Psychological, economic and academic predictors of the intention to leave school early among a sample of Irish students

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Title: Psychological, economic and academic predictors of the intention to leave school early among a sample of Irish students
Authors: Freeney, Yseult
O'Connell, Michael F.
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Date: Dec-2009
Online since: 2010-09-29T16:09:07Z
Abstract: Early school-leaving exerts substantial costs on the individual and society. The literature indicates that quitting school early is predicted by an enmeshed group of indicators including academic and behavioural difficulties in school, deprived economic background and disengagement with the educational process. The beliefs and background of a main sample of 1,311 Junior Certificate students and a sub-sample of 188 fifth year students were assessed. Data were gathered on Intention to leave school early, constructs of the Theory of Planned Behaviour around Leaving Certificate completion, students’ academic attainment, cognitive ability, willingness to defer gratification, along with socio-demographic data. Modelling indicated that positive attitudes about the potential of the Leaving Certificate, and parents, and teachers perceived to be strongly pro-school completion are key to the intention to stay on. Performing well intellectually is a contributing factor. Economic deprivation does not exert a direct influence on intention, but it strongly shapes intellectual performance.
Funding Details: Other funder
Type of material: Working Paper
Publisher: Combat Poverty Agency
Series/Report no.: Combat Poverty Agency working papers; 09/06
Copyright (published version): 2009 Combat Poverty Agency, The Equality Authority
Keywords: Early school leavingTheory of planned behaviourEconomic deprivation
Subject LCSH: Dropouts
Educational attainment--Psychological aspects
Dropout behavior, Prediction of
Language: en
Status of Item: Peer reviewed
ISBN: 978-1-905485-92-5
Appears in Collections:Psychology Research Collection

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