LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	79187
Collocazione	UPS BIBL CENTR SL-II-990
Autore	SCHWAB, S.
Titolo	Who intends to learn and who intends to leave? The intention to leave education early among students from inclusive and regular classes in primary and secondary schools. Parte componente di periodico
Descrizione fisica	pp. 573-589
Nota generale	Estratto da: School Effectiveness and School Improvement 2018, 29, 4.
Riassunto	Early school leaving is a serious problem for individual students, especially for students with special educational needs (SEN). This study tests predictors of early school leaving, using data collected among 1,047 students from 60 inclusive and regular classes in primary and secondary schools in Austria with 4th- and 7th-grade students aged 9-11 and 12-14 years. Multilevel regression analyses show that higher school wellbeing and a more positive student-teacher relationship reduce the intention of both 4th and 7th graders to leave school early. Additionally, for 7th graders, having a migrant background and more individualised instruction are predictors of a greater intention to leave school early. School grade, gender, socioeconomic background, SEN, social integration, class climate, school setting (regular class vs. inclusive class), and the heterogeneity of the class composition had no impact on the intention to leave school early.
Tipo di documento	RICERCA.
Soggetto	SCUOLA SECONDARIA.
	DROP-OUT.
	EDUCAZIONE SCOLASTICA.
	SCUOLA PRIMARIA.
	BISOGNI.
	STUDENTI.
	PARTECIPAZIONE SOCIALE.
	ASSISTENZA.
	AUSTRIA.
Ambito	Pedagogico
Titolo correlato	School Effectiveness and School Improvement 2018, 29, 4.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=132616525&lang=it&site=ehost-live

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Who intends to learn and who intends to leave? The intention to leave education early among students from inclusive and regular classes in primary and secondary schools.