School Dropouts
By S. Christenson, M. Thurlow. 2004
249 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/e3838dd5a765905f67204e6f93967aed11ab8500
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
In Education
- R. N. Landis
- I. Archambault
- L. Bäulke
- Jérôme St-Amand
- Jonathan Smith
- Markus Dresel
- C. Grunschel
- M. Janosz
Citations in the corpus
- Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, methodology): “The multidimensional nature of the construct provides multiple targets amenable to intervention, and several scholars have noted that the most promising dropout interventions address student engagement (Christenson et al., 2008; Christenson & Thurlow, 2004; Reschly & Christenson, 2006b).”
- Stressors and Turning Points in High School and Dropout (2015, background): “There have been repeated calls in the scientific literature to consider high school dropout not as an event but as a process (see Christenson & Thurlow, 2004; Rumberger, 2011).”
- Sense of Belonging at School: Defining Attributes, Determinants, and Sustaining Strategies. (2017, background): “In line with this, Christenson and Thurlow (2004) indicated that a lack of belonging could be a key indicator of a process of disengagement from school.”
- Student engagement and its relationship with early high school dropout. (2009, background): “Our hope is to generate knowledge that will help orient the development of educational practices which promote success in high school (Christenson & Thurlow, 2004).”
- Student dropout at university: a phase-orientated view on quitting studies and changing majors (2021, background): “…for targeted information, and finally a contact point for getting help concerning new alternatives in order to reduce subjective discomfort and anxiety after the final decision to quit studies completely or to change a major (e.g., Christenson & Thurlow, 2004; Ecker-Lyster & Niileksela, 2016).”