Predicting High School Freshmen Dropout through Attentional Biases and Initial Grade Point Average

Autor/inn/en	Hickman, Gregory P.; Sabia, Magaret F.; Heinrich, Randy; Nelson, LaCoñia; Travis, Frances; Veri, Tracy
Titel	Predicting High School Freshmen Dropout through Attentional Biases and Initial Grade Point Average
Quelle	In: Journal of At-Risk Issues, 20 (2017) 2, S.45-54 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Attention; Bias; High School Freshmen; Predictor Variables; Regression (Statistics); Dropouts; Dropout Rate; Grade Point Average; Grade 9; Longitudinal Studies; Cues; Statistical Analysis; School Districts; At Risk Students; Graduation; Cognitive Processes; Arizona + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Prädiktor; Regression; Regressionsanalyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Stichwort; Statistische Analyse; School district; Schulbezirk; Abschluss; Graduierung; Cognitive process; Kognitiver Prozess
Abstract	The authors examined the predictive nature of attentional biases and initial grade point average of ninth graders dropping out of high school. Attentional biases are cognitive shifts in focus that are linked in both time and context toward stimuli perceived by an individual as threatening. Data were collected from 68 high school freshmen (45.6% male; 2.9% African-American, 77.9% Caucasian, 7.4% Hispanic, 4.4% Native American, 7.4% Other) who participated in a longitudinal study beginning in their freshman year of high school and ending when students either graduated from or dropped out of high school. We determined if youth who subsequently graduated or dropped out of high school showed attentional biases toward school-neutral and school-threatening cues. Study participants completed a computerized probe detection task design, which measured participants' reactivity to possible attentional biases. Using logistic regression, we found attentional biases toward school-related cues and ninth-grade initial grade point average were significant predictors (p < 0.05) that increased the odds of students dropping out of high school. We discuss the implications of the findings for investigating attentional biases among school-based, nonclinical populations and use of attention biases screening to improve provision of interventions for students at risk of dropping out of school. (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01