Completions and Drop Outs: A Review of Research

Verner, Coolie; Davis, George S.

doi:10.1177/074171366401400307

Cited by 20 publications

(3 citation statements)

References 5 publications

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“…Prior to testing PEES data within the framework of the congruence model, it was considered necessary to list variables that previous writers (c.f. ( 38 ) ), college dropout researchers (36), and the author's colleagues considered could be associated with dropout/persistence.…”

Section: Participationmentioning

confidence: 93%

“…It also suggests that studies such as those reviewed by Verner & Davis (38), where an attempt is made to classify reasons from dropout into categories such as &dquo;personal,&dquo; &dquo;home,&dquo; &dquo;psychological&dquo; ( 1 ), &dquo;location and job,&dquo; will contain considerable error, because the reasons for dropout given would, in many cases, be false or, at best, only partly true. Such reasons may also be given by participants to rationalise the fact that they could not learn, were bored, and so on.…”

Section: Mysel F / My Adult Education Lecturermentioning

confidence: 96%

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Educational Participation and Dropout: a Theoretical Model

Boshier

1973

Adult Education

150

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A "congruence" model based on self theory is proposed to account for adult education participation and dropout. Single variable explanations for these phenomena are rejected. It is contended that participation may be understood as a function of self/institution incongruence and dropout a function of intra-self and self/other incongruence. It is suggested that social, psychological and institutional variables typically studied in participation and dropout research merely mediate the congruence-dropout relationship. Data derived from 2436 participants enrolled in continuing non-credit classes in New Zealand are offered in support of parts of the model. The model is experimentally and administratively suggestive and replete with hypotheses capable of empirical investigation. STATEMENT OF THE PROBLEMThe absence of testable theory has crippled adult education participation and dropout research for decades. Mezirow (27) states that &dquo;there are few [more] pervasively debilitating influences in the ... field than the absence of a body of practically useful theory upon which priorities ... can be predicated.&dquo; It is not surprising that people interested in attracting non-participant segments of the general population or allaying dropout have difficulty translating research findings into administrative action. Unless there is some framework in which to order goals and understand processes, progress is ad hoc. Participation research has been characterised by social surveys showing its relationship to discrete social variables. Although of interest, these surveys (4, 16, 20) attempt to foist single variables explanations on a phenomenon which clearly has multi-variate origins.Dropout, although described as the &dquo;old story&dquo; in adult education, has also not been tackled with tools sharpened by sound theory. Again, single variable studies have generally failed to explain or predict what is a multi-variate phenomenon. Ulmer & Verner's (37) observation that research is &dquo;scant and inconclusive as it has not been approached on the basis of a sound theoretical base ... conducive to the orderly ROGER BOSHIER is Lecturer in Psychology at

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Section: Participationmentioning

confidence: 93%

Section: Mysel F / My Adult Education Lecturermentioning

confidence: 96%

Educational Participation and Dropout: a Theoretical Model

Boshier

1973

Adult Education

150

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“…The resolution of problems surrounding participation research is hindered by a lack of systematic study which further results in a lack of sound theory (Boshier, 1972(Boshier, , 1973Garrison, 1985Garrison, , 1987Vemer & Davis, 1964). This state of affairs has crippled participation research as well as the related area of dropout/persistence research for decades.…”

Section: Adult Participationmentioning

confidence: 99%

The relationship between perceived supportive/defensive communication behaviors of adult education instructors and the decision to drop out or persist by adult learners

Vrchota

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LIST OF TABLES Comparison of learners in two programs on correlations between dropout and self/other discrepancy scores Means, standard deviation, and t-tests of dropouts and persisters on four concepts of PEES test Means, standard deviations, and t-tests of persisters' perceptions of instructor supportiveness and defensiveness Means, standard deviations, and t-tests of dropouts' perceptions of instructor supportiveness and defensiveness Means, standard deviations, and t-tests of dropouts' perceptions of instructor defensiveness Means, standard deviations, and t-tests of dropouts' perceptions of instructor supportiveness Means, standard deviations, and t-tests of persisters' perceptions of instructor supportiveness Means, standard deviations, and t-tests of persisters' perceptions of instructor defensiveness Means, standard deviations, and t-tests of predicted dropouts who drop out and predicted persisters who drop out on perceptions of instructor defensiveness Means, standard deviations, and t-tests of predicted dropouts who drop out and predicted persisters who drop out on perceptions of instructor supportiveness Reasons for which predicted dropouts enrolled in current course Reasons for which predicted persisters enrolled in current course

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Dropouts and Training

Sullivan¹

1984

International Journal of Lifelong Education

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Completions and Drop Outs: A Review of Research

Cited by 20 publications

References 5 publications

Educational Participation and Dropout: a Theoretical Model

Educational Participation and Dropout: a Theoretical Model

The relationship between perceived supportive/defensive communication behaviors of adult education instructors and the decision to drop out or persist by adult learners

Dropouts and Training

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