Associations between reasons to attend and late high school dropout

• Published in: Learning and individual differences 2012-12, Vol.22 (6), p.856-861
• Main Authors: Abar, Beau, Abar, Caitlin C., Lippold, Melissa, Powers, Christopher J., Manning, Alice E.
• Format: Article
• Language: English
• Subjects: Attendance; Dropout Prevention; Dropouts; Grade 10; High school dropout; High School Students; Individual Characteristics; Latent class analysis; Motivation; Parents; Profiles; Reasons; Student Promotion
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2012.05.009

This study addressed (1) whether there were unique profiles of student self-reported reasons for attending school among 10th graders, (2) whether these profiles were differentially associated with late high-school dropout, and (3) whether parent characteristics differed across profiles. Using data from the Educational Longitudinal Study of 2002 (N=15,362), five latent classes were found. The first class (49%) reported intrinsic, identified/introjected, and external motivations for attending school. The second class (32%) attended for identified/introjected and external reasons, while the third class (11%) reported intrinsic and identified/introjected reasons. The final two classes reported only identified/introjected (5%) or external (4%) motivations. Individuals in the identified/introjected and external classes were at greatest risk of dropping out between 10th and 12th grade. A host of parenting characteristics differed across class, with students in the intrinsic-identified/introjected-external class displaying the most favorable pattern of results. Implications for dropout prevention and academic promotion programs are discussed. ► Found five distinct latent classes of reasons for attending high school ► Latent class was significantly associated with late high school dropout. ► A wealth of parenting characteristics differed across class membership. ► Implications for retention program and parent-based intervention were discussed.