Losing All Interest in School: Social Participation as a Predictor of the Intention to Leave Upper Secondary School Early

Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review

“…The TSR was found to have a positive association with either preventing/decreasing dropout (Barile et al, 2012;Cornelius-White, 2007;Croninger & Lee, 2001;Lee & Burkam, 2003;Lessard, Butler-Kisber, Fortin, & Marcotte, 2014) or lowering the risk or intention to drop out (Bergeron, Chouinard, & Janosz, 2011;Frostad, Pijl, & Mjaavatn, 2015;McGrath, 2009;Muller, 2001). One study found no association between the TSR and dropout (Lessard, Poirier, & Fortin, 2010).…”

“…Bergeron et al (2011), in their survey study of a large sample of secondary students in Canada, found that a positive relationship with teachers predicted low intention to drop out, while a negative relationship with teachers predicted high intention to drop out. In a Norwegian survey, the authors investigated the intentions of students in upper secondary schools to drop out, finding that teacher support was negatively associated with the intention to drop out (r = -.35) (Frostad et al, 2015). In contrast, a Canadian study with a large sample of protective factors against school dropout found no support for the TSR contributing to dropout risk, suggesting the positive bond between teachers and students as an indication of the TSR did not serve as a safety net for the risk of school dropout (Lessard et al, 2010).…”

“…Our analysis suggests that support, closeness, trust, respect, and care are positive attributes of TSR that might be associated with student mental health and dropout in a positive way (Colarossi & Eccles, 2003;Croninger & Lee, 2001;Dods, 2013;Frostad et al, 2015;LaRusso et al, 2008;Lessard et al, 2014;Muller, 2001;Wang et al, 2013 ). The negative attributes of TSR would be humiliation, labeling, and judgment (Dods, 2013;Lessard et al, 2014;McGrath, 2009;Muller, 2001).…”

“…In addition, they also measured TSR from teachers' experiences of informal exchanges with specific students regarding schoolwork and personal matters. Similarly, Frostad et al (2015) investigated teacher support using a scale with three items from the Child and …”

Parent–child attachment, academic performance and the process of high-school dropout: a narrative review

“…Lacking such relationships seems to have serious consequences for academic performance and academic motivation. Frostad, Pijl, and Mjaavatn (2015) found that loneliness and teacher support were strong predictors of the intention to leave school. This leads us to speculate that secure and high quality relationships are part of a dynamic system of factors in which social relationships, selfconcepts, and behavioral functioning all influence each other (Hughes, 2012).…”