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Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout

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  • Alyssa K. Parr
  • Verena S. Bonitz

Abstract

The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) and expectancy value theory (J. S. Eccles & A. Wigfield, 2002) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed.

Suggested Citation

  • Alyssa K. Parr & Verena S. Bonitz, 2015. "Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(6), pages 504-514, October.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:504-514
    DOI: 10.1080/00220671.2014.917256
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    Cited by:

    1. Nan Maxwell & Jeanne Bellotti & Peter Schochet & Paul Burkander & Emilyn Whitesell & Erin Dillon & Hande Inanc & Christian Geckeler & Raquel González, "undated". "Building College and Career Pathways for High School Students: Youth CareerConnect, Impact Findings Report," Mathematica Policy Research Reports 8b75d63f2a684f4d99689de18, Mathematica Policy Research.

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