Predicting Different Types of School Dropouts: A Typological Approach With Two Longitudinal Samples

Despite evidence of the psychosocial heterogeneity of school dropouts, empirical studies have rarely directly addressed this issue. The general goal of this research was to explore the heuristic value of a typological approach for preventing and studying school dropout. The specific objectives were...

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Bibliographic Details
Published in:Journal of educational psychology 2000-03, Vol.92 (1), p.171-190
Main Authors: Janosz, Michel, Blanc, Marc Le, Boulerice, Bernard, Tremblay, Richard E
Format: Article
Language:English
Subjects:
At Risk Populations
Biological and medical sciences
Classification
Dropouts
Educational psychology
Empirical Methods
Female
Fundamental and applied biological sciences. Psychology
High School Students
Human
Individual Differences
Male
Predictor Variables
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychosocial Factors
Pupil and student. Academic achievement and failure
Reliability
School Dropout
School dropouts
Secondary Education
Statistical Validity
Validity
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Summary:Despite evidence of the psychosocial heterogeneity of school dropouts, empirical studies have rarely directly addressed this issue. The general goal of this research was to explore the heuristic value of a typological approach for preventing and studying school dropout. The specific objectives were to build empirically a typology of dropouts based on individual school experience, to test the typology's reliability by replicating the classification with two different longitudinal samples, and to examine the typology's predictive and discriminant validity. The results led to a 4-type solution: Quiet, Disengaged, Low-Achiever,and Maladjusted dropouts. The results support the internal and external validity of the typology and highlight important different profiles with regard to personal and social risk factors. The discussion underscores the theoretical and clinical utility of a typological approach by assisting the study of the different paths in the etiology of school dropout and the adoption of a differential prevention strategy.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.92.1.171