Socio-psychological predictors of school dropout intention among Italian adolescents: evidence from a large-scale study

Introduction School dropout is the premature interruption or extended completion of education, posing significant challenges for both individuals and educational systems worldwide. Methods This study explores how psychosocial factors influence the intention to dropout of school among 2,646 students from 13 secondary schools in Italy. By assessing individual (e.g., personality, behavior, mental health) and environmental (e.g., family, school context) factors, the study seeks to understand the role of psychological distress in dropout intentions. Specifically, individual factors were measured through the Youth Self-Report, Bergen Social Media Addiction Scale, Internet Gaming Disorder Scale, Eating Attitude Test, Hikikomori Questionnaire, and Big Five Inventory-10. Environmental factors were measured using the Word Health Organization Quality of Life, Parental Bonding Inventory, and the Questionnaire de dépistage d’élèves à risque de décrochage scolaire. Socio-demographic factors and social desirability bias (using the Impression Management scale from the Balanced Inventory of Desirability Responding) were also measured. Results Multiple linear regression analyses, controlling for gender, socioeconomic status, age, and social desirability, revealed family supervision as a crucial protective factor against dropout. Conversely, attention-related issues such as impulsivity and difficulty concentrating were strong predictors of dropout intentions, indicating their detrimental effect on academic performance and study habits. Discussion These findings highlight the importance of family involvement and mental health support to reduce dropout rates. Addressing both environmental and psychological factors is critical for promoting student retention and academic success.