Reference : The Role of Motivation and Self-regulation in Dropping Out of School
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/7227
The Role of Motivation and Self-regulation in Dropping Out of School
English
Meyers, Raymond* mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Pignault, Anne* mailto [Université Paris Ouest Nanterre La Défense > Psychologie du travail et de l'orientation tout au long de la vie > > Ass.Prof. Dr.]
Houssemand, Claude* mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
* These authors have contributed equally to this work.
2013
Procedia Social and Behavioral Sciences
Elsevier
89
270-275
Yes (verified by ORBilu)
International
1877-0428
Amsterdam
Netherlands
[en] school dropping out ; motivation ; self-regulation ; secondary education
[en] Dropping out of secondary education is a major problem in modern economies. Several explanations have been put forward, but not all have been systematically tested due to methodological and ethical problems. We compared two groups of pupils from the same secondary school classes. The groups were selected by teachers on the basis of their anticipated school outcomes (continuing school, n=585, versus dropping out, n=196). Motivational variables were intrinsic motivation, introjected regulation, identified regulation, external regulation, amotivation, academic self-efficacy and consistency of interest. Self-regulation variables were perseverance of effort, learning strategies and resistance to peer influence. All these dimensions were measured through shortened versions of validated scales. Statistical analyses showed that most, but not all of the tested dimensions were significantly different for both groups. Significant motivational variables were intrinsic motivation, introjected regulation, amotivation, and academic self-efficacy. Self-regulation variables that differentiated the two groups were perseverance of effort, and some learning strategies (elaboration, organisation, rehearsal, but not monitoring, planning and regulating) as well as resistance to peer influence. The factors which have been found are often cited, but in our study they are measured through a systematic design. While motivational factors are difficult to affect, self-regulatory skills could be taught and their systematic integration into school curricula could contribute to reducing dropout rates for students at risk.
Educational Measurement and Applied Cognitive Science
Fonds National de la Recherche - FnR
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/7227
10.1016/j.sbspro.2013.08.845
http://www.sciencedirect.com/science/journal/18770428/89
© 2013 Published by Elsevier Ltd.

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