Dropout is a problematic issue in education due to its high prevalence and impact on students and society. In fact, it can limit students' future options, and it involves a substantial cost for public budgets in most countries. This is not an easy problem to solve, since student dropout is a complex decisional process involving such factors as personal and contextual characteristics, educational variables, and psychosocial aspects. Very few studies have examined whether sociodemographic and psycho-educational variables affect educational dropout at different academic levels. For this reason, the present study aims to provide a better understanding of the role of several variables (age, academic results, gender, sexual orientation, academic help-seeking, academic self-efficacy, and planning as a strategy to cope with academic stress) in educational dropout thoughts in a sample of 759 students resident in Spain (age: M = 22.91, 74.0% women). Regression analyses showed that dropout thoughts were significantly predicted by academic results, planning, sexual orientation, academic self-efficacy, and academic help-seeking. Agreements and discrepancies with previous research are discussed. The results of the current study can be used by educators, policy makers and institutions to develop programmes to reduce student dropout by enhancing self-regulated learning strategies.