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PubMedDate not supplied

Dropouts from nursing education: path analysis of a national sample.

Path analysis was used to test a theoretical model of college nursing student dropouts. Multiple regression was used to assess the relative importance of the predictor variables. Students' self-reported reasons for dropping out were studied by contingency and correlational analyses to determine the relationship between these reasons and individual difference variables. Factor analysis was used to develop scales to measure the variables of locus of control, self-esteem, social integration, and institutional commitment. The sample of students was drawn from the National Longitudinal Study of the High School Class of 1972. Included in the sample were students entering two- and four-year nursing programs full-time in the fall of 1972. These two groups of students were found to be significantly different in measures of cognitive ability and in aspirations for further education. Approximately 27 percent of the two-year and 41 percent of the four-year students withdrew from their nursing programs during this study. Reasons for withdrawal most frequently cited by both groups related to losing interest in nursing and becoming interested in other fields of study. Educational aspirations had the strongest direct effect on persistence in nursing for two-year students; for four-year students, academic ability was the most powerful predictor of persistence.

Aptitude↗
PubMed1996

Transition from high school to work or college: how special education students fare.

Results are reported from the National Longitudinal Transition Study of Special Education Students. Dropout rates were high: 30% of students with disabilities dropped out of high school, and another 8% dropped out before entering high school. The average dropout with disabilities was 18 years old at the time of leaving but had earned less than half the credits needed to graduate. Employment successes were strongly related to taking a concentration (four courses) in vocational education. Youths with learning disabilities or speech impairments were most likely to approach the rate of employment found in the general population. Postsecondary education was low: 37% of high school graduates with disabilities had attended a postsecondary school, compared with 78% of high school graduates generally. Students with hearing or visual impairments were most likely to attend college. Students with disabilities were significantly more likely to be poor than were youths in the general population, and poverty tended to exacerbate the impact of having a disability. Impoverished students with disabilities were less likely than wealthier students with disabilities to be enrolled in those postsecondary education and training programs that could enable them to break out of poverty. When employed, the poorer students with disabilities earned significantly less per year than did those from wealthier families. Placement in regular education (rather than special education) was associated both with better and worse postschool outcomes. Students with sensory or motor disabilities appeared to benefit from regular education placement. However, for many students, more time in regular education was associated with a higher likelihood of course failure, which was a strong predictor of dropping out of school.

Adolescent↗
PubMedDate not supplied

[Personal problems related to illicit drug use in dropouts compared to students].

The consumption of psychoactive drugs and the personal problems related to substance use were evaluated among school dropouts and students. Results obtained from a self-administered questionnaire among 435 school dropouts were compared with those obtained in a previous study among 3,212 students. Drug consumption is significantly higher in school dropouts than in students. The proportions of male or female youths who report personal problems related to drug use increase progressively among the consumers of cannabis, hallucinogens, solvents and cocaine for each of the two groups. Moreover, the proportions of school dropouts or students who mention difficulties with psychotropic drugs vary inversely with the percentages of users for these products. These results suggest that the identification of the drug type represents an index for the frequency of personal problems related to drug use, and that adolescents at risk form small groups of consumers.

Adolescent↗
PubMedDate not supplied

Dropouts during treatment for leprosy (a study in the ELEP leprosy control project, Dharmapuri district, Tamilnadu during 1975-77).

Certain Social and Related Factors responsible for 231 dropout leprosy patients from treatment are discussed. Dropout rate was lowest among lepromatous patients (1.2% Vs 10.9% among nonlepromatous patients); patients with stigma/deformity were significantly less (P less than .001); among dropouts; proportion of wage-earners was high in them (p less than .001); student dropouts were few (Z-2.78, P less than .05, X2 - 10.32, d.f.-1, P less than .005); there was little association between socioeconomic status and dropout rate (P greater than .5); dropouts amongst patients who self-registered for treatment were much less than in those who were enlisted for treatment during survey (P less than .05); 38% had dropped out within the first six months of registration for treatment; lepromatous patients attended clinics for more than 25 months before becoming dropouts; fear of loss of wages, belief that it was not leprosy, social stigma attached to the disease, disinterest for treatment when lesions were small and few, dissatisfaction with treatment, and belief that patches self-healed were the main causes for discontinuance of treatment; all those who dropped out due to shyness were women of 15-44 age-group.

Adolescent↗
PubMed2000

A longitudinal examination of the transition into senior high school for adolescents from urban, low-income status, and predominantly minority backgrounds.

The current 6-year study investigates the impact of the elementary (K-8)-to-high school (9-12) transition on the school completion outcomes of 107 adolescents from urban, minority, low-income status backgrounds. Descriptive findings provide a longitudinal profile of students' enrollment status throughout high school. Students who had graduated or were Active in the school system at the end of the study evidenced more marked change in perceptions of social support following the transition to the ninth grade compared to Inactive students, dropouts, who evidenced little change. With respect to academic performance, while both groups evidenced declines following the transition and failed to recover sustained losses, Inactive students declined more sharply in grades and attendance. Findings are discussed in terms of the mixed support for the transitional life events perspective. In addition, study limitations and directions for future research are discussed, including variables that should be considered in research with the targeted group.

Adaptation, Psychological↗
PubMed1991

Student attrition. A challenge for allied health education programs.

The Committee on Allied Health Education and Accreditation (CAHEA) attrition data, collected annually by the American Medical Association (AMA), are nationally representative and constitute the largest source of information on attrition and retention in allied health education. These data provide a cornerstone for education and manpower planning. Consistent with previous years, men who were enrolled in CAHEA-accredited allied health education programs for the 1989-1990 academic year were significantly more likely to be lost to attrition than were women. When compared with all other categories of race and ethnic origin, black students not of Hispanic origin showed a significantly higher attrition rate (25.4%), while students designated as Asian or Pacific Islander showed a significantly lower rate (13%). Congruent with attrition data documented in the literature, CAHEA attrition data show wide variances across 26 allied health occupations and within the three disciplinary groupings that comprise approximately 75% of all CAHEA-accredited programs. Attrition rates measured by the type of sponsoring institution range from 7.1% (academic health centers and medical schools) to 24.3% (vocational and technical schools). Programs sponsored by for-profit institutions and federal government-owned institutions report substantially higher attrition rates, 25.1% and 21.1%, respectively.

Academic Medical Centers↗
PubMed1990

The adaptation of black graduate students: a social network approach.

Despite the importance of increasing the number of graduate degrees awarded to members of minority groups, there has been little research on how minority students adapt to the graduate school environment. The present study examined how social integration and social support were related to academic performance and psychological well-being among 89 black graduate and professional students. Findings indicate that black graduate students were not well integrated into their academic environment. Students in relatively more integrated departments were better adjusted, had higher grades, and perceived themselves to be making good progress in their graduate work. These students were also less likely to have considered dropping out of school. Frequency of out-of-school contact with black faculty and the number of black students in the department were important social integration and social support variables. The implications of these findings for minority student retention are discussed.

Achievement↗
PubMed1996

The impact of the transition to high school on the self-system and perceived social context of poor urban youth.

Examined the effects of the normative school transition to senior high school (n = 330) on the self-system and perceived school and peer social contexts of poor, black (n = 83), European American (n = 115), Latino (n = 105), and Asian American (n = 27) youth in the public school systems of three Eastern urban cities. The only negative effect of the school transition on the self-system was a decline in grade point average (GPA). Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Across the transition, students reported increased disengagement from school (i.e., increased social support and extracurricular involvement) and increased engagement with peers (i.e., decreased daily hassles and increased involvement). These changes in the school and peer microsystems, like the changes in the self-system, were also common across race/ethnicity and gender. In addition, transition-associated school changes, and in particular changes in daily academic demands/hassles and involvement in school activities, were associated with changes in the academic dimensions of the self-system (i.e., academic efficacy expectations and GPA). Results and implications for preventive intervention are discussed within a developmental mismatch framework.

Achievement↗
PubMed2004

[School truancy. A heterogeneous disturbing picture].

School truancy is not a diagnostic entity. It is rather a conglomeration of symptoms with various causal factors. With a prevalence of about 5% of all children attending school, three typical groups of anxious school truants can be differentiated: children with separation anxiety, with simple and social phobia as well as anxious and/or depressive symptoms. Anxious truants show depressive symptoms and separation anxiety significantly above chance, while school truancy is closely associated with social disorders, depression and oppositional behaviour and mostly occurs in boys. Psychosocial risk factors such as contact problems with peers, familial and school problems often play an important part. The increased comorbidity as well as various associated stress factors demand multiple behaviour and psychological diagnostics. Sophisticated therapeutic measures should regard this and focus on cognitive behaviour therapy as well as educative and supportive interventions.

Absenteeism↗
PubMed2006

Performance of academically at-risk medical students in a problem-based learning programme: a preliminary report.

INTRODUCTION: Racially segregated schooling, a legacy of Apartheid policies, continues to hamper education in South Africa. Students entering university from suboptimal circumstances are at significant risk of demonstrating poor academic performance and dropping out of their programmes. Attempts to address the educational needs of these students have included the introduction of extended medical programmes at several universities. Such a programme, the Academic Development Programme (ADP), was implemented at the University of Cape Town in 1991. Over the past decade the programme has graduated more than 100 students. Upon implementation of a new problem-based learning (PBL) programme in 2002, the ADP was discontinued and all students were entered directly into the new PBL programme. Students who demonstrate a need for additional academic support by the end of the first semester enter the Intervention Programme for 1 year before proceeding to the second semester of the PBL programme. An interim analysis was performed to compare the retention rates and academic performance of academically at-risk students in the new PBL programme and the ADP. METHODS: The records of all academically at-risk students entering the ADP (1991-2000) and the new PBL programme (2002) were reviewed. Retention rates for all years of study, and academic performance in the fourth year clerkship courses of the respective programmes were compared. RESULTS: A total of 239 academically at-risk students in the ADP and 43 at-risk students in the new PBL programme were studied. The median retention rates, per year of study, for at-risk students in the PBL programme was significantly better than for at-risk students in the ADP (p<0.02). Academic performance of the at-risk students in all the fourth year clinical clerkship courses of the PBL programme was significantly better than the mean performance over 10 years for at-risk students in the same fourth year courses in the ADP. CONCLUSION: The introduction of PBL at the University of Cape Town has not had a deleterious effect on the performance of academically at-risk medical students. Interim analysis suggests that retention rates and academic performance in the PBL programme are better than those achieved in the extended traditional programme.

Black People↗