Dropout in adult education as a phenomenon of fit. An integrative model proposal for the genesis of dropout in adult education based on dropout experiences.

Autor/inn/en	Thalhammer, Veronika; Hoffmann, Stefanie; Hippel, Aiga von; Schmidt-Hertha, Bernhard
Titel	Dropout in adult education as a phenomenon of fit. An integrative model proposal for the genesis of dropout in adult education based on dropout experiences.
Quelle	In: European journal for Research on the Education and Learning of Adults, 13 (2022) 3, S. 231-246Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:26830 10.3384/rela.2000-7426.3351
URN	urn:nbn:de:0111-pedocs-268309
Schlagwörter	Interview; Qualitative Analyse; Grounded Theory; Entscheidung; Erwachsenenbildung; Teilnehmer; Abbruch; Bildungsteilnahme; Modell; Deutschland
Abstract	In adult training practice, dropout marks the transition from participation to non-participation. There are only a few theoretical models, especially from the second half of the 20th century, that address this phenomenon. With special consideration to the congruence model of Boshier (1973) and the integration model of Tinto (1975, 1993) the study focuses first on the theoretical discussion of empirically grounded models for the explanation of dropout in the field of adult education. Against the background of analyses of 40 problem-centered interviews with dropouts from adult education, the two models are examined as to their explanatory contributions. Based on these empirical and theoretical explorations, a newly developed typology of as well as a model for dropout are proposed which topicalize dropout in adult education as a phenomenon of fit. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1