The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
J Adolesc. 2012 Aug;35(4):787-98. doi: 10.1016/j.adolescence.2011.11.004. Epub 2011 Dec 6.
Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade.
研究表明，情境、自我系统和学校参与变量会影响学生辍学。然而，目前尚不清楚不同类型的情境和自我系统变量如何相互作用，从而影响学生的参与度或导致他们决定从高中辍学。动机发展的自我系统模型是理解这一复杂现象的一种有前途的理论。自我系统模型承认社会背景、自我认知、学校参与和学业成绩作为决定是否辍学的前因之间的互动和迭代作用。我们根据自我系统模型分析了 2002-2004 年教育纵向研究的数据，发现对社会环境的感知（教师支持和家长支持）可以预测学生的自我认知（对控制的感知和对学校的认同），而自我认知又可以预测学生的学业和行为参与度以及学业成绩。此外，学生在 10 年级的学业和行为参与度以及成绩与他们在 12 年级辍学的可能性降低有关。
