DT 12-25 Psychological and cognitive factors associated with university dropout: A Comparative Study of Economics and Psychology Students in Uruguay

Personality traits, other psychological factors, and cognitive abilities have consistently been related to academic performance. However, there is limited empirical evidence on how these factors jointly influence dropout decisions. This study examines the relationship between big-five personality traits, consideration of future consequences, and fluid intelligence on dropout decisions among second-year students in the Economics and Psychology colleges at Uruguay’s largest university. Using data from the 2018 student cohort and controlling for a range of sociodemographic and economic variables, we employed Probit and Multinomial Models to analyze dropout patterns. Our findings reveal that personality traits and fluid intelligence are significantly associated with dropout decisions, though their effects vary across different academic disciplines. Moreover, we identify distinct patterns in the influence of personality traits and cognitive abilities on instructional versus systemic dropout. These findings contribute to the growing literature on psychological determinants of educational outcomes and offer insights for higher education policy aimed at improving student retention.

Keywords: higher education, instructional and systemic dropout, personality, fluid intelligence, academic trajectories.