Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout

Parr, Alyssa; Bonitz, Verena S.

doi:10.1080/00220671.2014.917256

Cited by 63 publications

(63 citation statements)

References 29 publications

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“…The significant effects of PjBL on STEM skills efficacy, utility value, and career aspirations notwithstanding, we did not find significant effects of PjBL on several of the attitudinal variables examined here (e.g., STEM self‐efficacy, attainment value, intrinsic value, and relative cost) or student major choice in STEM after the fourth semester. Although these results were somewhat surprising, they are aligned with studies on active learning approaches and attitudes that have shown mixed results (Atadero et al, ; Holmes & Hwang, ; Parr & Bonitz, ). It may also be that factors other than PjBL – perhaps pre‐determined factors – affect these attitudes and major choice.…”

Section: Limitationssupporting

confidence: 73%

“…We are not the first researchers to integrate expectancy-value and SCCT models (see Parr & Bonitz, 2015), however, to our knowledge we are the first to show a significant effect of mediation for the social cognitive variables examined here in the context of an intervention. In particular, utility value and STEM skills accounted for over 50% of the variance in career aspirations in STEM.…”

Section: Discussionmentioning

confidence: 82%

“…Expectancy-value theory and SSCT also posit that person-characteristics, such as gender and URM status, will influence self-efficacy and subjective task value, which in turn will influence STEM career aspirations. Indeed, research supports the idea that URM students and women are more likely than non-URM students and men to leave STEM disciplines and that some of the factors contributing to leaving are based on pre-college experiences and preparation (Chang, Sharkness, Hurtado, & Newman, 2014;Parr & Bonitz, 2015). We examined gender and URM status as direct indicators of self-efficacy (STEM self-efficacy and STEM skills efficacy) and the STEM subjective task value variables (attainment value, intrinsic and utility value, and perceived cost; Figure 1).…”

Section: T Heor Eti Ca L Mo Dels O F a Chi Ev Eme Nt An D C Aree R mentioning

confidence: 85%

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The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Beier¹,

Kim²,

et al. 2018

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Can engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of (N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.

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Section: Limitationssupporting

confidence: 73%

Section: Discussionmentioning

confidence: 82%

Section: T Heor Eti Ca L Mo Dels O F a Chi Ev Eme Nt An D C Aree R mentioning

confidence: 85%

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The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Beier¹,

Kim²,

et al. 2018

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“…A theoretical framework can potentially help move educators from simply ‘monitoring’ data to meaningful prediction and intervention. Despite previous calls for the use of theory to help guide inquiry in dropout‐related research, most of the studies examined in this review were atheoretical (Parr & Bonitz, ) or used empirical claims and assumptions from prior studies as the grounding for their work. This potentially leaves researchers without an explicit theoretical framework to guide their hypotheses and methods as well as to frame their conclusions.…”

Section: Resultsmentioning

confidence: 99%

Re‐envisioning the purpose of early warning systems: Shifting the mindset from student identification to meaningful prediction and intervention

McMahon

Sembiante

2019

Review of Education

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Emphasis in school dropout literature has shifted from exploring wide‐ranging causes of dropping out to soliciting a smaller number of predictive indicators to identify students at increased risk for dropping out. However, much of the past decade's Early Warning research excludes indicators that do not add to the predictive nature of the model even if they might inform intervention. Considering this shift and the relative infancy of Early Warning research, this paper presents a critical systematic review of the literature surrounding dropout and Early Warning System(s) (EWS). Through a focus and evaluation of student‐level indicators, we present an argument of how an effective EWS can bridge the gap between the prediction of dropout events and underlying causes, while providing actionable information for schools to intervene. Finally, we present preliminary data that demonstrate the potential of elementary‐level student‐level indicators as an avenue for shifting the focus of EWS from student identification to meaningful prediction and intervention. The results show how the student‐level indicators explored in this paper can effectively identify students at these grade levels who are on‐ and off‐track to graduation. We discuss the implications of evidence warranting the position that dropping out of school can be predicted as early as the elementary grade levels and its potential to drive future research in this area.

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“…Indeed, positive parental attitudes and involvement in schooling, whether setting high expectations or volunteering, for example, are associated with higher college matriculation rates (Parr & Bonitz, 2015;Carboni, McNeely, & Maxwell, 2015;Maxwell, 2013;Perna &Titus, 2005;Cabrera & LaNasa, 2001). In fact, expectations both of parents and of students are strong indicators of postsecondary enrollment (Kim & Schneider, 2005 More to the point, the transmission of expectations leads to "aligned ambitions" of parents and students (Schenider and Stevenson, 1999;Kim and Schneider, 2005), and parental and student alignment of expectations can be understood relative to a view of cultural capital as playing a functional role in educational attainment.…”

Section: Cultural Capital In Educational Expectations Goals and Attmentioning

confidence: 99%

Cultural Capital Efficacy in Parental and Student Aligned Expectations for Postsecondary Matriculation

Maxwell¹,

McNeely²,

Carboni³

2016

JEHD

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This exploratory study uses a cultural capital framework to examine the critical issue of goal alignment between parent and student expectations in predicting postsecondary matriculation. Addressing cultural capital in terms of functional specificity, the research expands and contributes to the related literature by focusing particularly on aligned ambitions and by delving deeper into the documented "action steps" taken by students to reach their stated postsecondary goals. Also, by separating two-and four-year college enrollment outcomes, clear differences are revealed among student expectations and action steps relative to overall college matriculation and educational attainment goals.

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Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout

Cited by 63 publications

References 29 publications

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Re‐envisioning the purpose of early warning systems: Shifting the mindset from student identification to meaningful prediction and intervention

Cultural Capital Efficacy in Parental and Student Aligned Expectations for Postsecondary Matriculation

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