Resiliencia académica, rendimiento e intención de abandono en estudiantes universitarios de Quito / Academic resilience, performance and intention to drop out in university students in Quito / Resiliência académica, desempenho e intenção de desistir entre os estudantes universitários em Quito

(analítico) La resiliencia académica es la capacidad para responder adaptativamente a las adversidades del proceso educativo y superarlas exitosamente. Este estudio explora los efectos de la resiliencia académica en una muestra de estudiantes de psicología (N = 550) de Quito, Ecuador. Los resultados de los análisis de regresión evidencian que la resiliencia se relaciona positivamente con el rendimiento académico y negativamente con la intención de abandonar los estudios universitarios. Respecto a las dimensiones de resiliencia académica (perseverancia, reflexión y búsqueda adaptativa de ayuda, así como afecto negativo y respuesta emocional), estas presentan un patrón de influencia diferenciado sobre el rendimiento y la intención de abandono. Asimismo, los efectos favorables de la resiliencia son mayores para los estudiantes que cursan niveles iniciales de carrera y se reducen en los estudiantes de niveles superiores.

(analytical) Academic resilience is the individual ability to respond adaptively to the adversities of the educational process and overcome them successfully. This study explores the effects of academic resilience in a sample of Psychology students (N=550) from Quito-Ecuador. The results of regression analyses show that resilience is positively related to academic performance and negatively related to the intention to drop out of university studies. Regarding the dimensions of academic resilience: a) perseverance, b) reflecting and adaptive help-seeking, and c) negative affect and emotional response, these present a pattern of differentiated influence on performance and dropout intention. Likewise, the favorable effects of resilience are greater for students at initial levels of career, and are reduced for students at higher levels.

(analítico) A resiliência acadêmica é a capacidade de responder de forma adaptativa às adversidades do processo educacional e superálas com sucesso. Este estudo explora os efeitos da resiliência acadêmica em uma amostra de estudantes de psicologia (N=550) de Quito-Equador. Os resultados das análises de regressão mostram que a resiliência está positivamente relacionada ao desempenho acadêmico e negativamente relacionada à intenção de abandonar os estudos universitários. Relativamente às dimensões da resiliência académica: a) perseverança, b) reflexão e procura adaptativa de ajuda, e c) afeto negativo e resposta emocional, apresentam um padrão diferenciado de influência no desempenho e na intenção de abandono. Da mesma forma, os efeitos favoráveis da resiliência são maiores para alunos que cursam níveis iniciais do curso e são reduzidos em alunos de níveis superiores.

Evasión o expulsión escolar: ¿Por qué las estudiantes-madres dejan la escuela? / Evasão escolar ou expulsão: por que alunas-mães abandonam a escola? / School dropout or expulsion: why do student-mothers leave school?

Este artigo problematiza os efeitos da judicialização da evasão escolar na vida de alunas-mães citadas nos processos judiciais por abandono intelectual, instaurados em uma comarca do sul do Paraná, em 2018. Utiliza como aporte teórico os estudos foucaultianos, de desigualdade de gênero e raça. As fontes de dados são o Questionário Evasão Escolar e dados dos históricos escolares e das matrículas, empreendendo uma análise interseccional dos marcadores sociais raça e gênero. Os resultados encontrados indicam um percurso de reprovações e desistências anteriores à maternidade e à judicialização da evasão escolar, escondendo um longo processo de fracasso escolar, que resultou na expulsão. Os processos judiciais reforçam os deslocamentos das biopolíticas para as alunas grávidas e com filhos/as, produzindo a desigualdade de gênero e raça no espaço escolar, e evidenciam a fragilidade das políticas públicas que garantam, de fato, o direito à educação para as alunas-mães.

Este artículo analiza los efectos de la judicialización del absentismo escolar en la vida de las estudiantes-madres mencionados en los procesos judiciales por abandono intelectual, instituidas en una región del sur de Paraná, en 2018. Se utiliza como aporte teórico los estudios foucaultianos y de desigualdad de género y raza. Las fuentes de datos son el Cuestionario de Evasión Escolar y los datos de los registros escolares y la matrícula, realizando un análisis interseccional de los marcadores sociales raza y género. Los resultados encontrados indican una trayectoria de reprobaciones y abandonos anteriores a la maternidad y a la judicialización del absentismo escolar, escondiendo un largo proceso de fracaso escolar, que derivó en la expulsión. Las demandas refuerzan el desplazamiento de la biopolítica para estudiantes embarazadas y con hijos pequeños, produciendo desigualdad de género y raza en el espacio escolar, y evidencian la fragilidad de las políticas públicas que garantizan, de hecho, el derecho a la educación de las madres estudiantes.

This article problematizes the judicialization effects of dropout in the lives of student-mothers cited in legal proceedings for intellectual abandonment, filed in a region in the south of Paraná, in 2018. It uses Foucauldian studies of gender and race inequality as a theoretical contribution. The data sources are the School Evasion Questionnaire and data from school transcripts and enrollments, undertaking an intersectional analysis of the social markers of race and gender. The results found indicate a course of failures and dropouts prior to motherhood and the judicialization of school dropout, hiding a long process of school failure, which resulted in expulsion. Judicial processes reinforce the displacement of biopolicies for pregnant students and those with children, producing gender and racial inequality in the school space, and highlight the fragility of public policies that guarantee, in fact, the right to education for students-mothers.

Reflexos da covid-19 na permanência de indígenas e quilombolas da Universidade Federal de Pelotas / Covid-19 repercussions on Pelotas Federal University indigenous people and quilombolas' permanence

Resumo: O artigo analisa os impactos da pandemia de covid-19 na permanência de estudantes indígenas e quilombolas da Universidade Federal de Pelotas. Para isso, buscou-se, através da realização de estudo exploratório de seus dados acadêmicos e de pesquisa realizada pelo Núcleo de Ações Afirmativas e Diversidade da mesma instituição, conhecer e refletir sobre a necessidade da construção de estratégias estruturais para o enfrentamento da preocupante retenção e evasão acadêmica que eles(as) apresentam.

Abstract: The article analyzes the impacts of the covid-19 pandemic on the permanence of indigenous and quilombola students at the Federal University of Pelotas. For this, it was sought, through an exploratory study of its academic data and research carried out by the Nucleus of Affirmative Actions and Diversity of the same institution, to know and reflect on the need to build structural strategies to face the worrying retention and evasion academic experience that they present.

Imputation method for dropout in single-cell transcriptome data / 生物医学工程学杂志

Single-cell transcriptome sequencing (scRNA-seq) can resolve the expression characteristics of cells in tissues with single-cell precision, enabling researchers to quantify cellular heterogeneity within populations with higher resolution, revealing potentially heterogeneous cell populations and the dynamics of complex tissues. However, the presence of a large number of technical zeros in scRNA-seq data will have an impact on downstream analysis of cell clustering, differential genes, cell annotation, and pseudotime, hindering the discovery of meaningful biological signals. The main idea to solve this problem is to make use of the potential correlation between cells and genes, and to impute the technical zeros through the observed data. Based on this, this paper reviewed the basic methods of imputing technical zeros in the scRNA-seq data and discussed the advantages and disadvantages of the existing methods. Finally, recommendations and perspectives on the use and development of the method were provided.

Completers Versus Dropouts of A Parent Training Programme and Child Behaviour Improvement In Malaysia

@#Introduction: There is a strong body of evidence advocating parent training programmes in the management of behavioral problems in children. In these programmes, attrition is a major challenge. We aimed to examine the sociodemographic and clinical profiles, parental motivation, and pre-intervention severity of children’s behavioural problems as rated by mothers who completed (PC) and mothers who dropped out (PD) of a parent training programme. We also aimed to determine whether there was any change in their children’s behaviour scores before and after intervention. We hypothesized that parent and child sociodemographic and clinical profiles, parental motivation, and pre-intervention severity of children’s behavioural problems would be different between PC and PD, and that children of PC would experience significant improvements in their behaviour. Methods: Data from a randomised controlled trial (RCT) involving 35 mothers and children aged 6–12 years old with behavioural problems who were enrolled in a parent training programme were examined. Child behaviour was measured using the Strength and Difficulties Questionnaire. Results: No significant differences were found between PC and PD in terms of the sociodemographic and clinical profiles, parental motivation, and pre- or post-intervention child behaviour. After programme completion, PC (n=27) reported improvements in all the behaviour subscales; total difficulties (p<0.001), emotional problem (p=0.004), conduct problem (p=0.001), hyperactivity symptoms (p<0.001), peer problems (p=0.036), and prosocial behaviour (p=0.001). Conclusion: The parent training programme produces significant child behaviour improvements in mothers who complete the programme. Nonetheless, the study has some limitations which restrict the generalizability of these findings.

Pobreza, traumas tempranos, déficit atencional y deserción educacional: un círculo de daño. Lecciones aprendidas en el Programa Soymás, La Pintana / Poverty, early trauma, attention deficit and educational dropout: a circle of harm. Lessons learned in the Soymás Program, La Pintana

El antecedente de maltrato infantil y el Trastorno por Déficit de Atención e Hiperactividad (TDAH), son condiciones que tienen una alta prevalencia en los jóvenes de sectores vulnerables. Analizamos su relación con deserción escolar, que también es mayor en tales contextos. La deserción es un fenómeno multifactorial, influenciado por factores propios del estudiante, de la institución, del contexto familiar y del entorno social. Presentamos hallazgos en la Fundación Soymás, institución de formación para madres adolescentes, localizada en La Pintana, una de las comunas con mayor pobreza en Chile, donde la deserción en 2022 fue 45%. De acuerdo a la encuesta ACES de 10 eventos traumáticos en la niñez, 50% de las estudiantes sufrió 3 o más, y 21% 7 o más. Al menos un 40% de la población cumplía criterios de TDAH y un 30% adicional manifestaba síntomas sugerentes (versus 4,5% de TDAH reportado en adolescentes del país). Constatamos una asociación directa entre las tres variables: Maltrato, TDAH y Deserción. Estos hallazgos deberían ser considerados en políticas públicas, reforzando la necesidad de colaboración entre Salud y Educación.

A history of child abuse and Attention Deficit Hyperactivity Disorder (ADHD) are conditions that have a high prevalence in young people from vulnerable sectors. We analyze its relationship with school dropout, which is also higher in such contexts. Dropout is a multifactorial phenomenon, influenced by factors specific to the student, the institution, the family context, and the social environment. We present findings at the Soymás Foundation, a training institution for adolescent mothers, located in La Pintana, one of the counties with the highest poverty in Chile, where dropout in 2022 was 45%. According to the ACES survey of 10 traumatic events in childhood, 50% of the students suffered 3 or more, and 21% 7 or more. At least 40% of the population met the criteria for ADHD and an additional 30% manifested suggestive symptoms (versus 4.5% of ADHD reported in adolescents in the country). We found a direct association between the three variables: Abuse, ADHD and Desertion. These findings should be considered in public policies, reinforcing the need for collaboration between Health and Education.

Políticas de permanência estudantil na educação superior: reflexões de uma revisão da literatura para o contexto brasileiro / Políticas de retención de estudiantes en educación superior: reflexiones a partir de una revisión de la literatura para el contexto brasileño / Student retention policies in higher education: reflections from a literature review for the Brazilian context

Resumo A evasão no ensino superior é uma questão de interesse global e, para reduzi-la, diversas políticas foram criadas visando ao incentivo da permanência de alunos nas universidades. Este artigo objetivou identificar padrões de avaliação de políticas de permanência estudantil na educação superior mediante uma revisão sistemática da literatura, com base em 39 documentos selecionados nas bases Scopus, Sage Journals, Web of Science, Google Acadêmico e Periódicos Capes. Em relação às formas de avaliação, os resultados indicaram a predominância de análises dos efeitos das políticas sobre a evasão, mas também havia estudos que avaliaram o desempenho e o tempo até a diplomação dos alunos. As pesquisas foram majoritariamente aplicadas em ambientes universitários de natureza pública, o que indica a escassez de produções científicas sobre instituições de ensino privadas. Quanto aos formatos das políticas de permanência, a literatura apontou quatro espécies de auxílio com naturezas distintas: financeiro, assistencial, baseado em mérito acadêmico e por critérios de necessidade/vulnerabilidade dos estudantes. Com a pesquisa, propôs-se uma avaliação das políticas de permanência em formato tríplice, considerando a permanência, o desempenho e o tempo até a diplomação. Entre as lacunas da literatura, evidenciaram-se os estudos comparativos de diferentes políticas.

Resumen La deserción en la educación superior es un tema de interés mundial y, para reducirla, se crearon varias políticas para alentar a los estudiantes a permanecer en las universidades. Este artículo tuvo como objetivo identificar patrones de evaluación de las políticas de retención de estudiantes en la educación superior a través de una revisión sistemática de la literatura, con base en 39 documentos seleccionados en Scopus, Sage Journals, Web of Science, Google Academic y periódicos CAPES. Con relación a las formas de evaluación, los resultados indicaron el predominio de análisis sobre los efectos de las políticas en la deserción, pero que también hubo estudios que evaluaron el desempeño y el tiempo de graduación de los estudiantes. Las investigaciones se aplicaron mayoritariamente en ambientes universitarios públicos, lo que indica una escasez de producción científica sobre las instituciones educativas privadas. En cuanto a los formatos de las políticas de retención, la literatura señaló cuatro tipos de ayudas con distinta naturaleza: económicas, asistenciales, basadas en el mérito académico y en criterios de necesidad/vulnerabilidad de los estudiantes. Con base en la investigación, se propuso una evaluación de las políticas de retención de formato triple, considerando la permanencia, el desempeño y el tiempo hasta la graduación. Entre las brechas en la literatura, se destacaron los estudios comparativos entre los tipos de políticas.

Abstract Dropout in higher education is a matter of global interest, and several policies were created to encourage students to stay in universities. This article aimed to identify patterns of evaluation of student retention policies in higher education through a systematic literature review, selecting 39 documents from Scopus, Sage Journals, Web of Science, Google academic, and CAPES Periodicals. Regarding evaluation forms, the results indicated the predominance of analyses on the effects of policies on dropout. However, some studies evaluated students' performance and time to graduation. Research works were mostly applied in public university environments, which indicates a scarcity of scientific production about private educational institutions. As for the formats of permanence policies, the literature pointed out four types of aid with different natures: financial, assistance, based on academic merit, and by criteria of students' need/vulnerability. Based on the research, it was proposed that the evaluation of permanence policies should be threefold, considering permanence, performance, and time until graduation. Among the gaps in the literature, comparative studies between the types of policies were highlighted.

Factores relacionados con la duración de lactancia materna exclusiva en madres trabajadoras de una institución universitaria ecuatoriana

RESUMEN Introducción: Ecuador no cubre las recomendaciones de mantener la lactancia materna hasta los seis meses de edad del recién nacido. Objetivo: Analizar los factores relacionados con la duración de la lactancia materna exclusiva en madres trabajadoras de una institución universitaria ecuatoriana. La población de estudio. Métodos: Estudio cuantitativo, descriptivo, transversal, con carácter retrospectivo mediante un cuestionario diseñado ad hoc que se invitó a cumplimentar a todas las madres trabajadoras que lo habían sido en los últimos 10 años de la institución. El período de ejecución del estudio fue de septiembre 2018 a junio de 2019. Resultados: Participaron 316 madres, 62,8 % recibió información sobre lactancia materna y proveniente del médico 55,6 %. La primera hora de vida amamantaron 63,9 %. Más de la mitad de las participantes amamantaron durante un periodo de 6 meses (56,9 %), con lactancia materna exclusiva una media de 4,56 meses. El principal motivo para el abandono fue hipogalactia (26,9 %); incorporación al trabajo (19,2 %); enfermedad materna (5,1 %). La media de lactancia materna exclusiva fue mayor en las madres docentes e investigadoras 4,79 (DE ± 1,8) que en las administrativas y de servicios 4,2 (DE ± 2,05), p= 0,012. Conclusiones: Entre los factores que favorecen la lactancia materna están la información durante el embarazo, así como instaurarla en la primera hora de vida. La situación laboral de la mujer influye en el mantenimiento de dicha lactancia por más tiempo y es una causa de abandono, aunque la más frecuente son los problemas de salud de la madre o del recién nacido.

ABSTRACT Introduction: Ecuador does not cover the recommendations to maintain breastfeeding until six months of age of the newborn. Objective: Analyze the factors related to the duration of exclusive breastfeeding in working mothers of an Ecuadorian university institution. The study population. Methods: Quantitative, descriptive, cross-sectional study, with retrospective character using a questionnaire designed ad hoc; all working mothers who had been in the last 10 years in the institution were invited to fill it. The study was carried out from September 2018 to June 2019. Results: 316 mothers participated, 62.8% received information on breastfeeding and 55.6% from the doctor. The first hour of life, 63.9% mothers breastfed. More than half of the participants breastfed for a period of 6 months (56.9%), and with exclusive breastfeeding during an average of 4.56 months. The main reason for not breastfeeding was hypogalactia (26.9%); work placement (19.2%); maternal disease (5.1%). The mean of exclusive breastfeeding was higher in mother who are teachers and researchers (4.79) (SD ± 1.8) than in mothers with administrative and service positions 4.2 (SD ± 2.05), p = 0.012. Conclusions: Among the factors that favor breastfeeding are information during pregnancy, as well as establishing it in the first hour of life. The employment situation of women influences the maintenance of breastfeeding for longer and is a cause of dropout, although the most frequent are the health problems of the mother or the newborn.

Desempeño académico de fin de carrera en estudiantes de medicina ante un cambio de plan de estudios en Uruguay: graduación, rezago y becas / Academic performance at the end of the career in medical students during a curriculum change in Uruguay: on time and delayed graduation and scholarships / Desempenho acadêmico de final de curso dos estudantes de medicina diante de uma mudança no plano de estudos do Uruguai: graduação, defasagem e bolsas

La duración de la carrera de medicina en la Universidad de la República, Uruguay, se redujo un año al modificarse el plan de estudios. Estudiantes que cursaron el novel y el antiguo plan rindieron sincrónicamente un concurso previo a la práctica preprofesional en 2015, graduándose simultáneamente. Este trabajo indagó sobre las potenciales derivaciones de cursar uno u otro plan, como forma de obtener insumos para la evaluación del plan de estudios actual y de los programas de becas de apoyo estudiantil, a fin de proyectar estrategias de mejora. Se realizó un estudio retrospectivo cuantitativo analizando el desempeño, la retención y el rezago estudiantil en relación con el plan cursado, atributos sociodemográficos y el usufructo de becas. Los graduados con rezago tuvieron peor desempeño al final de la carrera que los graduados en tiempo, independientemente del plan. El rezago se asoció al perfil sociodemográfico. El 23.7% de los graduados usufructuó alguna beca durante su carrera. Los becados presentaron niveles educativos parentales inferiores y procedieron en mayor proporción del interior del país que el total de graduados. Se concluye que: a) la desvinculación y el rezago académico tienen lugar en ambos planes; b) cursar con rezago se asocia a un peor desempeño en etapas finales de la carrera, vinculándose con el perfil sociodemográfico y no con cursar un plan de estudios u otro y c) las políticas institucionales de becas remedian parcialmente este hecho favoreciendo la retención y graduación.

At the Universidad de la República, Uruguay, the medical career duration was reduced as a consequence of a curriculum renovation. Students who attended the novice and the prior curriculum synchronously took a pre-practice contest in 2015, graduating simultaneously. This work investigated the potential derivations of taking the previous or the new curriculum and to obtain inputs for the evaluation of the current curriculum and student support scholarship programs in order to project improvement strategies. A quantitative retrospective study was carried out analyzing student performance, retention and delayed graduation in relation to the curriculum taken, sociodemographic attributes and the use of scholarships. Regardless of the curriculum, those with a delayed graduation showed lower results than those who graduated in time. Delayed graduation was associated with the sociodemographic profile. A 23.7% of the graduates used a scholarship at some point in their career. The scholarship recipients presented lower parental educational levels and came in a greater proportion from the interior of the country than the total number of graduates. It was concluded that: a) dropout and academic delay occur at both curriculums; b) obtaining a degree with a delay is associated with worse performance in the final career stages, being linked to the sociodemographic profile and not to taking one study plan or another and c) institutional scholarship policies partially solve baseline inequities, favoring retention and graduation.

A duração do curso de medicina da Universidade da República, Uruguai, foi reduzida em um ano como consequência da modificação do plano de estudos. Os alunos que pegaram o novato e o plano antigo de forma síncrona realizaram um concurso anterior a prática pré-profissional em 2015, graduando-se simultaneamente. Este trabalho investigou as possíveis derivações da adoção de um ou outro plano, como forma de obter informaçoes para a avaliação do atual plano de estudos e programas de bolsas de apoio ao estudante, a fim de projetar estratégias de melhoria. Realizou-se um estudo quantitativo retrospectivo analisando desempenho, retenção e defasagem dos alunos em relação ao plano realizado, atributos sociodemográficos e utilização de bolsas. Os graduados com defasagem alcançaram resultados significativamente mais baixos do que os graduados no prazo, independentemente do plano. A defasagem foi associada ao perfil sociodemográfico. Vinte e três por cento dos egressos utilizaram bolsa durante a curso. Os bolsistas apresentavam pais com menor nível educativo e vinham em maior proporção do interior do país do que o total de diplomados. Conclui-se que: a) o desistência e a defasagem acadêmica ocorrem em ambos os planos; b) a defasagem está associado a um pior desempenho nas fases finais da curso, estando vinculado ao perfil sociodemográfico e não à realização de um ou outro plano de estudos e ao perfil sociodemográfico e não de um ou outro plano de estudos e c) as políticas institucionais de bolsas sanam parcialmente este fato, favorecendo a retenção e a graduação.

Abandono de psicoterapia psicanalítica por adolescentes: uma revisão narrativa / Adolescent dropout from psychoanalytical psychotherapy: a narrative review / Abandon de la psychothérapie psychanalytique par les adolescents: une revue narrative / Abandono de la psicoterapia psicoanalítica por adolescentes: una revisión narrativa

Resumo Fenômeno frequente, embora pouco estudado, o abandono da psicoterapia por parte de adolescentes é preocupante, visto que uma expressiva parcela deles possui problemas de saúde mental. Nesse sentido, esta revisão narrativa tem como objetivo compreender por que os jovens abandonam a psicoterapia psicanalítica. Características dos adolescentes têm sido relacionadas ao abandono, como idade e gênero, e variáveis clínicas, como comportamento antissocial e delinquente, embora ainda não haja consenso. Atributos do processo terapêutico, como a qualidade da aliança terapêutica e variáveis do terapeuta, também estão associadas à manutenção ou não da psicoterapia. Concluiu-se que a literatura progrediu no entendimento dos motivos que levam os adolescentes a interromperem os tratamentos psicanalíticos, com ênfase para fatores clínicos e aspectos do processo terapêutico. No entanto, mais estudos são necessários para o avanço na compreensão e prevenção do fenômeno.

Abstract The frequent phenomenon, although little explored, of adolescent dropout from psychotherapy is a worrying data, as a significant portion of them have mental health issues. As such, this narrative review based on scientific articles and books seeks to understand this phenomenon. Adolescent's characteristics such as age, gender and other clinical variables like antisocial and delinquent behavior have been associated with dropout, but there is still no consensus. Attributes of the therapeutic process, such as the quality of the therapeutic alliance and therapist variables, are also associated with whether or not psychotherapy is maintained. In conclusion, literature is progressing in its understanding of why adolescents dropout from psychoanalytic treatment, emphasizing clinical factors and aspects of the therapeutic process. However, more studies are necessary to advance knowledge and prevention of this phenomenon.

Résumé Le phénomène fréquent, bien que peu exploré, de l'abandon des psychothérapies par les adolescents est une donnée sont préoccupante, dans la mesure où une partie importante d'entre eux présente des problèmes de santé mentale. Ainsi, cette revue narrative basée sur des articles et ouvrages scientifiques cherche à comprendre ce phénomène. Les caractéristiques de l'adolescent telles que l'âge, le sexe et d'autres variables cliniques comme le comportement antisocial et délinquant ont été associées à l'abandon, mais il n'y a toujours pas de consensus. Les attributs du processus thérapeutique, tels que la qualité de l'alliance thérapeutique et les variables du thérapeute, sont également associés au maintien ou non de la psychothérapie. En conclusion, la littérature progresse dans sa compréhension des raisons pour lesquelles les adolescents abandonnent le traitement psychanalytique, en mettant l'accent sur les facteurs cliniques et les aspects du processus thérapeutique. Cependant, d'autres études sont nécessaires pour faire progresser la connaissance et la prévention de ce phénomène.

Resumen El frecuente y poco estudiado abandono de la psicoterapia por los adolescentes es preocupante, ya que parte importante de ellos tiene problemas de salud mental. En este contexto, esta revisión narrativa tuvo como objetivo comprender las razones de esta práctica. Las características de los adolescentes que se han relacionado con el abandono fueron la edad, el sexo y variables clínicas como la conducta antisocial y delictiva, aunque aún no existe consenso. Las características del proceso terapéutico como la calidad de la alianza terapéutica y las variables del terapeuta también se han asociado al mantenimiento o no de la psicoterapia. Se concluyó que la literatura avanza en la comprensión de por qué los adolescentes interrumpen los tratamientos psicoanalíticos, con énfasis en los factores clínicos y aspectos del proceso terapéutico. Se necesitan más estudios para avanzar en la comprensión y prevención del fenómeno.

Impacto de la autoeficacia y del rendimiento académico en el abandono de estudiantes de la enseñanza universitaria / Impacto da autoeficácia e do rendimento acadêmico no abandono de estudantes do ensino superior / Impact of self-efficacy and academic performance in the dropout of higher education students

A evasão do Ensino Superior traz implicações para os estudantes e para as universidades, e a identificação das variáveis associadas ao abandono possibilita desenvolver ações que reduzam sua ocorrência. Este estudo analisa os impactos diretos e mediados da autoeficácia, do rendimento, sexo, idade, recebimento de bolsas de auxílio social e ingresso em curso de opção preferencial na evasão. Os dados foram coletados com 346 universitários por meio de um Questionário Socioeconômico, da Escala de Autoeficácia na Formação Superior, além de informações documentais, e foram analisados pelo software AMOS. Os resultados identificaram que ser mulher e manifestar autoeficácia elevada associam-se a melhores desempenhos acadêmicos, os quais relacionam-se a riscos menores de evasão. Também se verificou que ser mulher e frequentar o curso de opção preferencial diminui as chances de abandono. Tais resultados reforçam o peso de variáveis pessoais, psicológicas, acadêmicas e de carreira na evasão e sugerem caminhos para intervenções que promovam a permanência dos estudantes.

La deserción de la enseñanza universitaria trae implicaciones a los estudiantes y a las universidades, y la identificación de las variables asociadas a la deserción posibilita desarrollar acciones que disminuyan su ocurrencia. En este estudio se analiza los impactos directos y mediados de la autoeficacia, del rendimiento, sexo, edad, recibimiento de becas de ayuda social e ingreso en curso de opción preferencial en la deserción. Los datos se recolectados con 346 universitarios por intermedio de un Cuestionario Socioeconómico, de la Escala de Autoeficacia en la Formación Universitaria, además de informaciones documentales, y se analizaron por el software AMOS. Los resultados identificaron que ser mujer y manifestar autoeficacia elevada se asocian a mejores desempeños académicos, los cuales, se relacionan a riesgos menores de abandono. También se verificó que ser mujer y frecuentar el curso de opción preferencial disminuye las oportunidades de abandono. Tales resultados refuerzan el peso de variables personales, psicológicas, académicas y de carrera en la deserción y sugieren caminos para intervenciones que promuevan la permanencia de los estudiantes.

Dropping out of Higher Education has implications for students and universities, and the identification of variables associated with dropout makes it possible to develop actions that reduce its occurrence. This study analyzes the direct and mediated impacts of self-efficacy, income, sex, age, receipt of social assistance grants and entry into a preferred option course in evasion. Data were collected from 346 university students through a Socioeconomic Questionnaire, the Self-Efficacy Scale in Higher Education, in addition to documentary information, and were analyzed using the AMOS software. The results identified that being a woman and manifesting high self-efficacy are associated with better academic performance, which are related to lower risks of dropping out. It was also found that being a woman and attending the preferred option course decreases the chances of dropping out. Such results reinforce the weight of personal, psychological, academic and career variables in dropout and suggest ways for interventions that promote student permanence.

Fatores de evasão no ensino superior: uma revisão de literatura / Dropout factors in higher education: a literature review

A evasão no Ensino Superior constitui preocupação internacional com impacto nas Instituições de Ensino Superior, em geral, e nos percursos de carreira individuais, em específico. Para prevenir esse fenômeno e apoiar tanto instituições como estudantes na sua tomada de decisão, urge identificar fatores de evasão no ensino superior. Apresenta-se revisão de artigos publicados em revistas científicas internacionais entre janeiro 2014 e dezembro 2018, com base no Modelo Longitudinal de Evasão Institucional. A pesquisa foi realizada em quatro bases de dados, com combinações das palavras-chave dropout, departure, academic adjustment, college adjustment, academic integration, social integration e higher education. Foram lidos integralmente 24 artigos que satisfaziam critérios de inclusão. Procedeu-se à descrição dos artigos e o conteúdo foi sistematizado em meta-síntese. Identificaram-se fatores relativos a atributos prévios à entrada no ensino superior; objetivos e compromissos prévios e posteriores a essa entrada; experiências institucionais; integração acadêmica e social. Identificaram-se ainda medidas de sinalização de evasão. Discutem-se implicações para a investigação, para serviços e políticas das Instituições de Ensino Superior.

La evasión en lo Enseñanza Universitaria constituye preocupación internacional con impacto en las Instituciones de Enseñanza Universitaria, en general, y en los recorridos de carrera individuales, en específico. Para prevenir ese fenómeno y apoyar tanto instituciones, como estudiantes en su toma de decisión, es urgente identificar factores de evasión en la enseñanza universitaria. Se presenta revisión de artículos publicados en revistas científicas internacionales entre enero 2014 y diciembre 2018, con base en el Modelo Longitudinal de Evasión Institucional. La investigación se realizó en cuatro bases de datos, con combinaciones de las palabras clave dropout, departure, academic adjustment, college adjustment, academic integration, social integration y higher education. Se leyeron integralmente 24 artículos que satisfacían criterios de inclusión. Se procedió a la descripción de los artículos y se sistematizó los contenidos en meta-síntesis. Se identificaron factores relativos a atributos previos al ingreso en la enseñanza universitaria; objetivos y compromisos previos y posteriores a esa entrada; experiencias institucionales; integración académica y social. Se identificaron, aún medidas de señalización de evasión. Se discuten implicaciones para la investigación, para servicios y políticas de las Instituciones de Enseñanza Universitaria.

Dropping out of Higher Education is an international concern with an impact on Higher Education Institutions, in general, and on individual career paths, in particular. In order to prevent this phenomenon and support both institutions and students in their decision-making, it is urgent to identify evasion factors in higher education. A review made in published articles in international scientific journals between January 2014 and December 2018 is presented, based on the Longitudinal Institutional Evasion Model. The search was carried out in four databases, with combinations of the keywords dropout, departure, academic adjustment, college adjustment, academic integration, social integration, and higher education. Twenty-four articles that met the inclusion criteria were fully read. The articles were described and the content was systematized in meta-synthesis. Factors related to attributes prior to entering higher education were identified; objectives and commitments prior and subsequent to this entry; institutional experiences; academic and social integration. Evasion signaling measures were also identified. Implications for research, services and policies of Higher Education Institutions are discussed.

Towards interventions on school dropouts for disabled learners amidst and post-COVID-19 pandemic

Background: Despite objective arguments for inclusive education, there is a dearth of mechanisms to reduce dropouts amongst disabled learners in the extant literature. Thus, this article is one of the outputs of a study, which was conducted after a consistent observation of dwindling numbers of disabled learners who succeed in basic education in South Africa. Of late, the dropout rate increased because of adherence to lock down regulations amidst the coronavirus disease 2019 (COVID-19) pandemic. This triggered the need for research on co-creating interventions to mitigate the rate of dropouts amongst disabled learners. Objective: The article explores underlying obstacles that induce school dropouts for disabled learners amidst and post-COVID-19 and postulates interventions accordingly. Methods: Descriptive-narrative research upheld reality as emerging from empirical experiences of parents and guardians of disabled children, heads of primary and secondary schools, social workers, the Department of Social Development and Basic Education, and provincial associations for disabled persons that focus on children. Lived experience-based opinions were obtained from provinces with different economic growth, namely, Limpopo and Gauteng. Forty-one in-depth one-on-one interviews and two focus group discussions used Google Meet. The collected data were analysed using Creswell's qualitative data analysis framework (steps) and Atlas.ti.8. Results: The findings show a consistent pattern that the COVID-19 pandemic exacerbated the parents and guardians' fear of exposing and risking their learners to the health crisis. Based on the parents and guardians' narrative, mainstream school administrations discriminate and are unwilling to enrol disabled learners. Furthermore, the narrative from the school leadership shows that teachers use exclusive teaching and learning methods for the enrolled disabled learners because of ignorance, misconception, misunderstanding, misinterpretation of disability, disability inclusion, and reasonable accommodation. Conclusion: Based on the finding, it is clear that dropouts amongst disabled learners can be alleviated by using a systematic multi-stakeholder local community-based intervention approach. This, therefore, implies that government authorities and agencies should incorporate disability into mainstream policies that guide planning, budgeting, staffing, and mobilisation of other resources. This would ideally enhance the provision of learning opportunities to disabled learners whilst supporting their diverse educational needs without dichotomies set by 'ability and disability', or normal and abnormal. In this manner, inclusive education can contribute to the educational success of disabled learners through developing sustainability and resilience amongst disabled learners.

Re-engagement and influencing factors of patients with human immunodeficiency virus infection during anti-retroviral therapy in Yunnan Province / 中华传染病杂志

Objective:To investigate the situation of patients with human immunodeficiency virus (HIV) infection who re-engaging treatment after dropping-out during anti-retroviral therapy (ART), and the influencing factors of ART re-engagement in Yunnan Province.Methods:The total dropping-out cases of ART up to December 31, 2018, including cases of lost-of-follow-up and withdrawing medications in Yunnan Province were included. The status of drop-out and demographic data were collected from survey questionnaires and the extracted medical-visiting records from the China National Free Antiretroviral Treatment Program Database of Chinese Center for Disease Control and Prevention. Chi-square test was used in statistical analysis and logistic regression was applied in analyzing factors related with re-engagement.Results:Among the total 6 075 cases with HIV infection which were recorded with the status of drop-out during ART in Yunnan Province, 5 340(87.9%) cases were confirmed drop-out, 540(8.9%) cases were false dropping-out due to belated medical visiting records, 109(1.8%) cases provided invalid answers or had no response to survey questionnaire, and 86(1.4%) cases failed to report results. Among 5 340 confirmed drop-out cases, the findings showed that 923(17.3%) cases were tracked and successfully re-initiated ART, 2 327(43.6%) cases could not be contacted, 1 443(27.0%) cases refused ART, 100(1.9%) cases died, 39(0.7%) cases came back for treatment by self-willing, 91(1.7%) cases were detained, and 417(7.8%) cases were in other situations. Tracking the dropping-out cases were through the workers based on the health facilities including ART clinics, centers for disease control and prevention and the community-based organizations. They tracked the dropping-out cases by phone, through household visiting or face-to-face communication. Statistically significant differences were found in the proportion of patients re-engagement by gender, re-engagement age, route of infection, education level and time from entry to last loss ( χ2=6.14, 21.26, 8.24, 17.69, 12.75, respectively, all P<0.050). The logistic regression suggested that the protective factors related with the re-engagement included female (adjusted odds ratio (a OR)=1.34, 95% confidence interval ( CI) 1.12 to 1.61, P=0.002), re-engagement age≤30 year-old (a OR=1.78, 95% CI 1.25 to 2.55, P<0.001), age of 31 to 60 year-old (a OR=1.33, 95% CI 1.01 to 1.76, P=0.043), education level with primary school to high school or technical secondary school (a OR=1.56, 95% CI 1.21 to 2.01, P<0.001), the period>24 months between first initiating ART and dropping-out (a OR=1.37, 95% CI 1.11 to 1.70, P=0.004). Conclusions:The program of tracking and re-engagement for ART dropping-out patients in Yunnan Province needs multi-department participation and investing large resources, but the success rate of tracking and re-engagement is not high. The protective factors related with re-engagement are female, re-engagement age≤60 year-old, education level with primary school to high school or technical secondary school, the period>24 months between first initiating ART and dropping-out.

Acompanhamento dos bebês de alto risco em serviços de saúde: compromisso a favor da vida / Seguimiento del bebé de alto riesgo en los servicios de salud: un compromiso de por vida / Follow-up of high risk babies in health services: a commitment for life

Objetivo: identificar os motivos que levam as mães de bebês de alto risco a abandonarem o acompanhamento no Ambulatório de Alto Risco, ao longo do primeiro ano de vida. Método: estudo descritivo e exploratório, de natureza qualitativa realizado com 16 mães de bebês que foram acompanhados no Ambulatório de Alto Risco vinculado ao Programa Rede Mãe Paranaense. A coleta de dados ocorreu entre os meses de agosto e setembro de 2020, mediante entrevistas semiestruturadas e submetidas à análise de conteúdo, modalidade temática. Resultados: Emergiram duas categorias: Abandono do acompanhamento infantil de alto risco: desconhecimento atrelado a falta de apoio social; Ansiedade frente ao desconhecido: vivência das mães após o nascimento. Conclusão: os motivos referentes aos aspectos maternos, familiares, sociais e características dos serviços de saúde podem influenciar no abandono do acompanhamento infantil.(AU)

Objective: to identify the reasons that lead mothers of high-risk babies to abandon follow-up at the High-Risk Outpatient Clinic, throughout the first year of life. Method: descriptive and exploratory study, qualitative in nature, conducted with 16 mothers of babies who were followed at the High Risk Outpatient Clinic linked to the Rede Mãe Paranaense Program. Data collection took place between August and September 2020, through semi-structured interviews and submitted to content analysis, thematic modality. Results: Two categories emerged: Abandonment of high-risk child monitoring: lack of knowledge linked to lack of social support; Anxiety in the face of the unknown: mothers' experience after birth. Conclusion: the reasons related to maternal, family, social aspects and characteristics of health services can influence the abandonment of child care.(AU)

Objetivo: identificar los motivos que llevan a las madres de bebés de alto riesgo a abandonar el seguimiento en la Clínica Ambulatoria de Alto Riesgo, a lo largo del primer año de vida. Método: estudio descriptivo y exploratorio, de carácter cualitativo, realizado con 16 madres de bebés que fueron seguidos en la Clínica de Alto Riesgo vinculada al Programa Rede Mãe Paranaense. La recolección de datos se realizó entre agosto y septiembre de 2020, a través de entrevistas semiestructuradas y sometidas a análisis de contenido, modalidad temática. Resultados: Surgieron dos categorías: Abandono del monitoreo infantil de alto riesgo: desconocimiento vinculado a falta de apoyo social; Ansiedad ante lo desconocido: la experiencia de las madres después del nacimiento. Conclusión: las razones relacionadas con aspectos maternos, familiares, sociales y características de los servicios de salud pueden influir en el abandono del cuidado infantil.(AU)

Características sociodemográficas, económicas y de salud de los beneficiarios de los Servicios Educacionales Complementarios Básicos / Sociodemographic, economic and health-related characteristics of the beneficiaries of Basic Complementary Educational Services

Introducción: La nueva Ley Universitaria 30220 permite mejorar las condiciones básicas de calidad universitaria en Perú, y es pertinente conocer las condiciones del estudiante y su procedencia para la mejora continua de su progreso académico. Objetivo: Determinar las características sociodemográficas, económicas y de salud de beneficiarios de los servicios educacionales complementarios básicos de la Universidad Nacional de Frontera, Sullana Perú. Métodos: Se trata de un estudio descriptivo. Se revisaron los cuestionarios socioeconómicos, familiares y de salud de los beneficiarios. La población fue censal y ascendió a 1285 estudiantes. Resultados: Del total de estudiantes, 64 por ciento fueron mujeres y 35 por ciento hombres; asimismo, se determinó un elevado porcentaje de estudiantes con servicio de agua por horas, y se observó que algunos trabajaban en ocupaciones de ventas, en trabajo independiente y como mototaxistas. También se determinó que la mayoría de los estudiantes percibían un sueldo mensual entre 250-500 soles. En cuanto a la vacunación, se determinó que los estudiantes se colocaron la vacuna antitetánica, la vacuna contra el sarampión, la vacuna contra la hepatitis B, y la vacuna contra el virus del papiloma humano. Además, se halló un bajo porcentaje de estudiantes con asma, con algún tipo de alergia, y con padecimiento de alguna discapacidad, depresión y abuso sexual. Conclusiones: El servicio complementario de salud que brinda la universidad es pertinente para reducir riesgos de deserción por motivos de salud durante el pregrado. Aunque se necesita articular esfuerzos con los Gobiernos locales para establecer programas de salud(AU)

Introduction: The new University Law 30220 allows improving the basic conditions of university quality in Peru, insofar it is pertinent to know students' conditions and origins in view of the continuous improvement of their academic progress. Objective: To determine the sociodemographic, economic and health-related characteristics of beneficiaries of basic complementary educational services of the National University of Frontera in Sullana, Peru. Methods: This is a descriptive study. The socioeconomic, family and health questionnaires of the beneficiaries were reviewed. The population was of census type and amounted to 1,285 students. Results: Of the total of students, 64 percent were women and 35 percent were men. Likewise, a high percentage of students with hourly water service was determined, as well as some were observed to work in sales occupations, self-employment and as motorcycle taxi drivers. Most of the students were observed to receive a monthly salary between 250-500 soles. Regarding vaccination, the students were observed to receive vaccines against tetanus, measles, hepatitis B and human papillomavirus vaccines. In addition, a low percentage of students with asthma, with some type of allergy or suffering from some disability, depression and sexual abuse was found. Conclusions: The complementary health service offered by the university is pertinent to reduce the risk of dropping out due to health-related reasons during undergraduate studies. Although it is necessary to coordinate efforts with local governments for establish health programs(AU)

Diseño y validación del cuestionario percepción del profesor sobre la deserción universitaria (CDUp) / Design and validation of the questionnaire on teacher perception of university dropout (CDUp)

Resumen Objetivo: Diseñar y validar el Cuestionario Percepción del profesor sobre la Deserción Universitaria (CDUp) basado en el modelo bioecológico de Bronfenbrenner. Método: En este estudio de tipo instrumental, participaron 464 profesores, el 74,1 % eran mujeres (M edad = 40,05; DE = 10,9) y el 25,9 % eran hombres (M edad = 40,09; DE = 11,23), vinculados a una universidad pública (n = 249) y privada (n = 211) de la ciudad de Tunja (Colombia). Resultados: El análisis Factorial Exploratorio (AFE) con método de extracción mínimos cuadrados y rotación promax, arrojó una estructura pentafactorial, explicando el 55,28 % de la varianza. La consistencia interna del instrumento estimada con el coeficiente de Alfa de Cronbach (α = 0,89 0,95) y el método de fiabilidad compuesta, Omega de McDonald (ω =0,890,95), reveló niveles de fiabilidad fuerte para todas las escalas: Intrapersonal, Adaptación personal, Redes de apoyo disfuncional, Interacción docente-estudiante, y Aspectos institucionales y empleabilidad. Conclusión: El CDUp es un instrumento con óptimas propiedades psicométricas, el cual permite medir la percepción que tienen los profesores sobre los factores de riesgo asociados a la deserción universitaria.

Abstract Objective: This paper aims to design and validate of the Questionnaire on Teacher Perception of University Dropout based on Bronfenbrenner's bioecological model. Method: In this instrumental study, the University Dropout Questionnaire for use by teachers (CDUp, by its acronym in Spanish) was designed and validated in a sample of 464 teachers from a public and a private university of an intermediate city in Colombia. The construction of the questionnaire was carried out based on Bronfenbrenner's bioecological model. Results: The Exploratory Factor Analysis (CFA) with least squares extraction method and promax rotation threw a five-factor theoretical structure, explaining 55,28 % of the variance. The internal consistency of the instrument, estimated with Cronbach's coefficient alpha (α = 0,890,95) and McDonald's coefficient omega (ω = 0,87 0,95), revealed strong levels of reliability for all the scales: Intrapersonal, Personal Adaptation, Dysfunctional support networks, Teacher-student interaction, and Institutional aspects and employability. Conclusion: It is concluded that the CDUp is an instrument that presents optimal psychometric properties, which allows the measurement of the perception of risk that teachers have of the students who abandon the university system.

Repetência e abandono no ensino público regular: representações sociais da produção do "fracasso escolar" / Grade repetition and dropout in regular public education: social representations of the production of "school failure"

O principal objetivo do presente artigo foi identificar representações sociais de alunos de escolas públicas da Região Metropolitana do Estado do Rio de Janeiro em relação à evasão escolar e à repetência, além de mapear os fatores propulsores e inibidores da construção da identidade de "estudante" na vida dos alunos. As etapas escolares interrompidas na Educação Básica em regime regular afetam a dinâmica psicossocial envolvida nas decisões dos alunos na sua vida profissional e na perspectiva de futuro. A partir do referencial teórico da Teoria das Representações Sociais e, de forma complementar, pela Teoria da Identidade Social, procurou-se compreender os fenômenos relacionados ao "fracasso escolar". Foram entrevistados 430 estudantes do ensino fundamental. Os dados foram analisados com o auxílio do software EVOC 2003 para levantamento do possível núcleo central das representações, e o software SPHINX foi utilizado no auxílio da tabulação dos dados e construção dos instrumentos.

The main objective of this article was to identify social representations of students from public schools in the Metropolitan Region of the State of Rio de Janeiro in relation to school dropout and grade repetition, as well as to map the driving and inhibiting factors of the construction of the "student" identity in the students' lives. The school stages interrupted in regular Basic Education on a regular basis affects the psychosocial dynamics involved in students' decisions in their professional life and in their perspective of the future. Based on the theoretical framework of the Social Representations Theory and, in a complementary way, on the Social Identity Theory, we sought to understand the phenomena related to "school failure". A total of 430 elementary school students were interviewed. The data were analyzed with the help of EVOC 2003 software to survey the possible central core of the representations and the SPHINX software was used to assist in the tabulation of the data and the construction of the instruments.

Consecuencias del embarazo en la adolescencia en la zona de influencia del Centro de Salud Macuma / consequences of adolescent pregnancy in the area of influence of the Macuma Health Center

Las consecuencias del embarazo en la adolescencia son múltiples, en el ámbito social como la repetición del círculo de pobreza, abandono escolar, predisposición a la violencia y repercusiones en el estado de salud como los partos prematuros, niños con bajo peso, multiparidad incluso en la adolescencia. Objetivo: El siguiente estudio tiene como objetivo reconocer las consecuencias del embarazo en la adolescencia en la zona de influencia de la parroquia Macuma, una comunidad Shuar de auto identificación indígena. Materiales y métodos: La metodología utilizada fue la de un estudio cuantitativo y cualitativo, de campo, transversal, documental. Resultados: Los resultados esperados representan la incidencia de los embarazos en la adolescencia en la zona, las consecuencias que tuvieron estos embarazos, y las precepciones de los profesionales que se desenvuelven en este ambiente donde ocurren los hechos, también los diferentes actores y las personas de la comunidad. Conclusión: Se impone una profunda reflexión y elaboración de nuevas estrategias que incluyan la activa participación de todos los sectores de la sociedad, con vistas a enfrentar con efectividad esta crucial problemática y lograr que la reducción del embarazo en la adolescencia deje de ser una asignatura pendiente(AU)

Las consecuencias del embarazo en la adolescencia son múltiples, en el ámbito social como la repetición del círculo de pobreza, abandono escolar, predisposición a la violencia y repercusiones en el estado de salud como los partos prematuros, niños con bajo peso, multiparidad incluso en la adolescencia. Objetivo: El siguiente estudio tiene como objetivo reconocer las consecuencias del embarazo en la adolescencia en la zona de influencia de la parroquia Macuma, una comunidad Shuar de auto identificación indígena. Materiales y métodos: La metodología utilizada fue la de un estudio cuantitativo y cualitativo, de campo, transversal, documental. Resultados: Los resultados esperados representan la incidencia de los embarazos en la adolescencia en la zona, las consecuencias que tuvieron estos embarazos, y las precepciones de los profesionales que se desenvuelven en este ambiente donde ocurren los hechos, también los diferentes actores y las personas de la comunidad. Conclusión: Se impone una profunda reflexión y elaboración de nuevas estrategias que incluyan la activa participación de todos los sectores de la sociedad, con vistas a enfrentar con efectividad esta crucial problemática y lograr que la reducción del embarazo en la adolescencia deje de ser una asignatura pendiente(AU)

Predição da Potencial Evasão Acadêmica entre Estudantes Trabalhadores e Não Trabalhadores / Prediction of Potential Higher Education Dropout in Employed and Unemployed Undergraduate Students

Resumo A evasão do ensino superior é um problema relevante. Muitos estudantes não concluem o nível superior devido às dificuldades financeiras e questões psicossociais. Neste contexto, o objetivo do estudo foi identificar preditores dos motivos para a potencial evasão do ensino superior entre 385 estudantes universitários empregados e 397 estudantes desempregados. Os resultados mostraram que os motivos para a potencial evasão do ensino superior na amostra abrangeram os fatores vocacionais, carreira, desempenho acadêmico, interpessoais e falta de suporte. Essas evidências demonstram que a potencial evasão pode ser compreendida por preditores relacionados ao tipo de instituição, financiamento, autoavaliação de desempenho e níveis de satisfação com o curso, condição financeira e escolha profissional. Nas relações de predição entre estudantes que trabalham e não trabalham, há ainda especificidades fundamentais para formular políticas e práticas, com o intuito de maximizar a permanência dos alunos na graduação e otimizar o planejamento da trajetória acadêmica e profissional desses estudantes.

Abstract Higher education dropout is a relevant problem. Many students do not complete college because of financial and psychosocial issues. We aimed to identify predictors of the reasons for potential dropout of higher education among 385 university students employed and 397 unemployed. We showed that the reasons for the potential dropout of higher education in the sample are related to factors as vocational, career, academic performance, interpersonal and lack of support. This evidence demonstrates that predictors related to the type of institution, study financing, self-evaluation and levels of satisfaction with course, financial condition and professional choice predict the college dropout potential among students who work and do not work. Thus, it is necessary to plan public policies that cover these variables and consider the specificities of these groups while formulating policies and practices with the purpose of maximizing student's permanence in higher education and optimizing their professional trajectory planning.