ABSTRACT

This study examined the impact of psychosocial environment and academic emotions on higher education students’ intentions to leave their studies. The data were derived from a survey among students at study programmes for teacher education, early childhood education, and social science education at one higher education institution in Norway (n = 206). The survey comprised items from the Academic Emotions scale (AEC), the Learning Climate Questionnaire (LCQ) and pre-validated scales for Loneliness and Intentions to Leave. In addition, the survey tested out a series of items based on the Emotional Support domain in the Teaching Through Interactions framework (TTI). The study adds to existing research by operationalizing emotional support in higher education learning environments. The findings showed that test emotions and learning-related emotions, perceived loneliness and instructional engagement were significant to explain variance in students’ intentions to discontinue their studies. ANOVA identified significant between-group differences. Older students (>30 years) reported more positive academic emotions and better relations to their teacher than what younger students did, and female students perceived higher levels of instructional engagement than what male students did. Still, the quality of teacher–student relations had no significant impact on students’ intentions to leave.

摘要

本研究考察了心理社会环境和学业情绪对高等教育学生离职意愿的影响。数据来自对挪威一所高等教育机构师范教育、幼儿教育和社会科学教育学习项目的学生进行的一项调查（n = 206)。该调查包括来自学术情绪量表 (AEC)、学习环境问卷 (LCQ) 和预先验证的孤独感和离开意向量表的项目。此外，调查还测试了基于互动教学框架（TTI）中情感支持领域的一系列项目。该研究通过在高等教育学习环境中实施情感支持来增加现有研究。研究结果表明，测试情绪和与学习相关的情绪、孤独感和教学参与度对于解释学生中止学习意图的差异具有重要意义。ANOVA 确定了显着的组间差异。与年轻学生相比，年长学生（>30 岁）报告的学业情绪更积极，与老师的关系更好，与男学生相比，女学生认为教学参与度更高。尽管如此，师生关系的质量对学生的离开意愿没有显着影响。