Course Dropout Intention Scale: Development and Validation of a New Brief Measure in Academic College Context

Yupanqui-Lorenzo D.E.; Jara-Osorio L.A.; Carbajal-León C.; Caycho-Rodríguez T.; Sernaqué M.A.C.; Quispe K.S.D. · European Journal of Educational Research (2024) · DOI: 10.12973/eu-jer.13.1.103

Resumen

University students may encounter situations where they perform poorly in a course and contemplate dropping out. This intention to drop out of a course manifests not only in thoughts or ideas but also in a cognitive self-evaluation of their performance and skills, enabling them to reflect on the possibility of dropping out. In this sense, there is a shortage of instruments that evaluate the intention to drop out of a course, so the aim was to develop and validate the Course Dropout Intention Scale (CDIS). Data from two samples (N1 = 198; N2 = 675) were used; the first was for the EFA, and the second was for the CFA, GRM, and SEM. The one-factor model was derived from the EFA and confirmed in the second sample, exhibiting appropriate goodness-of-fit indices. Similarly, the GRM obtained adequate fit indices; all items discriminated adequately, and the difficulty parameter had a monotonic increase. The SEM model of the effect of satisfaction with studies on the CDIS showed a negative and statistically significant effect. Thus, it was demonstrated that the CDIS is a robust instrument in its psychometric properties and empirical evidence with other variables.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Peruana de Ciencias Aplicadas; Universidad Científica del Sur; Universidad San Ignacio de Loyola; Universidad Privada Norbert Wiener; Universidad Privada del Norte