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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

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University Dropout in Engineering: Motives and Student Trajectories

Joana R. Casanova1, Rosa Vasconcelos1, Ana B. Bernardo2, and Leandro S. Almeida1

1 University of Minho (Portugal), and
2 University of Oviedo (Spain)

Background: Dropout in higher education is a concern for students, families, educational institutions, and society. Tertiary education is an important mechanism for empowering people and STEM courses are vital to countries’ development. Method: The study combined quantitative and qualitative data. Step 1 was an analysis of personal and contextual variables in a comprehensive examination of dropout in a sample of 1,016 engineering students. In step 2 a short interview by telephone were conducted with 82 students who dropped out, identifying their reasons and their academic/professional situation. In step 3 in-depth interviews were conducted with six students in order to understand the dynamic process of their decisions to leave. Results: The academic/professional situations of students who dropped out were quite varied, for example the same course or a different course at another institution, starting a job, not working or studying, or attending another level of professional training. There were three main reasons for dropping: vocational, learning process and achievement, and reconciling roles. Conclusions: Engineering student dropout is related to vocational and academic achievement. This should be considered in the implementation of programs to reduce the rate of dropout.

Abandono Universitario en Ingeniería: Motivos y Trayectorias de los Estudiantes. Antecedentes: la deserción en la educación superior es una preocupación para los estudiantes, las familias, las instituciones educativas y la sociedad. La educación terciaria es un mecanismo importante para el empoderamiento de las personas, y los cursos STEM son vitales para el desarrollo de los países. Método: estudio que combina datos cuantitativos y cualitativos. En el paso 1 analizamos variables personales y contextuales y la deserción de 1.016 estudiantes de ingeniería. En el paso 2 se realizó una breve entrevista telefónica a 82 estudiantes que desertaron, identificando sus motivos y situación académica/profesional. En el paso 3 se realizaron entrevistas en profundidad a seis estudiantes para comprender el proceso dinámico de decisión de abandonar. Resultados: la situación académica/profesional de los estudiantes que desertaron es bastante diferente, por ejemplo cursar la misma o otra carrera en otra institución, empezar trabajando, no trabajar ni estudiar y cursar otro nivel de formación profesional. Los estudiantes informaron tres razones principales para la deserción: vocacional, proceso de aprendizaje y logro, y reconciliación de roles. Conclusiones: la deserción de los estudiantes de ingeniería está relacionada con el rendimiento académico y vocacional. Esto debe tenerse en cuenta en la implementación de programas para reducir la deserción.

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Impact factor 2022:  JCR WOS 2022:  FI = 3.6 (Q2);  JCI = 1.21 (Q1) / SCOPUS 2022:  SJR = 1.097;  CiteScore = 6.4 (Q1)