Reaching for the Unreachable: Identifying Factors Predicting Early School Leaving and Non-Completion in Norwegian Upper Secondary Education

By Eifred Markussen, Mari Wigum Frøseth, N. Sandberg. 2011

114 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cdd58bd8f0e2a90ec28f67bc713621339be256e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Smit
2. Rob L. Martens
3. C. D. de Brabander
4. S. Pijl

In Education

1. S. Pijl
2. P. Frostad
3. K. Smit
4. Rob L. Martens
5. C. D. de Brabander
6. P. Mjaavatn
7. E. Avramidis
8. A. Minnaert

In Sociology and Political Science

1. P. Frostad
2. S. Pijl

Citations in the corpus

• Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “This tendency can be seen all over Europe (OECD 2011), including in the Nordic countries (Statistics Sweden 2008; Markussen et al. 2011; Statistics Norway 2012).”
• Losing All Interest in School: Social Participation as a Predictor of the Intention to Leave Upper Secondary School Early (2015, background): “Although a student’s individual reasons can be very different, the literature shows that gender and parents’ educational level are often factors that relate to thinking about early school leaving (Markussen et al., 2011; Strom & Boster, 2007; Traag & Velden, 2011).”