Exploring the Relationship between Satisfaction and University Dropout: A Systematic Review
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| Title: | Exploring the Relationship between Satisfaction and University Dropout: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Ana B. Bernardo (ORCID |
| Source: | Review of Education. 2025 13(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Student Satisfaction, Dropouts, School Holding Power, Intention, Potential Dropouts, Learner Engagement, Burnout, Dropout Prevention, Intervention |
| DOI: | 10.1002/rev3.70112 |
| ISSN: | 2049-6613 |
| Abstract: | Student satisfaction is frequently discussed in the literature on university dropout and its causes. Research emphasises understanding how educational quality influences student satisfaction and its role in retention. However, there is a lack of consensus on how several types of satisfaction relate to dropout, complicating the understanding of its impact on dropout intentions and potential interventions. To address this, a qualitative synthesis of quantitative studies was conducted using the SPIDER format to determine the inclusion and exclusion criteria, focusing on studies involving undergraduate students that explore the relationship between satisfaction and dropout, and published between January 2014 and December 2023. The Web of Science database was used, and to minimise bias, two researchers conducted all phases. 27 articles were identified, assessing academic, institutional, or personal satisfaction with the university experience. The findings indicate that all forms of satisfaction are related to dropout intentions through direct and, to a lesser extent, indirect relationships, for example, through engagement, need for competence or burnout. Additionally, 21 articles suggested strategies to reduce dropout through interventions with students, pre-academic guidance and improving the quality of teaching, university services, and university environment, such as instilling values of inclusion and non-competitiveness. The paper has some limitations related to the selection of articles and the lack of a consensus in the scientific literature on conceptualising different types of student satisfaction. Nevertheless, it highlights the importance of considering student satisfaction as a key determinant of retention in the university environment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491951 |
| Database: | ERIC |
| Abstract: | Student satisfaction is frequently discussed in the literature on university dropout and its causes. Research emphasises understanding how educational quality influences student satisfaction and its role in retention. However, there is a lack of consensus on how several types of satisfaction relate to dropout, complicating the understanding of its impact on dropout intentions and potential interventions. To address this, a qualitative synthesis of quantitative studies was conducted using the SPIDER format to determine the inclusion and exclusion criteria, focusing on studies involving undergraduate students that explore the relationship between satisfaction and dropout, and published between January 2014 and December 2023. The Web of Science database was used, and to minimise bias, two researchers conducted all phases. 27 articles were identified, assessing academic, institutional, or personal satisfaction with the university experience. The findings indicate that all forms of satisfaction are related to dropout intentions through direct and, to a lesser extent, indirect relationships, for example, through engagement, need for competence or burnout. Additionally, 21 articles suggested strategies to reduce dropout through interventions with students, pre-academic guidance and improving the quality of teaching, university services, and university environment, such as instilling values of inclusion and non-competitiveness. The paper has some limitations related to the selection of articles and the lack of a consensus in the scientific literature on conceptualising different types of student satisfaction. Nevertheless, it highlights the importance of considering student satisfaction as a key determinant of retention in the university environment. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70112 |
