What motivates and retains students in higher education institutions? A study of factors in distance education

Abstract Identify the effect of financial problems on students’ motivation to continue in a Higher Education Institution (HEI) in the Distance Education (EAD) modality. Quantitative, exploratory and cross-sectional research. A survey was conducted with 271 students from an EAD HEI. The questionnaire included scales to measure intrinsic and extrinsic motivation, financial problems, stress, and social interaction. Data analysis was carried out using SPSS version 23, with support from the PROCESS macro for mediation and moderation. Financial problems directly impact students' stress, influencing extrinsic motivation. Social interaction negatively moderates the relationship between financial problems and stress. Regarding intrinsic motivation, financial problems have a positive impact, whereas stress has a negative impact. Explores the existing gap regarding the impact of financial problems on the motivation of distance learning students in Brazil, analyzing the moderating effects of social interaction and mediating variables such as stress. Limitations include the sample being restricted to a single HEI, a non-probabilistic convenience sample (271 respondents out of a target population of 1,403 EAD students, a 19.3% response rate), for which systematic respondent/non-respondent comparisons are not available, and the use of a cross-sectional data collection method, which does not allow for the analysis of changes over time. Educational institutions must develop strategies to mitigate the effects of financial problems and stress and to promote greater social interaction among students. Financial support policies and mentoring programs can be effective in reducing dropout rates and increasing retention. The research highlights the importance of considering students' socioeconomic context in distance learning, offering insights for public and institutional policies aimed at the inclusion and support of students from less favored social classes, thereby contributing to the democratization of access and retention in higher education.