Why Do We Drop Out? Typology of Dropping Out of High School
Bibliographic Data
| ID | 2329340 |
|---|---|
| Authors | Jelena Ogresta (0000-0001-5235-3180, University of Zagreb, Croatia), Ines Rezo (0000-0002-7018-7865, University of Zagreb, Croatia, corresponding author), Petra Kožljan (0000-0002-9103-5692, The Society for Psychological Assistance, Zagreb, Croatia), Marie-Hélène Paré (0000-0002-1967-9274, The Qualitative Analyst, Barcelona, Spain), Marina Ajduković (0000-0002-0561-9908, University of Zagreb, Croatia) |
| Year | 2021 |
| Volume | 53 |
| Issue | 6 |
| Pages | 934-954 |
| Publication date | 2021-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Youth & Society (JOURNAL) |
| Journal identifiers | ISSN: 0044-118X • E-ISSN: 1552-8499 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0044118x20918435 |
| OpenAlex | W3025929002 |
| Language | EN |
| Citations received | 7 |
| References cited | 26 |
We assessed how high school dropouts in Croatia interpret their school experiences and life circumstances, using semi-structured interviews of 20 young people, M ( SD) = 18.4 (1.23) years, 63.6% male, based on questions following a chronological life course from elementary to high school. Using qualitative content analysis and cluster analysis, we yielded a typology of high school dropouts. Four high school dropout types were identified based on the factors leading to dropout: (a) the poor academic achievers, (b) the quiet dropouts, (c) the maladjusted dropouts, and (d) the stressed dropouts. Our findings confirm the previously reported role of poor academic achievement and externalizing problems in high school dropout and additionally highlight the importance of internalizing problems and highly stressful life events for dropout risk
Academic achievement · At-risk students · Cluster (spacecraft) · Developmental psychology · Drop out · Dropout (neural networks) · Mathematics education · Qualitative research · School dropout · Sociology · Typology · Child and Adolescent Psychosocial and Emotional Development · Cognitive Abilities and Testing · Early Childhood Education and Development · Psychology
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| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |