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  • Author or Editor: Valéria Markos x
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Absztrakt:

Kutatásunk 12. és 13. évfolyamos középiskolás diákok közösségi szolgálatra vonatkozó véleményeit elemzi. Az elemzett adatok azt mutatják, hogy a diákok számára az élmények bár örömteliek voltak az IKSZ-ben, annyira nem volt érdekes a tevékenység, hogy azt folytassák. A készségfejlődés kapcsán különbségek mutathatók ki a nem, az iskolatípus és az iskolafenntartó szerint. Az adatok azt mutatják, hogy a lányoknál az állampolgári készségek, a szakgimnazistáknál a pályaorientációs készségek, míg az egyházi fenntartású intézmények tanulóinál az előítélet-mentes és állampolgári készségek fejlődtek.

Open access

Background and aims

Even the richest statistical databases leave the reasons of student dropout from higher education largely obscure. It is the answers of the students who drop out that the panel examinations of the cohorts of students do not contain. The theoretical background to our research was provided by Coleman’s concept of social capital (1961), Tinto’s integrational and Astin’s involvement theory, as well as Pascarella and Terenzini’s institutional integration/embeddedness ideas (2005).

Methods

To find a solution to that problem, we devised a quantitative, questionnaire survey, based upon the qualitative examination of students who have dropped out (DEPART 2018; N = 591). For data gathering, the snowball method was used, and almost all academic fields are represented in the database. The primary objective of the research was revealing and identifying the factors preventing students from obtaining a degree, surveying the processes and decisions that resulted in their not being able to graduate. School career, educational experience, the attitude of the family to the student’s studies, job/career orientation, educational and social experience in higher education, competitive activities, and social–economical characteristics were the topics we examined. We collected the data of the students who have dropped out with the questionnaire (IESA 2015; N = 2017) and compared the information thus collected with the social and demographic characteristics, school career, and higher educational integration of persistent students. We also compared the data to the embeddedness of (the persistent) students in various voluntary organizations (civic, sport, and religious). For the examination of persistence, a 9-item, highly reliable scale [Cronbach, 883 (IESA)] has been used since 2012.

Results

The results suggest that the influence of institutional factors and that of the social network is more powerful than the individual characteristics. We found considerable differences between the intra- and extra-campus influences.

Discussion

Our findings highlight the necessity of providing empirical foundations for the institutional dropout prevention programs.

Open access