Koulupudokkuuden ja syrjäytymisen varhaiset ennakoivat tekijät, kehityskulut ja kehitykselliset mekanismit
Päärahoittaja
Rahoittajan antama koodi/diaarinumero: 323773
Päärahoittajan myöntämä tuki (€)
- 438 874,00
Rahoitusohjelma
Hankkeen aikataulu
Hankkeen aloituspäivämäärä: 01.09.2019
Hankkeen päättymispäivämäärä: 31.08.2024
Tiivistelmä
Dropping out of education, and, as a consequence, marginalization from the society is not a serious problem for the individual but also for the society. This research proposal has following objectives: (1) What are the key predictors and early antecedents of dropping out from upper secondary and vocational education? (2) Is it possible to identify different kinds of developmental trajectories leading to dropping out of education later on? (3) What are the key mechanisms involved in dropping out of education?
Our current understanding about early markers of dropping out is limited, because longitudinal studies on dropping out have typically spanned only over short periods of time. The present research proposal is unique in sense that is satisfies this criterion. The present project will use data of the School Path Study (Vasalampi & Aunola, 2016-2020) and the First Steps Study (Lerkkanen et al., 2006-2015). The School Path is a continua of the First Steps, in which approximately 2,000 children are followed from kindergarten to the end of lower secondary school. It includes a broad range of measures of students’ skills, motivation, social relations, and adjustment (tests, parents, teachers, and students). In the School Path study, the same youth are followed after the transition to post comprehensive school and their educational decisions, dropping out of school, and well-being during upper secondary education are assessed. Thus, together the follow-up of the participants comprise already a 13- year-period from kindergarten to the 3rd year of their upper secondary school/ vocational school.
To provide a basis for effective interventions in early school years, the present project places extra emphasis on the investigation of the mechanisms involved in dropping out. First, by using the longitudinal data the role of changes in students’ academic performance, well-being, motivation, student engagement, and problem behavior across different school transitions are studied. Second, registered information about societal support for participants’ health, learning, and studying will be integrated with longitudinal data and the role of the societal support and benefits will be examined. Finally, 100 qualitative interviews focusing on participants’ retrospective experiences about the key factors for their individual developmental trajectories will be collected. Such study will add substantially our scientific understanding of the dropping out of education and marginalization from the society.
Our current understanding about early markers of dropping out is limited, because longitudinal studies on dropping out have typically spanned only over short periods of time. The present research proposal is unique in sense that is satisfies this criterion. The present project will use data of the School Path Study (Vasalampi & Aunola, 2016-2020) and the First Steps Study (Lerkkanen et al., 2006-2015). The School Path is a continua of the First Steps, in which approximately 2,000 children are followed from kindergarten to the end of lower secondary school. It includes a broad range of measures of students’ skills, motivation, social relations, and adjustment (tests, parents, teachers, and students). In the School Path study, the same youth are followed after the transition to post comprehensive school and their educational decisions, dropping out of school, and well-being during upper secondary education are assessed. Thus, together the follow-up of the participants comprise already a 13- year-period from kindergarten to the 3rd year of their upper secondary school/ vocational school.
To provide a basis for effective interventions in early school years, the present project places extra emphasis on the investigation of the mechanisms involved in dropping out. First, by using the longitudinal data the role of changes in students’ academic performance, well-being, motivation, student engagement, and problem behavior across different school transitions are studied. Second, registered information about societal support for participants’ health, learning, and studying will be integrated with longitudinal data and the role of the societal support and benefits will be examined. Finally, 100 qualitative interviews focusing on participants’ retrospective experiences about the key factors for their individual developmental trajectories will be collected. Such study will add substantially our scientific understanding of the dropping out of education and marginalization from the society.
Vastuullinen johtaja
Päävastuullinen yksikkö
Sisäinen seurantakohde
Profiloitumisalue: Hyvinvoinnin tutkimuksen yhteisö (Jyväskylän yliopisto JYU) JYU.Well
Liittyvät julkaisut ja muut tuotokset
1/2
- PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment (2023) Vasalampi, Kati; et al.; A1; OA
- Long-term effects of the home literacy environment on reading development : Familial risk for dyslexia as a moderator (2022) Torppa, Minna; et al.; A1; OA
- Development of Participation in and Identification With School : Associations With Truancy (2021) Virtanen, Tuomo E.; et al.; A1; OA
- Early Antecedents of School Burnout in Upper Secondary Education : A Five-year Longitudinal Study (2021) Parviainen, Milja; et al.; A1; OA
- How Are Practice and Performance Related? Development of Reading From Age 5 to 15 (2021) van Bergen, Elsje; et al.; A1; OA
- Intra‐individual dynamics of lesson‐specific engagement : lagged and cross‐lagged effects from one lesson to the next (2021) Vasalampi, Kati; et al.; A1; OA
- Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme (2021) Vasalampi, Kati; et al.; A1; OA
- Student engagement, truancy, and cynicism : a longitudinal study from primary school to upper secondary education (2021) Virtanen, T.E.; et al.; A1; OA
- Students' Positive Expectations and Concerns Prior to the School Transition to Lower Secondary School (2021) Eskelä-Haapanen, Sirpa; et al.; A1; OA
- Adolescents' engagement profiles and their association with academic performance and situational engagement (2020) Pöysä, Sanni; et al.; A1; OA
