Differentiating Characteristics of High School Graduates, Dropouts, and Nongraduates

Barrington, Byron L.; Hendricks, B. Clifford

doi:10.1080/00220671.1989.10885913

Cited by 170 publications

(118 citation statements)

References 8 publications

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“…On the other hand, the endeavor for success is also connected with the fear of failure and susceptibility to problems in well-being, such as stress and fatigue (Tuominen-Soini, 2012). There are also comparative studies between graduates and drop-outs and their developmental school paths (Barrington & Hendricks, 1989;Ehrenreich et al, 2012;Hickman et al, 2008;Matute-Bianchi, 1986;Jimerson, Anderson, & Whipple, 2002;Osborne & Walker, 2006;Stearns & Glennie, 2006). Studies have found out that both the aforementioned are developmental processes, and not just singular events (Alexander, Entwisle, & Horsey, 1997;Garnier, Stein, & Jacobs, 1997;Jimerson, Anderson, & Whipple, 2002).…”

Section: Theoretical Background: Studies On Smooth Study Paths In Uppmentioning

confidence: 99%

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

Salmela

Uusiautti

2013

JSE

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The purpose of this study is to discuss the smoothness of the study paths by describing Finnish general upper secondary education graduates' study paths: What factors have promoted and supported straight-A graduates' study paths? What kind of difficulties have straight-A graduates' faced in their study paths? This was a narrative study conducted in 2012 by collecting straight-A graduates' writings (N=14). The data were analyzed with narrative analyzing methods. The results showed the multidimensional nature of study paths: there is not just one way of reaching the same outcome. When it came the smoothness of study paths, it appeared that also the success-oriented students need support and guidance with their choices, goals, and strengths.

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Section: Theoretical Background: Studies On Smooth Study Paths In Uppmentioning

confidence: 99%

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

Salmela

Uusiautti

2013

JSE

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“…In fact, it is possible to identify those students who are more likely to dropout and those who will complete high school based on their engagement in the early elementary school grades given variables such as behavior, attendance, and attachment to school (Alexander, Entwisle, & Horsey, 1997;Barrington & Hendricks, 1989;Ensminger & Slusarcick, 1992). Engagement variables measured in middle and high school predict, with increased precision, dropout and completion rates (Balfanz, Herzog, & Mac Iver, 2007;Finn & Rock, 1997; and are highlighted as the basis for high school reform initiatives (National Research Council & the Institute of Medicine, 2004).…”

Section: The Importance Of the Problemmentioning

confidence: 99%

Exploring the Student Engagement Instrument and Career Perceptions with College Students

Grier‐Reed¹,

Appleton²,

Rodriguez³

et al. 2012

JEDP

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The Student Engagement Instrument (SEI) is a relatively new inventory designed to measure cognitive and affective engagement in school for middle and high school students. We explored the reliability and validity of the SEI for 122 college students. Results provided evidence for adequate to good reliability and validity--indicating a good fit between the data and a 4-factor structure based on Teacher-Student Relationships, Peer Support at School, Future Aspirations and Goals, and Family Support for Learning. Two factors representing affective engagement (Peer Support at School and Teacher-Student Relationships) emerged as important predictors of career perceptions in our college student sample. Peer Support at School also predicted college GPA. Facilitating continuity in the operationalization and measurement of student engagement across secondary and post-secondary settings, findings also highlight the potential importance of student engagement to career development.

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“…For example, it is possible to predict dropout from early elementary school based on student engagement (Alexander, Entwisle, & Horsey, 1997;Barrington & Hendricks, 1989;Ensminger & Slusarcick, 1992). Alexander and colleagues found that indicators of engagement (attendance, behavior, and attachment to school) from the first grade were predictive of dropout several years later.…”

Section: Student Engagementmentioning

confidence: 99%

Reading and School Completion: Critical Connections and Matthew Effects

Reschly

2009

Reading & Writing Quarterly

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Differentiating Characteristics of High School Graduates, Dropouts, and Nongraduates

Cited by 170 publications

References 8 publications

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

Finnish Straight-A Graduates’ Perceptions of the Smoothness of the Study Paths

Exploring the Student Engagement Instrument and Career Perceptions with College Students

Reading and School Completion: Critical Connections and Matthew Effects

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