Dropout intentions in undergraduate students: The influence of motivation and perceived competence.

Aim. The purpose of this study was to provide a better understanding of undergraduate students persistence and academic success in the first year of higher education, by developing and validating a predictive model of dropout intentions. Based on self-determination theory (SDT), the model posits that perceived autonomous forms of motivation decreases dropout intentions and increases academic success and that autonomous motivation is explained by perceived autonomy support from parents and perceived competence. Method. A two-wave prespective design was adopted. Three groups of freshman from three different courses of the same department at an Italian university (total N = 388; 73,5% females, M age 21.38 years ± 4.84) completed measures od perceived autonomy support, perceived competence, self-regulated motivation and intention to drop out from university at the start of the academic year. Gender, students' prior education and grades, and socioeconomic background were also measured. At the end of the first semester, information about number of course modules passed, total of credits attained and exams’ grades of each student, were collected from the department office and matched with the data collected in the first wave by an identification number. Results. The findings of the study support the proposed model for the three courses. Specifically, autonomous motivation appears to predict academic persistence (dropout intention) and academic success. Perceived autonomy support from parents and perceived competence predicted autonomous motivation. These effects remain even after controlling for the influence of background variables. Differences between the three courses are also shown. Conclusion. According to our findings, in order to prevent freshman students from developing dropout intentions and subsequently leaving their course, interventions should aim to foster autonomous motivation and perceived competence