Preventing dropout and distress at university: a study on the mediating role of academic engagement

Background. Academic drop-out in higher education has implications both on individuals’ well-being and on a public health level. The present project, entitled drOpout pReventIon and EngagemeNT At The University Of Naples (ORIENTATION), aims to analyze the relationships of one of the psychological variables most influencing university dropout, namely academic engagement (EA), with academic motivation, psychological distress, academic performance, and intention to and actual dropout itself. Methods: The project aims to include first-year students of Federico II University enrolled in the bachelor’s degree courses in the STEM area that report among the highest dropout rates. Students participating in the first year will also be recruited in the second and third years through the administration of the following measures: 1) SInAPSi Academic Engagement Scale; 2) Academic Motivation Scale; 3) Depression Anxiety Stress Scale; 4) Academic Performance Inventory. Structural equations and models belonging to the item response theory family will be performed. Expected results. It is expected to verify the mediating role of AE in relation to the above-mentioned variables, especially drop-out and psychological distress, testing moderated mediation models and analyzing profiles. Current stage of work. Currently, data of the first year, on which analysis will be performed, are to be collected. Discussion. The project will have a series of implications, such as the development and testing of interventions to prevent university drop-out and psychological distress, activities to support academic engagement processes for students in the first years of the STEM area, and school orientation projects that aim to reduce the "leaky pipeline".