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It is estimated that one in three students drop out of university by the end of the first year of study. Dropping out of university has significant consequences, not only for the student but also for the university and for society as a whole. A total of 1.154 Italian freshmen were involved in this study and were divided based on their intention to dropout from university. The intention to dropout was assessed using five questions, and motivation was assessed through the Academic Motivation Scale. Differences in socio-demographic factors, extra-curriculum activities, academic characteristics, and academic motivation between freshmen with low and high dropout risks were assessed for highlighting potential intervention for limiting dropout rates. The majority of the freshmen were female, from low-income families, had attended high school, and lived out of town; the most represented field of study was health professions. The results indicate that the variables increasing the likelihood of belonging to the high dropout risk group are as follows: unsatisfactory relationships with lecturers/professors and fellow students, low income, amotivation, and extrinsic motivation. This study underlines the importance of adopting new teaching approaches that include spaces and time dedicated to fostering relationships, supporting academic success, and promoting the psychosocial well-being of students. [ABSTRACT FROM AUTHOR]

Background/Objectives: Sleep and mental health are closely linked, with sleep deprivation increasing the risk of mental health problems in college students. This study aimed to analyze the role of sleep in the mental health status of a sample of Italian freshmen, considering various mental health outcomes and potential interactions between sleep and other relevant factors, such as sociodemographic characteristics, academic experiences, and mental health history. Methods: All freshmen from a medium-sized Italian university were invited to participate in a multidimensional online survey (n = 3756). Sleep quality was assessed through questions on average hours of sleep per night and on satisfaction of perceived sleep quality. Mental health outcomes included psychophysical well-being, psychological distress, substance use, and problematic internet use. Statistical analysis involved multivariate analysis of variance, followed by pairwise comparisons. Results: The sample (n = 721) exhibited low levels of well-being and a high prevalence of psychological distress (52.1%). Approximately one-third of students (n = 258) were dissatisfied with their sleep quality, and one-fourth (n = 186) reported inadequate sleep (less than 7 h per night). More specifically, 24.4% of students slept on average six hours per night, and 1.4% slept five hours or less. Satisfaction with perceived sleep quality significantly influenced well-being, psychological distress, and cannabis use (ηp2 = 0.02). Interaction effects were observed between satisfaction with sleep quality and drop-out intentions (ηp2 = 0.01), as well as between satisfaction with sleep quality and history of mental health diagnosis (ηp2 = 0.02), both of which were significant for psychological distress and cannabis use. Conclusions: This study highlights the influence of perceived sleep quality on academic distress among college freshmen, particularly those with higher intentions of leaving university and with a history of mental health diagnosis. [ABSTRACT FROM AUTHOR]

Dropout is a critical concern in higher education, with a considerable number of students leaving within the first two years of university. Dropout affects students' well-being and their academic and career prospects, and institutions' retention and graduation rates. The aim of this study was to explore the mediating role of motivation and cognitive strategies for learning in the relationship among self-efficacy, connectedness, and university dropout intention. A total of 790 Italian college freshmen were involved in this study. The sample was recruited through a web survey consisting of the Academic Motivation Scale, Perceived School Self-Efficacy Scale, University Connectedness Scale, and Self-Regulated Knowledge Scale-University. The freshmen's intentions to drop out were assessed with five questions. The average age of the freshmen was 20.9 years, most of them were female, and were attending a degree program in the medical area. The results show that self-efficacy is the most important predictor of dropout intentions, followed by university connectedness. Self-regulated knowledge has an important role in predicting dropout intention by acting as a mediator between self-efficacy and motivation.This study underlines the importance of investing in training and orientation interventions in order to develop the skills to face the university path, increasing self-efficacy, motivation, and consequently students' well-being. [ABSTRACT FROM AUTHOR]