A Qualitative Descriptive Study of Young Adults with K-12 Truancy Behavior: Bronfenbrenner's Model

Autor/in	Thomas, Andrea Marie
Titel	A Qualitative Descriptive Study of Young Adults with K-12 Truancy Behavior: Bronfenbrenner's Model
Quelle	(2023), (237 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5475-7
Schlagwörter	Hochschulschrift; Dissertation; Elementary Secondary Education; Truancy; Attendance; Student Behavior; At Risk Students; Young Adults; Social Influences; Cultural Influences; Environmental Influences; Trauma; Mental Disorders; Substance Abuse; Peer Relationship; School Role; Community Influence; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulabsentismus; Schulschwänzen; Schulverweigerung; Anwesenheit; Student behaviour; Schülerverhalten; Young adult; Junger Erwachsener; Sozialer Einfluss; Cultural influence; Kultureinfluss; Environmental influence; Umwelteinfluss; Mental illness; Geisteskrankheit; Drug use; Drug consomption; Drogenkonsum; Peer-Beziehungen
Abstract	The effects of student truancy behavior are felt not only by the truant student, but also by their family and by the community in which they live. Current research on the factors that lead to truancy behavior has shown student's that are truant have several identified risk factors present during their K-12 education. The purpose of this qualitative descriptive research study was to understand how young adults in southern Minnesota described and ascribed meaning to the events and/or circumstances contributing to their K-12 truancy behavior through social and cultural values. Bronfenbrenner's PPCT model (Process, Person, Context, Time) of human development provided the theoretical framework for this study. Two research questions were developed, field tested, and reviewed by an expert panel before this research study began. The first research question was how do young adults describe the social and cultural values that contributed to their K-12 truancy behavior? And the second question addressed was how do young adults describe the events that contributed to their K-12 truancy behavior, and what meaning do they ascribe to these events? The target population for this study were individuals at least 18 years old and had experienced K-12 truancy behavior. The data were collected through two primary sources, individual interviews, and focus groups. Findings in this study, which align with current research, suggest students with a history of trauma; mental illness; substance use; limited support from peers, school, and the community, are at a higher risk for truancy behavior. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01