Examining Dropout Among Graduate and Undergraduate Public Affairs and Political Science Students.
Saved in:
| Title: | Examining Dropout Among Graduate and Undergraduate Public Affairs and Political Science Students. |
|---|---|
| Authors: | Yaghi, Abdulfattah1 abdulfattah@uaeu.ac.ae |
| Source: | Journal of Political Science Education. Jul-Sep2025, Vol. 21 Issue 3, p381-405. 25p. |
| Subject Terms: | *College dropouts, *Political science students, *Graduate students, *Undergraduates, *Student health, *Curriculum, *Universities & colleges |
| Geographic Terms: | United Arab Emirates |
| Abstract: | Within the domain of public affairs and political science (PAPS), student dropout emerges as a critical concern. This study delves into the factors influencing the decisions of undergraduate and graduate PAPS students to discontinue their programs. Employing a comprehensive mixed-methods approach, we surveyed 384 at-risk undergraduates and conducted in-depth interviews with 18 former graduate students. Thematic analysis of these interviews revealed six pivotal factors influencing graduate student dropout: the financial burden of study (including tuition and limited financial aid), program curricular challenges (such as demanding thesis requirements and inadequate practical components), the delicate balance of multiple responsibilities (work, study, and family), health-related issues (including anxiety and stress), poor academic performance, and personal difficulties (such as lack of family support). At the undergraduate level, descriptive analyses indicated that 38% of PAPS students contemplated dropping out, with 30% considering changing their major. Exploratory Factor Analysis and Multiple Regression highlighted the significance of factors such as family and societal influences, economic considerations, program and curriculum structure, institutional dynamics, academic performance, personal attitudes, and student health in shaping these contemplations. This research not only expands the application of integration and engagement theory and the pull, push, and failing out theory but also validates their effectiveness in predicting dropout within PAPS programs. The study offers valuable insights for both researchers and policymakers, underscoring the imperative for more supportive, flexible, and financially viable educational structures to enhance student retention in the realm of public affairs and political science. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Within the domain of public affairs and political science (PAPS), student dropout emerges as a critical concern. This study delves into the factors influencing the decisions of undergraduate and graduate PAPS students to discontinue their programs. Employing a comprehensive mixed-methods approach, we surveyed 384 at-risk undergraduates and conducted in-depth interviews with 18 former graduate students. Thematic analysis of these interviews revealed six pivotal factors influencing graduate student dropout: the financial burden of study (including tuition and limited financial aid), program curricular challenges (such as demanding thesis requirements and inadequate practical components), the delicate balance of multiple responsibilities (work, study, and family), health-related issues (including anxiety and stress), poor academic performance, and personal difficulties (such as lack of family support). At the undergraduate level, descriptive analyses indicated that 38% of PAPS students contemplated dropping out, with 30% considering changing their major. Exploratory Factor Analysis and Multiple Regression highlighted the significance of factors such as family and societal influences, economic considerations, program and curriculum structure, institutional dynamics, academic performance, personal attitudes, and student health in shaping these contemplations. This research not only expands the application of integration and engagement theory and the pull, push, and failing out theory but also validates their effectiveness in predicting dropout within PAPS programs. The study offers valuable insights for both researchers and policymakers, underscoring the imperative for more supportive, flexible, and financially viable educational structures to enhance student retention in the realm of public affairs and political science. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15512169 |
| DOI: | 10.1080/15512169.2024.2388126 |
