PERCEIVED LEARNING ENVIRONMENT AND DROPOUT RISK AMONG FIRST-YEAR UNIVERSITY STUDENTS
Edina Kocsó*
Teacher Training Centre, University of Dunaújváros, Dunaújváros, Hungary
∗ Correspondence: kocsoe@uniduna.hu
DOI : 10.66538/DH.2026.2.1.
Abstract
The spread of digitalisation and online learning formats has transformed higher education learning environments and has drawn attention to students’ subjective learning conditions as potential factors in dropout processes. While previous research has examined structural and institutional predictors of student attrition, less is known about whether student-reported learning conditions are associated with actual dropout outcomes.
This study examines the relationship between perceived learning conditions and dropout among first-year students at a Hungarian higher education institution. The analysis combines questionnaire data from two consecutive entry cohorts with administrative student status records. The main variables include perceived quality of digital devices and internet access, availability of a quiet study environment, perceived support, digital competence-related difficulty, academic and administrative difficulties, and request for an institutional loan laptop. Descriptive statistics, non-parametric tests and logistic regression models were applied.
The results indicate that student-reported learning conditions add modest but meaningful information to the interpretation of dropout risk. In the regression models, perceived support and quiet study environment were associated with lower odds of dropout. Requesting an institutional loan laptop also showed a strong negative association with dropout, although this finding should be interpreted cautiously as it may reflect active help-seeking behaviour and institutional engagement rather than a direct causal effect. In contrast, general equipment quality and the perceived digital competence proxy did not show robust independent associations with dropout. The study contributes to institutional-level dropout research by highlighting the relevance of students’ perceived learning conditions alongside traditional background and administrative indicators.
Keywords: higher education dropout; student persistence; perceived learning environment; student-reported learning conditions; digital learning conditions; student support