Cross-Sectional Predictors of "Risk" for School Failure

Autor/inn/en	Petridou, Alexandra; Karagiorgi, Yiasemina
Titel	Cross-Sectional Predictors of "Risk" for School Failure
Quelle	In: International Journal of Research & Method in Education, 39 (2016) 4, S.365-382 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2016.1189896
Schlagwörter	Case Studies; Regression (Statistics); Gender Differences; Parent Participation; Student School Relationship; At Risk Students; Predictor Variables; Student Characteristics; Institutional Characteristics; Family Environment; Longitudinal Studies; Literacy; Student Attitudes; Books; Mothers; Educational Attainment; Program Descriptions; Foreign Countries; Mathematics Skills; Language Skills; Elementary School Students; Cyprus + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Regression; Regressionsanalyse; Geschlechterkonflikt; Elternmitwirkung; Schüler-Lehrer-Beziehung; Prädiktor; Familienmilieu; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Schülerverhalten; Book; Buch; Monographie; Monografie; Mother; Mutter; Bildungsabschluss; Bildungsgut; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Zypern
Abstract	Since school failure has detrimental effects on students and on society, education policy needs to address students "at risk," and support them to reach their potential. This study used data from the longitudinal national Programme for Functional Literacy (PfL) conducted in Cyprus to identify students "at risk" and aimed to explore the factors with cross-sectional effect on the risk in mathematics and language, and the contribution of the school to the presence of risk across two assessment waves. Hierarchical logistic regression analyses were employed, involving student-level and school-level variables. For both competencies, from demographic predictors, only gender is found consistently associated with risk across both waves, while from attitudinal variables, students' confidence, sense of belonging in school and general views regarding parental involvement. With regard to family-related variables, the total number of books at home and the mother's educational level are also found consistently associated with the risk. The contribution of the school to the risk reaches 7-9% for mathematics and 6-13% for language along the two waves. Implications for research and policy directions are further drawn, in particular the need to further explore variables, not included in the models of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01