Literaturnachweis - Detailanzeige
| Autor/in | Boshier, Roger |
|---|---|
| Institution | Victoria Univ. of Wellington (New Zealand). |
| Titel | An Instrument and Conceptual Model for the Prediction and Diagnosis of Dropout from Educational Institutions. [Report No.: Monogr-1 |
| Quelle | (1971), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Education; Dropout Research; Factor Analysis; Measurement Instruments; Models; Rating Scales; Self Concept; Self Congruence |
| Abstract | This paper describes Personality and Educational Environment Scales (PEES) and a self-concept theoretical model, used in diagnosing dropout from educational institutions, as utilized in a follow-up study of participation and dropout in adult education classes. A dropout was defined as a person who after being present for session 1 or 2 was absent for the midpoint session and four successive sessions of a continuing course. The PEES form, measuring the student's rating of himself, his lecturer, the other students, and his ideal self, as well as his reasons for giving up the course, was sent to persister and dropout participants of adult education evening courses. A total of 948 PEES were received from persisters and 326 from dropouts. A factor analysis was performed on the data obtained from the PEES, and mean scale ratings were obtained; a matrix of over 13,000 mean scale and discrepancy ratings were produced. The findings of the study show that low discrepancies (or assumed self/other similarities) are associated with persistent behavior, whereas dissimilarity (or high discrepancy) is associated with dropout. (CK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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