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inferiority complex, can contribute to student dropout behavior. Feelings of low self-esteem, a lack of confidence, and a belief that academic success is unattainable ma. lead students to disengage from school and ultimately drop out. The study of Hassan et. al. (2016) emphasizes the role of self-estee.
Jul 15, 2019 · School absenteeism and dropout are associated with many different life-course problems. To reduce the risk for these problems it is important to gain insight into risk factors for both school absenteeism and permanent school dropout. Until now, no quantitative overview of these risk factors and their effects was available.
- Jeanne Gubbels, Claudia E. van der Put, Mark Assink
- 10.1007/s10964-019-01072-5
- 2019
- J Youth Adolesc. 2019; 48(9): 1637-1667.
Feb 27, 2024 · Moreover, we found psychological factors tend to have a greater influence on academic performance than academic achievement and student demographics; all in all, in 48 per cent of the cases, a psychological factor had the largest contribution to university dropout/success (e.g. Le et al., 2020; Respondek et al., 2020).
Working while in high school. School climate. Gender differences among dropouts. Conclusion. Dropping out of high school can best be described as a process, rather than as a decision taken at a single point in time. The earlier the risk of dropping out can be detected, the greater the likelihood of prevention.
- Personal Risk Factors
- Social and Relational Factors
- Contextual Factors
Demographic factors
Researchers focused on the role played by demographic factors as possible determinants of school abandonment (see Table 1). It has been argued that dropping out is more frequent among male students (e.g., Byrne et al. 2008), but recently in the US it has been reported that the dropout rate does not vary by gender (US Department of Education 2014). However, the gender difference does emerge if the effect of early pregnancies is taken into account (e.g., Center for Disease Control and Preventio...
Cognitive and non-cognitive skills
The role of cognitive skills in school achievement has been widely investigated in recent years (e.g., Foley et al. 2014; Kurdek and Sinclair 2000). Using Canadian data, Foley et al. (2014) found that the general cognitive level of teenagers was a strong predictor of the probability of dropping out subsequently, regardless of parental education. In the Quebec Longitudinal Study of Child Development, Fitzpatrick et al. (2015) reported that a one-point increase in working memory skills led to a...
Scholastic performance
Scholastic performance, in terms of very low marks and failure has been consistently reported as a predictor of dropout (e.g., Jimerson et al. 2000). A systematic review of the literature (Jimerson et al. 2002) has confirmed that failure at school is a relevant risk factor for dropping out, even though Eide and Showalter (2001) have suggested that it should rather be framed as an endogenous factor, exerting an indirect influence on the risk of abandonment. Longitudinal studies (Alexander et a...
The group of peers
The role of peers in the dynamics of dropout has been extensively investigated (see Battin-Pearson et al. 2000; Glaser 2009, see Table 2). Carbonaro and Workman (2016) found that the characteristics of friends and of the network of “friends of friends” act as independent risk factors in determining dropout. In particular, students perceiving themselves as bullied or harassed would be more at risk of dropping out (Cornell et al. 2013) and bullying itself and violent behavior are predictors of...
The role of family
A recent Finnish intergenerational study conducted on data from vast administrative records, showed that there is a certain tendency to vertical transmission (from parents to children) of dropping out from school, greater than other related phenomena such as unemployment (Vauhkonen et al. 2017). There is strong evidence, repeated using different indicators of socio-economic status (e.g., Pong and Ju 2000), that abandoning school is more frequent in low-income families, while belonging to a fa...
Teachers
Teachers play a fundamental role in the school system and in dropout prevention. In particular, the quality of the teacher’s skills, as perceived by the students themselves and their relationship with him/her, may have a protective effect (Longobardi et al. 2016). Perception of the instructor as supportive and not authoritarian is also associated with lower dropout rates (Jia et al. 2016). In this regard some authors (Croninger and Lee 2001; Lee and Burkam 2003) have operationalized the const...
School-related factors
Probably the most investigated risk factors are school-related (see Table 3), even though teachers themselves underestimate and do not fully appreciate their importance. Empirical research however has repeatedly proven that such factors play a crucial role. In fact, a study conducted with Austrian high school teachers using semi-structured interviews (Nairz-Wirth and Feldmann 2017) showed that teachers frequently cite personal and family issues as risk factors for dropout, whereas those relat...
The Economy
According to Harding (2003), the level of poverty measured at community level is a key variable in understanding the mechanism of social exclusion, favoring social disaggregation and indirectly dropping out of school. A recent study (Sznitman et al. 2017) conducted on a sample of the Norwegian Health Study and a second sample of the National Longitudinal Survey (US), confirmed a relationship between teenagers’ socio-economic status and high school completion, but the association was mediated...
The geographical context
Swanson (2004) found that the percentage of students who graduate regularly was higher in rural and provincial territories (72.7%) than in large cities and metropolitan contexts (57.5%, see also Sable et al. 2007). Similarly, in 2007 the dropout rate in Ireland was around 20%, but within the Dublin area it increased to 30% (Department of Education and Science 2008). Official statistics of dropout in Italy (ISTAT 2017) showed large territorial disparities, ranging from Northern (Veneto: 6.9%)...
- Enrico Ripamonti
- enripamonti@dongnocchi.it
- 2018
Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently, we focused on the role that both stable and time-varying psychosocial risk and protective factors play in dropout intentions and actual dropout, using a 4-year longitudinal design. We ...
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Nov 7, 2013 · From this study, dropout causes that were associated with pull factors, such as Employment and [Became] Pregnant, ranked highest, led by Hispanic students. Also, students reported that the falling out factor, Disliked school, played the most significant role in dropout. In addition, ethnic groups were considerably polarized on many issues.
