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Negative Social Experiences of Dropping Out of School


File number :
CS-DSC-21e

Bibliographic reference :
Vitaro, F., Larocque, D., Janosz, M., & Tremblay, R. E. (2001). Negative Social Experiences of Dropping Out of School. Educational Psychology, 21(4), 401-415.

Abstract :

Theoretical Context / Purpose of Study
After outlining the main consequences associated with dropping out of school, the authors of this Quebec (Canada) study describe the main risk factors at the personal, family, and social levels. They observe that few studies have considered the peer group in relation to other factors to explain the school dropout process. The peer characteristics most often studied are peer rejection (negative school experience, disengagement from the school environment) and association with deviant peers (following academic and behavioural problems in primary school, dropout peers). The authors believe that it is important to control several factors (personal, family, social, and academic) in order to adequately explain peer contribution to the school dropout process.

Two objectives were sought in this longitudinal study: 1) To test peer influence (social acceptance and affiliation with deviant peers) as a dropout predictor using a developmental model that includes personal as well as socio-familial factors, and 2) To check if this predictive model varies according to student dropout age.

Methodology
The 751 subjects who participated in this study were white male students from 53 schools in the city of Montréal. They came from underprivileged environments, and their parents had less than 14 years of schooling. They were followed from age 6 to 17, and 134 of them were considered dropouts.

There were five main data collection periods: 1) at 6-7 years of age and 2) at 10 years of age (to show the behavioural and academic profile as well as the socio-familial situation of students), 3) at 11-12 years of age (to enquire into negative school experiences and parental support/supervision), 4) at 13-14 years of age (to check for peer deviance), 5) at 15, 16 and 17 years of age (to check for school status, i.e. drop out or not). Questionnaires, interviews and official documents were used to gather data.

Results
The authors distinguish early dropouts (at 15-16 years of age) from late dropouts (at 17 years of age) in their analysis. They claim that disruptive behaviour of students between 6 and 10 years old can be used to predict the two types of dropout, that poor academic performance is a better predictor of late dropout, and that affiliation with deviant peers is a better predictor of early dropout. The other variables do not seem to influence dropout age. Peer factors seem to have an additive effect in the model used to predict dropout risk. The authors suggest that intervention programs dealing with this problem should begin early in student educational paths.



Key Words :
Predictive Model, Developmental Perspective, Risk Factors, Proximal Factors, Distal Factors, Moderating Factors, Mediating Factors, Personal Characteristics, Social Factors, Peer Characteristics, Affiliation with Deviant Peers, Peer Rejection, Family Characteristics, School Factors, Behavioural Problems, Underprivileged Environments, Male Students, Longitudinal Study, Quantitative Analysis, Primary School, Elementary School, Secondary/High School

Monitored Countries :
Quebec (Canada)