Les déterminants du décrochage dans l’enseignement secondaire : une revue de littérature

Vinciguerra, Antony; Nanty, Isabelle; Guillaumin, Catherine; Rüsch, Emmanuel; Cornu, Lætitia; Courtois, Robert

doi:10.1016/j.psfr.2019.09.003

Cited by 5 publications

(2 citation statements)

References 105 publications

(234 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Particularly, in the Italian context, Neapolitan suburbs show one of the highest school drop-out rates. School dropout can be defined as the culmination of a long process of disinterest, disengagement and detachment from schooling (Vinciguerra, 2021;Liinamaa et al, 2022). These are regarded as consequences of a progressive deterioration of the bond between young people, school and society (Nita, 2021).…”

Section: Introductionmentioning

confidence: 99%

Art vs School Dropout: The Theatre-Education of ‘Maestri Di Strada’ Narrated by Educators and Pupils

2023

Education and New Developments 2023 – Volume 2

View full text Add to dashboard Cite

In Italy, the percentage of adolescents dropping out of school is really high. According to several studies, extra-curricular activities can promote dropout recovery. The "Maestri di Strada" Association carries out socio-educational projects in Neapolitan suburbs, by countering school dropouts even through art education. Among several workshops is that of theatrea powerful educational tool, which supports identity and empowerment. The present study aimed to document and evaluate the multi-year workshop journey of a group of adolescents, by giving them and their educators a voice through semi-structured interviews. The latter were conducted with 9 pupils at the end of the penultimate year (Ad-T1) and of the last year (Ad-T2) of their journey and with 3 of their educators (theatre experts) a year after the end of their journey (Ed). The large textual Corpus collected was subjected to Thematic Analysis of Elementary Contexts (T-Lab Plus). The findings (Ad-T1: 6 cluster; Ad-T2: 5 cluster; Ed: 6 cluster) show that both adolescents and educators agree to consider this workshop a precious space where one can reclaim their own desire to learn and grow. Notably, in T1, pupils emphasize differences between theatre and school, their meaningful relationship with educators, learning to regulate emotions and to cooperate, and the alliance with families and the local community. In T2, pupils emphasize the importance of the group, the personal experiences had in each staged performance, and their new idea of adulthood. Similarly, educators regard the group as fundamental, as well as the relationship between the school and the local community, and future prospects.

show abstract

Section: Introductionmentioning

confidence: 99%

Art vs School Dropout: The Theatre-Education of ‘Maestri Di Strada’ Narrated by Educators and Pupils

2023

Education and New Developments 2023 – Volume 2

View full text Add to dashboard Cite

show abstract

“…Prior studies seem to suggest that there are certain profiles of students who refuse to attend school or have difficulties in remaining in school that are at greater risk of suffering from mental health problems and internalizing problems such as depression or anxiety [17][18][19][20][21]. Since emotions such as anxiety and enthusiasm may alter an individual's emotional regulation [22], feelings associated with happiness, confidence, participation, or enthusiasm may act as preventive variables protecting against refusal to go to school [13].…”

Section: Introductionmentioning

confidence: 99%

School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

et al. 2021

View full text Add to dashboard Cite

The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.

show abstract

Prejudice and need for relatedness expressed in the narratives of Finnish Roma early school leavers: A multi-case study

Pikkarainen

Kykyri

2023

Soc Psychol Educ

View full text Add to dashboard Cite

School discontinuation in Finland is more common among the Finnish Roma than among the population as a whole. We lack knowledge of the perspective of those of the Roma, representing a minority inside a minority, who have left compulsory school without a leaving certificate. Within a study about school experiences of imprisoned early school leavers in Finland we had six participants with a Finnish Roma background, whose experiences of relatedness, and frustration of it, we examine in this paper. We conducted narrative interviews with the participants, applying a co-operative narrative interpretation to the meanings of what was told. After the field process, we interpreted the narrative accounts focusing on experiences of relatedness, and how relationships with people in the school environment affected the participants’ sense of belonging together with the people in the school environment. Frustration of relatedness was identified at three levels. Firstly, at a general, life condition level, cultural prejudice manifested itself as a sense of not being accepted and respected as an equal with other people, the situation creating a constant need to cope with outspoken prejudices. Secondly, at a contextual-specific level in the school environment, we identified experiences of being rejected by peers and their parents, as well as some of the teachers. This was linked with a sense of loneliness and detachment from other people in the school environment. Thirdly, at a situational level, the participants described both positive relationships, such as momentary friendships, and negative experiences of being excluded from the peer group. Pathways for further inquiries are discussed.

show abstract

Les déterminants du décrochage dans l’enseignement secondaire : une revue de littérature

Cited by 5 publications

References 105 publications

Art vs School Dropout: The Theatre-Education of ‘Maestri Di Strada’ Narrated by Educators and Pupils

Art vs School Dropout: The Theatre-Education of ‘Maestri Di Strada’ Narrated by Educators and Pupils

School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

Prejudice and need for relatedness expressed in the narratives of Finnish Roma early school leavers: A multi-case study

Contact Info

Product

Resources

About