What are the factors of school perseverance?

We find in the literature factors that favorably or unfavorably influence the educational progress of young people. These factors, which have an impact on each other, can be of different natures and play a role on all or part of the development continuum of the young person. The factors are divided into 4 major groups: personal, family, school and social (Basque, 2014).

Personal factors

Certain personal factors have a positive impact on academic success. For example, the fact of having developed social skills such as empathy, mutual aid and listening promotes success. Being able to self-control, that is to say being able to control one's behaviors and impulses, is linked to a more elaborate vocabulary and, by extension, to higher reading performance. and in mathematics. On the other hand, young people with behavioral problems and delinquent attitudes have a greater risk of dropping out (Battin-Pearson, Newcomb, Abbott, Hill, Catalono and Hawkins, 2000).

Family factors

The family plays a major role in the development of the child. Parental behaviors such as benevolence and supervision have a positive influence on the success of young people, as do encouraging them in their schooling, having high expectations but adjusted to their abilities, congratulating them for their efforts, being a model for him, have a positive attitude during his education and schooling, get involved in the tasks that are related to it and in his school life. However, according to Bissonnette, S., Richard, M. and Gauthier, C. (2005), the precarious socioeconomic situation of the family and the resulting conditions (unsuitable housing conditions, risky behavior, psychological vulnerability, etc.) represent risk factors strongly linked to dropping out of school. The poor quality of the family climate is also a factor associated with dropping out of school. According to Battin-Pearson et al. (2000), the lack of expectations regarding success at school is an element strongly linked to dropping out of school.

School factors

The role of the teacher and professionals in the educational environment is a non-negligible factor in academic success. Indeed, teachers can have a positive impact on perseverance and academic success. A literature review of over 50,000 studies conducted by John Hattie found that the quality of the relationship a teacher has with his or her students makes a significant difference in student perseverance and academic success. Indeed, an available and understanding teacher promotes the adaptation of the student, as well as the quality of the management of the class carried out by the teacher. Nevertheless, a high level of conflict and disagreement between the teacher and the student would harm the development of the latter.

In light of the above information, the choice of school plays a key role. It is relevant to meet the teaching staff to validate their expertise, their passion and the fact that they have the opportunity to develop professionally.

Social factors

According to the Chaudière-Appalache Partners for Educational Success, children are influenced by the people they associate with. He also tends to imitate and conform to the characteristics of those around him. This factor is also strongly linked to the socio-cultural and socio-economic context. Although they come from all walks of life, dropouts are up to twice as likely to come from underprivileged backgrounds.

The resources to which young people and families have access for support and coordination between all the services also represent a considerable challenge. Moreover, access to resources may prove more difficult due to the geographical situation, the distribution of resources over a given territory and the availability of places.

Finally, do not hesitate to take the services of a tutor at Mon Tuteur . Know that tutoring and homework help are also great ways to support school perseverance. Indeed, they promote academic success for many students.

References

Basque, Mark (2014). The Determinants of Academic Achievement in Effective Schools . Doctoral thesis in administration and evaluation in education, Quebec, Canada.

Battin-Pearson, S., Abbott, RD, Newcomb, MD, Karl, G., & Hill, HG (2000). School dropout predictors: a test of five theories. Journal of Educational Psychology, 92, 568-582. https://doi.org/10.1037/0022-0663.92.3.568

Bissonnette, S., Richard, M. and Gauthier, C. (2005). School failure and educational reform. When the proposed solutions become the source of the problem . Sainte-Foy, Quebec: Laval University Press

BOWLBY, JW and K. McMullen. "At a Crossroads: First Results for the 18 to 20-Year-Old Cohort of the Youth in Transition Survey", Hull, Statistics Canada and HRDC, 2002, 80 pages.

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