Page 141 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 141
the interplay of factors contributing to esl ...
in educational outcomes than migrant background per se (European
Commission/EACEA/Eurydice/Cedefop, 2014).
Cognitive factors
Low abilities (e.g. intelligence), low academic achievement, low knowl-
edge gained in primary education are identified as the most potent risk fac-
tors for ESL (see the reviews in Barclay & Doll, 2001; Battin-Pearson et al.,
2000; Jugović & Doolan, 2013; Lyche, 2010; NESEE, 2010; McCarthy Voss,
2015; for an exception, see Brock, 2011). ESLers also tend to be less intel-
ligent and have lower scholastic achievement (see the review in Traag &
van der Velden, 2008). Traag (2012) found significant differences between
ESLers and their counterparts finishing secondary education on cognitive
factors, like text comprehension, arithmetic and information processing.
Moreover, a logistic regression showed that the higher a student scored on
the cognitive test, the lower was the risk of becoming an ESLer. The impact
of cognitive factors remained significant, but was reduced after including
the control variables (e.g. SES, migrant background). On a similar note,
Marks and McMillian (2001) found cognitive factors like literacy and nu-
meracy in middle school had a strong influence on subsequent ESL. Janosz,
LeBlanc, Boulerice and Tremblay (1997) found school achievement to be the
best screening variable for potential ESLers. In a review by Rumberger and
Lim (2008), a majority of 200 studies found that academic achievement had
a statistically significant effect on the likelihood of ESL. Further, not doing
well at school was an important reason for over 40% of Australian ESLers
(Marks & McMillian, 2001). Similar findings were reported for ESLers in
Europe: when interviewed, students listed having poor results or not feel-
ing smart enough as one of the reasons for ESL (GHK Consulting, 2011).
Non-cognitive factors
Even though SES and academic achievement have been shown to be the
strongest and most consistent precursors of ESL, one should not neglect the
role of non-cognitive factors (e.g. personality traits, motivational, affective,
social and behavioural characteristics, attitudes). For example, Traag (2012)
cited studies highlighting the importance of non-cognitive skills for labour
market outcomes (e.g. wage) as well as for the individual’s trajectories after
ESL (also see Entwisle, Alexander, & Olson, 2004).
141
in educational outcomes than migrant background per se (European
Commission/EACEA/Eurydice/Cedefop, 2014).
Cognitive factors
Low abilities (e.g. intelligence), low academic achievement, low knowl-
edge gained in primary education are identified as the most potent risk fac-
tors for ESL (see the reviews in Barclay & Doll, 2001; Battin-Pearson et al.,
2000; Jugović & Doolan, 2013; Lyche, 2010; NESEE, 2010; McCarthy Voss,
2015; for an exception, see Brock, 2011). ESLers also tend to be less intel-
ligent and have lower scholastic achievement (see the review in Traag &
van der Velden, 2008). Traag (2012) found significant differences between
ESLers and their counterparts finishing secondary education on cognitive
factors, like text comprehension, arithmetic and information processing.
Moreover, a logistic regression showed that the higher a student scored on
the cognitive test, the lower was the risk of becoming an ESLer. The impact
of cognitive factors remained significant, but was reduced after including
the control variables (e.g. SES, migrant background). On a similar note,
Marks and McMillian (2001) found cognitive factors like literacy and nu-
meracy in middle school had a strong influence on subsequent ESL. Janosz,
LeBlanc, Boulerice and Tremblay (1997) found school achievement to be the
best screening variable for potential ESLers. In a review by Rumberger and
Lim (2008), a majority of 200 studies found that academic achievement had
a statistically significant effect on the likelihood of ESL. Further, not doing
well at school was an important reason for over 40% of Australian ESLers
(Marks & McMillian, 2001). Similar findings were reported for ESLers in
Europe: when interviewed, students listed having poor results or not feel-
ing smart enough as one of the reasons for ESL (GHK Consulting, 2011).
Non-cognitive factors
Even though SES and academic achievement have been shown to be the
strongest and most consistent precursors of ESL, one should not neglect the
role of non-cognitive factors (e.g. personality traits, motivational, affective,
social and behavioural characteristics, attitudes). For example, Traag (2012)
cited studies highlighting the importance of non-cognitive skills for labour
market outcomes (e.g. wage) as well as for the individual’s trajectories after
ESL (also see Entwisle, Alexander, & Olson, 2004).
141
