Academic motivation, anxiety, and self-regulation: predictors of STEM college dropout
DOI:
https://doi.org/10.55560/arete.2025.22.11.13Keywords:
academic motivation, learning self-regulation, anxiety about STEM evaluation, dropout intentionAbstract
The intention to drop out among first-year university students is a critical issue that can be influenced by various psychological and academic factors. This study examined how academic motivation, learning self-regulation, and anxiety about evaluation in STEM subjects influence the intention to drop out. It is a quantitative cross-sectional design, with a sample of 259 engineering students at a private Venezuelan university. The results revealed favorable levels of academic motivation and self-regulation but high levels of anxiety about STEM evaluation. Anxiety about mathematics, chemistry, and physics was associated with a higher likelihood of dropout, while greater self-regulation reduced this probability. Women reported higher anxiety but better motivation and self-regulation scores than men. These findings have important theoretical implications from educational psychology and didactics, suggesting specific interventions to reduce anxiety and improve self-regulatory skills. In conclusion, this study highlights the importance of addressing anxiety and self-regulation to promote academic success in STEM students.
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