Predicting different types of school dropouts: A typological approach with two longitudinal samples.

By M. Janosz, M. Blanc, B. Boulerice, Richard E. Tremblay. 2000

291 citations recorded by the source corpus.

Subfields: Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/11e72696d6536ba52c91bb9cbac6593427927a12

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In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Reaching for the Unreachable: Identifying Factors Predicting Early School Leaving and Non-Completion in Norwegian Upper Secondary Education (2011, background): “…such as having deviant friends or friends who have dropped out (Battin-Pearson et al., 2000; Cairns et al., 1989; Janosz et al., 1997; Janosz et al., 2000; Jimerson et al., 2000), and a few report that spending a lot of time with friends increases the chance of dropping out (Janosz…”
Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion (2008, background): “The first relates to the fact that dropping out seems to result from a combination of personal and sociofamilial risk factors, including poor academic achievement (Janosz et al. 2000), a history of disruptive behaviors (Vitaro et al. 2005; Walker et al. 1998), low attachment to school ( Janosz et al”
Learning difficulties, academic well-being and educational dropout: A person-centred approach (2014, background): “These predictions were based on previous studies concerning educational dropout (Archambault et al., 2009; Battin-Pearson et al., 2000; Fortin et al., 2006; Janosz et al., 2000) even though the studies did not use identical variables in their investigations.”
Why Tenth Graders Fail to Finish High School: A Dropout Typology Latent Class Analysis (2012, background): “Table 1 shows these types in relationship to the five research studies (Fortin et al., 2006; Janosz et al., 2000; Kronick & Hargis, 1998; Lessard et al., 2008; Menzer & Hampel, 2009) and a practice guide and report from Balfanz et al. (2009).”
Examining the Impact of Policy and Practice Interventions on High School Dropout and School Completion Rates (2015, background): “, 2000), and identification of the subgroups, rather than viewing all potential dropouts together, may guide schools toward more effective and targeted interventions (Fortin et al., 2006; Janosz et al., 2000; Menzer & Hampel, 2009).”
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout. (2020, background): “This is problematic considering that more than one out of three dropouts do not exhibit clear signs of school failure, disengagement, or serious academic or behavioral problems in the years prior to dropping out (Dupéré et al., 2015; Janosz et al., 2000).”
Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions (2007, background): “Fewer yet have then tested the predictive validity of these typologies with different cohorts of students ( Janosz, Le Blanc, Boulerice, & Tremblay, 2000 ) or on the complete universe of students within a school district.”
Stressors and Turning Points in High School and Dropout (2015, background): “For Wehlage, preventive efforts that do not take this range of diversity into account miss an important part of the picture and are doomed to limited success (see also Bloom, 2010; Bloom, Thompson, & Ivry, 2010; Janosz et al., 2000).”