Early Transition into Adult Roles: Some Antecedents and Outcomes

Howell, Frank M.; Frese, Wolfgang

doi:10.3102/00028312019001051

Cited by 35 publications

(11 citation statements)

References 42 publications

(39 reference statements)

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“…Parent's encouragement, in almost any form, produces measurable gain in student's achievement. Several researches agree that parental interest and family environment has a positive influence on the academic achievement of students (Howell and Frese, 1982;Gutman and McLoyd, 2000;Andera, 2001;Singh, 2003;Bajwa, 2006;Chabra and Kumari, 2011). Undeniably, parental encouragement is very much needed at every stage of life for coping with the life in a satisfactory manner.…”

Section: Parental Encouragementmentioning

confidence: 99%

Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment

Narad¹,

Abdullah²

2016

rupkatha

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Parental encouragement can nurture the hidden potentialities in children and lead to success in different walks of life. Academic performance is one of the important goals of education and has always been influenced by number of factors including parental encouragement and school environment. Keeping this in view a study was conducted to explore the parental encouragement and school environment of senior secondary school students and to analyze their relationship with academic performance of students. The study was descriptive survey in nature and simple random sampling technique was used for selection of the sample. The participants in the study included 300 senior secondary school girls (150 girls from each type of school i.e. co-education schools and girls' schools, out of each school 30 girls). For analysis of data, parametric statistical techniques were used. The study revealed that senior secondary school girls studying in co-education schools and girls' school had similar academic performance. Senior secondary school girls studying in girls schools had higher parental encouragement as compared to their counterparts in coeducational schools. Senior secondary schoolgirls studying in co-educational schools had higher permissiveness as compared to those studying in girls' school, while those in girls' school had higher control as compared to their counterparts in co-education schools. Significant positive relationship was found between academic performance of senior secondary school girls with parental encouragement and school environment.

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Section: Parental Encouragementmentioning

confidence: 99%

Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment

Narad¹,

Abdullah²

2016

rupkatha

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“…Les études sur les États-Unis révèlent un plus fort taux de décrochage chez les élèves qui proviennent des communautés noires et hispanophones (Rumberger, 1983;Chavez et al, 1989;Ensminger et Slusarcick, 1992). Certains auteurs constatent cependant que ces différences ethniques disparaissent, une fois que l'on considère les caractéristi-ques familiales et socioéconomiques (Howell et Frese, 1982;Rumberger. 1983;Cairns et Neckerman, 1989;Entwisle, 1990).…”

Section: Les Facteurs De Risque Des Abandons Scolaires : Un Survol Deunclassified

“…1983;Cairns et Neckerman, 1989;Entwisle, 1990). Parmi les facteurs de risque les plus importants, on note : des habiletés intellectuelles et verbales faibles, l'échec et le retard scolaires, une motivation et un sentiment de compétence affaiblies, des aspirations scolaires moins élevées, des problèmes d'agressivité et d'indiscipline, l'absentéisme ainsi qu'un faible investissement dans les activités scolaires et parascolaires (Bachman et al, 1971;Howell et Frese, 1982;Cairns et Neckerman, 1989;Janosz et al, 1997). Les travaux du PASEC, sur les pratiques et conséquences du redoublement au Sénégal, ont établi que le redoublement, quand il se répète, engendre davantage d'abandons à l'école primaire (PASEC, 2004).…”

Section: Les Facteurs De Risque Des Abandons Scolaires : Un Survol Deunclassified

“…Les résultats de recherches indiquent que les enfants qui proviennent de familles désunies ou reconstituées, à faible revenu ou en dépendance économi-que, où il y a plusieurs enfants, et dont les parents sont peu scolarisés, sont plus prédisposés à abandonner l'école (Bachman et al, 1971;Elliott et Voss, 1974;Howell et Frese, 1982;Ekstrom et al, 1986;Cairns et Neckerman, 1989;Janosz et al, 1997). Les études longitudinales sur le fonctionnement familial démontrent que les enfants courent plus de risque de décrocher si les parents valorisent peu l'école et s'impliquent peu dans l'encadrement scolaire de leurs enfants, si le style parental est permissif et le système d'encadrement est déficient (manque de supervision, de soutien et d'encouragement), si les parents réagissent mal ou pas du tout aux échecs scolaires de leurs enfants (Horwich, 1980;Ekstrom et al, 1986;Rumberger et al, 1990;Astone et Mclanahan, 1991;Le Blanc et al, 1993).…”

Section: Les Facteurs De Risque Des Abandons Scolaires : Un Survol Deunclassified

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Pourquoi les enfants africains quittent-ils l’école? Un modèle hiérarchique multinomial des abandons dans l’éducation primaire au Sénégal

Diagne

2011

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Dans cet article nous analysons les abandons dans l’éducation primaire au Sénégal à l’aide de modèles hiérarchiques généralisés en utilisant des données issues d’une enquête longitudinale de 1996 à 2001 et d’une enquête rétrospective de 2003 sur les ménages des mêmes élèves. Les résultats font apparaître la plus forte exposition au risque de décrochage scolaire des élèves issus de groupes exerçant certaines activités professionnelles. Les résultats confirment aussi que les filles sont plus victimes de l’abandon scolaire que les garçons. L’existence dans la famille d’enfants fréquentant le collège ou le lycée exerce un effet favorable sur la rétention des élèves à l’école. Les autres résultats confirment l’influence positive de la disponibilité des livres sur la rétention des élèves et l’effet négatif qu’exerce un niveau d’échec scolaire élevé ou la rareté de l’offre éducative dans la communauté. Enfin, les abandons précoces frappent davantage les filles que les garçons, mais l’existence d’une proportion importante de filles dans la première année d’études réduit la probabilité d’abandonner. Les politiques éducatives disposent ainsi de nombreux leviers pour réduire fortement les décrochages scolaires.In this paper, we develop and estimate generalized hierarchical models of dropping out in Senegalese primary education using individual level data for an entire cohort of children 1996 to 2001 and a 2003 retrospective survey in the households of the same cohort of pupils. The model’s estimates imply that children of households belonging to some socio professional groups are more exposed to dropping out. The results confirm also that probability for girls to leave school is higher than that of boys. The presence in the household of youths attending secondary school has a positive impact on the retention of children in primary school. Others results are the positive influence of book availability and the negative impact of rare education supply in the community. Girls have a higher probability to be an early leaver but a high proportion of girls in the first primary school year reduces this probability

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“…The results have implicated environmental and family background factors including low socioeconomic level , large family size, established patterns of dropping out in parents and siblings, and non-intact families (Bachman, 1972;Tseng, 1972;Kowalski & Cangemi, 1974;Lloyd, 1976;Hewitt & Johnson, 1979;Hill, 1979;Mare, 1980), individual student characteristics including race, gender, IQ, and achievement level (Cervantes, 1965;(;ombs & Cooley, 1968;Kowalski & Cangemi, 1974;Lloyd, 1976;Kaplan & Luck, 1977;Hammontree, 1978;Stoughton & Grady, 1978;Hill, 1979;Howell & Frese, 1982;Rumberger, 1983), and grade retentions and high absence rates (Schrieber, 1962;Curley, 1971;Dean, 1973;Kowalski & Cangemi, 1974;Kaplan & Luck, 1977;Mahood, 1981).…”

Section: Components Of An Effective High School Program For Ld Studentsmentioning

confidence: 99%

Rethinking Secondary School Programs for Students with Learning Disabilities

Zigmond¹

1990

focusXchild

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Nearly 15 years have passed since enactment of the Education for All Handicapped Children Act (PL 94-142) and the federal government's assurance of a free and appropriate public education for students with handicaps. During that time the numbers of students served in special education programs has grown to nearly 4.5 million, an increase of 21 % over 1976-77 counts.Nowhere has the change in size and scope of special education services been more astounding than in the field of learning disabilities (LD). In the 15 years just passed, the numbers of students identified and served in programs for students with learning disabilities has increased by more than 145%. Every state in the nation has seen an increase in service rates in learning disabilities, with the service rates for students of secondary school age accounting for the greatest change. According to the Eleventh Annual Report to Congress (U.S. Department of Education, 1989) 1,025,010 students 12 to 17 years old have been diagnosed as LD and are receiving special education services.Before passage of PL 94-142, only a small body of literature specifically addressed the characteristics and needs of adolescents with learning disabilities. It is not that learning disabilities were not thought to exist in adolescents and young adults. Indeed, early descriptions of students with dyslexia and related learning disabilities often included case studies of students in the age range of 12 to 21 years (see Critchley, 1964, pp. ix-xi; Johnson & Myklebust, 1967, pp. 229-232). But secondary school-aged students with learning disabilities were not considered a distinct popl!lation with distinct characteristics and programming needs.Dr. Zigmond is affiliated with the Department of Instruction and Leaming, University of Pittsburgh.

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Early Transition into Adult Roles: Some Antecedents and Outcomes

Cited by 35 publications

References 42 publications

Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment

Academic Performance of Senior Secondary School Students: Influence of Parental Encouragement and School Environment

Pourquoi les enfants africains quittent-ils l’école? Un modèle hiérarchique multinomial des abandons dans l’éducation primaire au Sénégal

Rethinking Secondary School Programs for Students with Learning Disabilities

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