Page 244 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 244
ear ly school leaving: contempor ary european perspectives
competencies as being lower than those with a lower ESL risk. To sum up,
social competence seems to play a protective role, particularly for students
at risk; yet more extensive research must be conducted in the future in this
area.
As low academic achievement is one of the strongest and most con-
sistent ESL predictors, we briefly review the large body of research link-
ing academic achievement to social behaviour. The link from academic
achievement to social competence and to problem behaviour (especially ex-
ternalising behaviour) is demonstrated in many studies, but not in all; most
studies found negative longitudinal effects of externalising behaviour on
academic achievement (for a review, see Battin-Pearson, 2000; Vidmar, in
press; Vidmar, 2011). Research evidence shows that externalising behaviour
has a negative effect on academic achievement particularly at the start of
schooling, while in later years the relationship becomes reciprocal (Chen,
Rubin, & Li, 1997; Masten et al., 2005; van Lier et al., 2012; Vidmar, in press;
Welsh, Parke, Widaman, & O’Neil, 2001). Reciprocal relations between so-
cial competence and academic achievement were established in some stud-
ies (e.g. Vidmar, 2011), while for problem behaviour the relationship was
unidirectional (early problem behaviour predicted later academic achieve-
ment, but not vice versa; e.g. Vidmar, in press). The link between internal-
ising behaviour and academic achievement has less consistently been found
and is under-researched (for exceptions, see van Lier et al., 2012; Vidmar,
2011). Thus, social competence and low problem behaviour function as a
predecessor of academic competence, at least to some degree. Mindes (2015)
stated that children who managed to enhance their socio-emotional com-
petence show an improved academic performance and social behaviour, re-
duced behavioural problems, and less emotional stress.
Peers and ESL
The role of peer networks has received relatively little attention in the statis-
tical work conducted with regard to delinquency and ESL (Audas & Willms,
2001). Authors believe this is largely due to the difficulty of meaningfully
quantifying these aspects of a young person’s life. Traag (2012) stated simi-
larly, noting that studies on the relevance of peers for ESL are quite limited.
Ellenbogen and Chamberland (1997) examined the peer networks of
at-risk youths. They identified three trends: First, actual ESLers and future
ESLers have more friends who have dropped out. The second trend was that
future ESLers tend to be rejected by their school peers and, the third, at-risk
244
competencies as being lower than those with a lower ESL risk. To sum up,
social competence seems to play a protective role, particularly for students
at risk; yet more extensive research must be conducted in the future in this
area.
As low academic achievement is one of the strongest and most con-
sistent ESL predictors, we briefly review the large body of research link-
ing academic achievement to social behaviour. The link from academic
achievement to social competence and to problem behaviour (especially ex-
ternalising behaviour) is demonstrated in many studies, but not in all; most
studies found negative longitudinal effects of externalising behaviour on
academic achievement (for a review, see Battin-Pearson, 2000; Vidmar, in
press; Vidmar, 2011). Research evidence shows that externalising behaviour
has a negative effect on academic achievement particularly at the start of
schooling, while in later years the relationship becomes reciprocal (Chen,
Rubin, & Li, 1997; Masten et al., 2005; van Lier et al., 2012; Vidmar, in press;
Welsh, Parke, Widaman, & O’Neil, 2001). Reciprocal relations between so-
cial competence and academic achievement were established in some stud-
ies (e.g. Vidmar, 2011), while for problem behaviour the relationship was
unidirectional (early problem behaviour predicted later academic achieve-
ment, but not vice versa; e.g. Vidmar, in press). The link between internal-
ising behaviour and academic achievement has less consistently been found
and is under-researched (for exceptions, see van Lier et al., 2012; Vidmar,
2011). Thus, social competence and low problem behaviour function as a
predecessor of academic competence, at least to some degree. Mindes (2015)
stated that children who managed to enhance their socio-emotional com-
petence show an improved academic performance and social behaviour, re-
duced behavioural problems, and less emotional stress.
Peers and ESL
The role of peer networks has received relatively little attention in the statis-
tical work conducted with regard to delinquency and ESL (Audas & Willms,
2001). Authors believe this is largely due to the difficulty of meaningfully
quantifying these aspects of a young person’s life. Traag (2012) stated simi-
larly, noting that studies on the relevance of peers for ESL are quite limited.
Ellenbogen and Chamberland (1997) examined the peer networks of
at-risk youths. They identified three trends: First, actual ESLers and future
ESLers have more friends who have dropped out. The second trend was that
future ESLers tend to be rejected by their school peers and, the third, at-risk
244
