Family Integration, Achievement Values, Academic Self-Concept and Dropping Out of High School

1969 ◽  
Vol 3 (1) ◽  
pp. 68-77
Author(s):  
Michael A. Malec ◽  
Judith B. Williams ◽  
Edward Z. Dager
Keyword(s):  
High School ◽  
Self Concept ◽  
Dropping Out ◽  
Achievement Values ◽  
Family Integration

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

THE EFFECT OF DROPPING OUT OF HIGH SCHOOL ON SUBSEQUENT CRIMINAL BEHAVIOR*

Criminology ◽  
1985 ◽  
Vol 23 (1) ◽  
pp. 3-18 ◽  
Author(s):  
TERENCE P. THORNBERRY ◽  
MELANIE MOORE ◽  
R. L. CHRISTENSON
Keyword(s):  
High School ◽  
Criminal Behavior ◽  
Dropping Out

Grade Retention and School Dropout: Comparing Specific Grade Levels Across Childhood and Early Adolescence

2021 ◽  
pp. 027243162110103
Author(s):  
Zachary Giano ◽  
Amanda L. Williams ◽  
Jennifer N. Becnel
Keyword(s):  
High School ◽  
Grade Retention ◽  
School Dropout ◽  
Dropping Out ◽  
Social Changes ◽  
Grade Levels ◽  
Grade Versus ◽  
Youth Transition ◽  
Education Statistics ◽  
Race Ethnicity

Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with respect to school dropout. This study uses data from the National Center for Education Statistics ( N = 9,309) to comparatively examine which grades, when repeated, show the strongest associations with dropping out. Overall, those who repeated sixth or seventh had the highest odds of dropping out of high school with unique patterns by gender and race/ethnicity. These grades are typically when youth transition into middle school. When examined through a developmental lens, these results highlight the important impact that grade retention while youth experience other normative physical, cognitive, and social changes.

scholarly journals School dropout among female learners in rural Mpumalanga, South Africa

2021 ◽  
Vol 41 (3) ◽  
pp. 1-9
Author(s):  
Prince Mokoena ◽  
Adrian D. van Breda
Keyword(s):  
South Africa ◽  
High School ◽  
Rural Community ◽  
High School Dropout ◽  
School Dropout ◽  
Drop Out ◽  
Health Policies ◽  
Dropping Out ◽  
Secondary Schooling ◽  
Out Of School

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people’s chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.

scholarly journals Exploring Prospective Teachers' Reasons for Choosing General Science as a Specialization

2020 ◽  
Vol 3 (3) ◽  
pp. 149-155
Author(s):  
Edson Boy R. Manalansan ◽  
Marjorie A. Fogata ◽  
Danilo Jr. V. Rogayan
Keyword(s):  
High School ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Selection Process ◽  
Senior High School ◽  
Dropping Out ◽  
Personal Choice ◽  
General Science ◽  
Admission Policies ◽  
High School To College

Choosing a career path is difficult for students, especially in their transition from senior high school to college. Students struggle to select the most viable program that suits their interests, skills, and passion. Hence, most students end up shifting among courses and, at worst, dropping out of their program. This qualitative study explores the reasons prospective teachers specialize in General Science in a teacher education program. The data were gathered through interviews and were treated through thematic analysis. Eight themes emerged including (1) alignment to chosen senior high school strand; (2) personal choice and interest; (3) passion for science; (4) personal knowledge and skills; (5) inspiration by teachers; (6) encouragement from family; (7) challenge to oneself; and (8) non-availability of a preferred course. The study has established important implications for admission policies in terms of the selection process for students enrolling in the General Science program. Higher education institutions (HEIs) should support the continuous improvement of the science education curriculum, campus and physical facilities, and student services, which are at the heart of education in a volatile, uncertain, complex and ambiguous (VUCA) world.

Self-Concept Correlates between At-Risk and Not-At-Risk Ninth-Grade Students

1995 ◽  
Vol 76 (2) ◽  
pp. 683-687 ◽  
Author(s):  
Mary H. Jackson ◽  
Kimberly B. Reddick ◽  
Richard G. Dubes
Keyword(s):  
At Risk ◽  
Ninth Grade ◽  
Self Concept ◽  
Dropping Out ◽  
Satisfaction Scale ◽  
Ninth Grade Students ◽  
Not At Risk ◽  
Multivariate Discriminant ◽  
Item Scale

This study examined whether the Tennessee Self-concept Scales could be used to discriminate among 43 ninth-grade students who were designated as being at risk of dropping out of high school and 47 students who were thought to show probability of persisting. Scores on the scales were submitted to stepwise multivariate discriminant analysis. Scores on the Self-satisfaction Scale constituted a linear function that correctly classified 72.22% of the subjects. Further investigation confirmed a 13-item scale selected from the Tennessee Self-concept Scales correctly identified the classification of 76.67% of the students.

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