Risk factors and coping options in preventing university dropout - An institutional screening tool supporting first-year student success.
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| Title: | Risk factors and coping options in preventing university dropout - An institutional screening tool supporting first-year student success. |
|---|---|
| Authors: | Tessényi, Judit1, Tari, Szilvia1 |
| Source: | Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 3, p607-611. 5p. |
| Subject Terms: | *College dropouts, *First year experience programs, *Student engagement, *Academic achievement, *Student well-being, *Academic support programs, *Attention |
| Abstract: | The transition to higher education represents a critical developmental period for students and is frequently associated with academic, psychological, and social challenges. Within the growing body of First-Year Experience research, increasing attention has been devoted to early identification of factors that may contribute to student disengagement and dropout. This paper introduces the conceptual development and institutional application of a multidimensional screening tool designed to support the early recognition of potential dropout risk factors among university students. The instrument was developed at the University of Szeged as part of a broader institutional strategy to strengthen student wellbeing, academic engagement, and retention. Rather than presenting empirical results from student responses, this ‘On the Horizon’ article focuses on the design rationale, theoretical foundations, and practical implementation of the questionnaire within a university support environment. The tool is intended to promote structured self-reflection among students while simultaneously assisting institutional support services in identifying areas where targeted interventions may be beneficial. The article outlines the conceptual framework underlying the questionnaire, the thematic domains it addresses, and the mechanisms through which students receive guidance and support following completion of the survey. Particular attention is given to the integration of the instrument into institutional support structures, including counselling services, mentoring programs, and learning support initiatives. By presenting the development and institutional application of this screening tool, the paper contributes to the broader conversation on proactive, data-informed approaches to supporting first-year student success in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Perspectives in Applied Academic Practice is the property of Edinburgh Napier University 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195257112 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Risk factors and coping options in preventing university dropout - An institutional screening tool supporting first-year student success. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tessényi%2C+Judit%22">Tessényi, Judit</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tari%2C+Szilvia%22">Tari, Szilvia</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Perspectives+in+Applied+Academic+Practice%22">Journal of Perspectives in Applied Academic Practice</searchLink>. 2026, Vol. 14 Issue 2, Part 3, p607-611. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22College+dropouts%22">College dropouts</searchLink><br />*<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+well-being%22">Student well-being</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The transition to higher education represents a critical developmental period for students and is frequently associated with academic, psychological, and social challenges. Within the growing body of First-Year Experience research, increasing attention has been devoted to early identification of factors that may contribute to student disengagement and dropout. This paper introduces the conceptual development and institutional application of a multidimensional screening tool designed to support the early recognition of potential dropout risk factors among university students. The instrument was developed at the University of Szeged as part of a broader institutional strategy to strengthen student wellbeing, academic engagement, and retention. Rather than presenting empirical results from student responses, this ‘On the Horizon’ article focuses on the design rationale, theoretical foundations, and practical implementation of the questionnaire within a university support environment. The tool is intended to promote structured self-reflection among students while simultaneously assisting institutional support services in identifying areas where targeted interventions may be beneficial. The article outlines the conceptual framework underlying the questionnaire, the thematic domains it addresses, and the mechanisms through which students receive guidance and support following completion of the survey. Particular attention is given to the integration of the instrument into institutional support structures, including counselling services, mentoring programs, and learning support initiatives. By presenting the development and institutional application of this screening tool, the paper contributes to the broader conversation on proactive, data-informed approaches to supporting first-year student success in higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Perspectives in Applied Academic Practice is the property of Edinburgh Napier University 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195257112 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 607 Subjects: – SubjectFull: College dropouts Type: general – SubjectFull: First year experience programs Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Student well-being Type: general – SubjectFull: Academic support programs Type: general – SubjectFull: Attention Type: general Titles: – TitleFull: Risk factors and coping options in preventing university dropout - An institutional screening tool supporting first-year student success. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tessényi, Judit – PersonEntity: Name: NameFull: Tari, Szilvia IsPartOfRelationships: – BibEntity: Dates: – D: 03 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 20519788 Numbering: – Type: volume Value: 14 – Type: issue Value: 2, Part 3 Titles: – TitleFull: Journal of Perspectives in Applied Academic Practice Type: main |
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