Enhance Students’ Engagement to Counter Dropping-Out: A research at Rome Tre University

The paper focuses on some variables that in the academic context could influence the decision of students to leave their studies (Krause, 2005) and analyzes the role that students' engagement could play in countering that phenomenon (Appleton et al., 2008). Several studies have shown that the educational environments that encourage the engagement of students (Kuh, 2001; Pascarella & Terenzini, 2005) can facilitate the development of motivation in study (Decy & Ryan, 2002), self-efficacy (Pastorelli et al., 2001), resilience (Stallman, 2010). Furthermore, scientific literature shows that these elements are strategic variables to counter the dropout (Tinto, 1987; Braxton & Hirschy, 2005). Due to the high rates of dropout by the Italian university students (ANVUR, 2016), the research explores this problem trying to identify some strategies to help students to prevent and counter the risk of leave their studies. The research was conducted at the Department of Education (Roma Tre University) and involved 384 students, 158 of which have dropped out and 226 are regularly enrolled. The students were contacted by telephone and it was administered them a questionnaire with CATI procedure (Computer Assisted Telephone Interviewing - Shanks, 1983). The main objective of the research was to understand - with a multidimensional approach - how the social, motivational, educational and organizational variables could have influenced students' decision to continue their studies or leave them. Data analysis showed that students' engagement, explored in its various dimensions, is a crucial variable in countering dropout. Most of students who answered to attend systematically the academic environment - e.g. campus, lectures and services - and to have relationships with peers and with the educative staff, in fact, is regularly enrolled. Instead, most of those students who leave their studies is characterized by a low ability to adapt to the academic setting and lower levels of self-efficacy and motivation. The multidimensional approach adopted in the research helped us to formulate reflections on the possibilities to counter students' dropout using strategies that encourage engagement and the adequate educative guidance for students.