Department of Human Development and Family Sciences, University of Texas at Austin.
Dev Psychol. 2014 Apr;50(4):1288-301. doi: 10.1037/a0035366. Epub 2013 Dec 23.
In the current study, we examine patterns of school attendance across middle and high school with a diverse sample of 8,908 students (48% female; 54% Latino, 31% White, 13% African American, 2% Asian American). Attendance declined from middle through high school, but this overall pattern masked important variations. In total, 44% of students maintained their attendance trajectories from middle to high school (11% stable high, 19% high-decreasing, 10% mid-decreasing, 4% low-decreasing), and shifting attendance trajectories often signaled greater school disengagement (38% shifted to poorer attendance trajectories, 18% experienced improved attendance trajectories). Transition experiences, school structural characteristics, and the divergence between students' middle and high schools provided insights into which students recovered, becoming more engaged in high school versus those who became more disconnected. Implications for identifying and intervening with disengaged youth are discussed.
在当前的研究中，我们使用一个包含 8908 名学生（48%为女性；54%为拉丁裔，31%为白人，13%为非裔美国人，2%为亚裔美国人）的多样化样本，研究了中学生和高中生的出勤模式。出勤率从中学到高中呈下降趋势，但这种总体模式掩盖了重要的变化。总的来说，44%的学生保持了从中学到高中的出勤轨迹（11%稳定高，19%高下降，10%中下降，4%低下降），而出勤轨迹的变化往往表明学生的学校参与度下降（38%的学生转到了出勤率较差的轨迹，18%的学生出勤率提高）。过渡经历、学校结构特征以及学生在中学和高中之间的差异，为了解哪些学生在高中时恢复了较高的参与度，而哪些学生变得更加脱节提供了线索。讨论了识别和干预不参与的年轻人的影响。
