School Climate Associated with School Dropout Among Tenth Graders

Abstract

Objective. This study evaluated the association between high school dropout and six dimensions of school climate. Method. The sample consisted of 638 tenth graders who participated in the Healthy Teens Longitudinal Study. Participants attended school in Northeast Georgia, United States of America; they were surveyed even if they dropped out of school. Information about dropout was obtained through twelfth grade. Logistic regression was used to identify predictors of dropout. Results. More boys (22.1%) than girls (14.4%) dropped out of school. Compared to students who remained in school, students who dropped out of school reported significantly higher overt and relational peer victimization and lower positive relationships with peers, school connectedness, caring adults at school, and meaningful participation in school. In the logistic regression model, male gender (AOR = 1.68) and relational victimization (AOR = 1.51) increased the odds of dropping out, and school connectedness (AOR = 0.78) and the presence of a caring adult at school (AOR = 0.73) decreased odds of dropping out. Conclusion. The dimensions of school climate in tenth grade were associated with the decision to abandon or persist in school. Its multiple dimensions can guide educators to develop programs and practices to reduce high school dropout.Keywords. School climate, bullying, dropout, adolescents. Ambiente escolar asociado con la deserción de los alumnos de décimo grado ResumenObjetivo. El estudio evaluó la asociación entre los desertores de bachillerato y seis dimensiones de ambiente escolar. Método. La muestra consistía en 638 estudiantes de décimo grado quienes participaron en el Estudio Longitudinal de Adolescentes Saludables. Los estudiantes iban al colegio al Noreste de Georgia, Estados Unidos; eran encuestados aún si desertaban del colegio. La información relacionada con la deserción se obtiene en grado doce. Se utilizó la regresión logística para identificar indicadores de deserción. Resultados. Más niños (22.1%) que niñas (14.4%) desertaron del colegio. Comparado con los estudiantes que permanecieron en el colegio, los que desertaron mostraron un alto nivel de muestra de victimización relacional con sus pares y menos relaciones positivas con estos, poca conexión con el colegio, menos relación con un adulto protector PAMELA ORPINAS Y KATHERINE RACZYNSKI10 dentro del mismo y menos participación significativa. En el modelo de logística regresiva, el género masculino (AOR = 1.68) y victimización relacional (AOR = 1.51) aumentaron las probabilidades de desertar, mientras que la conexión con el colegio (AOR = 0.78) y la presencia de una adulto protector (AOR = 0.73) disminuyen las posibilidades de la deserción. Conclusión. Las dimensiones del ambiente escolar en décimo grado fueron asociadas con la decisión de abandonar o persistir en el colegio. Sus múltiples dimensiones pueden llevar a los educadores a desarrollar programas y prácticas para reducir la deserción en bachillerato. , e a conexão com a escola (AOR = 0.78) e a presença...

Future Expectations and Self-Efficacy of High School Students as a Predictor of Sense of School Belonging

“…Okul terki riskini arttıran önemli faktörlerden biri ise okula aidiyet duygusunun düşük olması şeklinde belirtilmektedir (MEB, 2013;Osterman, 2000;Yorğun, 2014). Zorbaz (2018) ile Orpinas ve Raczynski (2016) tarafından yapılan çalışmalar okula aidiyet duygusu ile okul terki arasındaki ilişkiyi ortaya koymuştur. O'Connor (2018) tarafından yapılan çalışma da lise öğrencilerinin okula ait olma duygularındaki artışın, okul terk oranlarında yaşanacak düşüşün bir öngörücüsü olduğunu göstermiştir.…”

“…Araştırmanın, okula aidiyet duygusunu yordayan değişkenler ile ilgili sunduğu bulguların, okul terkini önleyici tedbirler alınması noktasında önem arz ettiği düşünülmektedir. Her ne kadar mevcut çalışmada okul terki ile okula aidiyet duygusu arasındaki ilişki araştırılmamış olsa da literatürde bu konuda yapılan birçok çalışma okula aidiyet duygusu ile okul terki arasında bir ilişki olduğunu ortaya koymuştur (O'Connor, 2018;Orpinas ve Raczynski, 2016;Zorbaz, 2018). Bu bağlamda okula aidiyet duygusunun düşük olması, okul terki riskini arttıran önemli bir faktör olarak belirtilmekte (MEB, 2013;Osterman, 2000) ve düşük aidiyet duygusunun, okul terki riskini beraberinde getirdiğini vurgulanmaktadır (Barber ve Schluterman, 2008;Kalaycı ve Özdemir, 2013).…”

Prevalence and factors associated with experience of intrafamilial violence by teenagers in school

“…The independent variables were: drug consumption, with "Yes" and "No" categories, emerged from the answers of teenagers to DUCI, which considers the substance consumption in the last 30 days prior to the interview; familial conviviality, related to the experience or non-experience with both parents; work and sexual and reproductive aspects (sexual relation, use of condom, pregnancy), also dichotomized in "Yes" and "No", and sociodemographic aspects, such as age, categorized up to 14/15 years old or more, according to criteria used in literature (9)(10)(11)(12) ; sex; religion, considering the assertion without distinction between religious diversities; race, grouped into "black", to those self-identified as Black and Two or More Races, and "white", to those self-identified as White and Asian, considering the categories defined by the Brazilian Institute of Geography and Statistics (IBGE).…”

“…Considering the complexity and magnitude of the phenomenon, scholars from various fields of knowledge dedicate themselves to the production of a knowledge that allows them to broaden the knowledge related to social and health aspects experienced by teenagers, exemplified by the use of alcohol and other drugs in adolescence (10)(11) . In this context, we question: What is the prevalence of intrafamilial violence experience?…”

Discrimination and Other Education Barriers, School Connectedness, and Thoughts of Dropping Out Among Latina/o Students

“…Among Latina/o adolescents, school connectedness has been associated with positive behavioral and academic outcomes (Osterman, 2000;Sass, Castro-Villarreal, McWhirter, McWhirter, & Karcher, 2011), higher academic achievement and engagement (Croninger & Lee, 2001;Hargreaves, Earl, & Ryan, 1996), high school completion and postsecondary attendance (Niehaus, Irvin, & Rogelberg, 2016), and lower rates of delinquency and problem behaviors (Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004;Sass et al, 2011;Thomas & Smith, 2004). In a recent study by Orpinas and Raczynski (2015), students who dropped out of high school reported significantly lower school connectedness and less meaningful participation in school compared to students who remained in school.…”