Psychosocial Factors Influencing University Dropout

Abstract

University dropout represents a critical issue within the higher education system, not only due to its academic and economic implications but also because of its psychosocial impact on students. This study aimed to analyze the psychosocial factors that influence the decision to abandon university, specifically among first- and second-year students. A quantitative approach with a descriptive-correlational design was used, applying a questionnaire to 400 students from three public universities in Ecuador. The evaluated variables included academic self-esteem, performance-related anxiety, family support, social integration, and institutional belonging. The results revealed that the most influential factors in dropout were low self-esteem (78%), lack of support networks (64%), academic stress (60%), and weak identification with the university (55%). It was also found that a lack of participation in extracurricular activities increases the risk of dropping out. The study concludes that university dropout cannot be understood solely from economic or pedagogical perspectives but requires a comprehensive approach that considers the student’s emotional and social environment. Consequently, it is recommended to implement psychological support programs, academic tutoring, and strategies that strengthen the sense of institutional belonging to promote student retention and academic success.