Associations between Reasons to Attend and Late High School Dropout

Autor/inn/en	Abar, Beau; Abar, Caitlin C.; Lippold, Melissa; Powers, Christopher J.; Manning, Alice E.
Titel	Associations between Reasons to Attend and Late High School Dropout
Quelle	In: Learning and Individual Differences, 22 (2012) 6, S.856-861 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.05.009
Schlagwörter	Attendance; High School Students; Grade 10; Dropouts; Parents; Individual Characteristics; Profiles; Motivation; Dropout Prevention; Student Promotion + Suchen Sie Ihr Suchwort? Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Eltern; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Charakterisierung; Profilanalyse; psychologische; Motivation (psychologisch); Support of studies; Studienförderung
Abstract	This study addressed (1) whether there were unique profiles of student self-reported reasons for attending school among 10th graders, (2) whether these profiles were differentially associated with late high-school dropout, and (3) whether parent characteristics differed across profiles. Using data from the Educational Longitudinal Study of 2002 (N = 15,362), five latent classes were found. The first class (49%) reported "intrinsic, identified/introjected," and "external" motivations for attending school. The second class (32%) attended for "identified/introjected" and "external" reasons, while the third class (11%) reported "intrinsic" and "identified/introjected" reasons. The final two classes reported only "identified/introjected" (5%) or "external" (4%) motivations. Individuals in the "identified/introjected" and "external" classes were at greatest risk of dropping out between 10th and 12th grade. A host of parenting characteristics differed across class, with students in the "intrinsic-identified/introjected-external" class displaying the most favorable pattern of results. Implications for dropout prevention and academic promotion programs are discussed. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10