Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout

Autor/inn/en	Parr, Alyssa K.; Bonitz, Verena S.
Titel	Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout
Quelle	In: Journal of Educational Research, 108 (2015) 6, S.504-514 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.917256
Schlagwörter	Predictor Variables; High School Students; Dropouts; Family Characteristics; Family Influence; Student Behavior; Beliefs; Structural Equation Models; Socioeconomic Status; Academic Achievement; Parent Participation; Attendance Patterns; Self Efficacy; Value Judgment; Longitudinal Studies; Hypothesis Testing; High School Graduates; Likert Scales; Statistical Analysis + Suchen Sie Ihr Suchwort? Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Student behaviour; Schülerverhalten; Belief; Glaube; Socio-economic status; Sozioökonomischer Status; Schulleistung; Elternmitwirkung; Self-efficacy; Selbstwirksamkeit; Werturteil; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hypothesenprüfung; Hypothesentest; Graduate; Graduates; Absolvent; Absolventin; Likert-Skala; Statistische Analyse
Abstract	The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) and expectancy value theory (J. S. Eccles & A. Wigfield, 2002) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01