High School Failure, a Systematic Review in the Social Sciences

Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences...

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Autores principales:	Silvana Hernández-Ortiz, Andrea Precht, Jean Nikola Cudina
Formato:	article
Lenguaje:	RU
Publicado:	National Research Mordova State University 2021
Materias:	school failure school success student academic performance educational psychology Education L
Acceso en línea:	https://doaj.org/article/baa284562f7b4e3ebaadb6d8c03bd2ab
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spelling	oai:doaj.org-article:baa284562f7b4e3ebaadb6d8c03bd2ab2021-12-02T17:22:14ZHigh School Failure, a Systematic Review in the Social Sciences10.15507/1991-9468.103.025.202102.214-2251991-94682308-1058https://doaj.org/article/baa284562f7b4e3ebaadb6d8c03bd2ab2021-06-01T00:00:00Zhttp://edumag.mrsu.ru/index.php/en/articles-en/103-21-2/889-10-15507-1991-9468-102-025-202102-2https://doaj.org/toc/1991-9468https://doaj.org/toc/2308-1058Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences from this perspective. Materials and Methods. The research published between 2010–2020, both in Spanish and English in the Scopus and Web of Science databases (Core collection), was considered. A total of 171 articles were identified. After initial screening, 37 papers were finally selected. Semantic maps were created with the Vosviewer. The literature was examined to determine where high school failure is being researched, what type of methodologies are most used and, finally, what impact the research has had on our understanding of this concept. Results. It was found that most of the research on the topic is done in the field of education, and that the methodology used is predominantly quantitative. The different definitions of high school failure tended to attribute its cause to one or more of four reasons: student failure, multicausal phenomena, social exclusion, and finally, disability in the education system. Discussion and Conclusion. It is possible to understand that high school failure is understood and defined as mostly involving studentsʼ responsibility for the academic outcome and achievement obtained. Although studies that cover such factors as a multicausal nature, social exclusion, and the education systemʼs difficulty can be found, the responsibility for failure tends to be attributed to the individual student.Silvana Hernández-OrtizAndrea PrechtJean Nikola CudinaNational Research Mordova State Universityarticleschool failureschool successstudentacademic performanceeducational psychologyEducationLRUИнтеграция образования, Vol 25, Iss 2, Pp 214-225 (2021)
institution	DOAJ
collection	DOAJ
language	RU
topic	school failure school success student academic performance educational psychology Education L
spellingShingle	school failure school success student academic performance educational psychology Education L Silvana Hernández-Ortiz Andrea Precht Jean Nikola Cudina High School Failure, a Systematic Review in the Social Sciences
description	Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences from this perspective. Materials and Methods. The research published between 2010–2020, both in Spanish and English in the Scopus and Web of Science databases (Core collection), was considered. A total of 171 articles were identified. After initial screening, 37 papers were finally selected. Semantic maps were created with the Vosviewer. The literature was examined to determine where high school failure is being researched, what type of methodologies are most used and, finally, what impact the research has had on our understanding of this concept. Results. It was found that most of the research on the topic is done in the field of education, and that the methodology used is predominantly quantitative. The different definitions of high school failure tended to attribute its cause to one or more of four reasons: student failure, multicausal phenomena, social exclusion, and finally, disability in the education system. Discussion and Conclusion. It is possible to understand that high school failure is understood and defined as mostly involving studentsʼ responsibility for the academic outcome and achievement obtained. Although studies that cover such factors as a multicausal nature, social exclusion, and the education systemʼs difficulty can be found, the responsibility for failure tends to be attributed to the individual student.
format	article
author	Silvana Hernández-Ortiz Andrea Precht Jean Nikola Cudina
author_facet	Silvana Hernández-Ortiz Andrea Precht Jean Nikola Cudina
author_sort	Silvana Hernández-Ortiz
title	High School Failure, a Systematic Review in the Social Sciences
title_short	High School Failure, a Systematic Review in the Social Sciences
title_full	High School Failure, a Systematic Review in the Social Sciences
title_fullStr	High School Failure, a Systematic Review in the Social Sciences
title_full_unstemmed	High School Failure, a Systematic Review in the Social Sciences
title_sort	high school failure, a systematic review in the social sciences
publisher	National Research Mordova State University
publishDate	2021
url	https://doaj.org/article/baa284562f7b4e3ebaadb6d8c03bd2ab
work_keys_str_mv	AT silvanahernandezortiz highschoolfailureasystematicreviewinthesocialsciences AT andreaprecht highschoolfailureasystematicreviewinthesocialsciences AT jeannikolacudina highschoolfailureasystematicreviewinthesocialsciences
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High School Failure, a Systematic Review in the Social Sciences

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