Page 198 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 198
ear ly school leaving: contempor ary european perspectives
achievement and other characteristics, these schools do not vary in iden-
tifiable, systematic ways from other schools in terms of an observable as-
sociation with ESL rates. This may actually be seen as showing that there
is room for schools to exert a positive effect on ESL. Some studies pointed
out that school processes indicate possible remedies in the sense that pos-
itive values of student-level attitudinal variables to school may help in re-
ducing the odds of ESL when combined with practices to help close learn-
ing gaps early.
References
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-ef-
ficacy, motivation, academic achievement, and intention to drop out of
high school: A longitudinal study. The Journal of Educational Research,
104(4), 241–252.
Alphen, S. van (2009). The educational quality of early school leavers and
the cross-national variation of their income disadvantage. Educational
Research and Evaluation: An International Journal on Theory and Practice,
15(6), 543–560.
Bertschy, K., Cattaneo, M. A., & Wolter, S. C. (2008). What happened to the
PISA 2000 participants five years later? IZA Discussion Paper No. 3323.
Institute for the Study of Labor, Bonn, Germany. Retrieved from http://
ftp.iza.org/dp3323.pdf
Boada, C., Herrera, D., Mas, E., Minarro, E., Olivella, M., & Riudor, X. (2011).
Risk of school failure in Catalonia. Report no. 26. Economic, Social and
Work Council of Catalonia (CTESC), Barcelona, Spain. Retrieved from
http://www.ctesc.cat/doc/doc_18992942_1.pdf
Bushnik, T., Barr-Telford, L., & Bussière, P. (2004). In and out of high school: First
results from the second cycle of the Youth in Transition Survey. Statistics
Canada Research papers –Education, skills and learning, Catalogue no.
81-595-MIE – No. 014. Statistics Canada and Human Resources and Skills
Development Canada, Ottawa.
Eicher, V., Staerkle, C., & Clemence, A. (2014). I want to quit education: A lon-
gitudinal study of stress and optimism as predictors of school dropout in-
tention. Journal of Adolescence, 37, 1021–1030.
Enguita, M. F., Martinez, L. M., & Gomez, J. R. (2010). School failure and drop-
outs in Spain. Social Studies Collection No. 29. The “la Caixa” Foundation,
Barcelona, Spain. Retrieved from https://obrasocial.lacaixa.es/
deployedfiles/obrasocial/Estaticos/pdf/laCaixafoundation/vol29_en.pdf
198
achievement and other characteristics, these schools do not vary in iden-
tifiable, systematic ways from other schools in terms of an observable as-
sociation with ESL rates. This may actually be seen as showing that there
is room for schools to exert a positive effect on ESL. Some studies pointed
out that school processes indicate possible remedies in the sense that pos-
itive values of student-level attitudinal variables to school may help in re-
ducing the odds of ESL when combined with practices to help close learn-
ing gaps early.
References
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-ef-
ficacy, motivation, academic achievement, and intention to drop out of
high school: A longitudinal study. The Journal of Educational Research,
104(4), 241–252.
Alphen, S. van (2009). The educational quality of early school leavers and
the cross-national variation of their income disadvantage. Educational
Research and Evaluation: An International Journal on Theory and Practice,
15(6), 543–560.
Bertschy, K., Cattaneo, M. A., & Wolter, S. C. (2008). What happened to the
PISA 2000 participants five years later? IZA Discussion Paper No. 3323.
Institute for the Study of Labor, Bonn, Germany. Retrieved from http://
ftp.iza.org/dp3323.pdf
Boada, C., Herrera, D., Mas, E., Minarro, E., Olivella, M., & Riudor, X. (2011).
Risk of school failure in Catalonia. Report no. 26. Economic, Social and
Work Council of Catalonia (CTESC), Barcelona, Spain. Retrieved from
http://www.ctesc.cat/doc/doc_18992942_1.pdf
Bushnik, T., Barr-Telford, L., & Bussière, P. (2004). In and out of high school: First
results from the second cycle of the Youth in Transition Survey. Statistics
Canada Research papers –Education, skills and learning, Catalogue no.
81-595-MIE – No. 014. Statistics Canada and Human Resources and Skills
Development Canada, Ottawa.
Eicher, V., Staerkle, C., & Clemence, A. (2014). I want to quit education: A lon-
gitudinal study of stress and optimism as predictors of school dropout in-
tention. Journal of Adolescence, 37, 1021–1030.
Enguita, M. F., Martinez, L. M., & Gomez, J. R. (2010). School failure and drop-
outs in Spain. Social Studies Collection No. 29. The “la Caixa” Foundation,
Barcelona, Spain. Retrieved from https://obrasocial.lacaixa.es/
deployedfiles/obrasocial/Estaticos/pdf/laCaixafoundation/vol29_en.pdf
198
