Synopsis
Using Bronfenbrenner's theory of development, the study explores how SES variables, parenting and school perceptions relate to motivation, coping, optimism and academic achievement for students at-risk of dropping out of school. Typical, resilient and students at risk were compared (n=1127) using qualitative and quantitative methods. Findings show students at-risk experience significantly higher levels of neglectful parenting, lower school perceptions (teacher relationships, curriculum satisfaction and positive school affect) higher suspension levels, and blended or single-parent families where parental education is limited to high school and at least one parent is unemployed. By contrast, resilient students, whose socio-demographic characteristics places them at-risk of dropping out, report parenting characterised by high levels of supervision. Like typical students they have high self-efficacy, mastery and positive coping and low self-handicapping and projective coping. Bronfenbrenner's theory was validated as school views were positively correlated to parenting in typical students, but not in resilient or students at-risk. Findings of the study will be of interest to educators, guidance officers, parents and academics.
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Students at Risk: A Bioecological Investigation
Vendeur : preigu, Osnabrück, Allemagne
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Taschenbuch. Etat : Neu. Students at Risk: A Bioecological Investigation | Helen Boon | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783836486453 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. N° de réf. du vendeur 101838441
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Students at Risk: A Bioecological Investigation
Edité par
VDM Verlag Dr. Müller, VDM Verlag Dr. Müller E.K., 2008
ISBN 10 : 3836486458
ISBN 13 : 9783836486453
Neuf
Taschenbuch
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Taschenbuch. Etat : Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Using Bronfenbrenner's theory of development, the study explores how SES variables, parenting and school perceptions relate to motivation, coping, optimism and academic achievement for students at-risk of dropping out of school. Typical, resilient and students at risk were compared (n=1127) using qualitative and quantitative methods. Findings show students at-risk experience significantly higher levels of neglectful parenting, lower school perceptions (teacher relationships, curriculum satisfaction and positive school affect) higher suspension levels, and blended or single-parent families where parental education is limited to high school and at least one parent is unemployed. By contrast, resilient students, whose socio-demographic characteristics places them at-risk of dropping out, report parenting characterised by high levels of supervision. Like typical students they have high self-efficacy, mastery and positive coping and low self-handicapping and projective coping. Bronfenbrenner's theory was validated as school views were positively correlated to parenting in typical students, but not in resilient or students at-risk. Findings of the study will be of interest to educators, guidance officers, parents and academics.; Using Bronfenbrenner's theory of development, the study explores how SES variables, parenting and school perceptions relate to motivation, coping, optimism and academic achievement for students at-risk of dropping out of school.Typical, resilient and students at risk were compared (n=1127) using qualitative and quantitative methods.Findings show students at-risk experience significantly higher levels of neglectful parenting, lower school perceptions (teacher relationships, curriculum satisfaction and positive school affect) higher suspension levels, and blended or single-parent families where parental education is limited to high school and at least one parent is unemployed.By contrast, resilient students, whose socio-demographic characteristics places them at-risk of dropping out, report parenting characterised by high levels of supervision. Like typical students they have high self-efficacy, mastery and positive coping and low self-handicapping and projective coping.Bronfenbrenner's theory was validated as school views were positively correlated to parenting in typical students, but not in resilient or students at-risk.Findings of the study will be of interest to educators, guidance officers, parents and academics. N° de réf. du vendeur 9783836486453
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