Why do students drop out? Turning points and long-term experiences

School dropped-out students have attracted educators and policy makers. A number of studies have investigated factors and number of the dropped out students. However, albeit of these studies, dropped out students' voice was reported. Thus, this paper is aimed at portraying dropped out student' voice. Their reason for dropping out and their wishes were sought. Of 114 respondents, three respondents were voluntarily recruited for an interview. The findings revealed they unintentionally opted for dropping out but situation led them to do so. Online game addiction was realized as a means for skipping their school matters. Not only this narrative provides different perspective on seeing the dropped out students but it also endows with new insights for policy makers in treating risky dropped out students. Educational implication and for further required research are also sought and discussed.

show abstract

“…This is important as the closest society, e.g. family and community, contribute for their decision to drop out (4,8) IV.…”

Section: IIImentioning

confidence: 99%

‘This is My Fault, but Now I Know Online Game Addiction Is Not Good for Me’: School Dropped Out Students’ Narrative

Aisyah¹,

Misdi²,

Mumpuni³

et al. 2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

View full text Add to dashboard Cite

show abstract

“…Most of these studies focus on academic achievement as measured by various tests (Hanushek et al, 2009;Rumberger & Palardy, 2005). Some studies have also found that school-context factors influence educational attainment and school non-completion (McDermott et al, 2019;Rumberger & Lim, 2008). Studies examining school effects over a longer time-perspective are rather limited.…”

Section: School Choice and Social Mobilitymentioning

confidence: 99%

School Choice and Its Long-Term Impact on Social Mobility in Sweden

Trumberg

Urban

2020

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

Sweden possesses a highly deregulated school system in which students in the compulsory school system are free to choose almost any school they prefer. This study focuses on the long-term difference in educational level twelve years after finishing elementary school for students who made a school choice compared to those who did not. The study uses the Voronoi method of estimating school choice and is based on detailed register-based data for all students that finished elementary school in Sweden in the years 2000-2002. The results confirm previous findings that the most resourceful families more often make active choices. However, those who made an active school choice seem to have lower future educational achievement. The exception are those who have foreign-born parents, and those living in low-resource areas, who made an active school choice. They have a more positive educational achievement compared to those who stayed in the closest school.

show abstract

“…Furthermore, the research literature argued that the quality of teacherstudent relationships could influence the students' drop-out rate (e.g. Furrer et al, 2014;McDermott, Donlan, & Zaff, 2018). Positive relationships including support from the teacher could promote students' interests for learning and contribute to prolonging the time students stayed in schools (McDermott et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools

Sengul¹,

Zhang²,

Leroux³

2019

INT J EDUC METHODOL

View full text Add to dashboard Cite

By using multi-level modeling, this study explores the impact of students' perception of the quality of the teacher-student relationship and family structure on student achievement after controlling for socioeconomic status (SES), school urbanicity, and school control. The data from 750 schools and 17,000 10th grade students were analyzed. Family structure and student's perception of teacher-student relationship, and SES were student-level; school urbanicity and school control were school-level variables. The findings indicated that students, who had a positive perception about their relationship with their teachers, came from families including two biological parents, and had high SES and high math achievement. Students' SES and attending public school in urban areas were found to be significantly related to students' math achievement. The math score for public school students was lower than students from private and Catholic schools. The further research should have a design addressing the impact of these variables in a longitudinal term.

show abstract

Why do students drop out? Turning points and long-term experiences

Cited by 32 publications

References 36 publications

‘This is My Fault, but Now I Know Online Game Addiction Is Not Good for Me’: School Dropped Out Students’ Narrative

‘This is My Fault, but Now I Know Online Game Addiction Is Not Good for Me’: School Dropped Out Students’ Narrative

School Choice and Its Long-Term Impact on Social Mobility in Sweden

A Multi-Level Analysis of Students’ Teacher and Family Relationships on Academic Achievement in Schools

Contact Info

Product

Resources

About