Abstract
School dropout is a major preoccupation in all countries. Several factors contribute to this outcome, but research suggests that dropouts mostly have gone through a process of disengaging from school. This chapter aims to present a synthesis of this process according to the major theories in the field and review empirical research linking student disengagement and school dropout. This chapter also presents the common risk and protective factors associated with these two issues, the profiles of students who drop out as well as the disengagement trajectories they follow and leading to their decision to quit school. Finally, it highlights the main challenges as well as the future directions that research should prioritize in the study of student engagement and school dropout.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Afia, K., Dion, E., Dupéré, V., Archambault, I., & Toste, J. (2019). Parenting practices during middle adolescence and high school dropout. Journal of Adolescence, 76, 55–64. https://doi.org/10.1016/j.adolescence.2019.08.012
Agirdag, O., Van Houtte, M., & Van Avermaet, P. (2013). School segregation and self-fulfilling prophecies as determinants of academic achievement in Flanders. In S. De Groof & M. Elchardus (Eds.), Early school leaving and youth unemployment (pp. 46e74). Amsterdam University Press.
Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (2001). The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 103(5), 760–822. https://doi.org/10.1111/0161-4681.00134
Alliance for Excellent Education. (2013). Saving futures, saving dollars: The impact of education on crime reduction and earnings. Retrived from https://mk0all4edorgjxiy8xf9.kinstacdn.com/wp-content/uploads/2013/09/SavingFutures.pdf.
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427–445. https://doi.org/10.1016/j.jsp.2006.04.002
Archambault, I., Pascal, S., Tardif-Grenier, K., Dupéré, V., Janosz, M., Parent, S., & Pagani, L. (2021). The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools. Teachers and Teaching, 26(5–6), 428–445. https://doi.org/10.1080/13540602.2020.1863208
Archambault, I., & Dupéré, V. (2017). Joint trajectories of behavioral, affective, and cognitive engagement in elementary school. The Journal of Educational Research, 110(2), 188–198. https://doi.org/10.1080/00220671.2015.1060931
Archambault, I., Janosz, M., Dupéré, V., Brault, M.-C., & Andrew, M. M. (2017). Individual, social, and family factors associated with high school dropout among low- SES youth: Differential effects as a function of immigrant status. British Journal of Educational Psychology, 87(3), 456–477. https://doi.org/10.1111/bjep.12159
Archambault, I., Janosz, M., Fallu, J.-S., & Pagani, L. S. (2009a). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651–670. https://doi.org/10.1016/j.adolescence.2008.06.007
Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009b). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79(9), 408–415. https://doi.org/10.1111/j.1746-1561.2009.00428.x
Basharpoor, S., Issazadegan, A., Zahed, A., & Ahmadian, L. (2013). Comparing academic self-concept and engagement to school between students with learning disabilities and normal. The Journal of Education and Learning Studies, 5, 47–64.
Bingham, G. E., & Okagaki, L. (2012). Ethnicity and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 65–95). Springer Science + Business Media). https://doi.org/10.1007/978-1-4614-2018-7_4
Björklund, A., & Salvanes, K. G. (2011). Education and family background: Mechanisms and policies. In E. A. Hanushek, S. Machin, & L. Woessmann (Eds.), Handbook in economics of education (Vol. 3, pp. 201–247). Elsevier.
Blondal, K. S., & Adalbjarnardottir, S. (2014). Parenting in relation to school dropout through student engagement: A longitudinal study. Journal of Marriage and Family, 76(4), 778–795. https://doi.org/10.1111/jomf.12125
Bowers, A. J., & Sprott, R. (2012). Why tenth graders fail to finish high school: A dropout typology latent class analysis. Journal of Education for Students Placed at Risk, 17(3), 129–148. https://doi.org/10.1080/10824669.2012.692071
Brault, M.-C., Janosz, M., & Archambault, I. (2014). Effects of school composition and school climate on teacher expectations of students: A multilevel analysis. Teaching and Teacher Education, 44, 148–159. https://doi.org/10.1016/j.tate.2014.08.008
Brière, F. N., Pascal, S., Dupéré, V., Castellanos-Ryan, N., Allard, F., Yale-Soulière, G., & Janosz, M. (2017). Depressive and anxious symptoms and the risk of secondary school non-completion. The British Journal of Psychiatry, 211, 163–168. https://doi.org/10.1192/bjp.bp.117.201418
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children: Children and Poverty, 7(2), 55–71. https://doi.org/10.2307/1602387
Brozo, W. G., Sulkunen, S., Shiel, G., Garbe, C., Pandian, A., & Valtin, R. (2014). Reading, gender, and engagement. Journal of Adolescent & Adult Literacy, 57(7), 584–593. https://doi.org/10.1002/jaal.291
Buhs, E. S., Koziol, N. A., Rudasill, K. M., & Crockett, L. J. (2018). Early temperament and middle school engagement: School social relationships as mediating processes. Journal of Educational Psychology, 110(3), 338–354. https://doi.org/10.1037/edu0000224
Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43(5), 407–424. https://doi.org/10.1016/j.jsp.2005.09.001
Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2013). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52(3–4), 367–379. https://doi.org/10.1007/s10464-013-9603-5
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4), 417–427. https://doi.org/10.1002/pits.10092
Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 1–10. https://doi.org/10.1007/s12144-019-00227-8
Chen, J., Huebner, E., & Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences, 78, 101824. https://doi.org/10.1016/j.lindif.2020.101824
Cicchetti, D., & Rogosch, F. A. (1996). Equifinality and multifinality in developmental psychopathology. Development and Psychopathology, 8, 597–600. https://doi.org/10.1017/S0954579400007318
Chiefs Assembly on Education. (2012). A portrait of first nations and education. Retrived from https://www.afn.ca/uploads/files/events/fact_sheet-ccoe-3.pdf
Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13(1), 36–39. https://doi.org/10.1111/j.0963-7214.2004.01301010.x
Christle, C. A., Jolivette, K., & Nelson, M. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325–339. https://doi.org/10.1177/07419325070280060201
Cleary, T. J., et al. (2021). Linking student self-regulated learning profiles to achievement and engagement in mathematics. Psychology in the Schools, 58(3), 443–457. https://doi.org/10.1002/pits.22456
Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105(1), 138–149. https://doi.org/10.1037/a0030416
Crosnoe, R., & Johnson, M. K. (2011). Research on adolescence in the twenty-first century. Annual Review of Sociology, 37, 439–460. https://doi.org/10.1146/annurev-soc-081309-150008
Crosnoe, R., & Turley, R. N. (2011). K-12 educational outcomes of immigrant youth. The Future of Children, 21(1), 129–152. https://doi.org/10.1353/foc.2011.0008
Crowder, K. D., & South, S. J. (2003). Neighborhood distress and school dropout: The variable significance of community context. Social Science Research, 32, 659–698. https://doi.org/10.1016/S0049-089X(03)00035-8
Crul, M., & Mollenkopf, J. (2012). The changing face of world cities: Young adult children of immigrants in Europe and the United States (pp. 3–25). Russell Sage Foundation. https://www.jstor.org/stable/10.7758/9781610447911
Curhan, A. L., Rabinowitz, J. A., Pas, E. T., & Bradshaw, C. P. (2020). Informant discrepancies in internalizing and externalizing symptoms in an at-risk sample: The role of parenting and school engagement. Journal of Youth and Adolescence, 49(1), 311–322. https://doi.org/10.1007/s10964-019-01107-x
Danneel, S., Colpin, H., Goossens, L., Engels, M., Van Leeuwen, K., Van Den Noortgate, W., & Verschueren, K. (2019). Emotional school engagement and global self-esteem in adolescents: Genetic susceptibility to peer acceptance and rejection. Merrill-Palmer Quarterly, 65(2), 158–182. https://doi.org/10.13110/merrpalmquar1982.65.2.0158
Datu, J. A. D., & King, R. B. (2018). Subjective Well-being is reciprocally associated with academic engagement: A short-term longitudinal study. Journal of School Psychology, 69, 100–110. https://doi.org/10.1016/j.jsp.2018.05.007
DePaoli, J. L., Hornig Fox, J., Ingram, E. S., Maushard, M., Bridgeland, J. M., & Balfanz, R. (2015). Building a grad nation: Progress and challenge in ending the high school dropout epidemic.
De Witte, K., Cabus, S., Thyssen, G., Groot, W., & van Den Brink, H. M. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13–28. https://doi.org/10.1016/j.edurev.2013.05.002
Dierendonck, C., Milmeister, P., Kerger, S., & Poncelet, D. (2020). Examining the measure of student engagement in the classroom using the bifactor model: Increased validity when predicting misconduct at school. International Journal of Behavioral Development, 44(3), 279–286. https://doi.org/10.1177/0165025419876360
Dupéré, V., Dion, E., Cantin, S., Archambault, I., & Lacourse, E. (2020). Social contagion and high school dropout: The role of friends, romantic partners, and siblings. Journal of Education Psychology, 113(3), 572–584. https://doi.org/10.1037/edu0000484
Dupéré, V., Dion, E., Leventhal, T., Crosnoe, R., Archambault, A., & Goulet, M. (2019). Circumstances preceding dropout among rural high schoolers: A comparison with urban peers. Journal of Research in Rural Education, 35, 1–20. https://doi.org/10.1037/edu0000484
Dupéré, V., Dion, E., Leventhal, T., Archambault, I., Crosnoe, R., & Janosz, M. (2018). High school dropout in proximal context: The triggering role of stressful life events. Child Development, 89(2), e107–e122. https://doi.org/10.1111/cdev.12792
Dupéré, V., Leventhal, T., Dion, E., Crosnoe, R., Archambault, I., & Janosz, M. (2015). Stressors and turning points in high school and dropout: A stress process, life course framework. Review of Educational Research, 859(4), 591–629. https://doi.org/10.3102/0034654314559845
Duchesne, S., Larose, S., & Feng, B. (2019). Achievement goals and engagement with academic work in early high school: Does seeking help from teachers matter? The Journal of Early Adolescence, 39(2), 222–252. https://doi.org/10.1177/0272431617737626
Duckworth, A. (2015). OECD report of skills for social progress: The power of social emotional skills (Peer Commentary on IECD report). Retrieved from https://www.oecd.org/edu/ceri/seminarandlaunchofthereportskillsforsocialprogressthepowerofsocialandemotionalskills.htm
Duncan, G. J., & Murnane, R. J. (2011). Whither opportunity? Rising inequality, schools, and children’s life chances. Russel Sage Foundation.
Eurostats. (2017). Decrease in “early school leavers” in the EU. Retrived from https://ec.europa.eu/eurostat/en/web/products-eurostat-news/-/edn-20170908-1.
Fan, W., & Wolters, C. A. (2014). School motivation and high school dropout: The mediating role of educational expectations. British Journal of Educational Psychology, 84(1), 22–39. https://doi.org/10.1111/bjep.12002
Farrell, E. (1990). Hanging in and dropping out: Voices of at-risk students. Teachers College Press.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142. https://doi.org/10.3102/00346543059002117
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). Springer.
Fortin, L., Royer, É., Potvin, P., Marcotte, D., & Yergeau, É. (2004). La prediction du risque de decrochage scolaire au secondaire : Facteurs personnels, familiaux et scolaires [Prediction of risk for secondary school dropout: Personal, family and school factors]. Canadian Journal of Behavioural Science, 36(3), 219–231. https://doi.org/10.1037/h0087232
Fraysier, K., Reschly, A., & Appleton, J. (2020). Predicting postsecondary enrollment with secondary student engagement data. Journal of Psychoeducational Assessment, 38(7), 882–899. https://doi.org/10.1177/0734282920903168
Fredricks, J. A., Hofkens, T., Wang, M.-T., Mortenson, E., & Scott, P. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55(2), 271–298. https://doi.org/10.1002/tea.21419
Fredricks, J. A., Ye, F., Wang, M., & Brauer, S. (2019). Profiles of school disengagement: Not all disengaged students are alike. In J. A. Fredricks, A. L. Reschly, & S. L. Christenson (Eds.), Handbook of student engagement interventions (pp. 31–43). Academic Press.
Fredricks, J. A., Wang, M., Schall, J., Hokfkens, T., Snug, H., Parr, A., & Allerton, J. (2016). Using qualitative methods to develop a survey of math and science engagement. Learning and Instruction, 43, 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
French, D. C., & Conrad, J. (2001). School dropout as predicted by peer rejection and antisocial behavior. Journal of Research on Adolescence, 11(3), 225–244. https://doi.org/10.1111/1532-7795.00011
García Coll, C. G., & Marks, A. K. (Eds.). (2012). The immigrant paradox in children and adolescents: Is becoming American a developmental risk? American Psychological Association.
Garrett-Peters, P. T., Mokrova, I. L., Carr, R. C., Vernon-Feagans, L., & Family Life Project Key Investigators. (2019). Early student (dis)engagement: Contributions of household chaos, parenting, and self-regulatory skills. Developmental Psychology, 55(7), 1480–1492. https://doi.org/10.1037/dev0000720
Georgiades, K., Boyle, M. H., & Duku, E. (2007). Contextual influences on children’s mental health and school performance: The moderating effects of family immigrant status. Child Development, 78(5), 1572–1591. https://doi.org/10.1111/j.1467-8624.2007.01084.x
Gonzales, N. A., Wong, J. J., Toomey, R. B., Millsap, R., Dumka, L. E., & Mauricio, A. M. (2014). School engagement mediates long-term prevention effects for Mexican American adolescents. Prevention Science, 15(6), 929–939. https://doi.org/10.1007/s11121-013-0454-y
Goulet, M., Clément, M.-E., Helie, S., & Villatte, A. (2020). Longitudinal associations between risk profiles, school dropout risk, and substance abuse in adolescence. Child & Youth Care Forum, 49, 687–706.
Gubbels, J., van der Put, C. E., & Assink, M. (2019). Risk factors for school absenteeism and dropout: A meta-analytic review. Journal of Youth and Adolescence, 48(9), 1637–1667. https://doi.org/10.1007/s10964-019-01072-5
Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166. https://doi.org/10.1007/s10964-011-9665-3.
Hoff, E., Laursen, B., & Tardiff, T. (2002). Socioeconomic status and parenting. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority children development (pp. 285–313). Lawrence Erlbaum Associates.
Holen, S., Waaktaar, T., & Sagatun, Å. (2018). A chance lost in the prevention of school dropout? Teacher-student relationships mediate the effect of mental health problems on noncompletion of upper-secondary school. Scandinavian Journal of Educational Research, 62(5), 737–753. https://doi.org/10.1080/00313831.2017.1306801
Hong, W., Zhen, R., Liu, R.-D., Wang, M.-T., Ding, Y., & Wang, J. (2020). The longitudinal linkages among Chinese children’s behavioral, cognitive, and emotional engagement within a mathematics context. Educational Psychology, 40(6), 666–680. https://doi.org/10.1080/01443410.2020.1719981
Hosan, N. E., & Hoglund, W. (2017). Do teacher–child relationship and friendship quality matter for children’s school engagement and academic skills? School Psychology Review, 46(2), 201–218. https://doi.org/10.17105/SPR-2017-0043.V46-2
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41, 1–10. https://doi.org/10.1016/j.learninstruc.2015.09.001
Hunt, J., Eisenberg, D., & Kilbourne, A. M. (2010). Consequences of receipt of a psychiatric diagnosis for completion of college. Psychiatric Services (Washington, D.C.), 61(4), 399–404. https://doi.org/10.1176/ps.2010.61.4.399
Hymel, S., Comfort, C., Schonert-Reichl, K., & McDougall, P. (1996). Academic failure and school dropout: The influence of peers. In J. Juvonen & K. R. Wentzel (Eds.), Cambridge studies in social and emotional development. Social motivation: Understanding children’s school adjustment (pp. 313–345). Cambridge University Press. https://doi.org/10.1017/CBO9780511571190.015
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. https://doi.org/10.1037/a0028089
Janosz, M., Archambault, I., Morizot, J., & Pagani, L. S. (2008a). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64(1), 21–40. https://doi.org/10.1111/j.1540-4560.2008.00546.x
Janosz, M., Archambault, I., Pagani, L. S., Pascal, S., Morin, A. J., & Bowen, F. (2008b). Are there detrimental effects of witnessing school violence in early adolescence? The Journal of Adolescent Health : Official Publication of the Society for Adolescent Medicine, 43(6), 600–608. https://doi.org/10.1016/j.jadohealth.2008.04.011
Janosz, M., Le Blanc, M., Boulerice, B., & Tremblay, R. E. (2000). Predicting different types of school dropouts: A typological approach with two longitudinal samples. Journal of Educational Psychology, 92(1), 171–190. https://doi.org/10.1037/0022-0663.92.1.171
Janosz, M., Le Blanc, M., Boulerice, B., & Tremblay, R. E. (1997). Disentangling the weight of school dropout predictors: A test on two longitudinal samples. Journal of Youth and Adolescence, 26(6), 733–762. https://doi.org/10.1023/A:1022300826371
Jiang, S., & Dong, L. (2020). The effects of teacher discrimination on depression among migrant adolescents: Mediated by school engagement and moderated by poverty status. Journal of Affective Disorders, 275, 260–267. https://doi.org/10.1016/j.jad.2020.07.029
Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Towards an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8, 7e28. https://doi.org/10.1016/S0022-4405(00)00051-0
Jimerson, S. R., Egeland, B., Sroufe, L. A., & Carlson, B. (2000). A prospective longitudinal study of high school dropouts: Examining multiple predictors across development. Journal of School Psychology, 38(6), 525–549. https://doi.org/10.1016/S0022-4405(00)00051-0
Jordan, W. J., McPartland, J. M., & Lara, J. (1999). Rethinking the causes of high school dropout. The Prevention Researcher, 6, 1–4.
Krauss, S. E., Kornbluh, M., & Zeldin, S. (2017). Community predictors of school engagement: The role of families and youth-adult partnership in Malaysia. Children and Youth Services Review, 73, 328–337. https://doi.org/10.1016/j.childyouth.2017.01.009
Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centered approach. Learning & Individual Differences, 31, 1–10. https://doi.org/10.1016/j.lindif.2013.12.011
Kurdi, V., & Archambault, I. (2020). Self-perceptions and engagement in low socio-economic elementary school students: The moderating effects of immigration status and anxiety. School Mental Health, 12, 400–416. https://doi.org/10.1007/s12310-020-09360-3
Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190–206. https://doi.org/10.1037/a0013153
Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68(6), 1181–1197. https://www.jstor.org/stable/1132300
Landis, R. N., & Reschly, A. L. (2013). Reexamining gifted underachievement and dropout through the lens of student engagement. Journal for the Education of the Gifted, 36(2), 220–249. https://doi.org/10.1177/0162353213480864
Lansford, J. E., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2016). A public health perspective on school dropout and adult outcomes: A prospective study of risk and protective factors from age 5 to 27 years. Journal of Adolescent Health, 58(6), 652–658. https://doi.org/10.1016/2Fj.jadohealth.2016.01.014
Lavoie, L., Dupéré, V., Dion, E., Crosnoe, R., Lacourse, É., & Archambault, I. (2019). Gender differences in adolescents’ exposure to stressful life events and differential links to impaired school functioning. Journal of Abnormal Child Psychology, 47(6), 1053–1064. https://doi.org/10.1007/s10802-018-00511-4
Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891
Leventhal, T., & Dupéré, V. (2019). Neighborhood effects on youth development in experimental and nonexperimental research. Annual Review of Developmental Psychology, 1, 149–176. https://doi.org/10.1146/annurev-devpsych-121318-085221
Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249–262. https://doi.org/10.1007/s10964-010-9517-6
Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth and Adolescence, 42(1), 20–32. https://doi.org/10.1007/s10964-012-9857-5
Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence:Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233–247. https://doi.org/10.1037/a0021307
Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39, 801–815. https://doi.org/10.1007/s10964-010-9535-4
Liu, R.-D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3–16. https://doi.org/10.1080/01443410.2017.1359238
Lovelace, M. D., Reschly, M. L., & Appleton, J. J. (2018). Beyond school records: The value of cognitive and affective engagement in predicting dropout and on-time graduation. Professional School Counseling, 21(1), 70–84. https://doi.org/10.5330/1096-2409-21.1.70
Luo, W., Hughes, J. N., Liew, J., & Kwok, O. (2009). Classifying academically at-risk first graders into engagement types: Association with long-term achievement trajectories. The Elementary School Journal, 109(4), 380–405. https://doi.org/10.1086/593939
Mahuteau, S., Karmel, T., Mavromaras, K., & Zhu, R. (2015). Educational outcomes of young Indigenous Australians. National Centre for Student Equity in Higher Education, Curtin University, Bentley, viewed 7 February 2017. https://www.ncsehe.edu.au/educationaloutcomes-of-young-indigenous-australians/
Marsh, H. W., & Kleitman, S. (2005). Consequences of employment during high school: Character building, subversion of academic goals, or a threshold? American Educational Research Journal, 42(2), 331–369. https://doi.org/10.3102/00028312042002331
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413–440. https://doi.org/10.1348/000709906X118036
McDermott, E. R., Donlan, A. E., & Zaff, J. F. (2019). Why do students drop out? Turning points and long-term experiences. The Journal of Educational Research, 112, 270–282. https://doi.org/10.1080/00220671.2018.1517296
McDermott, E. R., Anderson, S., & Zaff, J. (2017). Dropout typologies: Relating profiles of risk and support to later educational re-engagement. Applied Developmental Science, 22, 217–232. https://doi.org/10.1080/10888691.2016.1270764
Melkevik, O., Nilsen, W., Evensen, M., Reneflot, A., & Mykletun, A. (2016). Internalizing disorders as risk factors for early school leaving: A systematic review. Adolescent Research Review, 1(3), 245–255. https://doi.org/10.1007/s40894-016-0024-1
Mojtabai, R., Stuart, E. A., Hwang, I., Eaton, W. W., Sampson, N., & Kessler, R. C. (2015). Long-term effects of mental disorders on educational attainment in the National Comorbidity Survey ten-year follow-up. Social Psychiatry and Psychiatric Epidemiology, 50(10), 1577–1591. https://doi.org/10.1007/s00127-015-1083-5
Organisation for Economic Co-operation and Development (OECD). (2018). Equity in education: Breaking down barriers to social mobility. PISA, OECD.
Olivier, E., Galand, B., Morin, A. J. S., & Hospel, V. (2020a). Need-supportive teaching and student engagement : Comparing the additive, synergistic, and balanced contributions. Learning and Instruction, 71, 1–18. https://doi.org/10.1016/j.learninstruc.2020.101389
Olivier, E., Morin, A. J. S., Langlois, J., Tardif-Grenier, K., & Archambault, I. (2020b). Internalizing and externalizing behavior problems and student engagement in elementary and secondary school. Journal of Youth and Adolescence, 49, 2327–2346. https://doi.org/10.1007/s10964-020-01295-x
Olivier, E., Archambault, I., & Dupéré, V. (2018). Boys’ and girls’ latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement? Journal of School Psychology, 69, 28–44. https://doi.org/10.1016/j.jsp.2018.05.006
Organisation for Economic Co-operation and Development (OECD). (2015). Helping immigrant students to succeed at school – and beyond. OECD Publishing. https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf
Pagani, L. S., Fitzpatrick, C., & Parent, S. (2012). Relating kindergarten attention to subsequent developmental pathways of classroom engagement in elementary school. Journal of Abnormal Child Psychology, 40(5), 715–725. https://doi.org/10.1007/s10802-011-9605-4
Perry, J. C. (2008). School engagement among urban youth of color: Criterion pattern effects of vocational exploration and racial identity. Journal of Career Development, 34(4), 397–422. https://doi.org/10.1177/0894845308316293
Pintrich, P. R. (2004). Conceptual framework for assessing motivation and self-regulated learning in college students. Psychological Bulletin, 16, 385–407.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990
Réseau Eurydice. (2010). Différences entre les genres en matière de réussite scolaire: étude sur les mesures prises et la situation actuelle en Europe.
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer Science + Business Media). https://doi.org/10.1007/978-1-4614-2018-7_1
Reschly, A., & Christenson, S. L. (2006a). Promoting school completion. In G. Bear & K. Minke (Eds.), Children’s needs III: Understanding and addressing the developmental needs of children. Bethesda.
Reschly, A. L., & Christenson, S. L. (2006b). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276–292. https://doi.org/10.1177/07419325060270050301
Rocque, M., & Snellings, Q. (2018). The new disciplinology: Research, theory, and remaining puzzles on the school-to-prison pipeline. Journal of Criminal Justice, 59, 3–11.
Rosenthal, B. S. (1998). Non-school correlates of dropout: An integrative review of the literature. Children and Youth Services Review, 20(5), 413–433. https://doi.org/10.1016/S0190-7409(98)00015-2
Rumberger, R. W. (2011). Dropping out: Why students drop out of high school and what can be done about it. Harvard University Press. https://doi.org/10.4159/harvard.9780674063167
Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107(1), 1–35. https://doi.org/10.1086/444201
Rumberger, R. W. (1987). High school dropouts: A review of issues and evidence. Review of Educational Research, 57(2), 101–121. https://doi.org/10.3102/00346543057002101
Samuel, R., & Burger, K. (2020). Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. Journal of Educational Psychology, 112(5), 973–986. https://doi.org/10.1037/edu0000406
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). Springer Science + Business Media). https://doi.org/10.1007/978-1-4614-2018-7_2
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
Staffs, J., & Kreager, D. A. (2008). Too cool for school? Violence, peer status and high school dropout. Social Forces, 87(1), 445–471. https://doi.org/10.1353/sof.0.0068
Statistics Canada (2017). Insights on Canadian society young men and women without a high school diploma. Retrived from https://www150.statcan.gc.ca/n1/pub/75-006-x/2017001/article/14824-fra.htm
Suárez-Orozco, C., Rhodes, J., & Milburn, M. (2009). Unraveling the immigrant paradox: Academic engagement and disengagement among recently arrived immigrant youth. Journal of Education for Students Placed at Risk, 6, 7–25. https://doi.org/10.1177/0044118X09333647
Strand, S. (2014). School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11. Oxford Review of Education, 40(2), 223–245. https://doi.org/10.1080/03054985.2014.891980
Taylor, G., Lekes, N., Gagnon, H., Kwan, L., & Koestner, R. (2012). Need satisfaction, work-school interference and school dropout: An application of self-determination theory. The British Journal of Educational Psychology, 82(4), 622–646. https://doi.org/10.1111/j.2044-8279.2011.02050.x
Teese, R., Lamb, S., & Duru-Bellat, M. (2007). International studies in education inequality, theory and policy. Springer.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125. https://doi.org/10.2307/1170024
Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3), 649–662. https://doi.org/10.1037/a0033898
Tyler, J., & Lofstrom, M. (2009). Finishing high school: Alternative pathways and dropout recovery. The Future of Children, 19(1), 77–103. https://doi.org/10.1353/foc.0.0019
UNESCO. (2020). World inequality database on education. UNESCO Institute for Statistics.
U.S. Department of Commerce. (2017). Census bureau, current population survey (CPS), selected years, October 1977 through 2017. Table 2.5. Retrived from https://nces.ed.gov/programs/dropout/ind_02.asp.
U.S. Department of Education. (2016). Digest of Education Statistics 2016, table 219.70. Retrived from https://nces.ed.gov/pubs2017/2017094.pdf
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2016). Enhancing student engagement in pre-vocational and vocational education: a learning history. Teachers and Teaching, 22(8), 983–999. https://doi.org/10.1080/13540602.2016.1200545
Véronneau, M.-H., Vitaro, F., Pedersen, S., & Tremblay, R. E. (2008). Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys? Journal of Educational Psychology, 100(2), 429–442. https://doi.org/10.1037/0022-0663.100.2.429
Wang, M. T., Fredricks, J., Ye, F., Hofkens, T., & Linn, J. S. (2019). Conceptualization and assessment of adolescents’ engagement and disengagement in school. European Journal of Psychological Assessment, 35(4), 592–606. https://doi.org/10.1027/1015-5759/a000431
Wang, M.-T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148–160. https://doi.org/10.1016/j.learninstruc.2018.06.003
Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16–26. https://doi.org/10.1016/j.learninstruc.2016.01.008
Wang, M. T., & Degol, J. (2014). Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304e340. https://doi.org/10.1016/j.dr.2013.08.001
Wang, M.-T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722–737. https://doi.org/10.1111/2Fcdev.12138
Wang, M. T., & Peck, S. C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1266–1276. https://doi.org/10.1037/a0030028
Wang, M.-T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49(4), 465–480. https://doi.org/10.1016/j.jsp.2011.04.001
Wang, M.-T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x
Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. The Falmer Press.
Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2020). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157–180. https://doi.org/10.1037/edu0000468
Zhou, Q., Main, A., & Wang, Y. (2010). The relations of temperamental effortful control and anger/frustration to Chinese children’s academic achievement and social adjustment: A longitudinal study. Journal of Educational Psychology, 102(1), 180–196. https://doi.org/10.1037/a001590
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Archambault, I., Janosz, M., Olivier, E., Dupéré, V. (2022). Student Engagement and School Dropout: Theories, Evidence, and Future Directions. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of Research on Student Engagement. Springer, Cham. https://doi.org/10.1007/978-3-031-07853-8_16
Download citation
DOI: https://doi.org/10.1007/978-3-031-07853-8_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-07852-1
Online ISBN: 978-3-031-07853-8
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)