Psychological Dimensions of the Academic Experience: A Network Analysis to Understand the Relation Among Positive and Negative Factors

Abstract

University dropout represents a critical challenge with significant personal and social consequences. This study investigates psychological mechanisms underlying dropout risk by examining the interplay among motivational, emotional, cognitive, and social dimensions through Network Analysis. Data were collected from 354 undergraduate students (age = 20–54, M = 26.4, SD = 5.99, 98.9% female) in Primary Education, assessing academic motivation, affect, self-efficacy, positivity, study strategies, social support, and dropout intentions. The network revealed three clusters: positive academic experiences, negative academic experiences, and motivation. Intrinsic motivation emerged as the most central node, connecting cognitive, emotional, and behavioral dimensions. Conversely, amotivation was strongly associated with dropout intention, representing a distinct risk pathway. Findings highlight that dropout prevention should strengthen central protective resources—particularly intrinsic motivation and academic self-efficacy—rather than solely reducing risk factors. Network effectively captured psychological interrelations, revealing elements for intervention and offering guidance for evidence-based strategies to reduce dropout rates in higher education.

Keywords

university dropout academic engagement motivation self-efficacy network analysis

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