<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0874-0283</journal-id>
<journal-title><![CDATA[Revista de Enfermagem Referência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Enf. Ref.]]></abbrev-journal-title>
<issn>0874-0283</issn>
<publisher>
<publisher-name><![CDATA[Escola Superior de Enfermagem de Coimbra - Unidade de Investigação em Ciências da Saúde - Enfermagem]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0874-02832022000100243</article-id>
<article-id pub-id-type="doi">10.12707/rv21134</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Variáveis de contexto pessoal e académico como preditoras do abandono escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Personal and academic variables as predictors of student dropout]]></article-title>
<article-title xml:lang="es"><![CDATA[Variables del contexto personal y académico como predictores del abandono escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guiné]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Andreia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Saúde ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escola Superior de Enfermagem de Coimbra Unidade de Investigação em Ciências da Saúde: Enfermagem ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro de Estudos em Educação e Inovação  ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior Agrária ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Centro de Recursos Naturais, Ambiente e Sociedade  ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidade de Coimbra Centro de Estudos de Geografia e Ordenamento do Território ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>serVI</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0874-02832022000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0874-02832022000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0874-02832022000100243&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Enquadramento:  A complexidade do fenómeno do abandono escolar, perspetivado como a não conclusão do curso frequentado, pressupõe diferentes preditores deste fenómeno.  Objetivos:  Identificar variáveis preditoras dos motivos de intenção de abandono escolar nos estudantes do ensino superior.  Metodologia:  Estudo quantitativo transversal, descritivo-correlacional e analítico, com uma amostra não probabilística por conveniência de 1175 estudantes portugueses. O instrumento de recolha de dados incluiu um questionário sociodemográfico, uma Escala de Motivos de Intenção de Abandono Escolar do Ensino Superior e outras escalas validadas.  Resultados:  Os resultados obtidos identificam, como variáveis preditoras das quatro dimensões dos motivos de intenção de abandono escolar, a idade e o sexo, a perceção emocional, a performance de aprendizagem e dimensões das vivências académicas dos estudantes.  Conclusão:  Constata-se a necessidade de apoiar os estudantes ao nível da gestão de expectativas, dotando-os de uma maior capacidade de lidar com as suas perceções emocionais. Sugere-se a criação de medidas de mitigação do abandono escolar atendendo ao seu perfil sociodemográfico e criação de infraestruturas que garantam a qualidade de vida académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background:  Student dropout, defined as the non-completion of the attended school program, is a complex phenomenon that involves different predictors.  Objective:  To identify predictor variables for dropout in higher education students.  Methodology:  This is a descriptive-correlational and analytical cross-sectional quantitative study with a non-probability convenience sample of 1175 Portuguese students. The data collection instrument included a socio-demographic questionnaire, the Reasons for Higher Education Dropout Scale, and other validated scales.  Results:  The results obtained identify age and gender, emotional perception, learning performance, and dimensions of students&#8217; academic experiences as predictor variables for the four dimensions of student dropout.  Conclusion:  This study points to the need to support students in managing their expectations, providing them with a greater ability to deal with their emotional perceptions. Implementing measures to mitigate students&#8217; dropout, considering their socio-demographic profiles, and creating infrastructures that ensure the quality of academic life are recommended.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Marco contextual:  La complejidad del fenómeno del abandono escolar, visto como la no finalización del curso, presupone diferentes predictores de este fenómeno.  Objetivos:  Identificar variables predictoras de los motivos de la intención de abandono escolar en estudiantes de educación superior.  Metodología:  Estudio cuantitativo transversal, descriptivo-correlacional y analítico, con una muestra no probabilística por conveniencia de 1175 estudiantes portugueses. El instrumento de recogida de datos incluyó un cuestionario sociodemográfico, una Escala de Motivos de Intención de Abandono Escolar de la Educación Superior y otras escalas validadas.  Resultados:  Los resultados obtenidos identifican, como variables predictoras de las cuatro dimensiones de los motivos de abandono escolar, la edad y el género, la percepción emocional, el rendimiento del aprendizaje y las dimensiones de las experiencias académicas de los estudiantes.  Conclusión:  Es necesario apoyar a los estudiantes en la gestión de las expectativas, proporcionándoles una mayor capacidad para gestionar sus percepciones emocionales. Se sugiere crear medidas para mitigar el abandono escolar según su perfil sociodemográfico, así como infraestructuras que aseguren la calidad de vida académica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[evasão escolar]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[emoções]]></kwd>
<kwd lng="pt"><![CDATA[desempenho académico]]></kwd>
<kwd lng="pt"><![CDATA[sucesso académico]]></kwd>
<kwd lng="en"><![CDATA[student dropouts]]></kwd>
<kwd lng="en"><![CDATA[universities]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[academic success]]></kwd>
<kwd lng="es"><![CDATA[abandono escolar]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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