Bibliography

• Students’ social and civic competencies: Predictors of ESL

  Externalising behaviours (e.g. deviant, disruptive, oppositional behaviour) are consistently shown to be risk factors for ESL. Civic competence (via participation in extracurricular activities) as well as social competence constitute protective factors. Peers also play a role. Supporting students’ social and emotional adjustment early on is warranted.

  Keywords : early school leaving  social behavior 
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11 February 2015, by Maša Vidmar

• The relationship between teachers’ teaching styles, students’ engagement in school and ESL

  A teacher’s teaching style (authoritative, authoritarian and permissive) affects students’ experience in school. It can provoke functional or non-functional perceptions of learning, self-efficacy and schoolwork, thus an appropriate teaching style can help prevent early school leaving.

  Keywords : early school leaving  school engagement  self-determination  teacher-student relationship  teaching style 
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23 July 2015, by Tina Rutar Leban

• ESL prevention extended to the home environment: the relationship between (authoritative) parenting style and ESL

  Research emphasises the positive impact of an authoritative parenting style on school achievements, school engagement and also directly on ESL. Parents’ behaviour that is accepting, warm and encouraging yet also firm and with clear expectations has the most favourable impact on a child’s/adolescent’s development and also acts as an ESL preventive factor. Other parenting styles (authoritarian, permissive and uninvolved) have been examined less.

  Keywords : early school leaving  parent-child/adolescent relationship  Parenting style  school achievement  school engagement 
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23 July 2015, by Tina Rutar Leban

• Developing healthy social and cultural capital and its effects on education

  Although social and cultural capital is to some extent determined, it is important to be aware that individuals’ social capital can also be built and strengthened via the family, peers, school and wider local community. Not only does it encourage a student’s persistence in education, it can also help overcome the effects of a deficit in cultural capital on an individual’s educational path.

  Keywords : cultural capital  educational outcomes  local community  social capital 
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23 July 2015, by Klaudija Šterman Ivančič

• The student’s academic self-concept and its link with ESL

  Supporting the development of a positive academic self-concept is an important factor in preventing ESL. In order to support its development, teachers should pay attention to how they provide feedback to their students (i.e. negative feedback should only be directed to the behaviour/achievement/result and never to the person).

  Keywords : school achievement  self-concept 
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23 July 2015, by Tina Rutar Leban

• Neuroscientific findings concerning education and what they imply for teaching and learning

  Evidence shows that findings in the area of neuroscience can help teachers develop new ways to improve the learning process. Improving the learning process by adapting it to meet students’ neurological characteristics may help them attain higher academic achievements and self-efficiency, factors that counter ESL.

  Keywords : early school leaving 
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23 July 2015, by Tina Rutar Leban