Academic emotions, college adjustment, and dropout intention in university students

Cobo-Rendón, Rubia; Hojman, Viviana; García-Álvarez, Diego; Cobo-Rendón, Ramón

dc.rights.license	Atribución 4.0 Internacional	*
dc.contributor.author	Cobo-Rendón, Rubia
dc.contributor.author	Hojman, Viviana
dc.contributor.author	García-Álvarez, Diego
dc.contributor.author	Cobo-Rendón, Ramón
dc.date.accessioned	2024-02-06T17:57:17Z
dc.date.available	2024-02-06T17:57:17Z
dc.date.issued	2023	es
dc.identifier.issn	2504-284X	es
dc.identifier.uri	https://hdl.handle.net/20.500.12806/2037
dc.format.mimetype	application/pdf	es
dc.language	eng	es
dc.publisher	Frontiers	es
dc.relation.ispartof	Frontiers in Education, vol. 8, 1303765	es
dc.rights	Abierto	es
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.title	Academic emotions, college adjustment, and dropout intention in university students	es
dc.type	Artículo	es
dc.contributor.filiacion	Cobo-Rendón, Rubia. Universidad del Desarrollo, Chile	es
dc.contributor.filiacion	Hojman, Viviana. Universidad del Desarrollo, Chile	es
dc.contributor.filiacion	García-Álvarez, Diego. Universidad de Montevideo. Uruguay	es
dc.contributor.filiacion	Cobo-Rendón, Ramón. Universidad de Concepción, Chile	es
dc.identifier.doi	10.3389/feduc.2023.1303765	es
dc.type.version	Publicada	es
dc.description.abstractenglish	Introduction: In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out. Methods: The study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable. Results: Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations. Discussion: Generally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.
dc.subject.keyword	Academic emotions	es
dc.subject.keyword	Adjustment to university life	es
dc.subject.keyword	University dropout	es
dc.subject.keyword	University students	es
dc.subject.keyword	Higher education	es

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