Perceptions of dropping out of school: Students' beliefs in one southwestern junior high school

Persistent Link:
http://hdl.handle.net/10150/278637
Title:
Perceptions of dropping out of school: Students' beliefs in one southwestern junior high school
Author:
Santos, Jose Luis Solano
Issue Date:
1997
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In 2000, the number of students giving up on school will increase to about 40% or nearly 2,000,000 (The National Dropout Prevention Center, 1989). Unfortunately, these students typically will drop out of society and out of the work force. This study examined 387 eighth graders' general attitudes toward school, ditching school, peer influence in the context of dropping out, educational aspirations, how time is spent, parental involvement, and attitudes toward dropping out of school. The strongest factor that emerged was parental influence. The findings revealed a statistically significant relationship between parental influence and students' educational aspirations. Moreover, chi-square tests for independence revealed significant differences between the levels of parental influence and students' thinking of dropping out and students' believing that they would drop out. These findings suggest that there is a strong positive relationship between parental influence and students' attitude toward dropping out of school and students' educational aspirations.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Sociology of.; Education, Guidance and Counseling.; Education, Educational Psychology.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Good, Thomas L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titlePerceptions of dropping out of school: Students' beliefs in one southwestern junior high schoolen_US
dc.creatorSantos, Jose Luis Solanoen_US
dc.contributor.authorSantos, Jose Luis Solanoen_US
dc.date.issued1997en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn 2000, the number of students giving up on school will increase to about 40% or nearly 2,000,000 (The National Dropout Prevention Center, 1989). Unfortunately, these students typically will drop out of society and out of the work force. This study examined 387 eighth graders' general attitudes toward school, ditching school, peer influence in the context of dropping out, educational aspirations, how time is spent, parental involvement, and attitudes toward dropping out of school. The strongest factor that emerged was parental influence. The findings revealed a statistically significant relationship between parental influence and students' educational aspirations. Moreover, chi-square tests for independence revealed significant differences between the levels of parental influence and students' thinking of dropping out and students' believing that they would drop out. These findings suggest that there is a strong positive relationship between parental influence and students' attitude toward dropping out of school and students' educational aspirations.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Sociology of.en_US
dc.subjectEducation, Guidance and Counseling.en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGood, Thomas L.en_US
dc.identifier.proquest1387961en_US
dc.identifier.bibrecord.b38268255en_US
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