Socioemotional Factors and University Dropout. Correlational analysis in dropout groups in the years 2021 and 2022

Abstract

Introduction: School dropout among university students constitutes a considerable challenge for Higher Education Institutions (HEIs), affecting both students and the institutions themselves. In this context, the present study aims to analyze the influence of socio-emotional factors on the dropout of Higher Education students, focusing on the 2021-2022 period. Two main hypotheses were established: H1, which posits a direct influence of socio-emotional factors on university dropout, and H2, which suggests a significant relationship between university dropout caused by these factors and students' levels of emotional intelligence. The research focuses on Ecuadorian universities, including both state and self-financed institutions, and covers undergraduate and postgraduate levels. Methodology: A field study methodology with a mixed, cross-sectional, descriptive, correlational, and propositional design was employed. The sample consisted of 377 cases selected from various university institutions. To collect data, a structured interview was applied to the entire sample, while 48 participants were evaluated with a specific test to measure their emotional intelligence levels. Results: The results revealed that there are socio-emotional factors associated with university student dropout, with illness being a prominent factor, among others that affect students’ persistence in institutions. Furthermore, a statistically significant correlation was found between students' levels of emotional intelligence and their likelihood of dropping out, supporting the hypothesis regarding the relationship between emotional intelligence and socio-emotional factors. Discussion: The study's findings suggest that socio-emotional factors play a crucial role in the decision to abandon university studies. In particular, emotional intelligence emerges as a relevant factor that could help students cope with the emotional and social challenges associated with university life. These results highlight the need to implement support programs that foster emotional intelligence within the university environment, especially for students who present socio-emotional vulnerabilities. Conclusions: In conclusion, socio-emotional factors are determinants in university dropout, and emotional intelligence acts as a significant modulator of this issue. Universities should consider these findings to develop retention policies that include strengthening students' socio-emotional skills, thereby helping to reduce dropout rates and improve student well-being.