Dropout among prospective teachers: validation of a phase-oriented theoretical model
验证了一个五阶段动机决策模型来解释准教师辍学过程，基于德国六所师范大学215名学生的两轮数据，支持了前三个阶段顺序及测量模型。
Quitting the study program is a challenge for everyone involved. As argued in the literature, quitting a study program is the result of a longitudinal process. Bäulke et al. (Citation2022) proposed an approach to dropout as a motivational decision process and provided preliminary empirical evidence. Further validation, such as replication of the measurement model or the correct order of the five assumed phases, is needed to overcome the limitations of previous studies using cross-sectional designs, and data from only one university. Data from 215 students, who have been enrolled in three different teacher education study programs at six universities of education in southern Germany, were collected at two measurement points. The analyses provide evidence for an appropriate measurement model and support the correct sequence of the first three phases as well as the first evidence for the assumed process of dropout of a study program. In addition to a better understanding of dropout as a longitudinal motivational decision process, this study supports the idea of identifying students in an early phase of their dropout and may lead to specific support for these students.