Academic pathways: The role of engagement as a mediator in the decision to drop out or stay at university

Abstract

The study of university dropout has significantly advanced following the introduction of interactionist theoretical models. However, these models need to be updated based on the current context and new variables that have recently become more important, such as the use of self-regulation strategies (SRL) and academic engagement. Therefore, the aim of this study is to analyse the extent to which academic engagement mediates the relationship between social integration, academic satisfaction, expectations, and the use of SRL. From a sample of 1177 university students (Mean age = 19.26, SD = 2.97, 79.7% women) academic engagement was found to act as a total mediator in the relationship between independent variables and the use of SRL in models of the intention to drop out of the degree course and university. However, in the models of intention to remain, partial mediation was seen in the effect of social integration and satisfaction, with total mediation only for expectations through the vigour component of engagement. These findings contribute to a deeper understanding of the phenomenon of student persistence at university.