Student dropout can be conceptualized as a decision-making process, consisting of different phases. Based on previous literature on student dropout, decision-making, and action-phases, we proposed that the process of developing dropout intentions includes the following phases: non-fit perception, thoughts of quitting/changing, deliberation, information search, and a final decision. In the present cross-sectional study, we empirically investigated if the assumed phases can be distinguished from each other, if the phases follow the presumed order, and whether each phase is associated with certain characteristics. Furthermore, we considered a strict separation between quitting studies completely and changing a major. For this purpose, we analyzed data of N = 1005 students (average age of 23.0 years; 53% female; 47% male) from a German University. By using confirmatory factor analyses, we found the supposed factor structure for the different phases concerning both kinds of dropout, quitting studies, and changing majors. In each process, structural equation modelling indicated positive relations between adjoining phases. The factor values correlated to a substantial amount with an assortment of variables associated with student dropout. On a theoretical level, the conception of different phases of student dropout helps to get a better understanding of regulatory processes in the context of student dropout.

学生辍学可以被概念化为一个决策过程，包括不同的阶段。根据以前关于学生辍学，决策和行动阶段的文献，我们提出了制定辍学意图的过程包括以下阶段：不适应感，戒烟/改变思想，审议，信息搜索和最终阶段。决定。在当前的横断面研究中，我们根据经验研究了假设的相位是否可以彼此区分，这些相位是否遵循假定的顺序以及每个相位是否与某些特征相关联。此外，我们考虑了完全放弃学习和改变专业之间的严格区分。为此，我们分析了N的数据=来自德国大学的1005名学生（平均年龄23.0岁；女性53％；男性47％）。通过使用验证性因素分析，我们发现了关于辍学，退出研究和专业变化的两种不同阶段的假定因素结构。在每个过程中，结构方程模型都表明相邻相之间的正相关关系。因子值与大量的变量相关联，这些变量与学生辍学相关联。从理论上讲，学生辍学的不同阶段的概念有助于更好地了解学生辍学的过程。