Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

Figures & data

Figure 1. Conceptual core of the Tinto Model and additional feature. Note: adapted depiction, based on Tinto (1975).

Table 1. Overview of variables and operationalisation of major concepts.

Categorical variables	Operationalisation/items	Categories	Distribution %
Dropout intentions	Agree/agree strongly on the items:
Intention Dropout study programme	‘I am seriously thinking about changing my current study programme.’	No Yes	91.0 9.0
Intention Dropout HE	‘I am seriously thinking of completely abandoning my higher education studies.’	No Yes	86.5 13.5
Study programme/degree type		Short-cycle studies (BTS)	11.8
		Bachelor’s	50.4
		Master’s	23.8
		Doctoral studies	14.1
Gender		Female	52.8
		Male	47.2
Migration background	No migration background	None	21.9
	Migration background; HE entrance qualification obtained in Luxembourg	Migration background	27.3
	Migration background; HE entrance qualification obtained outside Luxembourg	International student	50.9
Parental level of education	ISCED 0–2: up to lower secondary education	Low	14.8
	ISCED 3–4: upper-secondary–post-secondary non-tertiary	Medium	31.9
	ISCED 5–8: tertiary education	High	53.3
Grade secondary education	‘What is your average secondary school completion grade?’	Below very good	69.1
		Very good/excellent	31.0
Initial commitment (being convinced of higher education studies)	‘It was always clear I would study in higher education one day’	1 Do not agree at all	6.3
		2	5.9
		3	13.1
		4	21.0
		5 Strongly agree	53.7
Academic integration: relative achievement	‘How would you rate your performance so far in your current study programme in comparison to that of your fellow students? Overall, my performance is:’	Much worse – just as good	55.1
		Somewhat/much better	44.9
Continuous variables	Operationalisation/items	Range	Mean
Institutional support: satisfaction	Mean index score: satisfaction with the following institutional provisions (1 not sufficient – 5 entirely sufficient): ‘Study support services (e.g. organised tutoring, [academic] writing/bridging courses, mentoring),’ ‘Provision of learning facilities (e.g. library, computer centre, workplaces),’ ‘Support in balancing my studies and paid job,’ ‘Support in balancing my studies and family,’ ‘Support in the preparation for my (future) work life’	1 (low) – 5 (high)	3.3
Social integration: staff/docents	Mean index score: agreement with the following items (1 do not agree at all – 5 strongly agree):	1 (low) – 5 (high)	3.9
	‘I get along well with the teaching staff in my current study programme.’
	‘The teaching staff is interested in what I have to say.’
Social integration: fellow students	Mean index score: agreement to the following items (1 do not agree at all – 5 strongly agree):	1 (low) – 5 (high)	3.7
	‘I know a lot of fellow students with whom I can discuss subject-related questions.’
	‘I have contact with many students in my current study programme.’
Commitment (institutional goal commitment)	Mean index score: agreement to the following items (1 do not agree at all–5 strongly agree): ‘Now, I really enjoy my degree course.’ ‘Now, I invest a lot of energy in being successful in my degree course,’ ‘I would recommend my current study programme.’	1 (low) – 5 (high)	3.9

Data Source: Eurostudent VII Luxembourg, N = 871, weighted (age, gender, nationality, study programme/degree type, field of study).

Figure 2. Dropout intentions by selected variables (in percent). Data Source: Eurostudent VII Luxembourg, N = 871, weighted (age, gender, nationality, study programme/degree type, field of study).

Figure 3. Structural equation model on intentions to drop out from HE and study programme. Notes: Mplus, ESTIMATOR = WLSMV, standardised estimates (* Significance level: p ≤ .05), Clusters: study programmes. Goodness of Fit: Χ2 = 51.048, df = 35, p = .039; RMSEA = .025W. Data Source: Eurostudent VII Luxembourg, N = 744, weighted (age, gender, nationality, study programme/degree type, field of study).

Tinto, V. 1975. “Dropout from Higher Education: A Theoretical Synthesis of Recent Research.” Review of Educational Research 45 (1): 89–125.

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Data availability statement

Data relates to the international project EUROSTUDENT VII and is available upon request. The data are ethics-approved.