Exploring the relationship between satisfaction and university dropout: A systematic review

Abstract Student satisfaction is frequently discussed in the literature on university dropout and its causes. Research emphasises understanding how educational quality influences student satisfaction and its role in retention. However, there is a lack of consensus on how several types of satisfaction relate to dropout, complicating the understanding of its impact on dropout intentions and potential interventions. To address this, a qualitative synthesis of quantitative studies was conducted using the SPIDER format to determine the inclusion and exclusion criteria, focusing on studies involving undergraduate students that explore the relationship between satisfaction and dropout, and published between January 2014 and December 2023. The Web of Science database was used, and to minimise bias, two researchers conducted all phases. 27 articles were identified, assessing academic, institutional, or personal satisfaction with the university experience. The findings indicate that all forms of satisfaction are related to dropout intentions through direct and, to a lesser extent, indirect relationships, for example, through engagement, need for competence or burnout. Additionally, 21 articles suggested strategies to reduce dropout through interventions with students, pre‐academic guidance and improving the quality of teaching, university services, and university environment, such as instilling values of inclusion and non‐competitiveness. The paper has some limitations related to the selection of articles and the lack of a consensus in the scientific literature on conceptualising different types of student satisfaction. Nevertheless, it highlights the importance of considering student satisfaction as a key determinant of retention in the university environment. Context and implications Rationale for this study: To carry out research with a focus on reducing high drop‐out rates, it is essential to understand the most relevant variables in this field. Satisfaction is one of these variables, but the systematisation of information on the relationship between satisfaction and dropout is limited. Why the new findings matter: As this is a systematic review, the results provide a broad overview of the relationship between the two variables. Furthermore, by differentiating between the types of satisfaction, future research can address the phenomenon in a simpler and more rigorous way. Implications for teachers and researchers: The results of the study provide a comprehensive overview of the various factors associated with satisfaction (academic, institutional or personal) and university dropout, offering a detailed classification of the main forms of intervention described by various authors. This systematic review aims to facilitate university teachers' understanding of the impact of satisfaction on dropout, to equip them with strategies to promote satisfaction and, ultimately, to contribute to the reduction of dropout. The results and limitations identified offer new research avenues for further exploration by the academic community.