Academic Routine and Relationship with Peers and Teachers: Impact on University Dropout

Authors

  • Marucia Patta Bardagi UFSC
  • Claudio Simon Hutz UFRGS

Keywords:

University students, career, higher education, teacher-student relationship.

Abstract

Academic activities and good relationship with peers and teachers have been cited as predictors of academic satisfaction in higher education. This study identified the perceived importance of interpersonal relationships and academic involvement for university students’ dropout. Individual interviews were conducted with eight dropout students, men and women between 20 and 25 years (M = 22.6), from different areas, analyzed qualitatively. Low involvement in academic activities and a perceived bad relationship with teachers during undergraduate years were identified. The good relationship with peers helped to postpone the decision to dropout. These results highlight the need for favoring greater academic involvement and further reflection on the role of teachers in students’ career development.

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Author Biographies

Marucia Patta Bardagi, UFSC

Dsicóloga, doutora em Psicologia (UFRGS), bolsista de pos doutorado júnior Cnpq, pesquisadora das áreas de desenvolvimento de carreira e avaliação psicológica

Claudio Simon Hutz, UFRGS

Doutor em Psicologia (IOWA), professor titular do curso de Psicologia da UFRGS. Fundador e membro do IBAP.

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Published

2012-05-07

How to Cite

Bardagi, M. P., & Hutz, C. S. (2012). Academic Routine and Relationship with Peers and Teachers: Impact on University Dropout. Psico, 43(2). Retrieved from https://revistaseletronicas.pucrs.br/revistapsico/article/view/7870

Issue

Vol. 43 No. 2 (2012)

Section

Articles

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