Work

Deciding to drop out of school during compulsory education: Testing developmental and contextual models in students from low-income families

Year: 2026

Type: article

Abstract: We investigated School Dropout Intention (SDI) and the role that educational-context and psychological factors play in shaping it during compulsory education in a cohort of 247 students (57.5% male; Mₐ ge = 12.11, SDₐ ge = 1.92) officially recognized as living below the poverty threshold. Data were analyzed by means of latent growth as well as Autoregressive Latent Trajectory (ALT) models. Results showed a gradual increase in SDI across compulsory schooling, which predicted students' subsequent school absences; however, no acceleration emerged as they approached the legal dropout age. Teacher and parental autonomy support reduced SDI over time. Regarding peer relationships at school, victimization predicted higher SDI, whereas peer friendship showed no significant association. Among psychological variables, self-esteem emerged as a stronger protective factor than self-efficacy, and identified motivation was more effective than intrinsic motivation in counteracting the development of SDI. Overall, the findings highlight key contextual and individual processes shaping dropout intention among low-income students.

Source: Learning and Individual Differences

DOI: 10.1016/j.lindif.2026.102887

Authors: Elisa Cavicchiolo, Sara Manganelli, Fabio Lucidi, Fabio Alivernini

Institutions: University of Rome Tor Vergata, Sapienza University of Rome

Language: English

Topic: Educational Outcomes and Influences

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being, No poverty

Open Access status: hybrid

Estimated APC paid: $3,640