dropping out of higher education in France: a micro-economic approach using survival analysis. Education Economics, 19(1), 51-64. https://doi.org/10.1080/09645290902796357 DOI: https://doi.org/10.1080/09645290902796357
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203 DOI: https://doi.org/10.1108/EBR-11-2018-0203
Hair Jr, J. F., Black, W. C., Babin, B. J., & Anderson, R. (2009). Multivariate Data Analysis. In. Retrieved from https://www.drnishikantjha.com/papersCollection/Multivariate%20Data%20Analysis.pdf
Hausmann, L. R. M., Schofield, J. W., & Woods, R. L. (2007). Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students. Research in Higher Education, 48(7), 803-839. https://doi.org/10.1007/s11162-007-9052-9 DOI: https://doi.org/10.1007/s11162-007-9052-9
Henseler, J., & Chin, W. W. (2010). A Comparison of Approaches for the Analysis of Interaction Effects Between Latent Variables Using Partial Least Squares Path Modeling. Structural Equation Modeling: A Multidisciplinary Journal, 17(1), 82-109. https://doi.org/10.1080/10705510903439003 DOI: https://doi.org/10.1080/10705510903439003
Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In Advances in International Marketing, Vol. 20. R. R. Sinkovics & P. N. Ghauri (Eds.), New Challenges to International Marketing (pp. 277-319). https://doi.org/10.1108/S1474-7979(2009)0000020014 DOI: https://doi.org/10.1108/S1474-7979(2009)0000020014
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758-773. https://doi.org/10.1080/03075079.2011.598505 DOI: https://doi.org/10.1080/03075079.2011.598505
Kember, D., Biggs, J., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. 74(2), 261-279. https://doi.org/10.1348/000709904773839879 DOI: https://doi.org/10.1348/000709904773839879
Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5), 540-563. https://doi.org/10.1080/00221546.2008.11772116 DOI: https://doi.org/10.1080/00221546.2008.11772116
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2007). Piecing together the student success puzzle: research, propositions, and recommendations. In Vol. 32. https://eric.ed.gov/?id=EJ791634
Leveson, L., McNeil, N., & Joiner, T. (2013). Persist or withdraw: the importance of external factors in students’ departure intentions. Higher Education Research & Development, 32(6), 932-945. https://doi.org/10.1080/07294360.2013.806442 DOI: https://doi.org/10.1080/07294360.2013.806442
Longman, D. G., & Atkinson, R. H. J. P., MN: West Publishing Co. (1988). College Learning and Study Skills. In St. Paul, MN: West Publishing Co. https://archive.org/details/collegelearnings0000long
Lundquist, C., Spalding, R. J., & Landrum, R. E. (2002). College student’s thoughts about leaving the university: The impact of faculty attitudes and behaviors. Journal of College Student Retention: Research, Theory & Practice, 4(2), 123-133.https://doi.org/10.2190/FLAL-7AM5-Q6K3-L40P DOI: https://doi.org/10.2190/FLAL-7AM5-Q6K3-L40P
Macan, T. H., & Shahani, C. (1990). College Students’ Time Management: Correlations With Academic Performance and Stress. Journal of Educational Psychology, 82(4), 760-768. https://psycnet.apa.org/doi/10.1037/0022-0663.82.4.760 DOI: https://doi.org/10.1037/0022-0663.82.4.760
MacKie, S. E. (2001). Jumping the Hurdles – Undergraduate Student Withdrawal Behaviour. Innovations in Education and Teaching International, 38(3), 265-276. https://doi.org/10.1080/14703290110056371 DOI: https://doi.org/10.1080/14703290110056371
Matteau, L., Toupin, I., Ouellet, N., Beaulieu, M., Truchon, M., & Gilbert-Ouimet, M. (2023). Nursing students’ academic conditions, psychological distress, and intention to leave school: A cross-sectional study. Nurse Education Today, 129, 105877. https://doi.org/10.1016/j.nedt.2023.105877 DOI: https://doi.org/10.1016/j.nedt.2023.105877
Mtshweni, B. V. (2021). Adjustment and socioeconomic status: how do these factors influence the intention to dropout of university? South African Journal of Psychology, 52(2), 262-274. https://doi.org/10.1177/008124632110591 DOI: https://doi.org/10.1177/00812463211059141
Natoli, R., Jackling, B., & Siddique, S. (2015). Insights into departure intention: A qualitative case study. Education Research Perspectives, 42, 459-490. https://www.proquest.com/scholarly-journals/insights-into-departure-intention-qualitative/docview/1765642305/se-2
Nieuwoudt, J. E., & Pedler, M. L. (2021). Student retention in higher education: Why students choose to remain at university. Journal of College Student Retention: Research, Theory & Practice, 25(2), 326-349. https://doi.org/10.1177/1521025120985228 DOI: https://doi.org/10.1177/1521025120985228
Nunnally, J. C. (1978). Psychometric Theory: 2d Ed: McGraw-Hill.
Omar, N. A., Nazri, M. A., Abu, N. K., & Omar, Z. (2009). Parents’ perceived service quality, satisfaction and trust of a childcare centre: Implication on loyalty. International Review of Business Research Papers, 5(5), 299-314. https://www.researchgate.net/publication/228435945_Parents_Perceived_Service_Quality_Satisfaction_and_Trust_of_a_Childcare_Centre_Implication_on_Loyalty
Orion., H. C., Forosuelo, E. J. D., & Cavalida, J. M. (2014). Factors affecting students’ decision to drop out of school. Education Research International, 2(1), 1-16. https://doi.org/10.1155/2023/7704142 DOI: https://doi.org/10.1155/2023/7704142
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research, Academe 78(4), 44–47. https://doi.org/10.2307/40250363
Lewis, L. S. (1992). [Review of How College Affects Students: Findings and Insights from Twenty Years of Research, by E. T. Pascarella & P. T. Terenzini]. Academe, 78(4), 44–47. https://doi.org/10.2307/40250363 DOI: https://doi.org/10.2307/40250363
Peltz, J. S., Bodenlos, J. S., Kingery, J. N., & Rogge, R. D. (2021). The role of financial strain in college students’ work hours, sleep, and mental health. Journal of American College Health, 69(6), 577-584. https://doi.org/10.1080/07448481.2019.1705306 DOI: https://doi.org/10.1080/07448481.2019.1705306
Pijl, S. J., Frostad, P., & Mjaavatn, P. E. (2014). Students with special educational needs in secondary education: are they intending to learn or to leave? European Journal of Special Needs Education, 29(1), 16-28. https://doi.org/10.1080/08856257.2013.830442 DOI: https://doi.org/10.1080/08856257.2013.830442
Reynolds, G. L. (2007). The impact of facilities on recruitment and retention of students. New Directions for Institutional Research, 2007(135), 63-80. https://doi.org/10.1002/ir.223 DOI: https://doi.org/10.1002/ir.223
Rovai, A. P., & Jordan, H. M. (2004). Blended Learning and Sense of Community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13. https://doi.org/10.19173/irrodl.v5i2.192 DOI: https://doi.org/10.19173/irrodl.v5i2.192
Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., & Grunschel, C. (2020). Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university. Motivation and Emotion, 44, 491-507. https://doi.org/10.1007/s11031-020-09822-w DOI: https://doi.org/10.1007/s11031-020-09822-w
Schwab, S. (2018). Attitudes Towards Inclusive Schooling: A study on Students’, Teachers’ and Parents’ attitudes. International Journal of Inclusive Education 27(2), 221-240. https://doi.org/10.1080/13603116.2020.1837267 DOI: https://doi.org/10.1080/13603116.2020.1837267
Sheldon, S. B., & Epstein, J. L. (2004). Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism. The School Community Journal, 14(2), 39-56. https://doi.org/10.26530/OAPEN_389225 DOI: https://doi.org/10.26530/OAPEN_389225
Shiau, W.-L., Sarstedt, M., & Hair, J. F. (2019). Internet research using partial least squares structural equation modeling (PLS-SEM). Internet Research, 29(3), 398-406. https://doi.org/10.1108/IntR-10-2018-0447 DOI: https://doi.org/10.1108/IntR-10-2018-0447
Swick, K. J. (1987). Student Stress: A Classroom Management System. Analysis and Action Series. In. https://eric.ed.gov/?id=ED307514
Tinto, V. (2012). Leaving college: Rethinking the causes and cures of student attrition. In. https://eric.ed.gov/?id=ED371658
Tinto, V., & Pusser, B. (2006). Moving from theory to action: Building a model of institutional action for student success. National Postsecondary Education Cooperative, 1(51), 89-125. https://www.researchgate.net/publication/251378009_Moving_From_Theory_to_Action_Building_a_Model_of_Institutional_Action_for_Student_Success DOI: https://doi.org/10.1007/978-90-481-8598-6_2
Willcoxson, L. (2010). Factors affecting intention to leave in the first, second and third year of university studies: a semester-by-semester investigation. Higher Education Research & Development, 29(6), 623-639. https://doi.org/10.1080/07294360.2010.501071 DOI: https://doi.org/10.1080/07294360.2010.501071
Yorke, M., & Longden, B. (2008). The first-year experience of higher education in the UK. https://www.researchgate.net/publication/225083945_The_First-Year_Experience_of_Higher_Education_in_the_UK_-_Final_Report
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2023 Cam Binh Mai, Nha Ghi Tran, Ngoc Hien Nguyen, Thi Trang Nhung Nguyen, Ngoc Pham Hoang Bao
This work is licensed under a Creative Commons Attribution 4.0 International License.
Metrics
Plaudit
Accepted 2023-11-05
Published 2023-12-20