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1.
The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents’ motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout.  相似文献   

2.
BackgroundSchool dropout is a serious issue with high individual and societal costs. Although numerous risk factors have been studied, those related to the proximal learning environment have mostly been neglected.AimIn this study we tested whether a feature of the learning environment, i.e., students’ perception of being treated fairly by teachers, could reduce their intention to drop out.Sample547 9th grade students (56% male, 94% born in Italy, Mage = 13.92).MethodParticipants answered a questionnaire on teacher justice and intentions to drop out at the beginning (T1), middle (T2) and end (T3) of the school year.ResultsA latent growth model indicated that intentions to dropout increased over time and perceptions of teacher justice had a negative association with the increase both at T2 and T3, even after controlling for gender, nationality, motivation, and perceived learning difficulty.ConclusionThese findings suggest that teacher justice can play a relevant protective role against early school leaving.  相似文献   

3.
Considering the demanding higher education context, university students are at risk to experience burnout symptoms such as emotional exhaustion, cynicism, and reduced professional efficacy. Theoretical models (e.g., Job Demands-Resources Model) state that burnout symptoms develop over time, vary between individuals, and bear adverse consequences. To date, the temporal development of student burnout symptoms within semesters, inter-individual differences in their development, and the role of their development for academic outcomes like student dropout are understudied. To complement this limited research, we used date of a three-wave longitudinal study with N = 1435 undergraduate students over one semester. First, we modeled unconditional second-order latent growth curves to examine the initial levels and trajectories of each burnout symptom (emotional exhaustion, cynicism, and reduced professional efficacy). We then modeled conditional second-order latent growth curves to examine whether initial levels and trajectories differed depending on students’ sociodemographic characteristics (gender, age, study progress, and academic major) and associated with students’ intentions to drop out from university. Results indicated a linear increase in student burnout symptoms over the semester. Sociodemographic differences existed in the initial levels of emotional exhaustion and reduced professional efficacy and the trajectories of each symptom. Generally, female, STEM, and higher- and lower- semester students were particularly affected by burnout symptoms. Further, higher initial levels and an increase in each symptom corresponded with higher dropout intentions. Summarizing, the results highlighted that student burnout symptoms increase as the semester progresses, seem more pronounced among certain student groups, and operate as strong predictors for dropout intentions.  相似文献   

4.
Abstract

This study evaluates the effects of school desegregation by court-ordered busing on the subsequent dropout rate of majority and minority students. Using before and after busing measures of dropout rates, school records and personal interviews, this research finds majority dropout rates are not affected by desegregation procedures. While the dropout rates of bused minority students appear to be identical to those of non-bused minority students, large disparities between minority rates in various bused sectors indicate highly uneven educational experiences of bused minority students. School socio-economic composition and the expectations of teachers concerning student behavior are used to analyze the disparities, with the conclusion reached that the more favorable expectations of teachers at higher socio-economic climate schools produce lower minority student dropout rates. Desegregation produces a positive benefit for this most crucial dimension of minority student educational accomplishment, when the school to which the minority student is bused is one where teachers' expectations are positive and supportive.  相似文献   

5.
This study hypothesized that repeating a grade is one reason why Honduran primary students drop out of school but not the main reason. Using longitudinal data, we analyzed student enrollment patterns up until students left school. The results revealed that many students dropped out suddenly without having previously repeated a grade, although many dropouts had also repeated a grade at some point, and repeating a grade experience was not among the most frequently appearing dropout patterns in any of the completed grades. The findings indicated that low expectations of education and the need to enter the labor market were causes of immediate dropout.  相似文献   

6.
Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students with disabilities. This study examined the efficacy of Check & Connect with general education students who showed early warning signs of risk for dropping out of high school in a large urban district. The sample included 553 students with the lowest predicted probabilities of on-time graduation based on attendance, behavior, and course performance in Grades 8 and 9. Students were randomly assigned to receive a Check & Connect mentor for three years, starting in the summer after Grade 9, or not. Findings suggest the program was implemented with fidelity, except with students who left district schools. Check & Connect did not have any statistically significant impacts on measures of engagement, academic progress, the likelihood of dropping out, or graduation. These results are discussed in the context of other literature on mentoring and dropout prevention.  相似文献   

7.
ABSTRACT

Background: The problem of students dropping out of school is one of the barriers to improving educational outcomes in poor and developing countries.

Purpose: This small scale, in-depth study sought to explore the phenomenon of students who drop out from secondary education, through the perspectives of fathers of such students in a rural district of Pakistan.

Method: Primary data were collected through detailed, individual interviews with 14 fathers whose sons had dropped out from secondary education. The study adopted a framework involving push and pull factors to analyse qualitatively the processes and examine the reasons for dropping out that prevailed inside and outside school.

Findings: The analysis suggested that, from the perspectives of the fathers, family poverty, poor academic performance and issues relating to teachers’ engagement with teaching at school were main factors involved in a student dropping out of school.

Conclusions: The findings from this small scale, detailed analysis of data draw attention to the issues arising from a tension in mainstream teachers’ educational roles in and beyond the school. It further highlights the need for greater investment in secondary education, in order to help to reduce rates of student drop out in the remote rural areas of Pakistan.  相似文献   

8.
This paper discusses how student identities are constituted through social categories and how this affects students’ educational trajectories. Dropout is often described as a sudden event but this paper demonstrates how dropping out is a long-term process involving social interactions between the students. It is based on a field study in which the author was enrolled as a student at the car mechanic program at a vocational education and training school. The various social categories emerge in contrast with each other and have fundamental influences in defining the students’ scope of action. Divisions between the students were based on discourses of ethnicity and seriousness. Four portraits of individual students, each belonging to a different peer group, are presented to describe the individual level of the peer-related dropout processes. The discussion calls for awareness of reproducing effects of taken-for-granted logics and discriminatory practices and for including identity-related perspectives on peer relations, when studying dropout.  相似文献   

9.
Over the years, the minimum dropout age has been raised to 18 in 21 states. Although these policy changes are promoted for their educational benefits, they have been shown to reduce crimes committed by youths in the affected age groups. However, an unintended consequence of increasing the minimum dropout age could be the displacement of crime from the streets to schools. We use data from the Youth Risk Behavior Surveys to estimate the relationship between minimum dropout age laws and student victimization. Our results suggest that higher minimum dropout ages increase the likelihood that females and younger students report missing school for fear of their safety and younger students are more likely to report being threatened or injured with a weapon on school property. Our results also yield some evidence that students are more likely to report being victims of in-school theft when the minimum dropout age is higher.  相似文献   

10.
There are many possible reasons why students leave university prior to degree completion, and one of the more commonly cited is being employed while studying. This paper analyses the impact of employment status on dropout rates using survival analysis. It finds that employment status does have an impact on dropout rates; students who work full time alongside studying full time are less likely to complete their programme than students working short part-time or not working at all. However, it seems as if there is a threshold to how much students can work, as working more than 20?h a week (long part-time work) increase the risk of dropout as much as full-time work. Integrating employment status into the analysis does not change the effect of variables known to have an influence on dropout, such as grades, gender and social background, but it contributes to further explain who are at risk of dropout. This implies that models for dropout and retention must also take such external factors into account, not just consider what happens at university, as in model of student departure.  相似文献   

11.
The effectiveness of the Check and Connect dropout prevention program was examined, over the course of 2 ½ years, with 54 middle school students from diverse backgrounds experiencing one or more conditions of risk for dropout. Participants were randomly assigned to receive the Check and Connect intervention or business as usual (i.e., control) in sixth grade. Students in the treatment group had significantly better eighth grade attendance than the control. There were no significant differences between the two groups in eighth grade cumulative grade point average or office disciplinary referrals. An in‐depth analysis of the quality and quantity of the intervention delivered to the students in the treatment group identified conditions that were associated with higher treatment integrity and better student outcomes.  相似文献   

12.
Abstract

Using education survey data from 6,883 Grade 6 students in 148 schools and from 6,868 Grade 8 students in 92 schools in New Brunswick, Canada, the author applied student and school characteristics to explain differences among students and schools regarding students' sense of belonging to school. Results of hierarchical linear modeling showed that in Grades 6 and 8, discrepancies in students' sense of belonging were mainly within schools, rather than between schools. At the student level, sense of belonging in both grades was affected more by students' mental and physical conditions and less by their individual and family characteristics. Students' self-esteem was the single most important predictor of their sense of belonging, followed by their health status. At the school level, school climate (academic press or expectation in Grade 6 and disciplinary climate in Grade 8) was more important than school context in shaping students' sense of belonging.  相似文献   

13.
当前,研究生教育中"隐性辍学"现象较为突出,主要表现为行为层面上的频繁请假、无故缺勤、长期离校和心理层面上的身在曹营心在汉、心理问题多样化。可以从教育进入买方市场,生源结构复杂化;信息传播微型化,个体需求多样化;培养模式刚性化,教育教学本科化;现代教育片面化,心灵关怀缺失化四个方面分析研究生"隐性辍学"现象的诱因,并从健全教育管理机制,践行微型化教育,建构学习共同体,建立学校关怀系统等方面提出弱化"隐性辍学"现象的对策。  相似文献   

14.
Many students drop out in the first year after a school transition. Most commonly used indicators of an increased risk for dropout reveal little of the mechanisms that push or pull students out of school. In this study, we look at the association of a set of common risk indicators with students’ supportive resources and school experiences upon the transition to post-secondary vocational education in the Netherlands. Multilevel regression analyses on a diverse sample of 1438 students indicate that most sociodemographic risk indicators relate to less access to supportive resources for school, whereas personal circumstances outside school that are associated with an increased risk for dropout correlate with negative school experiences. Students from lower educated or poor families and students who use drugs, have debts, or are delinquent score negative in both domains, suggesting that those students make the transition with one foot out the school door.  相似文献   

15.
This study uses longitudinal mixed methods data to examine patterns of dropout among a cohort of 1305 Honduran rural youth from the time they were in 6th grade to the age of 20. Based on our analysis of household and student surveys and in-depth interviews, we find that dropout is a major problem, particularly during transition years and during the first year of upper secondary education. Dropout results from the accumulation of push and pull factors that lead students to question whether it is worthwhile to stay enrolled, as they lack opportunities to convert their schooling into valued outcomes.  相似文献   

16.
Abstract

Variability in reported estimates of dropout rates are, in part, due to factors that operate independently of true differences that have been demonstrated for student characteristics as well as home and school features. We examine differences in definitions of dropouts, computational methods, and the complexities in defining cohorts. Finally, we explore the importance of sample attrition. We argue that reliable and valid dropout rate estimates are essential before it is possible to establish reasons/causes for dropping out or to design prevention programs.  相似文献   

17.
This paper explores the dropout experience of children who dropped out of schools located in two rural communities1 in the Central Region of Ghana. The main research question sought to explore the meaning and types of drop out founded on the views of children who had dropped out of school. The study tracked 18 children aged 7–17 years. Snowball sampling was employed to identify participants of the study. Data was collected from children and significant others2 using in-depth interviews. Using CREATE's analytical framework of zones of exclusion, this paper identify five type of school dropouts and argues that policies to prevent dropout and encourage drop-in requires specific rather than general targeting.  相似文献   

18.
研究采用田野调查法对云南省一个农村地区的少数民族初中生辍学现象的成因作了家庭调查,立足于学生个人在复杂的角色中面临的角色冲突,分析了学生辍学过程中的推力、拉力因素以及反推力和反拉力因素。  相似文献   

19.
Grade retention and inequalities that derive from grade retention can influence student school trajectories and careers. Grade retention can discourage students from education, and increase school failure and dropout. This study explored the relationship between grade retention and student intentions to enrol in higher education. We also studied the role of school identification and behavioural engagement in this relationship. The analysis is based on a sample of 1,089 students (grades 6 to 10) from Portugal, one of the European countries with the highest rates of grade retention. We employed multilevel probit regression modelling with random intercept and fixed slopes to explore both the individual and school level effects of grade retention. The analyses showed that retained students had a lower probability of intent to enrol in higher education and that there was a contextual effect of the number of retained students in the school, on students' probability of intent to enrol in higher education. This association was partially explained at the individual level by students' school identification. Retained students presented lower levels of school identification, which in turn results in lower probabilities of enrolling in higher education. Student behavioural engagement was not associated with grade retention nor student intentions. Our findings suggest the need for interventions that foster students' school identification to overcome the adverse effects of grade retention.  相似文献   

20.
Data from a large school district in the southwestern United States were analyzed to investigate relations between student and school characteristics and high school freshman dropout patterns. Application of a multilevel logistic regression model to student dropout data revealed evidence of school-to-school differences in student dropout rates and school-to-school differences in the relation between student characteristics and student dropout status. Investigation of the school differences revealed that school organization and schools' social context were statistically significant predictors of several of the dropout outcomes. Evidence of school context and school practice effects on student dropout outcomes suggests that school personnel may need to consider how characteristics of the school environment interact with the background characteristics of students when developing and focusing dropout prevention strategies. Implications for school policy and practice are discussed.  相似文献   

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