Benner Aprile D, Chen Shanting, Mistry Rashmita S, Shen Yishan
Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX, USA.
Graduate School of Education and Information Sciences, University of California, Los Angeles, CA, USA.
J Youth Adolesc. 2021 Jun;50(6):1068-1080. doi: 10.1007/s10964-020-01376-x. Epub 2021 Jan 21.
Educational interventions typically center on youth displaying early academic risk, potentially overlooking those falling off track academically later in their educational careers. The current study investigated the extent to which life course transitions experienced during adolescence were linked to falling off-track academically in high school. Data from the National Longitudinal Study of Adolescent to Adult Health (N = 4284; 53% female; M = 14.88) documented that 1516 students displayed no educational risk in early high school, yet 14% did not pursue 4-year college by age 24. Analyses revealed the unique life course transitions predictive of falling off-track academically (i.e., sexual intercourse, alcohol use, family transitions, residential mobility). The study's findings highlight important intervention avenues to promote adolescents' continued educational persistence.
教育干预通常以学业上早期表现出风险的青少年为中心，可能会忽视那些在教育生涯后期学业出现问题的学生。本研究调查了青少年时期经历的人生历程转变在多大程度上与高中阶段学业出现问题有关。来自青少年到成人健康全国纵向研究的数据（N = 4284；53%为女性；平均年龄 = 14.88岁）表明，1516名学生在高中早期没有学业风险，但到24岁时，14%的学生没有继续接受四年制大学教育。分析揭示了学业出现问题的独特人生历程转变预测因素（即性交、饮酒、家庭转变、居住流动）。该研究结果突出了促进青少年持续接受教育的重要干预途径。
