Students at Risk: A Bioecological Investigation

Using Bronfenbrenner's theory of development, the study explores how SES variables, parenting and school perceptions relate to motivation, coping, optimism and academic achievement for students at-risk of dropping out of school. Typical, resilient and students at risk were compared (n=1127) using qualitative and quantitative methods. Findings show students at-risk experience significantly higher levels of neglectful parenting, lower school perceptions (teacher relationships, curriculum satisfaction and positive school affect) higher suspension levels, and blended or single-parent families where parental education is limited to high school and at least one parent is unemployed. By contrast, resilient students, whose socio-demographic characteristics places them at-risk of dropping out, report parenting characterised by high levels of supervision. Like typical students they have high self-efficacy, mastery and positive coping and low self-handicapping and projective coping. Bronfenbrenner's theory was validated as school views were positively correlated to parenting in typical students, but not in resilient or students at-risk. Findings of the study will be of interest to educators, guidance officers, parents and academics.

Autorentext

Currently Helen is a lecturer in the School of Education, James Cook University. Helen began as a medical student but switched to teaching maths and science. She obtained a Ph.D (JCU) in educational psychology and I also holds a BSc(Hons)(Sheffield) in Chemistry and Physiology. Helen has taught students from Year 8 upwards for 15 years.

Klappentext
Using Bronfenbrenner's theory of development, the study explores how SES variables, parenting and school perceptions relate to motivation, coping, optimism and academic achievement for students at-risk of dropping out of school. Typical, resilient and students at risk were compared (n=1127) using qualitative and quantitative methods. Findings show students at-risk experience significantly higher levels of neglectful parenting, lower school perceptions (teacher relationships, curriculum satisfaction and positive school affect) higher suspension levels, and blended or single-parent families where parental education is limited to high school and at least one parent is unemployed. By contrast, resilient students, whose socio-demographic characteristics places them at-risk of dropping out, report parenting characterised by high levels of supervision. Like typical students they have high self-efficacy, mastery and positive coping and low self-handicapping and projective coping. Bronfenbrenner's theory was validated as school views were positively correlated to parenting in typical students, but not in resilient or students at-risk. Findings of the study will be of interest to educators, guidance officers, parents and academics.