Correlates of educational success: Predictors of school dropout and graduation for urban students in the Deep South

Robison, Samuel B.; Jaggers, Jeremiah W.; Rhodes, Judith L. F.; Blackmon, Bret J.; Church, Wesley T.

doi:10.1016/j.childyouth.2016.11.031

Cited by 50 publications

(29 citation statements)

References 55 publications

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“…This is mainly notable among those who experienced extreme poverty in their childhood or lived in extreme poverty during that period. Other factors are a lack or low level of engagement in school, which also increase the chances of quitting education (at all levels) (Robinson, Jaggers, Rhodes, Blackmon, & Church, 2017). The quality and strength of the parent-child relationship is the most relevant issues at this level (Jimerson et al, 2000).…”

Section: The Sociocultural Backgroundmentioning

confidence: 99%

The discovery of the possible reasons for delayed graduation and dropout in the light of a qualitative research study

Bocsi

Ceglédi

Kocsis

et al. 2019

JALKI

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Higher educational dropout is a significant area of education policy in Hungary. First, the proportion of graduated higher educational students is low when compared to the OECD average, which may be caused by dropout from higher educational courses. On the other hand, although the phenomenon of dropout has been closely investigated in several international research papers, the methodology used to determine the dropout ratio is unsatisfactory, mainly due to the lack of expert consensus. As a consequence, we do not have precise data regarding the dropout ratios, which make investigations related to this area even more necessary. The aim of this study was to measure the possible reasons for delayed graduation and dropout, and it was carried out as a qualitative study based on existing theories. In our investigation, the role of the sociocultural background; the years prior to the time spent in higher education; and the motivation of the choice of institution, employment, sports, and social activities were measured through an analysis of seven individual interviews and one focus group conversation involving 10 participants based on a semi-structured interview methodology. The causes of delayed graduation and dropout, which are more difficult to observe, are an inappropriately chosen institution and/or course, employment while studying intensively in a higher education institution, competitive sport and friends with a negative attitude toward learning. Our analysis provides a stable basis for a wider questionnaire-based investigation on a representative sample and its main units have been developed according to the research blocks of the interview analysis.

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Section: The Sociocultural Backgroundmentioning

confidence: 99%

The discovery of the possible reasons for delayed graduation and dropout in the light of a qualitative research study

Bocsi

Ceglédi

Kocsis

et al. 2019

JALKI

View full text Add to dashboard Cite

show abstract

“…Poor academic performance is related to poor self-esteem, especially in the academic and professional domains, and it has a negative impact on the development of psychosocial competence and emotional regulation [3,10,14,15,16,17]. Dropping out of high school may lead to diverse short- and long-term consequences, such as a negative impact on individual well-being, reduced earning potential, and even increased contact with the juvenile and criminal justice systems [18].…”

Section: Introductionmentioning

confidence: 99%

Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

Garcia

Desfilis

2019

IJERPH

111

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This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of a community sample of adolescents (n = 602), young adults (n = 610), middle-aged adults (n = 469) and older adults (n = 388). Design was a 4 × 3 × 2 × 4 MANOVA (parenting style × school performance × sex × age). Results indicated that the relationship between parenting styles and children’s socialization outcomes does not vary as a function of school performance. The link between parenting styles and socialization outcomes shares a common short- and long- term pattern in adolescents and adults: Indulgent parenting was related to equal or even better socialization outcomes than authoritative parenting, whereas authoritarian and neglectful styles were associated with the worst socialization outcomes.

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“…Several studies have examined students' dropout as a public health perspective linking education and health by examining risk and protective factors that might alter the relation between dropping out and subsequent negative outcomes (e.g., more criminal activity, poorer health, and lower tax contributions) (Lansford et al, 2016;Mussida, Sciulli & Signorelli, 2018;Ramsdal et al, 2013;Robison, Jaggers, Rhodes, Blackmon & Church, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Predicting Computer Engineering students' dropout in Cuban Higher Education with pre-enrollment and early performance data

Alvarez

Callejas

Griol

2020

J. Technol. Sci. Educ.

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We present an educational data analytics case study aimed at the early detection of potential dropout in Computer Engineering studies in Cuba. We have employed institutional data of 456 students and performed several experiments for predicting their permanency into three (promotion, repetition, and dropout) or two classes (promoting, not promoting). We have also tested a combination of classification features for training and testing decision trees and neural networks; including information obtained at the time of enrollment, after the first semester and after the first academic year. Our results show a considerable accuracy using all features (96.71%). Using only the features available at the time of enrolment and after the first semester we obtain very positive results (68.86% and 93.85% accuracy respectively) with a high recall of non-promoting students. Thus, it is possible to obtain an early assessment of the risk of dropout that can help defining prevention policies.

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Correlates of educational success: Predictors of school dropout and graduation for urban students in the Deep South

Cited by 50 publications

References 55 publications

The discovery of the possible reasons for delayed graduation and dropout in the light of a qualitative research study

The discovery of the possible reasons for delayed graduation and dropout in the light of a qualitative research study

Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

Predicting Computer Engineering students' dropout in Cuban Higher Education with pre-enrollment and early performance data

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