Persistence in the Psychology program: voices of students, Rodrigo Facio Campus, University of Costa Rica

Abstract

In this article, the most relevant findings are presented from a study that examined admission and persistence in higher education through the voices of fourth-semester students enrolled in the Bachelor’s and Licentiate Degree in Psychology program at the Rodrigo Facio Campus of the University of Costa Rica. The study was conducted in coordination with course groups from PS-0155 Psychoeducational Theory, with participants primarily drawn from the 2020 to 2023 cohorts. A total of 171 students participated, representing 39 % of those currently enrolled in the program at the Rodrigo Facio Campus.  The general objective was to identify factors associated with admission and persistence during the first two years of the program. The methodological strategy was based on a mixed-methods approach, and the results of 135 interviews and seven group discussion sessions were systematized.  Regarding the main findings, factors that favored persistence included a predominantly conscious vocational choice, high and relatively stable intrinsic motivation, a perception of manageable academic difficulty, and strong support networks fostering a sense of belonging. Critical factors identified were the perception of academic overload and concerns regarding future professional prospects.