Abstract

The current longitudinal study examined students’ intentions to quit school as a process that unfolds over time in a social context of upper secondary school. Based on self-report data collected from 1379 students at three time points over 13 months, the results from latent growth curve modelling revealed average increases in intentions to quit school and loneliness among peers at school, and no average change in perceived emotional support from teachers. In line with hypotheses, there was (1) a negative association between change in perceived emotional support from teachers and change in intentions to quit school and (2) a positive association between change in loneliness among peers and change in intentions to quit school, while controlling for gender, study track, and previous academic achievement. It is important that schools implement strategies to prioritise the quality of interpersonal relationships as an integral component of their educational mandate.

摘要

当前的纵向研究调查了学生退学的意图，这是一个在高中社会背景下随着时间推移而展开的过程。根据 1379 名学生在 13 个月内的三个时间点收集的自我报告数据，潜在增长曲线模型的结果显示，在学校同龄人的退学意愿和孤独感平均增加，而感知到的教师情感支持没有平均变化. 与假设一致，(1) 感知到的教师情感支持的变化与退学意图的变化之间存在负相关；(2) 同龄人的孤独感变化与退学意图的变化之间存在正相关，而控制性别、学习轨迹和以前的学业成绩。