Year: 2024
Type: dissertation
Study design: Observational Study
Abstract: [Abstract] Reducing the rate of early school leaving continues to be one of the objectives contemplated in European education and training policies (Consejo de la Unión Europea, 2021; MEFP, 2021b). However, Spain remains one of the European countries with the highest percentage of school dropouts, especially among men (Eurostat, 2024; INE, 2024b). We know that dropping out of school is the final result of a process of educational disengagement that generally manifests itself through absenteeism and grade repetition (De Witte & Csillag, 2014; Finn, 1989; Mena et al., 2010); process that is influenced by different elements, both internal and external, which interact with each other in various ways. With a sample of 570 2nd and 3rd year ESO students with an average age of 14.29 (SD=1.02), who belonged to six different Secondary Schools (IES) in the Autonomous Community of Galicia; This Doctoral Thesis aims to achieve a deeper understanding of the impact of different factors on the intention to drop out of school. Specifically, special attention is paid to the parental behavior perceived by adolescents; to goal orientation, self-beliefs and emotions in the academic field; to volitional strategies to sustain the will; to self-worth protection strategies; to school commitment (behavioral, emotional and cognitive) and academic performance in different subjects.
Source: RUC (Universidade Da Coruña)
Author: Roldán Prego, Lucía
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7060914280