Page 138 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 138
ear ly school leaving: contempor ary european perspectives
(i.e. that ESL does not result from interpersonal factors alone) and levels is
essential. Several studies have attempted to model this complexity and map
the underlying processes that influence ESL (e.g. Traag & van der Velden,
2008).
In the present article, we focus on the ESL factors lying within the in-
dividual and the microsystem (focusing on the family level) and review rel-
evant scientific evidence1. Many authors have developed own classifications
of ESL microsystem factors that more or less overlap (e.g. students and in-
stitutional characteristics, Rumberger & Lim, 2008; individual, family and
school characteristics, Traag & van der Velden, 2008; school-based and in-
dividual, family and social background-related; Thibert, 2013; individual,
family, peer, community effects, Audas & Willms, 2001). These categories
can be further sub-divided, e.g. individual characteristics are: education-
al performance, behaviours, attitudes and background (Rumberger & Lim,
2008); cognitive and non-cognitive (Traag & van der Velden, 2008). In this
article, we classify factors as: (1) those related to an individual (further di-
vided into structural, cognitive and non-cognitive); and (2) those related to
the family and social background.
As mentioned, a wealth of publications can already be found cover-
ing ESL individual and family factors: Yet this article tries to bring togeth-
er what has already been done by way of a structured and coherent pres-
entation. Some factors highlighted in the article are discussed and reviewed
in greater depth in separate articles (e.g. low motivation, poor academic
achievement, behavioural problems and home environment).
Methodology
The scientific review article is based on computerised literature searches
in the Arizona State University Library search engine coupled with oth-
er online resources (e.g. Google Scholar). We used the following key words
“early school leaving”, “drop out” AND “individual factors/precursors/de-
terminants”, “motivation”, “academic achievement”, “engagement”, “per-
sonality”, “non-cognitive factors”, “family factors”, “family characteris-
tics”, “parental involvement”, “parental aspirations”, “parental support”,
“metaanalysis”. In the next step, we examined references cited in the ar-
ticles (i.e., “backward search” procedures). Original scientific articles and
1 School-level factors (also a microsystem) and factors from the exosystem are exam-
ined in two separate articles.
138
(i.e. that ESL does not result from interpersonal factors alone) and levels is
essential. Several studies have attempted to model this complexity and map
the underlying processes that influence ESL (e.g. Traag & van der Velden,
2008).
In the present article, we focus on the ESL factors lying within the in-
dividual and the microsystem (focusing on the family level) and review rel-
evant scientific evidence1. Many authors have developed own classifications
of ESL microsystem factors that more or less overlap (e.g. students and in-
stitutional characteristics, Rumberger & Lim, 2008; individual, family and
school characteristics, Traag & van der Velden, 2008; school-based and in-
dividual, family and social background-related; Thibert, 2013; individual,
family, peer, community effects, Audas & Willms, 2001). These categories
can be further sub-divided, e.g. individual characteristics are: education-
al performance, behaviours, attitudes and background (Rumberger & Lim,
2008); cognitive and non-cognitive (Traag & van der Velden, 2008). In this
article, we classify factors as: (1) those related to an individual (further di-
vided into structural, cognitive and non-cognitive); and (2) those related to
the family and social background.
As mentioned, a wealth of publications can already be found cover-
ing ESL individual and family factors: Yet this article tries to bring togeth-
er what has already been done by way of a structured and coherent pres-
entation. Some factors highlighted in the article are discussed and reviewed
in greater depth in separate articles (e.g. low motivation, poor academic
achievement, behavioural problems and home environment).
Methodology
The scientific review article is based on computerised literature searches
in the Arizona State University Library search engine coupled with oth-
er online resources (e.g. Google Scholar). We used the following key words
“early school leaving”, “drop out” AND “individual factors/precursors/de-
terminants”, “motivation”, “academic achievement”, “engagement”, “per-
sonality”, “non-cognitive factors”, “family factors”, “family characteris-
tics”, “parental involvement”, “parental aspirations”, “parental support”,
“metaanalysis”. In the next step, we examined references cited in the ar-
ticles (i.e., “backward search” procedures). Original scientific articles and
1 School-level factors (also a microsystem) and factors from the exosystem are exam-
ined in two separate articles.
138
