Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout
The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994 ) and expectancy value theory (J. S. Eccles & A. Wigfield, 2002 ) that integrates groups of variables (demographic background, student behaviors...
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| Veröffentlicht in: | The Journal of educational research (Washington, D.C.) D.C.), 2015-11, Vol.108 (6), p.504-514 |
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| container_title | The Journal of educational research (Washington, D.C.) |
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| creator | Parr, Alyssa K. Bonitz, Verena S. |
| description | The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett,
1994
) and expectancy value theory (J. S. Eccles & A. Wigfield,
2002
) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed. |
| doi_str_mv | 10.1080/00220671.2014.917256 |
| format | Article |
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1994
) and expectancy value theory (J. S. Eccles & A. Wigfield,
2002
) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed.</description><identifier>ISSN: 0022-0671</identifier><identifier>EISSN: 1940-0675</identifier><identifier>DOI: 10.1080/00220671.2014.917256</identifier><identifier>CODEN: JEDRAP</identifier><language>eng</language><publisher>Bloomington: Routledge</publisher><subject>Absenteeism ; Academic Achievement ; academic performance, expectancy value theory, high school dropout, social cognitive career theory ; Attendance Patterns ; Beliefs ; Cognition & reasoning ; Dropouts ; Expectancy theories ; Family Characteristics ; Family Influence ; High School Graduates ; High School Students ; Hypothesis Testing ; Likert Scales ; Longitudinal Studies ; Parent Participation ; Predictor Variables ; School dropouts ; Secondary school students ; Secondary schools ; Self Efficacy ; Socioeconomic factors ; Socioeconomic Status ; Statistical Analysis ; Structural Equation Models ; Student Behavior ; Value Judgment</subject><ispartof>The Journal of educational research (Washington, D.C.), 2015-11, Vol.108 (6), p.504-514</ispartof><rights>Copyright © Taylor & Francis Group, LLC 2015</rights><rights>Copyright © 2015 Taylor & Francis Group, LLC</rights><rights>Copyright Taylor & Francis Inc. 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c449t-e90b9cc3d4af50bb340a58f158b4f442f15e7cd474946557015b40d0d256f1193</citedby><cites>FETCH-LOGICAL-c449t-e90b9cc3d4af50bb340a58f158b4f442f15e7cd474946557015b40d0d256f1193</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/43824278$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/43824278$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1084203$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Parr, Alyssa K.</creatorcontrib><creatorcontrib>Bonitz, Verena S.</creatorcontrib><title>Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout</title><title>The Journal of educational research (Washington, D.C.)</title><description>The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett,
1994
) and expectancy value theory (J. S. Eccles & A. Wigfield,
2002
) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed.</description><subject>Absenteeism</subject><subject>Academic Achievement</subject><subject>academic performance, expectancy value theory, high school dropout, social cognitive career theory</subject><subject>Attendance Patterns</subject><subject>Beliefs</subject><subject>Cognition & reasoning</subject><subject>Dropouts</subject><subject>Expectancy theories</subject><subject>Family Characteristics</subject><subject>Family Influence</subject><subject>High School Graduates</subject><subject>High School Students</subject><subject>Hypothesis Testing</subject><subject>Likert Scales</subject><subject>Longitudinal Studies</subject><subject>Parent Participation</subject><subject>Predictor Variables</subject><subject>School dropouts</subject><subject>Secondary school students</subject><subject>Secondary schools</subject><subject>Self Efficacy</subject><subject>Socioeconomic factors</subject><subject>Socioeconomic Status</subject><subject>Statistical Analysis</subject><subject>Structural Equation Models</subject><subject>Student Behavior</subject><subject>Value Judgment</subject><issn>0022-0671</issn><issn>1940-0675</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp9kE9v1DAQxS0EEkvhG4BkiWuzHTv2OjkhWlraqhKohbPl-M-ul2y8tR3Qfvs6Smlv9cUjv9_zzDyEPhJYEmjgBIBSWAmypEDYsiWC8tUrtCAtg6q889doMSFTTd6idyltoRxBmwXa3obe4uDwhdr5_oBPlf6zjmEczDG-y6OxQ8andqP--hDTMVaDwXd6E0Jf3dpeZWuK2nvrEvYD_hmt8Tr7YY0v_XrzSOJvMezDmN-jN071yX54vI_Q74vzX2eX1c2P71dnX28qzVibK9tC12pdG6Ych66rGSjeOMKbjjnGaKms0IYJ1rIV5wII7xgYMGVpR0hbH6HP87_7GO5Hm7LchjEOpaUkghNRQ8ubQrGZ0jGkFK2T--h3Kh4kATmlKv-nKqdU5ZxqsX2abTZ6_WQ5vy4ORqF-1rcph_gEsLqhjIqp7ZdZ94MLcaf-hdgbmdWhD9FFNWifZP3iBA_InY-g</recordid><startdate>20151102</startdate><enddate>20151102</enddate><creator>Parr, Alyssa K.</creator><creator>Bonitz, Verena S.</creator><general>Routledge</general><general>Taylor & Francis Group</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20151102</creationdate><title>Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout</title><author>Parr, Alyssa K. ; 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1994
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2002
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| ispartof | The Journal of educational research (Washington, D.C.), 2015-11, Vol.108 (6), p.504-514 |
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| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Absenteeism Academic Achievement academic performance, expectancy value theory, high school dropout, social cognitive career theory Attendance Patterns Beliefs Cognition & reasoning Dropouts Expectancy theories Family Characteristics Family Influence High School Graduates High School Students Hypothesis Testing Likert Scales Longitudinal Studies Parent Participation Predictor Variables School dropouts Secondary school students Secondary schools Self Efficacy Socioeconomic factors Socioeconomic Status Statistical Analysis Structural Equation Models Student Behavior Value Judgment |
| title | Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout |
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