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Perceptions of dropping out of school: Students' beliefs in one southwestern junior high school
| dc.contributor.advisor | Good, Thomas L. | en_US |
| dc.contributor.author | Santos, Jose Luis Solano | |
| dc.creator | Santos, Jose Luis Solano | en_US |
| dc.date.accessioned | 2013-04-03T13:31:42Z | |
| dc.date.available | 2013-04-03T13:31:42Z | |
| dc.date.issued | 1997 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278637 | |
| dc.description.abstract | In 2000, the number of students giving up on school will increase to about 40% or nearly 2,000,000 (The National Dropout Prevention Center, 1989). Unfortunately, these students typically will drop out of society and out of the work force. This study examined 387 eighth graders' general attitudes toward school, ditching school, peer influence in the context of dropping out, educational aspirations, how time is spent, parental involvement, and attitudes toward dropping out of school. The strongest factor that emerged was parental influence. The findings revealed a statistically significant relationship between parental influence and students' educational aspirations. Moreover, chi-square tests for independence revealed significant differences between the levels of parental influence and students' thinking of dropping out and students' believing that they would drop out. These findings suggest that there is a strong positive relationship between parental influence and students' attitude toward dropping out of school and students' educational aspirations. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Sociology of. | en_US |
| dc.subject | Education, Guidance and Counseling. | en_US |
| dc.subject | Education, Educational Psychology. | en_US |
| dc.title | Perceptions of dropping out of school: Students' beliefs in one southwestern junior high school | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1387961 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Educational Psychology | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b38268255 | en_US |
| refterms.dateFOA | 2018-08-27T15:49:50Z | |
| html.description.abstract | In 2000, the number of students giving up on school will increase to about 40% or nearly 2,000,000 (The National Dropout Prevention Center, 1989). Unfortunately, these students typically will drop out of society and out of the work force. This study examined 387 eighth graders' general attitudes toward school, ditching school, peer influence in the context of dropping out, educational aspirations, how time is spent, parental involvement, and attitudes toward dropping out of school. The strongest factor that emerged was parental influence. The findings revealed a statistically significant relationship between parental influence and students' educational aspirations. Moreover, chi-square tests for independence revealed significant differences between the levels of parental influence and students' thinking of dropping out and students' believing that they would drop out. These findings suggest that there is a strong positive relationship between parental influence and students' attitude toward dropping out of school and students' educational aspirations. |
