School engagement trajectories and their differential predictive relations to dropout
School engagement trajectories and their differential predictive relations to dropout
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DOI：
10.1111/j.1540-4560.2008.00546.x
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发表时间：
2008-01-01
影响因子：
3.9
通讯作者：
Pagani, Linda S.
中科院分区：
文献类型：
--
作者：
Janosz, Michel;Archambault, Isabelle;Pagani, Linda S.
虽然大多数理论借鉴的辍学过程的概念化的学校参与的建设，解决其假设的前瞻性关系与辍学的研究仍然很少，并没有占过早离开学校的学生的学术和社会异质性。本研究探讨了学校参与的不同生命历程路径的现实及其对辍学的预测关系。使用加速纵向设计，我们使用增长混合模型来生成7个不同的轨迹，这些轨迹涉及12至16岁的学生（N = 13，300）。绝大多数学生被分为三个稳定的轨迹，区分自己在中等到非常高的学校参与水平。鉴于其频繁发生和稳定性，我们将其称为发育规范途径。虽然重新分组只有十分之一的参与者，其他四个非规范（或意想不到的途径）占绝大多数的辍学。辍学风险与学校参与的不稳定途径密切相关。最后，我们讨论了通用策略与防止辍学的更具选择性和差异化策略之间微妙的投资平衡。我们还讨论了需要更好地理解为什么，在规范的轨迹，一些学生与高水平的学校参与辍学。
Although most theories draw upon the construct of school engagement in their conceptualization of the dropout process, research addressing its hypothesized prospective relation with dropout remains scarce and does not account for the academic and social heterogeneity of students who leave school prematurely. This study explores the reality of different life-course pathways of school engagement and their predictive relations to dropout. Using an accelerated longitudinal design, we used growth mixture modeling to generate seven distinct trajectories of school engagement with 12- to 16-year-old students (N = 13,300). A vast majority of students were classified into three stable trajectories, distinguishing themselves at moderate to very high levels of school engagement. We refer to these as developmentally normative pathways in light of their frequent occurrence and stability. Although regrouping only one-tenth of participants, four other nonnormative (or unexpected pathways) accounted for the vast majority of dropouts. Dropout risk was closely linked with unstable pathways of school engagement. We conclude by debating the delicate investment balance between universal strategies and more selective and differentiated strategies to prevent dropout. We also discuss the need to better understand why, within normative trajectories, some students with high levels of school engagement drop out of school.