Analysis of cognitive-motivational factors in university students from southern Chile: Motivations for enrollment, persistence, and sociodemographic differences

Abstract

The massification of access to higher education has brought with it the challenge of incorporating students with different motivations and expectations regarding their university experience, aspects that influence both entry and retention in higher education. The objective of this study is to analyze the motivations, expectations, and academic self-efficacy of university students, considering gender, socioeconomic level, and belonging to indigenous peoples. Instruments were administered to 209 students from southern Chile, revealing that the three main reasons for the decision to go to university are: vocation, economic reasons, and the natural continuation of studies. Differences were found based on gender and belonging to indigenous peoples, but not in relation to socioeconomic level. Academic self-efficacy and expectations of personal, academic, and family well-being predict motivation. It is important to consider these aspects in order to promote retention in higher education.