The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-17e

Bibliographic reference :
Newcomb, M.D., Abbott, R.D., Catalano, R.F., Hawkins, J.D., Battin-Pearson, S., & Hill, K. (2002). Mediational and Deviance Theories of Late High School Failure: Process Roles of Structural Strains, Academic Competence, and General Versus Specific Problem Behaviors. Journal of Counselling Psychology, 49(2), 172-186.

Abstract :

Theoretical Context / Purpose of Study
After reviewing the principal immediate and long-term consequences of school dropout at the personal, national, social and economic levels, the authors of this American study explain that to increase graduation rate, the causes and factors affecting school dropout must be recognized. They explain the effect of certain factors at the personal level (delinquent behaviour, involvement with drugs), at the demographic or structural level (gender, ethnicity, socioeconomic status), at the family level (discipline, childrearing practices) and at the academic level (academic competence, academic problems, personal motivation and determination). In this study, the authors attempt to determine if structural factors (gender, ethnicity, socioeconomic status) have a direct effect on school failure, or if these influences are mediated by academic competence and deviant behaviour. Furthermore, they try to discover whether school failure can best be explained by general deviance or by specific forms of deviance.

Methodology
The data used within the framework of this study came from the Seattle Social Development Project, a longitudinal study carried out between 1985 and 1993. The 754 subjects who took part in this study were questioned while they were in grade eight, and the authors checked their academic status (dropout or not) when they should have been in grade twelve. The data was gathered by means of questionnaires, interviews, and official school transcripts. As far as deviance is concerned, the authors considered drug use, sexual involvement, delinquency, and academic problems.

Results
The authors claim that when it comes to explaining school failure, gender and ethnicity are entirely mediated by deviant behaviour and academic competence, while this is only partially so for family socioeconomic status. Furthermore, as far as dropping out of school is concerned, they say that general deviance is more of a predictive factor than the specific forms of deviance as a whole (drug use, sexual behaviour, academic problems, and delinquency). Finally, the authors claim that general deviance and socioeconomic status equally contribute to explaining school failure, but that academic competence have more weight than these last two factors.

For more information, see abstract CS-DSC-05.

Links :
This journal is also available in electronic format.

Key Words :
School Failure, Demographic Factors, Gender, Ethnicity, Socioeconomic Status, Personal Factors, Delinquent Behaviour, Family Factors, School Factors, General Deviance, Specific Deviance, Behavioural Problems, Longitudinal Study, Quantitative Analysis, Primary School, Elementary School, Secondary/High School

Monitored Countries :
United States