Many factors at individual and family level have been found to increase the risk of ESL. Most prominent factor is low socio-economic status. However, ESLs are a heterogeneous category that contains a variety of subgroups (no single ‘profile’ exists) with very different needs and trajectories which should be taken into account.
Battin-Pearson, S.
Bibliographie
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Interplay of factors that contribute to ESL at individual/family level
Mots clés : décrochage scolaire -
Students’ social behavior : predictor of students’ academic achievement and ESL
Early school leavers demonstrate poor social adjustment (poor social skills, being disruptive or isolated). Disruptive behavior has negative effect on academic achievement. Link between academic achievement and isolated behavior is not as clear. Supporting students’ social adjustment is warranted from the beginning of school.
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The importance of teachers’ relational competence in educational processes
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The relationship between the teachers’ teaching styles, students’ engagement in school and ESL
Teacher’s teaching style affects students’ experience in school. It can provoke pleasant or unpleasant emotions about learning and schoolwork, thus the appropriate teaching style can serve as prevention for ESL.
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Mental health as a risk factor for ESL : diagnostic, prevention, intervention
Paper analyses psychological factors of ESL with special focus on anxiety. Anxiety is a cognitive, emotional, behavioural and physiological response with a feeling of danger that interferes significantly with overall and also school functioning and therefore can play a significant role in ESL.
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Expanding the prevention of early school leaving to home environment
The article addresses the relationship between parenting styles and ESL. It presents the possibility to expand ESL prevention to home environment by educating the parents about their role in the development of children’s self-efficacy and other factors that help prevent ESL.
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Developing healthy social and cultural capital and effects on education
Social and cultural capital in some neighbourhoods is low and therefore the incentives for education are weak. Stimulation of social and cultural capital through community learning (such as local actions and intergenerational learning) and support can show positive effects in preventing ESL.
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Professionals’ understanding of own negative/unpleasant emotions in the educational context
The paper presents the theory of the circular emotional reaction (CER) as a model to help teachers understand own unpleasant emotions they experience during teaching. The knowledge helps them regulate their emotional reaction and establish better relationships with students. Student-teacher relationship has a great impact on students and can prevent from ESL.
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Student’s self-concept and its correlation to ESL
There is theoretical and empirical evidence that student’s self-concept/self-image, especially academic self-image correlates with their engagement in school and ESL. Helping students develop a positive self-concept may help them stay more engaged in school and less inclined to leave it.