Replication data for: Individual and Psychosocial Protective Factors: Dual Safeguards Against Dropout Intentions in Peru

However, understanding why students who begin a university education may consider dropping out also requires examining psychological variables. This study adopts a quantitative approach to identify the predictor role of social-interpersonal factors (social skills and social support), as mediated by cognitive-individual ones (goal efficacy and planning), in the development of dropout intentions among Peruvian university students.

The sample included 536 students from eight universities, both public and private, in three regions of Peru. Findings show that students with higher levels of social support and social skills are less likely to develop dropout intentions, particularly when these factors are mediated by goal efficacy and planning. Differences were observed based on gender, type of university, field of study, region, student’s role, and father’s education level.