Leow, Timothy, Li, Wendy Wen, Chao, Marc, and McDermott, Brett (2026) Emotional and behavioural predictors of dropout intention and the moderating role of student appraisals among international students in Australian universities. The Australian Educational Researcher, 53 (2). 43.

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Abstract

International student dropout presents a critical challenge for universities, with consequences for student well-being, institutional performance, and national economies. Despite their growing representation, limited research has investigated the psychological and institutional factors influencing dropout intention among international students. This study aimed to identify key psychological predictors of dropout intention and examine whether student appraisals of course content and institutional support moderate these relationships. To the authors’ knowledge, this is one of the first empirical investigations to explore these dynamics within an international student population in Australia. A total of 319 international students enrolled in Australian universities completed an online survey assessing mental health, resilience, mindfulness, filial piety, acculturation, financial stress, COVID-19 stress, sleep disturbance, and institutional perceptions. Hierarchical multiple regression and moderation analyses were conducted. Anxiety, COVID-19 stress, and poor sleep emerged as significant positive predictors of dropout intention, while resilience and reciprocal filial piety were significant negative predictors. Moderation analyses revealed that students’ appraisal of course content significantly strengthened the protective effects of both resilience and reciprocal filial piety. Appraisal of institutional support, however, did not moderate any of the identified relationships. These findings extend the dropout model by incorporating psychological health and cultural values into understanding persistence among international students. They highlight the importance of enhancing academic experiences and providing culturally sensitive mental health support. Institutions should consider integrating resilience-building and course quality initiatives to better support international student retention. Future research should adopt longitudinal approaches to examine how dropout intentions translate into actual behaviour over time.

Item ID:	94026
Item Type:	Article (Research - C1)
ISSN:	2210-5328
Copyright Information:	© The Author(s) 2026. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Date Deposited:	15 Sep 2026 03:22
FoR Codes:	39 EDUCATION > 3903 Education systems > 390303 Higher education @ 50% 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 30% 39 EDUCATION > 3904 Specialist studies in education > 390412 Teacher and student wellbeing @ 20%
SEO Codes:	16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 70% 20 HEALTH > 2004 Public health (excl. specific population health) > 200407 Health status (incl. wellbeing) @ 30%
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