Motives for Dropout and Learning Motivation in Higher Education

Abstract

This study aimed to investigate the motives for academic dropout and learning motivation (achievement goals and intrapersonal causal attributions) of 335 students from a private Brazilian university. We identified statistically significant differences in the three constructs regarding the students' intention to drop out of the course, gender, age, and course. The correlations between the constructs were weak and moderate magnitude. Achievement goals, causal attributions, dropout intention, and age accounted for 39% of the explained variance of the financial motives for dropout, 38% for academics, and 48% for health and well-being. These results indicate that the motives for dropout vary according to the students' specificities and the course. Also, there are relationships between this construct and motivation. This study provides subsidies for professionals working in higher education, especially in private institutions. We suggested continuing investigations on the subject.