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

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.