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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 0000-0001-5984-0985), Elena Blanco (ORCID 0000-0003-4512-1845), Ellián Tuero (ORCID 0000-0002-5988-5996), José Carlos Núñez (ORCID 0000-0002-9187-1201)
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
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  Data: Exploring the Relationship between Satisfaction and University Dropout: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Ana+B%2E+Bernardo%22">Ana B. Bernardo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5984-0985">0000-0001-5984-0985</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elena+Blanco%22">Elena Blanco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4512-1845">0000-0003-4512-1845</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellián+Tuero%22">Ellián Tuero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5988-5996">0000-0002-5988-5996</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+Carlos+Núñez%22">José Carlos Núñez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9187-1201">0000-0002-9187-1201</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. 2025 13(3).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Dropouts%22">Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Potential+Dropouts%22">Potential Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Burnout%22">Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Prevention%22">Dropout Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
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  Data: 10.1002/rev3.70112
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  Data: 2049-6613
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  Data: 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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  Data: 2026
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  Data: EJ1491951
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Dropouts
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      – SubjectFull: School Holding Power
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      – SubjectFull: Intention
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      – SubjectFull: Potential Dropouts
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      – SubjectFull: Burnout
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