I want to quit education: A longitudinal study of stress and optimism as predictors of school dropout intention

Abstract Prior research on school dropout has often focused on stable person- and institution-level variables. In this research, we investigate longitudinally perceived stress and optimism as predictors of dropout intentions over a period of four years, and distinguish between stable and temporary p...

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Bibliographic Details
Published in:Journal of adolescence (London, England.) England.), 2014-10, Vol.37 (7), p.1021-1030
Main Authors: Eicher, Véronique, Staerklé, Christian, Clémence, Alain
Format: Article
Language:English
Subjects:
Adolescent
Biological and medical sciences
Child development
Developmental psychology
Dropout intentions
Education
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Intention
Longitudinal
Longitudinal Studies
Male
Optimism
Pediatrics
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
School dropouts
Stress
Stress, Psychological - complications
Stress, Psychological - epidemiology
Stress, Psychological - psychology
Student Dropouts - psychology
Switzerland - epidemiology
Young Adult
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Summary:Abstract Prior research on school dropout has often focused on stable person- and institution-level variables. In this research, we investigate longitudinally perceived stress and optimism as predictors of dropout intentions over a period of four years, and distinguish between stable and temporary predictors of dropout intentions. Findings based on a nationally representative sample of 16–20 year-olds in Switzerland ( N  = 4312) show that both average levels of stress and optimism as well as annually varying levels of stress and optimism affect dropout intentions. Additionally, results show that optimism buffers the negative impact of annually varying stress (i.e., years with more stress than usual), but not of stable levels of stress (i.e., stress over four years). The implications of the results are discussed according to a dynamic and preventive approach of school dropout.
ISSN:0140-1971
1095-9254
DOI:10.1016/j.adolescence.2014.07.007