Exploring the Factors Associated with the School Dropout

Abstract

The aim of this study is to critically examine the sociodemographic and individual factors leading to school dropout. The study uses the Family Structure Survey (FSS) data collected in 2016 from 35.475 household members 15+ years old, by Turkish Statistical Institute (TurkStat). Appropriate variables, gender, marital status, age, work status, living away from mother, living away from father, and the residential area were chosen as the predictor variables of the odds of dropout behavior in any level of education for specific age groups. According to the binary logistic regression, being married, working in a job, living in a village or county and living away from father or in a separated family are the major sociodemographic problems leading dropout. Besides, economic issues and low achievement is the major reasons to dropout according to the participants' views by descriptive statistical analyses. In this regard, taking comprehensive actions to minimize the effect of these factors with a broad cooperation and collaboration of the national, local and institutional authorities is suggested and the need for more studies specifically designed for rural and urban areas is emphasized.

School Dynamics and Their Role in the Educational Trajectories of At-Risk Students

“…Aspects such as expulsions (Quijada & Ríos, 2021), the relational climate of the center (Boyaci, 2019), the lack of individuality (González González, 2015) in a broad sense, both in the teaching-learning process and in the lack of adequate guidance (Salvà-Mut et al, 2014), are just some of the events that students mention in the stories. There are questions raised by students that make us think about the effectiveness of different factors that are said to trigger events that harm their trajectory, as is the case of actions aimed at control or discipline in the school environment, -say the lack of control in the classroom or schedules- (Santos et al, 2020).…”

“…Many of these problems have been addressed in a more or less successful way over the years. This is the case of the problems addressed in this article, how the school affects the educational trajectories of students at risk of exclusion and how the different divergences that can occur in their educational trajectories are shown (Bernárdez-Gómez, 2022;Bernárdez-Gómez, González Barea et al, 2021, 2022Boyaci, 2019;Quijada & Ríos, 2021). These are young people who are unduly deprived of the most basic rights, such as education or their own development.…”

Mitigating Academic Institution Dropout Rates with Predictive Analytics Algorithms

“…The association between aberrant behavior and drop-out rates emphasizes the hypothesis. As per Boyaci (2019), a family's commitment to certain lifestyles and beliefs predicts a child's likelihood of school drop-out. In addition, the theory claims that children's exposure to drug usage during early childhood impacts their development .…”

Narrative Perspective of the School Trajectory of At-Risk Students

“…Student engagement, a construct which reflects the students' commitment to their school tasks, has been studied in depth in recent years (Cooley et al, 2021). Research on student engagement was initiated by the question of how the teaching-learning process develops based on the qualitative characteristics of the school history or academic life and the results produced by students (Boyaci, 2019;Mayhew et al, 2016;Teuscher & Makarova, 2018). Astin, who studied the issue of student involvement, defined it as the amount of energy invested by the student in the educational experience (Astin, 1993).…”

“…If individual characteristics are considered (Monarca, 2017), problems of security and selfesteem of the subjects or behavioural problems that are externalized, such as aggressiveness or delinquency or that develop internally, such as depressive states (Kang, 2019), stand out. These difficulties, according to Salvà-Mut et al (2014), are related to the school complement and factors directly caused by the schooling of students, where a considerable number of them refer to the negative experience that students have when passing through school (Boyaci, 2019;Teuscher & Makarova, 2018), This is due to issues such as low levels of participation or sense of belonging or a lack of academic skills, as well as experiencing learning problems or having specific unmet educational support needs (Yusof et al, 2018). However, events related to students' interpersonal relationships are also significant, since, in addition to being a difficulty for them, they have a deep connection with the events associated with individual characteristics.…”