Focus on the dropout students’ secondary school experience and career orientation

Abstract

We examined the characteristics of the respondents before entering higher education along with the clusters. We have discovered the characteristics of secondary school studies and further education, the circumstances for applying for higher education. During the analysis of secondary school studies, we took into account the type of class they studied in high school (in Hungary, they can study in high school, vocational high school, and secondary school), and how many times they changed school. In addition, we compared the results based on school maintainers. There is a significant correlation between the reasons for high-school experience and the dropout rate. In terms of cluster-based differences, it should be emphasized that the expectation of social mobility was overrepresented among the dropouts due to financial reasons and work, but it was also an important aspect that they did not have to pay a fee in the program where they studied. In addition, in the case of those who were disappointed in training and further education, it was most common to apply to the university because they did not want to work and could afford it. Our results can help to develop more effective dropout protection for students entering higher education, both in public and higher education institutions and career orientation.

Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

“…At this educational stage, the strategies deployed to prevent dropout could be late and are considered remedial. Therefore, it is a priority to understand dropout triggers and variables that influence this phenomenon during secondary education, in order to deploy preventive strategies at this educational level (Csók et al, 2020). Dropout rates are considered a quality indicator among educational institutions, due to their high individual and social costs (Antúnez et al, 2016).…”

Kasztosodott felsőoktatási struktúra? A várható kereset megtartó ereje a felsőoktatásban

“…Két évtized elteltével a társadalom vertikális hierarchiájában való elhelyezkedés iskolai pályafutásra és diplomaszerzésre való hatása továbbra is a kutatások homlokterében van (Pusztai, 2015c). A hallgatók már a belépéskor sem képeznek homo-gén csoportot (Csók et al, 2019;Kovács et al, 2019), s egyenlőtlen feltételekkel kezdhetik meg felsőfokú tanulmányaikat. A hátrányos helyzetű tanulók családi és középiskolai útravalója több szempontból is alulmarad a magasabb státusú társaikhoz képest (többek között például az anyagi helyzet, a szülői példa, az értelmiségi törődés, a 6-8 osztályos gimnáziumban szerzett érett ségi vagy az árnyékoktatási szempontok mentén), ugyanakkor rezilienciaforrásként tekinthetünk például az anya és a tanuló saját olvasott ságára, a szülői törődésre, a pedagógusok és szülők tanácsaira, a barátok példájára vagy a kapcsolatépítés hajtóerejére (Ceglédi, 2018).…”