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A multidimensional model of school dropout from an 8-year longitudinal study in a general high school population

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Abstract

This study tests an empirical multidimensional model of school dropout, using data collected in the first year of an 8-year longitudinal study, with first year high school students aged 12–13 years. Structural equation modeling analyses show that five personal, family, and school latent factors together contribute to school dropout identified at 19 years of age: poor parent–teenager relationships, youth depression and family difficulties, negative classroom climate, negative school interactions, and poor academic achievement. This model increases our understanding of the dropout process in the general population and has direct implications for the development of high school dropout prevention programs.

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Author information

Authors and Affiliations

  1. University of Sherbrooke, Sherbrooke, Québec, Canada

    Laurier Fortin & Thierno Diallo

  2. University of Québec à Montréal, Montreal, QC, Canada

    Diane Marcotte

  3. University of Québec à Trois-Rivières, Trois-Rivières, QC, Canada

    Pierre Potvin

  4. University Laval, Quebec City, QC, Canada

    Égide Royer

Authors
  1. Laurier Fortin
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  2. Diane Marcotte
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  3. Thierno Diallo
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  4. Pierre Potvin
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  5. Égide Royer
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Corresponding author

Correspondence to Laurier Fortin.

Additional information

Laurier Fortin. Psychoeducation Department, Sherbrooke University, 2500, Blv. Université, Sherbrooke, Québec, Canada. J1K 2R1. E-mail: Laurier.Fortin@USherbrooke.ca; Web site: http://www.usherbrooke.ca/psychoed/

Current themes of research:

School drop out. Personal, family and school risks factors. Behavior problems.

Most relevant publications in the field of Psychology of Education:

Fortin L. (2012). Trait d’Union: Programme de prévention du décrochage scolaire, www.ctreq.qc.ca, Québec, Canada. 250 pages.

Fortin, L., Potvin, P. Marcotte, D., Royer, É. (2012). Comparaison des facteurs personnels, familiaux et scolaires entre les garçons et les filles décrocheurs en problèmes de comportement au secondaire In: Les alliances éducatives pour lutter contre le décrochage scolaire" Les éditions Peter Lang, Genève, Suisse.

Fortin, L., & Potvin, P. (2007). Logiciel d’évaluation des types d’élèves à risque de décrochage scolaire. Québec, CTREQ éditeur.

Fortin, L., Marcotte, D., Potvin, P., Royer, É., & Joly, J. (2006). Typology of students at risk of dropping out of school: description by personal, family and school factors. European Journal of Psychology of Education, XXI(4), 363–383.

Fortin, L. Royer, É., Potvin, P., Marcotte, D., & Yergeau, É. (2004). La prédiction du risque de décrochage scolaire au secondaire: facteurs personnels, familiaux et scolaires. Revue canadienne des sciences du comportement, 36(3), 219–231.

Diane Marcotte. Psychology Department, University of Quebec in Montreal, C.P. 8888, Succursale Centre-Ville, Montreal, Quebec, Canada. H3C 3P8. Phone: (514) 987-3000, Ext. 2619. E-mail: marcotte.diane@uqam.ca; Web site: http://www.psycho.uqam.ca

Current themes of research:

Depression and internalized disorders in primary and high school students. School drop-out. Comorbidity of depression and conduct disorder. Prevention programs.

Most relevant publications in the field of Psychology of Education:

Bélanger, M., & Marcotte, D. (2011). Étude longitudinale du lien entre les changements vécus durant la transition primaire-secondaire et les symptômes dépressifs des adolescents. Revue canadienne des sciences du comportement.

Gagné, M-È., Marcotte, D., & Fortin, L. (2011). L’impact de la dépression et de l’expérience scolaire.

Lanson, A., & Marcotte, D. (2011). Relations entre les symptômes dépressifs, la perception de soutien social et les distorsions cognitives des adolescents dans le contexte de la transition primaire-secondaire Revue canadienne des sciences du comportement, déc 12.

Marcotte, D. (sous presse). Dépister, comprendre et intervenir auprès des étudiants qui vivent des difficultés psychologiques intériorisés lors de la transition secondaire-collégiale. Dans: Ménard, L. et St-Pierre. Enseigner pour faire apprendre au collégial et à l’université. Édition Chenelière.

Marcotte, D., & Poirier, M. (sous presse). La prévention et l’intervention d’orientation cognitivo-comportementale auprès des adolescents dépressifs. Dans: Turgeon, L. (Eds.). La thérapie cognitivo-comportementale chez les enfants et les adolescents. Québec, PUQ, 49 pages.

Thierno Diallo. Postdoc at Sherbrooke university, 2500, Blv. Université, Sherbrooke, Québec, Canada. J1K 2R1. E-mail: Thierno.diallo@usherbrooke.ca

Current themes of research:

Latent growth curve models. Growth mixture models. Simulations studies.

Most relevant publications in the field of Psychology of Education:

Diallo, T. M. O., Morin, A. J. S. (2012). Statistical power of latent growth curve models to detect piecewise linear trajectories. Manuscript submitted to Organizational Research Methods.

Diallo, T. M. O., Morin, A. J. S. (2012). The impact of total and partial inclusion or exclusion of active and inactive time invariant covariates in growth mixture models. Manuscript submitted to Psychological Methods.

Diallo, T. M. O., Morin, A. J. S., & Lu, H. (2012). The relative efficacy of different functional forms for detecting linear and nonlinear growth processes. Manuscript submitted to Structural Equation Modeling.

Diallo, T. M. O., Morin, A. J. S., & Parker, P.D. (2012). Statistical power of latent growth curve models to detect quadratic growth processes. Manuscript submitted to Psychological Methods.

Pierre Potvin. Psychoeducation Department, University of Quebec in Trois-Rivières, Canada. C.P. 500 Trois-Rivière, Québec, Canada. E-mail: Pierre.Potvin@uqtr.ca; Web site: http://www.pierrepotvin.com

Current themes of research:

School drop out. Teacher-student relationship. Behavioral disorders. Action research. Program evaluation.

Most relevant publications in the field of Psychology of Education:

Gilles, J-L., Potvin, P., Tièche Christinat (Éds.) (2012). Les alliances éducatives pour lutter contre le décrochage scolaire. Peter Lang. Berne.

Potvin, P. (2012). Prévenir le décrochage scolaire. Pour mieux comprendre la réussite ou l’échec scolaire de nos enfants et adolescents. Collection Psychoéducation: fondements et pratiques. Béliveau éditeur (à paraître en septembre).

Potvin, P., Deslandes, R., Beaulieu, P., Marcotte, D., Fortin, L., Royer, E., & Leclerc, D. (1999). Risque d’abandon scolaire, style parental et participation parentale au suivi scolaire. Revue canadienne de l'Education, 24(4), 441–453. (1,2,3,4,5)

Potvin, P., Fortin, L., & Lessard, A. (2005). Le décrochage scolaire. Dans L. Massé, N. Desbiens, & C. Lanaris (Éds.), Troubles du comportement à l'école: prévention, évaluation et intervention (67–78). Montréal: Gaëtan Morin Éditeur.

Potvin, P., Fortin, L., & Rousseau, M. (2009). Qualités psychométriques du questionnaire de dépistage des élèves à risque de décrochage scolaire. Revue de psychoéducation, 38(2), 263–278.

Egide Royer. Faculté des sciences de l’éducation, Université Laval, Québec (Qué.) Canada G1K 7P4. E-mail: Egide.Royer@fse.ulaval.ca; Web site: http://www.fse.ulaval.ca/cv/Egide.Royer

Current themes of research:

Behavior disorders. Social skills. Special education. Teachers’ training and emotional and behavioral disorders.

Most relevant publications in the field of Psychology of Education:

Gaudreau, N., Royer, É., Beaumont, C., & Frenette, E. (2012). Le sentiment d’efficacité personnelle des enseignants et leurs pratiques de la gestion de la classe et des comportements difficiles des élèves. REVUE CANADIENNE DE L’ÉDUCATION 35(1): 82–101.

Royer, É. (2010). Leçons d’éléphant: pour la réussite des garçons à l’école. Québec: École et Comportement.

Royer, É. (2006). SEBD students and teachers’training: A knowledge base is in search of practitioners. Dans M. Hunter Carsch, Y. Tiknaz, R. Sage et P. Cooper (Eds.), The handbook of social, emotional and behavioural difficulties (pp. 30–35). London: Continuum.

Royer, É. (2004). The gap between research and practice: Achieving effective in-service training for teachers working with EBD students. Dans P. Clough, P. Garner, J. T. Pardeck and F. Yuen (Eds.), Handbook of emotional and behavioural difficulties in education (pp. 373–384). London: Sage.

Royer, É. (2003). What Galileo Knew: School violence, research, effective practices and teacher training. In Royer, É. et Debarbieux, É. (Eds.), Journal of Educational Administration, 41(6), 640–649.

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Fortin, L., Marcotte, D., Diallo, T. et al. A multidimensional model of school dropout from an 8-year longitudinal study in a general high school population. Eur J Psychol Educ 28, 563–583 (2013). https://doi.org/10.1007/s10212-012-0129-2

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