earticle

영어

This study investigated psychological factors (intrinsic/extrinsic motivation for major choice, major satisfaction, academic adjustment, and other‘s influence on university choice) impacting undergraduate dropout intention (N=331). It specifically compared lower-grade (1st/2nd year) and upper-grade (3rd year and above) students using multi-group Structural Equation Modeling (SEM), particularly considering the ‘sophomore Syndrome’ context. Scalar invariance across groups was established, ensuring valid comparisons. Results revealed no overall statistically significant differences in the structural path model between the academic year groups. However, path analyses for each group showed that major satisfaction and academic adjustment consistently and significantly reduced dropout intention for both lower and upper-year students. Notably, intrinsic motivation unexpectedly exhibited a positive association (or tendency) with dropout intention for both groups. Some subtle path variations were observed, such as extrinsic motivation appearing more influential on major satisfaction for lower-year students. These findings suggest that while core dropout mechanisms might be largely similar across academic stages, the role of intrinsic motivation is complex and potentially paradoxical. Universities may therefore need nuanced student support strategies that address these specific dynamics to effectively mitigate dropout.