Hidden School Dropout among Adolescents in Rural China: Individual, Parental, Peer, and School Correlates

Autor/inn/en	Bilige, Sude; Gan, Yongtao
Titel	Hidden School Dropout among Adolescents in Rural China: Individual, Parental, Peer, and School Correlates
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 3, S.213-225 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gan, Yongtao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00471-3
Schlagwörter	Foreign Countries; Dropouts; Adolescents; Middle School Students; Parent Influence; Peer Influence; Student School Relationship; Rural Schools; Predictor Variables; Individual Characteristics; China + Suchen Sie Ihr Suchwort? Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schüler-Lehrer-Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Prädiktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	A number of studies on rural students have addressed the issue of discernible school dropout; however, information on hidden dropout is relatively obscure. To fill this gap, this study examines the data of 2045 rural adolescents (regular students: 1770, hidden dropouts: 275) in Chinese middle schools. This study also theoretically differentiated the two groups via assessing environmental dynamics, including school, parental, and peer factors, in addition to considering the individual. We ascertained that these four domains are significant class disengagement predictors in rural adolescents. However, our results also showed that self-educational expectation, belief in the law, and positive peer relationships lost their correlative power with hidden dropout. In the individual, parental, peer, and school domains, almost all factors were significantly correlated with disengaged hidden dropout. Thus, school maladaptation, father's alienation, and isolation in interpersonal relationships may be more important for explaining hidden school dropout. Our conclusions also credibly assert that similar analytical predictors could be applied to both actual and hidden school dropouts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01