Capítulo 1.1. Deserción universitaria y factores de riesgos educativos: Diagnóstico psicosocial desde la escala e-frped

UNESCO refers that student desertion within Latin American contexts is immersed in social, cultural, political and exclusion factors to which vulnerable groups are exposed; contemplating on the other hand the difficulties of access to training processes and the quality of education systems, among others. From this particularity, the literature has focused on addressing and understanding a phenomenon that has been increasing in a non-exponential way over the years, but in a significant way, becoming a need for the academy to attend to the realities that arise in the internal dynamics, in order to create processes of attention to the variables that affect the daily lives of students. In accordance with the above, the E-FRPED scale (Scale for Assessment of Psychosocial Risk in Distance Education) is presented as an instrument that seeks to identify the factors associated with academic desertion in specific contexts such as distance education, and in this way understand that student dropout is not limited exclusively to geographic, structural or mobilization barriers, but that psychological, environmental and pedagogical factors are strongly linked to the processes of student dropout or graduation, this as a response to internal resources and external resources that the individual counts on to achieve graduation