Page 145 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 145
the interplay of factors contributing to esl ...
skills are at an adequate level (e.g. high openness to experience was a risk
factor for those with high cognitive skills, and a protective factor for those
with low cognitive skills). She also found that conscientiousness was a
strong protective factor for those with low cognitive skills, but was not sig-
nificant for students with above-average cognitive skills. The results indi-
cate that non-cognitive skills play a role after controlling for cognitive fac-
tors, yet the effects are not merely additive – there is a complex interplay
between the two factors. Another way of explaining the interplay is that
cognitive and some non-cognitive characteristics develop along mutually
related lines; e.g. successful performance in certain tasks increases interest
and thus increases motivation (ibid.).
Factors related to the family and social background
Traag and van der Velden (2008) categorised family factors into four groups
that also cover social background: economic capital (i.e. financial resourc-
es), human capital (parental education levels), social capital and cultural
capital. The first two can be combined into what is operationalised in many
studies as socio-economic status (SES) – SES is also used in this article.
Social capital refers to the relationship between parents and children (e.g.
parental involvement, parental educational aspirations, parental educa-
tional support, domestic violence, parenting style), including family com-
position (single-parent or two-parent) and number of children. The cultur-
al capital refers to cultural participation (e.g. visits to museums, concerts
and the theatre).
SES
Among ESL factors, low SES (i.e. low household income, unemployed par-
ents, low level of parental education) seems to be the most consistent risk fac-
tor. As indicated in the European Commission/EACEA/Eurydice/Cedefop
(2014) and NESSE (2010) reports, many studies have found low SES to en-
tail key factors that increase the risk of ESL (also see Audas & Willms, 2001;
Brock, 2011; Jugović & Doolan, 2013; Houses of the Oireachtas, 2010; Janosz
et al., 1997; Jimerson et al., 2000; Marks & McMillan, 2001; Rosenthal, 1998;
Traag, 2012). ESLers are much more likely to come from families with low
SES. For example, the majority (over 70%) of ESLers have parents with a
low level of education (compulsory or below) (GHK Consulting, 2011). The
importance of parental education for student attainment is consistently
shown in the PISA study (e.g. OECD, 2012, 2013, 2016). The role of SES in
145
skills are at an adequate level (e.g. high openness to experience was a risk
factor for those with high cognitive skills, and a protective factor for those
with low cognitive skills). She also found that conscientiousness was a
strong protective factor for those with low cognitive skills, but was not sig-
nificant for students with above-average cognitive skills. The results indi-
cate that non-cognitive skills play a role after controlling for cognitive fac-
tors, yet the effects are not merely additive – there is a complex interplay
between the two factors. Another way of explaining the interplay is that
cognitive and some non-cognitive characteristics develop along mutually
related lines; e.g. successful performance in certain tasks increases interest
and thus increases motivation (ibid.).
Factors related to the family and social background
Traag and van der Velden (2008) categorised family factors into four groups
that also cover social background: economic capital (i.e. financial resourc-
es), human capital (parental education levels), social capital and cultural
capital. The first two can be combined into what is operationalised in many
studies as socio-economic status (SES) – SES is also used in this article.
Social capital refers to the relationship between parents and children (e.g.
parental involvement, parental educational aspirations, parental educa-
tional support, domestic violence, parenting style), including family com-
position (single-parent or two-parent) and number of children. The cultur-
al capital refers to cultural participation (e.g. visits to museums, concerts
and the theatre).
SES
Among ESL factors, low SES (i.e. low household income, unemployed par-
ents, low level of parental education) seems to be the most consistent risk fac-
tor. As indicated in the European Commission/EACEA/Eurydice/Cedefop
(2014) and NESSE (2010) reports, many studies have found low SES to en-
tail key factors that increase the risk of ESL (also see Audas & Willms, 2001;
Brock, 2011; Jugović & Doolan, 2013; Houses of the Oireachtas, 2010; Janosz
et al., 1997; Jimerson et al., 2000; Marks & McMillan, 2001; Rosenthal, 1998;
Traag, 2012). ESLers are much more likely to come from families with low
SES. For example, the majority (over 70%) of ESLers have parents with a
low level of education (compulsory or below) (GHK Consulting, 2011). The
importance of parental education for student attainment is consistently
shown in the PISA study (e.g. OECD, 2012, 2013, 2016). The role of SES in
145
