Risk factors and coping options in preventing university dropout

Judit  Tessényi; Szilvia Tari

doi:10.56433/b9rfw836

Authors

Judit Tessényi University of Szeged
Szilvia Tari

DOI:

https://doi.org/10.56433/b9rfw836

Keywords:

student retention, dropout risk factors, preventive intervention, higher education support, diagnostic questionnaire

Abstract

The questionnaire developed by the Life Coaching Center of the University of Szeged aims to reveal the reasons behind the intention to interrupt university studies. The test is anonymous, voluntary and diagnostic. Based on the answers, the system provides feedback on the most decisive risk factors and recommends personalized services to students - whether they are in active or passive status. In addition to presenting the operation of the tool, the article analyzes the responses of first-year students of the last two years (2024-2025), shedding light on the patterns of dropout and the possibilities of preventive interventions.

The questionnaire for students of the University of Szeged aims to identify the psychological and situational factors underlying the intention to interrupt their studies. The 80-item, self-report scale uses a Likert-type response format and measures the psychological burden, academic satisfaction, social support, and level of commitment of students along several thematic areas. Based on the results, thematic feedback and institutional support recommendations are generated. The test is not diagnostic, and completion is anonymous and voluntary.

The answers to the “Should I go or stay?” questionnaire are evaluated by the system along nine thematic scales, which map the psychosocial and academic background of student dropout (e.g. motivation, academic performance, self-esteem, relationship support, stress management, information, etc.). The scores achieved in each area are supplemented with feedback texts, which are not diagnostic, but serve an orientation and prevention purpose. Low scores are supplemented by recommendations for specific university services, with personalized information. The results are interpreted based on a 70% threshold.

Author Biography

Szilvia Tari

She is a staff member of the University of Szeged, Directorate for Academic Affairs.

She started her professional career in 2008 at the Faculty of Science and Informatics of the University of Szeged, and from 2016 until today she is a specialist in Directorate for Academic Affairs of the University of Szeged. Her tasks include managing the database of students' data, responding to requests for data, and compiling statistics. During her studies, she researched student drop-out rates, which she also worked on in her theses. She graduated from the University of Szeged in 2020 with a BA in Business and Management and in 2022 with an MA in Marketing. She has participated in several student satisfaction surveys and is co-author of a chapter in the textbook Higher Education Marketing, which is expected to be published this year. She regularly participates in international conferences focusing on preventing student drop-outs like European First Year Experience (EFYE).

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