Dropout Prevention and Student Engagement

The Inventory of Teacher‐Student Relationships: Factor structure and associations with school engagement among high‐risk youth

“…Despite mixed results regarding the compensatory benefits of teacher–student relationships, there are several reasons why it may be particularly important to develop further understanding about teacher–student relationships among students with disabilities as well as other students who may be at‐risk of experiencing school‐related difficulties. First, students who are experiencing difficulties in school may develop negative views about school that can potentially inhibit school engagement, commitment, and persistence (Reschly, 2020). Student disengagement in school, in turn, can contribute to lost instructional time, teacher stress, and an increased likelihood of punitive reactions from teachers toward disengaged students (Corbin et al, 2019; Quin, 2017).…”

The Academic Dropout Wheel Analyzing the Antecedents of Higher Education Dropout in Education Studies

“…Extracurricular activities can also predict school dropout since dropping out from any of these courses is an indicator of "behavioral proxy" and disengagement tendencies (Hasbun et al, 2016); students refusing to get involved in co-curricular activities or having a hard time being integrated socially in university groups have more tendency to drop out from their first academic year (Reschly, 2020). According to Bean's attrition theory "beliefs shape attitudes, attitudes shape behaviors, and behaviors signal intents"; students' experience with the institution and its rules, in addition to their view for its objectivity and staff behavior, shape their attitude towards it which affect their feeling of belonging and their decision of dropout.…”

The role of high school student engagement in postsecondary enrollment

“…These data suggest that financial preparation for higher education may become an increasingly important point of intervention for students and their families. Researchers have also examined the role of psychosocial factors in postsecondary enrollment and completion as these factors are often considered to be alterable variables amenable to intervention, unlike status variables such as parental SES or quality of previous education (Reschly, 2020a;Reschly & Christenson, 2012).…”

“…Psychosocial factors appearing in published literature as contributing to postsecondary enrollment and retention include academic goals (Eccles et al, 2004;Robbins et al, 2004), academic self-efficacy (Robbins et al, 2004), personality (e.g., conscientiousness, agreeableness) (Peterson et al, 2006), self-discipline (Porchea et al, 2010;Robbins et al, 2006) self-esteem (Napoli & Wortman, 1998), and student engagement (Reschly, 2020a).…”

“…These data suggest that financial preparation for higher education may become an increasingly important point of intervention for students and their families. Researchers have also examined the role of psychosocial factors in postsecondary enrollment and completion as these factors are often considered to be alterable variables amenable to intervention, unlike status variables such as parental SES or quality of previous education (Reschly, 2020a; Reschly & Christenson, 2012). Psychosocial factors appearing in published literature as contributing to postsecondary enrollment and retention include academic goals (Eccles et al, 2004; Robbins et al, 2004), academic self‐efficacy (Robbins et al, 2004), personality (e.g., conscientiousness, agreeableness) (Peterson et al, 2006), self‐discipline (Porchea et al, 2010; Robbins et al, 2006) self‐esteem (Napoli & Wortman, 1998), and student engagement (Reschly, 2020a).…”