Emotional competence and drop-out rates in higher education

摘要

Purpose – The purpose of this paper is to compare the emotional competence of first year undergraduates enrolled on a high or low drop-out rate (HDR and LDR, respectively) course, at a newly established university within the UK. Design/methodology/approach – A mixed methods approach using both quantitative and qualitative data collection methods was used. The Trait Emotional Intelligence Questionnaire (TEIQue) established participants' emotional competence, and semi-structured interviews were used to probe the findings from the TEIQue. Findings – The results indicate that typical HDR course participants have high self-esteem and a good level of interpersonal skills, but are controlled by their emotions and exhibit an external locus of control. This manifests itself in a distrust of peers as a source of support and a reactive attitude to self-improvement. Typical LDR course participants have low self-esteem and a good level of intrapersonal skills, but have developed the ability to control their emotions and exhibit an internal locus of control. This manifests itself in a high level of confidence in peers as a source of support and a proactive attitude to self-improvement. Originality/value – The paper contributes to the learning styles literature by investigating the impact of students' characteristic affective behaviours on their vulnerability to drop-out.