Negative Life Events, Self-Efficacy, and Social Support: Risk and Protective Factors for School Dropout Intentions and Dropout

Autor/inn/en	Samuel, Robin; Burger, Kaspar
Titel	Negative Life Events, Self-Efficacy, and Social Support: Risk and Protective Factors for School Dropout Intentions and Dropout
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.973-986 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Samuel, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000406
Schlagwörter	Self Efficacy; Social Support Groups; At Risk Students; Intention; Dropout Prevention; Dropouts; Longitudinal Studies; Predictor Variables; Experience; Stress Variables; Secondary School Students; Foreign Countries; Achievement Tests; International Assessment; General Education; Vocational Education; Adolescents; Switzerland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Erfahrung; Sekundarschüler; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Allgemein bildendes Schulwesen; Allgemeinbildung; Ausbildung; Berufsbildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schweiz
Abstract	Prior studies have noted several risk and protective factors for school dropout; however, only a few have examined longer-term vulnerabilities alongside temporary risk and protective factors. Consequently, we focused on the role that both stable and time-varying psychosocial risk and protective factors play in dropout intentions and actual dropout, using a 4-year longitudinal design. We investigated to what extent dropout intentions and dropout can be predicted by an interplay between negative life events, general self-efficacy, and perceived social support. We distinguished between time-averaged levels of self-efficacy and social support, and within-person change in self-efficacy and social support over time. This enabled us to establish whether dropout intentions and dropout were sensitive to fluctuations in perceived self-efficacy and social support over time when controlling for person-specific levels of these psychosocial resources. Calculating multilevel models with data from a prospective cohort study (N = 4,956, 43% male), we found that negative life events were significantly associated with an increase in dropout intentions and the likelihood of school dropout. Furthermore, time-averaged levels of self-efficacy and social support, and a within-person (situational) increase in these characteristics relative to their time-averaged levels, were related to lower levels of dropout intentions but did not prevent dropout. The positive relationship between negative life events and dropout intentions was attenuated for individuals who perceived higher levels of self-efficacy than usual. Our findings suggest future research should further investigate time-averaged and situational psychosocial drivers of school dropout in combination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01