Retention in school
Introduction: In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative sco...
Guardado en:
| Autores principales: | , , , |
|---|---|
| Formato: | article |
| Lenguaje: | EN PT |
| Publicado: |
Instituto Politécnico de Viseu
2021
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/d8d5fd14dcee4e4888e55abc24aabd7f |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| id |
oai:doaj.org-article:d8d5fd14dcee4e4888e55abc24aabd7f |
|---|---|
| record_format |
dspace |
| spelling |
oai:doaj.org-article:d8d5fd14dcee4e4888e55abc24aabd7f2021-12-02T15:44:48ZRetention in school10.29352/mill0214.202770873-30151647-662Xhttps://doaj.org/article/d8d5fd14dcee4e4888e55abc24aabd7f2021-01-01T00:00:00Zhttps://revistas.rcaap.pt/millenium/article/view/20277https://doaj.org/toc/0873-3015https://doaj.org/toc/1647-662X Introduction: In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative score in at least one of the national exams. Out of a universe of 456,368 students, only 201,937 (44%) had the so-called "direct success path". (Source: http://infoescolas.mec.pt/ 02/2019) Objetives: The main goal of this study is to inquire if the students who had been held back were the ones who showed at the beginning of the school year less emotional commitment in comparison with students that moved forward. Methods: The sample comprises 330 students from the 10th grade of a secondary school in Lisbon, and the data were collected using a scale proposed by Veiga (2013, 2014, 2016) – Student’s Engagement in School (EAE-E4D), at the end of the first school term. Results: Considerable differences emerged between the two groups in all the items of the affective dimension. The group retained had the worst results. Conclusion: The students’ affective engagement is crucial for academic success, and school should promote it through strategies that can provide their well-being and prevent retention. Cláudia Ribeiro da SilvaFeliciano VeigaÉlia Silva PintoIsabel FerreiraInstituto Politécnico de Viseuarticlestudent’s affective engagementretention in schoolacademic achievementSpecial aspects of educationLC8-6691Public aspects of medicineRA1-1270ENPTMillenium, Vol 2, Iss 14 (2021) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN PT |
| topic |
student’s affective engagement retention in school academic achievement Special aspects of education LC8-6691 Public aspects of medicine RA1-1270 |
| spellingShingle |
student’s affective engagement retention in school academic achievement Special aspects of education LC8-6691 Public aspects of medicine RA1-1270 Cláudia Ribeiro da Silva Feliciano Veiga Élia Silva Pinto Isabel Ferreira Retention in school |
| description |
Introduction: In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative score in at least one of the national exams. Out of a universe of 456,368 students, only 201,937 (44%) had the so-called "direct success path". (Source: http://infoescolas.mec.pt/ 02/2019)
Objetives: The main goal of this study is to inquire if the students who had been held back were the ones who showed at the beginning of the school year less emotional commitment in comparison with students that moved forward.
Methods: The sample comprises 330 students from the 10th grade of a secondary school in Lisbon, and the data were collected using a scale proposed by Veiga (2013, 2014, 2016) – Student’s Engagement in School (EAE-E4D), at the end of the first school term.
Results: Considerable differences emerged between the two groups in all the items of the affective dimension. The group retained had the worst results.
Conclusion: The students’ affective engagement is crucial for academic success, and school should promote it through strategies that can provide their well-being and prevent retention.
|
| format |
article |
| author |
Cláudia Ribeiro da Silva Feliciano Veiga Élia Silva Pinto Isabel Ferreira |
| author_facet |
Cláudia Ribeiro da Silva Feliciano Veiga Élia Silva Pinto Isabel Ferreira |
| author_sort |
Cláudia Ribeiro da Silva |
| title |
Retention in school |
| title_short |
Retention in school |
| title_full |
Retention in school |
| title_fullStr |
Retention in school |
| title_full_unstemmed |
Retention in school |
| title_sort |
retention in school |
| publisher |
Instituto Politécnico de Viseu |
| publishDate |
2021 |
| url |
https://doaj.org/article/d8d5fd14dcee4e4888e55abc24aabd7f |
| work_keys_str_mv |
AT claudiaribeirodasilva retentioninschool AT felicianoveiga retentioninschool AT eliasilvapinto retentioninschool AT isabelferreira retentioninschool |
| _version_ |
1718385840069017600 |