Associations between reasons to attend and late high school dropout

Abar, Beau; Abar, Caitlin C.; Lippold, Melissa A.; Powers, Christopher J.; Manning, Alice E.

doi:10.1016/j.lindif.2012.05.009

Cited by 22 publications

(24 citation statements)

References 26 publications

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“…It has been found that intrinsic academic motivation correlates positively with school achievement [14]. Abar et al [15] investigated high school students and found that the motivation type for attending school is associated with academic achievement and late high school dropout. Students with identified and introjected extrinsic motivation and students with external regulation were at the highest risk of dropping out of high school.…”

Section: Introductionmentioning

confidence: 99%

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

Kori¹,

Pedaste²,

Leijen³

et al. 2016

IJIET

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Abstract-There is a high demand for qualified Information and Communication Technology (ICT) practitioners in the European labor market. However, a high dropout rate in higher education among ICT students is a big problem. One reason why students drop out is low study motivation, which in turn can influence the learning outcomes. Prior experience, such as learning ICT at the general education level and working in ICT field may influence their study motivation and learning outcomes at the higher education level and for this reason, the relationship between the above indicated variables was investigated in the current study. Data were collected in three higher education institutions in Estonia from 301 first-year ICT students. After the first semester, students filled in a questionnaire which contained the Academic Motivation Scale (AMS-C 28) College (CEGEP) version and questions about prior and current experience in ICT. The results show that the students who had learned programming before entering university had higher weighted average grades in the first semester and the students who started studying programming for the first time at university had more external regulation (a subcategory of extrinsic motivation) influencing their studies than other students. Working students had less motivation and lower results regarding the two subcategories of extrinsic motivation (introjected and external regulation). The findings show that learning programming before starting ICT studies gives an advantage in studies and working during studies is related to lower extrinsic motivation. This suggests improving students' opportunities for gaining experience in programming (studying or working) prior to university studies in order to support their future studies in the field of ICT.

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Section: Introductionmentioning

confidence: 99%

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

Kori¹,

Pedaste²,

Leijen³

et al. 2016

IJIET

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“…From the results of ENDEMS regarding dropout in Mexico, the goals of Peraj's mentoring activities, and a literature review on dropout risk, it was determined that Peraj had a direct effect on eight identified risk factors, as follows: Academic self‐concept (Alexander, Entwisle, & Horsey, ; Fall & Roberts, ; Fortin, Marcotte, Potvin, Royer, & Joly, ); Locus of control (De Witte et al., ; Fall & Roberts, ; Navas, Sampascual, & Castejón, ); Academic expectations (Alexander et al., ; Anderman, ; Caso‐Niebla & Hernández‐Guzmán, ; Fortin et al., ; Mena Martínez, Fernández Enguita, & Riviére Gómez, ; SEP, 2012; Silas Casilla, ); Autonomy (Abar, Abar, Lippold, Powers, & Manning, ; Fortin et al., ; Lan & Lanthier, ; Wentzel, ); Aggressive behavior (Alexander et al., ; Cid, Díaz, Pérez, Torruella, & Valderrama, ; De Witte et al., ; Fortin et al., ; Heras & Navarro, ; Vitaro, Brendgen, & Tremblay, ); Academic effort (Bowers, ; Bowers & Sprott, ; Lan & Lanthier, ; Navas et al., ; SEP, 2012; Silas Casilla, ); School engagement (Bowers, ; Bowers & Sprott, ; Lan & Lanthier, ; Mena Martínez et al., ; Navas et al., ; SEP, 2012; Silas Casilla, ); and Appreciation of school (Abar et al., ; Alexander et al., ; Anderman, ; Archambault, Janosz, Fallu, & Pagani, ; Christenson & Thurlow, ; Fall & Roberts, ; Hickman, Bartholomew, Mathwig, & Heinrich, ; SEP, 2012; West, ). …”

Section: Methodsmentioning

confidence: 99%

A Pilot Study of the Impact of the Peraj Mentoring Program on School Dropout Risk of Mexican Children

Candil

Garza

2017

Journal Community Psychology

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The purpose of the Peraj Mentoring Program is to aid in the social, emotional, and academic development of children from disadvantageous family, cultural, and socioeconomic contexts. School dropout has been recognized as a serious problem in the Mexican Educational System. The present study explored the effect of the participation in Peraj on school dropout risk of children. A questionnaire was specifically designed and administered in a pretest/posttest model to mentees and control subjects. The findings suggest that, in general, after participating in the Peraj program, the mentees showed a decrease in their risk of dropping out of school. In contrast, the control subjects, who did not participate in the Peraj program, showed an increase in dropout risk. Thus, there is evidence to support that Peraj mentoring can be a useful tool to reduce the dropout problem in Mexico.

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“…Intrinsic motivation means that a person does something because it is inherently interesting or enjoyable; extrinsic motivation means that a person does something because it leads to a separable outcome [21]. Abar et al [22] investigated high school students and found that the motivation type for attending school was associated with academic achievement and late high school dropout. One more motivation type can be added to intrinsic and extrinsic motivation -amotivation.…”

Section: Motivationmentioning

confidence: 99%

“…It was hypothesized that differences in the reasons might have some influence on students' progress and probability of dropout. This hypothesis derived from the fact that in previous studies, the motivation type had been found to be associated with academic achievement and dropout [22]. In addition, background information was collected about students' gender, last school where they studied, results of the mathematics state exam, as well as universities and curricula they applied for.…”

Section: B Data Collectionmentioning

confidence: 99%

First-year dropout in ICT studies

Kori

Pedaste

Tõnisson

et al. 2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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There is high demand for qualified Information and Communication Technology (ICT) practitioners in the European labor market. In Estonia, the problem is not a low number of ICT students but a high dropout rate. The aim of this study is to find how it is possible to predict first-year dropout in higher education ICT studies and possibly to engage methods to decrease dropout rate. Data was collected from 301 first-year ICT students in Estonia who filled in a questionnaire at the beginning of the first semester and after the first semester. Additionally, some information was collected electronically during the admission process. The results showed that on average, 32.2% of the ICT students in Estonia dropped out during the first study-year. It was found that students who dropped out had lower scores in the state mathematics exam. This means that the score of the mathematics exam is one characteristic that can predict dropout during the first study-year. At the beginning of the studies there were not many differences in students' perception of their interest and how well the studies met their expectations. However, the answers received after the first semester showed some statistically significant differences between the students who dropped out during the first study-year and those who did not. Differences occurred, e.g., in the case of the following questions: how big their interest in ICT was, how well the studies met their expectations, how pleasant studying was for them, and how high they felt was the probability of them finishing their studies. It can be concluded that asking questions after the first semester gives information to universities as to who are about to drop out. Based on the information universities can support their students to retain them. The results support some factors that were found in literature to be important for avoiding dropout (e.g., motivation, earned credit points, prior studies, expectations), but in some cases the results of this study are different than the literature suggests (e.g., age, gender, working during studies, number of friends in the ICT field). It could be that these factors are not that important in influencing first-year dropout in ICT studies.

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Associations between reasons to attend and late high school dropout

Cited by 22 publications

References 26 publications

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

A Pilot Study of the Impact of the Peraj Mentoring Program on School Dropout Risk of Mexican Children

First-year dropout in ICT studies

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