Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
University dropout is a widespread issue in our education system, with significant implications for both individuals and society. Among the factors that may influence dropout, study strategies, academic motivation, perceived self-efficacy and psychological well-being are particularly relevant. This paper presents the results of a cross-sectional study conducted on a convenience sample of 476 university students who participated in an online survey aimed at exploring the role of self-regulatory learning strategies and well-being on dropout intentions. The findings are discussed in terms of their practical implications, highlighting how interventions focused on promoting cognitive-motivational strategies can contribute to enhancing academic success and preventing the risk of dropout.
