Reference : How Social Support and Self-Efficacy Moderate Effects of Significant Life Events on S...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Sociology & social sciences
http://hdl.handle.net/10993/32672
How Social Support and Self-Efficacy Moderate Effects of Significant Life Events on School Drop-Out in Young People
English
Burger, Kaspar []
Samuel, Robin mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
2017
Yes
International
3rd International Conference on Transitions in Youth, Young Adulthood and Beyond
28 September 2017
[en] Drop-Out ; Self-Efficacy ; Social Support ; Significant Life Events
[en] Drivers of drop-out have been studied extensively over the past years. A number of studies suggest that self-efficacy and social support help reduce adverse effects of significant life events, such as trouble with family and friends, on drop-out intention but also on actual drop- out. However, over-all, evidence as to whether self-efficacy and social support influence drop-out intention and actual drop-out is mixed.
We examined whether, and to what extent, perceived social support and general self-efficacy affect drop-out of adolescents in transition to young adulthood. We distinguished between baseline levels of social support and self-efficacy and (within-person) change in social support and self-efficacy in order to determine whether drop-out is sensitive to fluctuations in social support and self-efficacy when person-specific levels of social support and self-efficacy are taken into account.
Estimating growth curve models on TREE data, a panel study on the life trajectories of compulsory-school leavers in Switzerland, we found that baseline levels of social support and self-efficacy, as well as within-person change in social support and self-efficacy, affected adolescents’ drop-out intention, but did not prevent actual drop-out. Moreover, our models show effects of a range of significant life events on drop-out intention and actual drop-out. These findings improve our understanding of the role that psychological and social factors play in shaping drop-out intentions and actual drop-out
http://hdl.handle.net/10993/32672

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