Student Disengagement in Relation to Expected and Unexpected Educational Pathways

Autor/inn/en	Blondal, Kristjana S.; Adalbjarnardottir, Sigrun
Titel	Student Disengagement in Relation to Expected and Unexpected Educational Pathways
Quelle	In: Scandinavian Journal of Educational Research, 56 (2012) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.568607
Schlagwörter	Educational Attainment; Adolescents; Student Characteristics; Academic Achievement; Longitudinal Studies; Foreign Countries; Gender Differences; Dropout Characteristics; Student Behavior; Behavior Patterns; Behavior Problems; Behavior Theories; Behavior Change; Expectation; Learner Engagement; Emotional Adjustment; Psychological Patterns; Academic Aspiration; Student Educational Objectives; Graduation Rate; Critical Incidents Method; Iceland + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Geschlechterkonflikt; Student behaviour; Schülerverhalten; Expectancy; Erwartung; Emotionale Anpassung; Island
Abstract	Students' different educational pathways were examined in relation to their disengagement during adolescence. The participants were Icelandic youth (N = 832) who were followed from age 14 to 22. Based on their academic achievement at age 15 and educational attainment at age 22 they were classified into groups that took expected versus unexpected paths. The findings indicate that adolescents' behavioral disengagement (negative school behaviors) and emotional disengagement (academic disinterest, disidentification with school) differentiated according to their pathways. At age 14, those "at risk" academically who graduated unexpectedly showed fewer negative behaviors than the expected dropouts. Moreover, high achievers who dropped out unexpectedly showed more behavioral (negative behaviors) as well as emotional (academic disinterest, disidentification with school) disengagement compared to expected graduates. The following year (age 15), in general, disengagement increased among unexpected dropouts but decreased among expected graduates. Males and students from lower-SES backgrounds were generally more disengaged, and males from those backgrounds became more emotionally disengaged during their last year in compulsory school. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10