High School Dropouts: Interactions between Social Context, Self-Perceptions, School Engagement, and Student Dropout

Autor/inn/en	Fall, Anna-Maria; Roberts, Greg
Titel	High School Dropouts: Interactions between Social Context, Self-Perceptions, School Engagement, and Student Dropout
Quelle	In: Journal of Adolescence, 35 (2012) 4, S.787-798 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2011.11.004
Schlagwörter	Academic Achievement; Dropouts; Dropout Research; Social Environment; Grade 10; Grade 12; High School Students; Self Concept; Learner Engagement; Student Motivation; Longitudinal Studies; Prediction; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Soziales Umfeld; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstkonzept; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Korrelation
Abstract	Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10