Figure 3 - uploaded by Petar Valkov
Content may be subject to copyright.
Source publication
School dropout is an important social and economic problem that affects society as a whole and is strongly tied to family psychopathology, individual characteristics and school related factors. Studies show that conflicting teacher-student and student-student relationships are closely related to students' decision to drop out of school. The aim of...
Context in source publication
Context 1
... the question "Do you have absences from school?" 33,6% of students answered they don't have absences, 58% of them are rarely absent from school while 7,9% of respondents are often absent from school (Fig. 3). The results show no significant difference between sexes regarding the school absenteeism. As many as 61.7% of boys and 54.9% of girls are rarely absent from school. At the same time 11.26% of girls and 4.9% of boys responded they are often absent from school. The percentage of those who don't have absences is equally distributed ...
Similar publications
Emotions are individual traits for different sort of people especially for deprivation in the society, age long marginalization, inaccessibility of basic infrastructures, poverty etc. The vulnerabilities among tribal students can be understood and analyzed using the sophisticated technologies. Face detection and recognition of ahuman is an essentia...
Resumo: Considerando a saída significativa de alunos no primeiro ano do curso de Licenciatura em Ciências da Universidade Federal de São Paulo e o cenário sócio-político da expansão do ensino superior no país, problematizamos o emprego do conceito de evasão para referir-se a essa saída prematura. Por meio de uma pesquisa-ação com a participação de...
at a time when Kerala achieved hundred percentage primary education status, the state Education Department has reported a sharp increase in the dropout rates of Dalit students in the state. Educational experts criticize that the lack of coordination and poor realization of schemes by the government were the reasons for the rising number of dropouts...
Student dropout in rural area is one of the education problems that being faced by many countries. In this qualitative study, we used global and national documentation to explore and describe in-depth impact of rural teacher salary on rural student dropout in selected four developing countries, namely Azerbaijan, Colombia, Indonesia and South Afric...
This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students’ dropout intentions. We focus on context-related problems in students’ degree program as contextual factors and students’ personal best goals (PB goals) as motivational factors. The sample of this stu...
Citations
... In almost all articles, in parallel with the provision of emotional support, other problems related to the provision of this support are highlighted, for instance at micro-, mezzo-and macro-levels (Alexa and Baciu, 2021), the student's place in diametric and concentric relational spaces (Downes, 2013), the role of the family (Alexa and Baciu, 2021; Mirică and Matic, 2017;Rădăcina Oana, 2012). An inclusive learning environment determined by student-teacher and student-student relationships can prevent early dropout and build a sense of student belonging (Downes, 2013;Lavrentsova, 2019), thus engaging learning methods such as cooperative learning and application of digital technologies (Marzano et al., 2013) could engage ESL more in an active learning process (see Table 2). ...
Aim
The aim of the research is to identify and to analyse the possibilities of early school leaving support and predictive factors related to emotional and learning support and classroom organization.
Methods
Based on the Teaching through Interactions Framework, the study analyses the socio-emotional and methodological factors of early school leaving – emotional and learning support and classroom organization. In the analysis of theoretical scientific literature, a Systematic Review has been carried out, where the scientific articles included in internationally cited databases Web of Science, Scopus and Ebsco have been analysed by key words. Correlation and regression analysis in the SPSS environment of the program for processing quantitative data has been performed in a correlative study.
Results
The findings of the correlation analysis show that there are statistically significant negative correlations between early school leaving and emotional and learning support, as well as classroom organization. The selected six articles are mostly focused on the emotional support provision. As a result of the regression analysis, the most significant factor predicting early school leaving has been identified - the lack of emotional support.
Conclusion
Scientific articles included in the WoS, Scopus and Ebsco databases do not use a holistic approach to preventing early school leaving. The lower the emotional, classroom organization and instructional support, the higher the risk of early school leaving. Teacher’s empathy and sensitivity to the academic, socio-emotional and developmental needs of individual students and the whole class are the most important predictors of early school leaving.
... However, the lack of requisite infrastructure and qualified manpower in the educational institutions pose additional problem [36,37,38,39,40,41,42,43,44,45,46,47]. One of the recurring problems in the tertiary institutions is the high students-to-staff ratio which means that one staff is meant to attend to large number of students at a time [48,49,50,51,52,53,54,55,56,57,58,59]. The implication is that effective attention and commitment to the individual student is lacking. ...
In this paper, development of randomization mechanism for online and offline collaborative marking system is presented. Collaborative marking mechanism enables a course lecturer with large class population to use the students to mark the quiz and continuous assessment scripts. The program is coded in C programing language. The program design is based on random number generator and swap functions which are applied to the randomization array used to hold the numbers for identifying each of the students and for shuffling the numbers to ensure that no student is assigned his script to mark. More so, in the offline scenario, the student's script is not allowed also to be assigned to the immediate neighbors sitting on the left or right of the student in the same row. The same shuffling output when applied to the in-between row allocation ensures that no student script is assigned to the same row of the student and in the offline case, no script is assigned to the rows immediately in front or back of the student. The program validates the shuffling output by using a validation output array in which a '0' in the output means a student is assigned his or her script and a '1' or '-1' means a student's script is assigned to the immediate neighbors of the students. The online case is meant to avoid the presences of '0' in the validation array output and the offline case is mean to avoid the presence of '0', '1' and '-1' in the validation output. The sample numerical examples done with a class of 200 students showed that the program satisfied the conditions in the online and the offline scenarios.
... At this point, changing the students´ views and their feelings towards the new institution depend on several factors like the attitude of the institutional staff when delivering services (Schultz., 2020), the balance in school authority when dealing with studies´ requirements, and the student-teacher relation (Christenson et al., 2012). Lavrentsova (2019) believes that small institutions usually manage to create a positive experience for students as they provide them with consistent individual attention and effective student-teacher learning contact. Moreover, small-size institutions are usually located in small communities which helps in creating a strong connection between the students and the communities thus increases the feeling of belonging and decreases the thought of dropout. ...
Higher education dropout has been considered a major concern for several researchers in the field of education around the World. Although different studies were carried out to deal with the topic, they all faced common limitations. This paper explores the twofold research conducted to investigate higher education dropout in Education studies at two of the main Catalan public universities. First, a review of the different theoretical perspectives that tackled dropout was carried out to combine the direct and indirect dropout predictors. Second, some research was conducted in the faculties of Education in the selected two Catalan public universities to investigate the antecedents of higher education dropout. The utilized instrument discussed in this paper is the survey. In the first part, the predictors of higher education dropout were combined in a 5-layer model called the ¨Dimensions of Academic Dropout” wheel (Naaman, 2018). In the second part, the results of the survey analyzed quantitively revealed that dissatisfaction from the program and academic failure are the most important antecedents of higher education dropout in education studies in Catalonia.
... In most schools in Serbia, according to UNICEF Serbia (2017), violence against children and young people including physical violence is committed by school staff. In Bulgaria, 26.4% students, have conflict with their teachers due to corporal punishment or disciplinary policies and it increases the risk for students dropping out of school (Valkov, & Lavrentsova, 2019). In Prishtina, Kosovo, the situation at municipal public schools is a particular concern for safety. ...
... School bullying and rejection by peers is the major form of psychological violence faced by students across South East Europe. Peer rejection is also suggested to increase loneliness, anxiety, and distress among students in Bulgaria (Valkov & Lavrentsova, 2019). It has been associated with indifference and loss in academic motivation and school performance (Valkov & Lavrentsova, 2019 (BECAN, Bosnia, 2012). ...
... Peer rejection is also suggested to increase loneliness, anxiety, and distress among students in Bulgaria (Valkov & Lavrentsova, 2019). It has been associated with indifference and loss in academic motivation and school performance (Valkov & Lavrentsova, 2019 (BECAN, Bosnia, 2012). Verbal bullying has a much higher incidence than physical bullying in schools. ...
... To encourage successful school careers for Roma students, the school needs to become a truly intercultural, inclusive learning environment where teachers set positive expectations, and socio-affective relationships are built on commitment, constructive dialogue, and mutual respect and recognition [16]. In this sense, various studies have shown that the promotion of a positive climate of support, especially by teachers [27], is essential to encourage student engagement in general [44,45], and Roma students' engagement in particular [46]. Moreover, perceived support is positively associated with academic self-concept, which acts as a mediating variable associated with school engagement [47]. ...
SPIRALS program was designed in accordance with the inclusive Universal Design for Learning approach and the social cognitive model of self-regulated learning. This project aims to promote cognitive, emotional, and behavioral engagement among elementary students, and especially those at high risk of dropping out (such as Roma students). To test the efficacy of the program, an intervention study was performed for four months within a truly inclusive learning environment, involving the whole classes. A quasi-experimental pre-test/post-test design with a control group (n = 63) and an experimental group (n = 57) was used. The dependent variables were student engagement (cognitive, emotional, and behavioral), academic self-concept, perceived climate of support, reading comprehension, and academic performance. Students in the experimental group exhibited statistically significant improvements compared to the control group in six of the seven dependent variables analyzed (behavioral and emotional engagement, academic self-concept, perceived climate of support, reading comprehension, and academic performance). Further, the magnitude of differences tended to be larger in student engagement, perceived climate of support, and reading comprehension than in academic self-concept or academic performance. These results provide evidence supporting the usefulness of intervention programs aimed at promoting student engagement, specifically among students at higher risk of failure or dropout.
Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (N = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β = .211, p = .000) and classroom climate (β = .434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8% of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.
Most of the research conducted on the Transtheoretical Model of Change (TTM) has focused on health and psychological issues, with limited application in the context of agricultural and environmental behavior change. However, in this innovative study, the effectiveness of interventionist virtual education in changing the behavior of burning crop residues was examined using the behavior change theory. The research employed an experimental design and a quasi-experimental pre-test/post-test design with a control group. The statistical population consisted of 400 wheat farmers, and a sample of 120 participants was selected using purposive sampling. Data were collected through a researcher-made questionnaire and analyzed using SPSS software. The questionnaire comprised four constructs: self-efficacy, the process of change, decisional balance, and stages of behavior change. The findings of this study demonstrate that virtual education based on the TTM model can pave the way for effectively managing agricultural residues by enhancing self-efficacy and facilitating the process of change. Moreover, the results highlight the broader applicability of the TTM model beyond the domains of health and psychological pathology. It can be effectively utilized to address environmental behaviors, such as agricultural residue management. Consequently, it is recommended that researchers and planners incorporate the TTM model in behavior change programs, transform the traditional perspective on agricultural education, and leverage virtual education as a complementary approach to formal education.
