Learning difficulties, academic well-being and educational dropout: A person-centred approach

Korhonen, Jari; Linnanmäki, Karin; Aunio, Pirjo

doi:10.1016/j.lindif.2013.12.011

Cited by 138 publications

(141 citation statements)

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“…Estimates of dropout rates seem to be higher in South and West Asia (43%) and sub-Saharian Africa (36%), while other geopolitical areas such as East Asia, and Europe show similar lower dropout rates (between 4 and 12%) (United Nations Educational, Scientific and Cultural Organization, 2012; European Commission Education Training, 2013). In Spain, where the present study is conducted, dropout rates are estimated as high as 22% (Andrei et al, 2012; Korhonen et al, 2014) with a greater incidence among males (26.6%). Although there is great diversity of standards by which school dropout and completion are measured across various studies (Cataldi et al, 2009), these figures illustrate the relevance of school dropout worldwide and ask for a close study of its causes and consequences.…”

Section: Introductionmentioning

confidence: 81%

Risk Factors for School Dropout in a Sample of Juvenile Offenders

et al. 2016

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Backgrounds: The high rates of school dropout worldwide and their relevance highlight the need for a close study of its causes and consequences. Literature has suggested that school dropout might be explained by multiple causes at different levels (individual, family, school, and neighborhood). The aim of the current study is to examine the relation between individual (defiant attitude, irresponsibility, alcohol abuse, and illegal drugs use), family (educational figure absent and parental monitoring), school factors (truancy and school conflict) and school dropout.Method: Judicial files of all juvenile offenders (218 males and 46 females) with a judicial penal measure in Asturias (Spain) in the year 2012 were examined. Multivariate logistic regression analyses were performed to estimate the relationships between school dropout and individual, family and school variables.Results: As for the individual characteristics, results showed that school dropouts were more irresponsible than non-dropouts. Also they had higher rates of illegal drug use and alcohol abuse. Moreover, lack of parental monitoring emerged as a key predictive factor of school dropout, beyond the type of family structure in terms of the presence of both or only one educational figure. Finally, school factors did not show a significant relationship to school dropout.Conclusions: These findings indicate that school dropout is a multidimensional process. School and family policies that emphasize the role of parental monitoring and prevent alcohol and substance abuse are recommended.

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Section: Introductionmentioning

confidence: 81%

Risk Factors for School Dropout in a Sample of Juvenile Offenders

et al. 2016

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“…Lastly, it also concerns future visions which are in line with the goals. What is lacking is the understanding that academic well-being is actually the well-being related to educational context and places the school as the central factor in students' lives (Korhonen, Linnanmäki, & Aunio, 2014). Students are considered to be academically well-being if they are happy, motivated, satisfied, feel challenged, feel safe, can cope with difficulties and problems, confident, mentally good, receptive and appreciative.…”

Section: Discussionmentioning

confidence: 99%

“…International students contribute $35.8 billion to the US economy in 2015 (IIE, 2016), £1.6 billion in France in 2014(Smith, 2015, £25.8 billion in gross output in the UK in 2014-2015, (Smith, 2017) and Australia is expecting $ 19.7 billion at the end of 2016 (Hare, 2016). No wonder internationalization has become a lucrative commodity from some countries.…”

Section: Literature Reviewmentioning

confidence: 99%

Psycho-social Determinants of Academic Well-being for International Students from Developed Countries who Study in Developing Countries

Wiles¹

2018

Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)

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-Abundant research has been conducted on International students' well-being. However, little has focused on academic well-being and directed towards students from developed countries studying in developing countries as respondents. The fact that students have to live in a completely different country with different language and culture potentially creates challenges that may threaten the students' academic well-being. Thus, it will also affect their academic achievement. By using quantitative method in a form of questionnaires combined with a qualitative method in the form of a focus group, this research was conducted to construct the definition and theory of 'academic well-being', to discover the indicators of-, as well as determinants that play the most significant role in determining the students' academic well-being. Findings show that students and academic staffs have the same perception of academic well-being, which is the existence of a balance between the students' resources and the students' academic achievement, with the condition that throughout their time they are physically and psychologically healthy, have a healthy relationship with the university staff, friends and people around them, and have a future vision; with three conditions, there is a will to seek help, there is support from the staff and they live in a conducive environment.

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“…A leituraé uma habilidade essencial, requerida para a maior parte das disciplinas escolares e para a comunicação social. Dificuldade em leitura, escrita e matemática são diretamente relacionadas com baixo desempenho acadêmico (Korhonen et al 2014). Além disso, dificuldade em leitura e compreensão textual estão associados a dificuldades apresentadas por estudantes em diversas disciplinas (Dirks et al 2008).…”

Section: Introductionunclassified

Uso de mineração de textos no apoio à compreensão textual

Epstein

Reategui

2015

RENOTE

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ResumoLer e escrever uma pequena frase já foi suficiente para que uma pessoa seja considerada alfabetizada. Atualmente, alfabetizaçãoé um processo mais complexo que simplesmente ser capaz de ler e escrever frases esparsas; tambémé importante entender o que está sendo lido e escrito, além de poder utilizar essa informação. Essa nova definição de alfabetização nem sempreé obtida através das abordagens tradicionais de ensino. A falta de letramento afeta não apenas o rendimento escolar dos alunos, mas também suas relações pessoais e profissionais. Neste trabalhoé proposto o uso de um minerador de textos chamado Sobek como ferramenta de apoioà compreensão textual. O minerador identifica os conceitos mais relevantes de um texto, as relações entre esses conceitos e apresenta os resultados em uma visualização de grafo. Um estudo acerca da capacidade de extração de informações do Sobeké apresentado. Palavras-chave: mineração de texto, visualização em grafo, compreensão textual, letramento AbstractTo know how to read and write a small sentence about one's own life was once considered enough to say that a person is literate. Nowadays, literacy is a much more complex concept than simply to be able to write or read sparse sentences. It is also important to understand what is written and be able to critically analyze it. It is not uncommon to find students with reading comprehension problems. Such problems interfere with these students' ability to learn different subjects and to deal with more complex ideas. To help students to improve reading comprehension, we propose in this paper the use of a text mining tool called Sobek. The tool is capable of extracting the main concepts from a text as well as providing a concise view of the relationship between those concepts. Experiments show that a list of concepts extracted by Sobek from texts is highly accepted as accurate by experts in the subject field.Keywords: text mining, graph representation, reading comprehension, literacy IntroduçãoVivemos hoje imersos em um mundo onde precisamos necessariamente aprender a nos comunicar através da linguagem escrita (Sticht 1974). (Vieira 1981) constata que existe uma estreita relação entre a falta de leitura e a dificuldade de escrita. Este problema, segundo (Marcuschi 2005), está associadoà linguagem que o indivíduo utiliza no seu dia-adia, linguagem baseada no código mais restrito da fala que não contempla as construções mais complexas e elaboradas necessárias para a produção textual.Historicamente, um indivíduoé considerado alfabetizado quandoé capaz de ler e escrever uma breve sentença sobre a própria vida, ou consegue ler e compreender uma notícia de um jornal. No entanto, as expectativas de hoje em dia com relaçãoà leitura e CINTED-UFRGS Novas Tecnologias na Educação ____________________________________________________________________________________________________ V. 13 Nº 1, julho, 2015____________________________________________________________

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Learning difficulties, academic well-being and educational dropout: A person-centred approach

Cited by 138 publications

References 58 publications

Risk Factors for School Dropout in a Sample of Juvenile Offenders

Risk Factors for School Dropout in a Sample of Juvenile Offenders

Psycho-social Determinants of Academic Well-being for International Students from Developed Countries who Study in Developing Countries

Uso de mineração de textos no apoio à compreensão textual

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