THE PREDICTIVE ROLE OF ACADEMIC IDENTIFICATION AND TRAIT ANXIETY FOR EARLY ACADEMIC DROPOUT INTENTIONS
DOI:
https://doi.org/10.47743/asas-2023-2-747Keywords:
trait anxiety, academic identification, early academic dropout intentions, gender, parent’s education background, education expectancies.Abstract
In this study, we test the association of academic identification (AI) and trait anxiety (TA) with early academic dropout intentions (EADI). Additionally, we test the impact of the interaction between AI and TA, while controlling for socio-demographic covariates specific to the participants, over EADI (i.e., gender, parents` education background, and educational expectancies). Our sample consisted of 439 first-year university students. We used the social identification theoretical background and results show that AI is associated with low scores of EADI. Still, the high trait anxiety context in which students find themselves in their first year is a risk factor, when AI is low or average. Results also show gender differences (i.e., men have a higher risk of EADI, compared to women). Results highlight the need to invest more in the development of AI to counter and thwart the risk of emphasizing AT for young people.
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