Diversity of school dropouts. A typological approach
School dropout is of great concern in Iceland. After completing compulsory education at age 16, most students transfer directly to upper secondary school. However, many drop out. At the age of 24 almost 40% have still to complete upper secondary school and this situation has not altered over the yea...
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Menntavísindasvið Háskóla Íslands
2020
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fticelandunivojs:oai:ojs.hi.is:article/3074 2023-05-15T16:49:12+02:00 Diversity of school dropouts. A typological approach Margbreytileiki brotthvarfsnemenda Blöndal, Kristjana Stella Hafþórsson, Atli Mennta- og menningarmálaráðuneytið Rannís Rannsóknarsjóður Háskóla Íslands Nýsköpunarsjóður námsmanna 2020-02-03 application/pdf https://ojs.hi.is/netla/article/view/3074 https://doi.org/10.24270/serritnetla.2019.11 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/netla/article/view/3074/1813 https://ojs.hi.is/netla/article/view/3074 doi:10.24270/serritnetla.2019.11 ##submission.copyrightStatement## Netla - english edition; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli Netla; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli 1670-0244 school dropouts diversity student engagement upper secondary school risk factors prevention brotthvarf margbreytileiki skuldbinging nemenda framhaldsskóli áhættuþættir forvarnir info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 fticelandunivojs https://doi.org/10.24270/serritnetla.2019.11 2022-09-21T13:40:16Z School dropout is of great concern in Iceland. After completing compulsory education at age 16, most students transfer directly to upper secondary school. However, many drop out. At the age of 24 almost 40% have still to complete upper secondary school and this situation has not altered over the years. The group of students who drop out is both large and diverse. To date, research has not paid due attention to this fact, tending to treat dropouts as a homogenous group. Our research addresses such criticism by identifying different subgroups of young people who leave school before graduation.The results are drawn from an ongoing longitudinal research – School effectiveness and students’ educational progress - commencing in 2007 with a survey in all general upper secondary schools in Iceland. A total of 3,470 students aged 16 to 20 participated, followed over a seven-year period. We build on three different sources: A self-report questionnaire administered in upper secondary schools, registered data on educational trajectories and status at age 23 to 27, and standardized tests on academic achievement at the end of compulsory school at age 15.The typology is based on significant factors that contribute to early school leaving, i.e. students’ behavioral, emotional and cognitive engagement and emotional problems in upper secondary school, and academic achievement at the end of compulsory school. Student engagement is a key concept in theories and research on school dropout; leaving school is viewed as a long-term process of disengagement. Increasingly, emotional problems are receiving attention in this field of study, both because of the relation to school dropout and because young people’s mental health seems to be declining. Previous academic achievement is the single strongest predictor of school dropout.We conducted cluster analysis in two steps. First, we conducted hierarchical analysis using Ward’s method. Second, we used K-means cluster analysis to refine the fourcluster solution. We based the clustering on ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Netla |
institution |
Open Polar |
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University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
school dropouts diversity student engagement upper secondary school risk factors prevention brotthvarf margbreytileiki skuldbinging nemenda framhaldsskóli áhættuþættir forvarnir |
spellingShingle |
school dropouts diversity student engagement upper secondary school risk factors prevention brotthvarf margbreytileiki skuldbinging nemenda framhaldsskóli áhættuþættir forvarnir Blöndal, Kristjana Stella Hafþórsson, Atli Diversity of school dropouts. A typological approach |
topic_facet |
school dropouts diversity student engagement upper secondary school risk factors prevention brotthvarf margbreytileiki skuldbinging nemenda framhaldsskóli áhættuþættir forvarnir |
description |
School dropout is of great concern in Iceland. After completing compulsory education at age 16, most students transfer directly to upper secondary school. However, many drop out. At the age of 24 almost 40% have still to complete upper secondary school and this situation has not altered over the years. The group of students who drop out is both large and diverse. To date, research has not paid due attention to this fact, tending to treat dropouts as a homogenous group. Our research addresses such criticism by identifying different subgroups of young people who leave school before graduation.The results are drawn from an ongoing longitudinal research – School effectiveness and students’ educational progress - commencing in 2007 with a survey in all general upper secondary schools in Iceland. A total of 3,470 students aged 16 to 20 participated, followed over a seven-year period. We build on three different sources: A self-report questionnaire administered in upper secondary schools, registered data on educational trajectories and status at age 23 to 27, and standardized tests on academic achievement at the end of compulsory school at age 15.The typology is based on significant factors that contribute to early school leaving, i.e. students’ behavioral, emotional and cognitive engagement and emotional problems in upper secondary school, and academic achievement at the end of compulsory school. Student engagement is a key concept in theories and research on school dropout; leaving school is viewed as a long-term process of disengagement. Increasingly, emotional problems are receiving attention in this field of study, both because of the relation to school dropout and because young people’s mental health seems to be declining. Previous academic achievement is the single strongest predictor of school dropout.We conducted cluster analysis in two steps. First, we conducted hierarchical analysis using Ward’s method. Second, we used K-means cluster analysis to refine the fourcluster solution. We based the clustering on ... |
author2 |
Mennta- og menningarmálaráðuneytið Rannís Rannsóknarsjóður Háskóla Íslands Nýsköpunarsjóður námsmanna |
format |
Article in Journal/Newspaper |
author |
Blöndal, Kristjana Stella Hafþórsson, Atli |
author_facet |
Blöndal, Kristjana Stella Hafþórsson, Atli |
author_sort |
Blöndal, Kristjana Stella |
title |
Diversity of school dropouts. A typological approach |
title_short |
Diversity of school dropouts. A typological approach |
title_full |
Diversity of school dropouts. A typological approach |
title_fullStr |
Diversity of school dropouts. A typological approach |
title_full_unstemmed |
Diversity of school dropouts. A typological approach |
title_sort |
diversity of school dropouts. a typological approach |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2020 |
url |
https://ojs.hi.is/netla/article/view/3074 https://doi.org/10.24270/serritnetla.2019.11 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Netla - english edition; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli Netla; 2018: Sérrit 2018 - Framhaldsskólinn í brennidepli 1670-0244 |
op_relation |
https://ojs.hi.is/netla/article/view/3074/1813 https://ojs.hi.is/netla/article/view/3074 doi:10.24270/serritnetla.2019.11 |
op_rights |
##submission.copyrightStatement## |
op_doi |
https://doi.org/10.24270/serritnetla.2019.11 |
container_title |
Netla |
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1766039344649338880 |