L'esperienza universitaria degli studenti silenti : modalità di partecipazione e identificazione di ruolo

This contribution examines the experience of a specific segment of university students at high risk of dropping out, so called “silent students”. Respondents were 277 students who, despite being enrolled at least in the second year of a three-year degree, were found to have sat a maximum of two exams. The analysis identifies their structural features, their modes of engagement and academic integration, their perceived difficulties and their role identification. The results point to possible indications for the design of pre-university and university-level orientation programs, aimed at limiting the phenomenon of “silent students” and intercepting those who, while experiencing initial difficulties, demonstrate some form of commitment to learning.