Page 136 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 136
ear ly school leaving: contempor ary european perspectives
The present scientific review on one hand confirms that already
demonstrated in many studies and literature reviews: at the lev-
el of individual, cognitive factors it is especially low-achievement
patterns which are the most potent for increasing the risk for ESL.
Being male and having a migrant/minority status are also risk fac-
tors; however, the relationships are less straightforward. On the oth-
er hand, the article draws attention to a series of non-cognitive fac-
tors and highlights the complex interplay between the cognitive and
non-cognitive factors. Conscientiousness plays the role of a protec-
tive ESL factor (more strongly for low achievers), while problem be-
haviour seems to be a risk factor. ESLers typically exert a lower level
of achievement motivation and have a history of disengagement from
school (e.g. truancy). On a similar note, engagement was shown to
reduce the risk of ESL. Among the family and social background fac-
tors, low SES is the most consistent and strongest predictor of ESL.
In addition, the family’s social capital (e.g. parental education sup-
port, their involvement, parenting practices, but also family struc-
ture) impact the risk of ESL.
The review of factors that contribute to ESL helps understand how
highly versatile and individualised interventions, measures and in-
itiatives tackling ESL must be to address the different needs of (po-
tential) ESLers.
Key words: early school leaving, individual factors, family back-
ground, social background, achievement, personality, problem
behaviour
Introduction
Along with the EU (European Commission, 2002; Council of the EU, 2009)
recognition of ESL as an important political issue with long-lasting conse-
quences for the individual and society, scientific and research attention to
the matter has grown, noting that the topic also received some attention
earlier, particularly in the USA (see e.g. Barclay & Doll, 2001 who exam-
ined ESL studies conducted between 1950 and 1970). Today, an abundance
of publications aims to understand (and prevent) ESL, including numerous
scientific studies examining possible ESL risk or protective factors and re-
viewing the evidence available in existing studies.
Some authors have proposed theoretical models of ESL (e.g. Battin-
Pearson et al., 2000; Fall & Roberts, 2012; Finn, 1989; Clycq, Nouwen, &
136
The present scientific review on one hand confirms that already
demonstrated in many studies and literature reviews: at the lev-
el of individual, cognitive factors it is especially low-achievement
patterns which are the most potent for increasing the risk for ESL.
Being male and having a migrant/minority status are also risk fac-
tors; however, the relationships are less straightforward. On the oth-
er hand, the article draws attention to a series of non-cognitive fac-
tors and highlights the complex interplay between the cognitive and
non-cognitive factors. Conscientiousness plays the role of a protec-
tive ESL factor (more strongly for low achievers), while problem be-
haviour seems to be a risk factor. ESLers typically exert a lower level
of achievement motivation and have a history of disengagement from
school (e.g. truancy). On a similar note, engagement was shown to
reduce the risk of ESL. Among the family and social background fac-
tors, low SES is the most consistent and strongest predictor of ESL.
In addition, the family’s social capital (e.g. parental education sup-
port, their involvement, parenting practices, but also family struc-
ture) impact the risk of ESL.
The review of factors that contribute to ESL helps understand how
highly versatile and individualised interventions, measures and in-
itiatives tackling ESL must be to address the different needs of (po-
tential) ESLers.
Key words: early school leaving, individual factors, family back-
ground, social background, achievement, personality, problem
behaviour
Introduction
Along with the EU (European Commission, 2002; Council of the EU, 2009)
recognition of ESL as an important political issue with long-lasting conse-
quences for the individual and society, scientific and research attention to
the matter has grown, noting that the topic also received some attention
earlier, particularly in the USA (see e.g. Barclay & Doll, 2001 who exam-
ined ESL studies conducted between 1950 and 1970). Today, an abundance
of publications aims to understand (and prevent) ESL, including numerous
scientific studies examining possible ESL risk or protective factors and re-
viewing the evidence available in existing studies.
Some authors have proposed theoretical models of ESL (e.g. Battin-
Pearson et al., 2000; Fall & Roberts, 2012; Finn, 1989; Clycq, Nouwen, &
136
