Session Information
05 SES 13 A, Tackling Early School Leaving in Europe: a Statistical Investigation of Risk and Protective Factors (Part 2)
Symposium continues from 05 SES 12 A
Contribution
Although overall the early school leaving (ESL) rate in Flanders is below the EU2020 target of 10%, large disparities remain between different educational tracks, geographical areas and social groups. The highest ESL rates are found among boys from socially disadvantaged and ethnic minority households in urban vocational schools (Van Landeghem et al., 2011; Van Landeghem et al., 2013). Pupils in the vocational track also have a higher prevalence of negative educational career experiences like grade retention, which in turn is also negatively related to academic achievement (Lamote et al. 2013). In order to strengthen our understanding of the disproportionately high level of ESL in urban vocational schools, we build on recent RESL.eu survey data collected in the Flemish cities of Antwerp and Ghent. We use a multi-dimensional conceptualisation of the respondents’ school engagement as the main risk indicator for future ESL and relate the emotional, behavioural and cognitive school engagement to the pupils’ socio-demographic background, educational trajectory and the social support experienced from parents, peers and teachers (Ellfers et al., 2012; Wang et al., 2011; Wang et al., 2012). The preliminary analyses show distinct patterns of school engagement and social support levels between pupils in full-time school-based and part-time work-based vocational education. While most dimensions of school engagement and social support are significantly lower for pupils in part-time work-based vocational education, the latter show a higher sense of emotional belonging in the school and experience more support from teachers than those pupils in full-time school-based vocational education. Further analyses controlling for the pupils’ socio-demographic background and educational trajectory will further unravel these relations.
References
Elffers, L., Oort, F.J. & Karsten, S. (2012). Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education. Learning and Individual Differences, 22 (2), 242-250. Lamote, C., Pinxten, M., Van Den Noortgate, W., Van Damme, J. (2014). Is the cure worse than the disease? A longitudinal study on the effect of grade retention in secondary education on achievement and academic self-concept. Educational Studies, 40 (5), 496-514. Van Landeghem, G. & Van Damme, J. (2011) , Vroege schoolverlaters uit het voltijds beroepsonderwijs. Vertrekpunt voor een gedifferentieerde aanpak SSL/OD1/2011.39, Leuven: Steunpunt 'Studie- en Schoolloopbanen' (SSL). Van Landeghem, G., De Fraine, B., Gielen, S. & Van Damme, J. (2013) Vroege schoolverlaters in Vlaanderen in 2010, SSL/2013.05/1.2.0, Leuven: Steunpunt 'Studie- en Schoolloopbanen' (SSL). Wang, M. T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance across gender and race/ethnicity. Journal of School Psychology, 49, 465-480. Wang, M. T. & Eccles, J. S. (2012), Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School. Child Development, 83, 877-895.
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