Analysis of early school leaving in Spain
Drop-out determinants and reasons for a return to the education system
Abstract
At present, there is an urgent need to examine early school leaving, considering the determinant factors that lead students to drop out as well as their reasons for returning to the education system. However, little research has been conducted on the existing relations between the determinants of school drop-out and student reasons to return to the education system. Hence, the present study aims to deepen the understanding of conditioning factors for early school leaving as well as the motivations that encourage students to return to the educational system, paying special attention to the existing relationships between both aspects. To this end, a questionnaire has been designed, validated, and applied to a sample of 478 Adult Secondary Education students and graduates. Results show that school-related factors are the main determinants for early school leaving, followed by personal and family factors. Furthermore, correlations have been observed between the different variables used, underlining notable associations between personal and school-related factors as well as the influence of personal and family determinants in the reasons to return. The gathered results are intended to contribute to the reduction of drop-out factors and to the enhancement of those aspects that encourage students to continue studying.
Downloads
References
Ajjawi, R., Dracup, M., Zacharias, N., Bennett, S., y Boud, D. (2020). Persisting students’ explanations of and emotional responses to academic failure. Higher Education Research & Development, 39(2), 185-199. https://doi.org/10.1080/07294360.2019.1664999
Akbas-Yesilyurt, F., Kocak, H., y Yesilyurt, M. E. (2020). Spatial models for identifying factors in student academic achievement. International Journal of Assessment Tools in Education, 7(4), 735-752. https://doi.org/10.21449/ijate.722460
Ali, S., y Ara, A. (2017). Intelligence as a determinant of academic achievement: A comparative study of high achievers and underachievers. International Journal of Humanities and Social Sciences, 6(6), 79-88. https://ssrn.com/abstract=3092593
Atkinson, R., y Flint, J. (2001). Accessing hidden and hard-to-reach populations: Snowball research strategies. Social research update, 33(1), 1-4
Balbinotti, M. A. A. (2004). Estou Testando o que Imagino Estar? Reflexoes acerca da Validade dos Testes Psicológicos. En C. E. Vaz y R. L. Graff (Eds.) Técnicas Projetivas: Produtividade em Pesquisa (pp. 6-22). Casa do Psicólogo.
Bhowmik, M. K. (2019). Ethnic minority young people’s education in Hong Kong: Factors influencing school failure. In Education, Ethnicity and Equity in the Multilingual Asian Context (pp. 179-195). Springer. https://doi.org/10.1007/978-981-13-3125-1_11
Blazar, D., y Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170. https://doi.org/10.3102/0162373716670260
Brandibas, G., Jeunier, B., Clanet, C., y Fourasté, R. (2004). Truancy, school refusal and anxiety. School Psychology International, 25(1), 117-126. https://doi.org/10.1177/0143034304036299
Camacho, M. A. (2016). Fracaso escolar y abandono educativo temprano en Educación Secundaria Obligatoria: un estudio integrado [Tesis doctoral, Universidad de Huelva]. https://bit.ly/3L6A41V
Carreira, P., y Lopes, A. S. (2018). Pathways of adult student-workers in higher education: explaining the risks of early dropout, late dropout and graduation. En, XXVII Meeting of the Economics of Education Association. https://doi.org/10.13140/RG.2.2.26719.76963
Casquero Tomás, A., y Navarro Gómez, M. L. (2010). Determinantes del abandono escolar temprano en España: un análisis por género. Revista de Educación, número extraordinario 1, 191-223.
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro- Asencio, E., y Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33-46. https://doi.org/10.1016/j.edurev.2015.01.002
Clandinin, D. J., Steeves, P., y Caine, V. (Eds.). (2013). Composing lives in transition: A narrative inquiry into the experiences of early school leavers. Emerald Group Publishing.
Comisión Europea. (2010). Europa 2020. Una estrategia para un crecimiento inteligente, sostenible e integrador. Bruselas.
Comisión Europea, EACEA, Eurydice, y Cedefop. (2014). Tackling early leaving from education and training in Europe: Strategies, policies and measures. Eurydice and Cedefop Report. https://bit.ly/3QztSAC
Consejo de la Unión Europea. (2021). Resolución del Consejo relativa a un marco estratégico para la cooperación europea en el ámbito de la educación y la formación con miras al Espacio Europeo de Educación y más allá (2021-2030). https://bit.ly/3esXSAJ
Consejo Europeo. (2000). Conclusiones de la Presidencia, Consejo Europeo de Lisboa 23 y 24 de marzo de 2000. https://www.europarl.europa.eu/summits/lis1_es.htm
Cruz Flores, G. D. L., y Matus Ortega, D. I. (2021). Retorno y condiciones escolares: Experiencias de jóvenes del bachillerato general en la Ciudad de México. Revista mexicana de investigación educativa, 26(90), 691-715. http://bit.ly/3KwY6EQ
De la Orden, A., Oliveros, L., Makofozi, J., y González, C. (2001). Modelos de investigación de bajo rendimiento. Revista Complutense de Educación, 12(1), 159-17. https://bit.ly/3B5qTtR
Dupéré, V., Leventhal, T., Dion, E., Crosnoe, R., Archambault, I., y Janosz, M. (2015). Stressors and turning points in high school and dropout: A stress process, life course framework. Review of Educational Research, 85(4), 591-629. https://doi.org/10.3102/0034654314559845
Eurostat (2022). Early leavers from education and training by sex and labour status. https://bit.ly/3Ec7uL8
Fernández-Enguita, M., Mena Martínez, L., y Riviére Gómez, J. (2010). Fracaso y abandono escolar en España. Obra Social Fundación la Caixa. https://bit.ly/3cxCABk
Ferragut, M., y Fierro, A. (2012). Inteligencia emocional, bienestar personal y rendimiento académico en preadolescentes. Revista Latinoamericana de Psicología, 44(3), 95–104. https://bit.ly/3CK23SA
García, E. (2020). A journey of determination and hope: Returning to high school after dropping out. [Tesis Doctoral]. Universidad del Pacífico.
Garreta-Bochaca, J., y Llevot-Calvet, N. (2022). Escuela y familias de origen extranjero. Canales y barreras a la comunicación en la Educación Primaria. Educación XX1. 25(2), 315-335. https://doi.org/10.5944/educxx1.3184
García-Fernández, J. M., Inglés, C. J., Martínez-Monteagudo, M. C., y Redondo, J. (2008). Evaluación y tratamiento de la ansiedad escolar en la infancia y la adolescencia. Psicología Conductual, 16(3), 413-437. https://bit.ly/3Etpsss
González-Rodríguez, D., Vieira, M. J., y Vidal, J. (2019). Factors that influ¬ence early school leaving: a comprehensive model. Educational Research, 61(2), 1-17. https://doi.org/10.1080/00131881.2019.1596034
Gunawardena, S., de Zoysa, P., Jayasinghe, S., Manathunge, A., Alles, H., Shenoy, V., Chamba, T., y de Silva, L. (2017). Selected correlates associated with test anxiety among 14-16 year olds in a Colombo district school. Sri Lanka journal of child health, 46(2). https://doi.org/10.4038/sljch.v46i2.8266
Gutiérrez-de-Rozas, B., López-Martín, E., y Carpintero Molina, E. (2022). Condicionantes del rendimiento académico: meta-síntesis de 25 años de meta-análisis. Revista de Educación, 398, 39-85. https://doi.org/10.4438/1988-592X-RE-2022-398-552
Gutiérrez-de-Rozas, B., Macedo, E., Carpintero Molina, E. y López-Martín, E. (2023). Los condicionantes del abandono temprano y del retorno educativo bajo la mirada de sus protagonistas. Revista Complutense de Educación, 4(34) https://dx.doi.org/10.5209/rced.80318
Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1-12. https://bit.ly/3MkF17G
Hattie, J. (2017). Visible Learning plus. 250+ Influences on Student Achievement. https://bit.ly/3AVXPVH
Hernández-Nieto, R. A. (2002). Contributions to Sta¬tistical Analysis. Universidad de Los Andes.
Huan, V. S. L., Quek, C. L., Yeo, L. S., Ang, R. P., y Chong, W. H. (2012). How teacher-student relationship influenced student attitude towards teachers and school. The Asia-Pacific Education Researcher, 21(1), 151-159. https://bit.ly/41oruU3
López-Agudo, L. A., Prieto-Latorre, C., y Marcenaro-Gutierrez, Ḋ. (2021). The power of expectations on students' years of schooling. Journal of New Approaches in Educational Research, 10(2), 295-312. https://doi.org/10.7821/naer.2021.7.712
López-Martín, E., Gutiérrez-de-Rozas, B., Otero-Mayer, A. y Expósito-Casas, E. (2022). Análisis cualitativo del perfil profesional del buen docente de educación secundaria. Revista Española de Pedagogía, 80(283), 493-516. https://doi.org/10.22550/REP80-3-2022-04
Macedo, E., Carvalho, A., Doroftei, A., Santos, S., y Araújo, H. C. (2020). El arte como catalizador para el reenganche educativo de jóvenes en una escuela de segunda oportunidad en Portugal. En J. L. San Fabián (Coord.) Jóvenes resilientes en contextos socioeducativos adversos (pp. 179 – 196). Grao.
Martínez González, A., Ingés Saura, C. J., Piqueras Rodríguez, J. A., y Ramos Linares, V. (2010). Importancia de los amigos y los padres en la salud y el rendimiento escolar. Electronic Journal of Research in Education Psychology, 8(20), 111-138. https://doi.org/10.25115/ejrep.v8i20.1376
Montero-Sieburth, M., y Turcatti, D. (2022) Preventing disengagement lead¬ing to early school leaving: pro-active practices for schools, teachers and families, Intercultural Education, 33(2), 139-155. https://doi.org/10.1080 /14675986.2021.2018404
Nisar, N., y Mahmood, K. (2017). Determinants of students' academic achievement at Secondary School Level. Bulletin of Education and Research, 39(1), 145-158. https://doi.org/10.4438/1988-592X-RE-2022-398-552
Organización para la Cooperación y el Desarrollo Económicos. (2008). Education at a Glance. OCDE. https://bit.ly/3BwVp1p
Organización para la Cooperación y el Desarrollo Económicos. (2015). La definición y selección de competencias clave. Resumen Ejecutivo. OCDE. https://bit.ly/3xfaQIY
Perassi, Z. (2009). ¿Es la evaluación causa del fracaso escolar? Revista Iberoamericana de Educación, 50, 65-80. https://doi.org/10.35362/rie500661
Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta- analysis. Educational Psychology Review, 28(3), 475-493. https://doi.org/10.1007/s10648-015-9338-y
Pinya Medina, C., Pomar Fiol, M. I., y Salvà-Mut, F. (2017). Prevenir el abandono educativo en la educación secundaria profesional: aportaciones del alumnado y del profesorado. Profesorado. Revista de Currículum y Formación de Profesorado, 21(4), 95-117. https://doi.org/10.30827/profesorado.v21i4.10047
Query, S. L., y Hausafus, C. O. (2020). Promoting literacy in at-risk youth: Protective factors and academic achievements. Garland Science. https://doi.org/10.1201/9780203822494
Räis, M. L., Kallaste, E., Kaska, M., Järve, J., y Anspal, S. (2014). Supporting Adults without Secondary Education in Returning to Formal Education. https://bit.ly/3rvsRPZ
Senavirathna, R. M. N. N., y Senavirathna, R. M. N. S. (2019). School dropout among young girls in the estate sector in matale District of Sri Lanka. International Journal of Governance and Public Policy Analysis, 1(1).
Sipe, T. A., y Curlette, W. L. (1997). A meta-synthesis of factors related to educational achievement: A methodological approach to summarizing and synthesizing meta-analyses. International Journal of Educational Research, 25(7), 583-698. https://doi.org/10.1016/S0883-0355(96)00021-3
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417
Smedsrud, J., Nordahl-Hansen, A., Idsøe, E. M., Ulvund, S. E., Idsøe, T., y Lang-Ree, O. C. (2019). The associations between math achievement and perceived relationships in school among high intelligent versus average adolescents. Scandinavian Journal of Educational Research, 63(7), 1041-1055. https://doi.org/10.1080/00313831.2018.1476406
Steinberg, L., y Monahan, K. C. (2007). Age differences in resistance to peer influence. Developmental Psychology, 43, 1531–1543. https://doi.org/10.1037/0012-1649.43.6.1531
Tan, C. Y. (2017). Examining cultural capital and student achievement: Results of a meta-analytic review. Alberta Journal of Educational Research, 63(2), 139-159 https://doi.org/10.1016/j.edurev.2019.100289
Teneva, M. (2017). Dropping out of school. Trakia Journal of Sciences, 15(4), 302-307. https://doi.org/10.15547/tjs.2017.04.005
Timarong, A., Temaungil, M., y Sukrad, W. (2002). Adult Learning and Learners. PREL Briefing Paper.
Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S., y Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educational Psychology Review, 28(3), 605-644. https://doi.org/10.1007/s10648-015-9329-z
Wang, M. T., Y Sheikh‐Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625. https://doi.org/10.1111/cdev.12153
Zengin, M. (2021). Investigation of High School students’ dropout risk level. International Journal of Education, 9(S1), 59-68. https://doi.org/10.34293/education.v9iS1-May.4000
Copyright (c) 2023 Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
