garrison predicting dropout in adult basic education...

Against a background of theoretical considerations this research explored the effect of course relevancy and goal clarity, in concert with psychosocial variables, upon persistence/dropout. It was found that dropouts thought their courses were more relevant and were more certain of their goals. Due to this seemingly anomalous finding a second analysis was performed using interaction variables. The interaction of scholastic ability and course relevancy added to the discrimination of persisters and dropouts. A self-confidence and ideal self discrepancy variable was also shown to be a good discriminator of persistence and dropout. An explanation of the anomalous finding was that many ABE learners appear to set unrealistic occupational goals considering their scholastic ability and socioeconomic status.

https://eplace.han.nl/personal/lnde/Private%20Documents/dissertatie/literatuur/garrisondropout2.pdf

mijn notes:

• belangrijk om adult learner in wisselwerking met zijn omgeving te zien (dus goed dat ik gevraagd heb naar eigenschappen als relatie en kinderen)
• zowel academic als sociale integratie is belangrijk (tinto). gezien het sociale leven van de volwassenen student zal vooral academische integratie belangrijk zijn.
• het is belangrijk dat school integreert in het leven van de student (en niet andersom) dat kwam ook ander onderzoek.
• voor volwassenen is het belangrijk dat het curriculum relevant is voor hun doelen (knowles)
• het is belangrijk bij onderzoek naar volwassenen dat ook variety of psychosocial variables within both the school and nonschool environment worden meegenomen.
• persisters worked a greater number of hours than dropouts
• dropout generally thought their courses were more relevant and were clearer about their goals than were the persisters
• maar ze hadden ook lower self-confidence en lower scholastic ablity.
• gecombineerd met greater socioeconomic change may set unrealistic goals for themselves