Comparison by gender of students with behavior problems who dropped out of school

被引：13

作者：

Fortin, Laurier ^{[1
]}

Lessard, Anne ^{[1
]}

Marcotte, Diane ^{[2
]}

机构：

[1] Univ Sherbrooke, 2500 Boul Univ, Sherbrooke, PQ J1K 2R1, Canada

[2] Univ Quebec, Montreal, PQ H3C 3P8, Canada

来源：

INNOVATION AND CREATIVITY IN EDUCATION | 2010年 / 2卷 / 02期

关键词：

School dropout; high school; behavior problems; gender differences; ENGAGEMENT; GRADE;

D O I：

10.1016/j.sbspro.2010.03.902

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The main objective was to identify personal, family and school-related factors which distinguish students presenting behavior problems who drop out from those who persist. A multidimensional evaluation process shows that these students : do not cooperate in class; benefit from little supervision at home; show low achievement; and that teachers harbor negative attitudes towards them. No gender differences were found on the vast majority of factors even though a large percentage of girls with behavior problems do succeed in obtaining their high school diploma. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：5530 / 5538

页数：9

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