Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout

Autor/in	Bedrossian, Alfred
Titel	Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout
Quelle	(2017), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Azusa Pacific University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-6739-0
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Dropouts; Parenting Styles; Interpersonal Relationship; Interpersonal Competence; Academic Ability; Parent Child Relationship; Truancy; Discipline Problems; Interpersonal Communication; English; Instructional Design; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulabsentismus; Schulschwänzen; Schulverweigerung; Interpersonale Kommunikation; English language; Englisch; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungspraxis
Abstract	The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students whose parents practiced Proactive Communication and students that displayed competency in English were less likely to drop out. The data source for this study was the Educational Longitudinal Study of 2002 (ELS: 2002) conducted by NCES. The first wave of the study had over 14,000 freshman participants and by the second wave 626 had dropped out of high school by their sophomore year. Of the 183 questions on the Base Year in School Questionnaire, 45 were used to create eight composite variables utilizing Exploratory Factor Analysis. A logistical regression analysis revealed that five of the eight composite variables were statistically significant high school dropout. Students that experienced Reactive Communication and those that displayed characteristics of truancy and disciplinary issues were more likely to drop out. Students that experienced Proactive Communication from their parents and those that expressed academic competency in English were less likely to leave school. The application of these findings can be advantageous in the pursuit of improving academic performance and reducing the dropout rate. There are potential benefits to equipping parents to have proactive discussions about school and academic goals. In addition, the causes for truancy and disciplinary issues may be a myriad of things, but it is important to use this finding as a preventive tool in the school and home environments. Understanding that a student's perception of competency in English plays a key role in keeping them in school can potentially influence instructional design and teaching practices. Future research should attempt to bridge the dynamics in the home and school environments related to the academic success or failure of high school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01