Determining Relationships between Predictive Factors of High School Dropout and Student Engagement

Autor/in	Meagher, Jennifer L.
Titel	Determining Relationships between Predictive Factors of High School Dropout and Student Engagement
Quelle	(2010), (355 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. Mary's University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-1237-4
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; Student Attitudes; Dropouts; Test Validity; Test Reliability; Parents; Educational Attainment; At Risk Students; School Surveys; Statistical Significance; Correlation; Student Participation; Predictor Variables; Rural Schools; High School Students; Gender Differences; Age Differences; Racial Differences; Language Usage; English (Second Language); Socioeconomic Status; Leisure Time + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Testvalidität; Testreliabilität; Eltern; Bildungsabschluss; Bildungsgut; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prädiktor; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Socio-economic status; Sozioökonomischer Status; Freizeit
Abstract	Over the past several years, educational leaders and researchers have tried to find the causes for high school dropout. Studies have shown that both demographic and student factors have contributed to placing a student at risk for dropping out of high school. Most of the studies, however, have been conducted in urban or suburban settings. Additional research has been done to examine how students are cognitively, socially, and emotionally engaged in school. Often, students at risk of dropping out were found to have lower levels of engagement in each of the dimensions. This study endeavored to determine if relationships existed between traditional predictors of high school dropout and the dimensions of student engagement in a rural high school. Using the High School Survey of Student Engagement developed at Indiana University, the perceptions of students attending a rural Minnesota high school were gathered. Students were identified from responses to the instrument and separated by gender, grade level, ethnicity, home language, parent education level, socio-economic status, ways time was spent out of school, and perceptions of the school's structures. The quantitative data from 388 participants were analyzed using Chi-Square tests, and statistical significance was found in the dimensions of engagement for some traditional demographic risk areas. The data suggested that students' choices on how time was spent and their perceptions of school structure tended to have more negative relationships with school engagement than their demographic associations. This study has particular significance as it establishes reliability and validity for the High School Survey of Student Engagement not previously established by Indiana University. [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	2017/4/10