Hakkarainen Airi M, Holopainen Leena K, Savolainen Hannu K
University of Eastern Finland, Joensuu, Finland
University of Eastern Finland, Joensuu, Finland.
J Learn Disabil. 2015 Jul-Aug;48(4):408-21. doi: 10.1177/0022219413507603. Epub 2013 Oct 22.
In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after compulsory education. In addition, we studied the role of school achievement in Grades 9 and 11 in this prediction. The participants of this study were members of one age group of 16-year-old ninth graders (N = 595, females 302, males 293) in a midsized Finnish city, who were followed for 5 years after completing compulsory education. The path model results, where the effects of gender, educational track, and SES were controlled, showed, first, that students with academic learning difficulties received educational support for learning particularly in the 11th grade. Second, academic learning difficulties directly affected school achievement in the 9th grade, but no longer in the 11th grade. Third, mathematical difficulties directly predicted dropout from upper secondary education, and difficulties in both word reading and mathematics had an indirect effect through school achievement in Grades 9 and 11 on dropout.
在这项纵向研究中，我们调查了九年级时测量的单词阅读和数学困难作为在十至十二年级（16至19岁）接受高中教育学习的教育支持因素的作用，此外还作为义务教育后5年内高中辍学的预测因素。此外，我们研究了九年级和十一年级的学业成绩在这一预测中的作用。本研究的参与者是芬兰一个中等规模城市中16岁九年级学生的一个年龄组（N = 595，女生302人，男生293人），他们在完成义务教育后被跟踪了5年。路径模型结果在控制了性别、教育轨道和社会经济地位的影响后显示，首先，有学术学习困难的学生尤其在十一年级接受了学习方面的教育支持。其次，学术学习困难直接影响九年级的学业成绩，但在十一年级不再如此。第三，数学困难直接预测高中辍学，单词阅读和数学方面的困难都通过九年级和十一年级的学业成绩对辍学产生间接影响。
