Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualif...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Barcelona |
| Repositorio: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/220430 |
| Acceso en línea: | https://hdl.handle.net/2445/220430 |
| Access Level: | acceso abierto |
| Palabra clave: | Sociologia de l'educació Educació d'adults Abandó dels estudis (Educació superior) Educational sociology Adult education College dropouts |
| Sumario: | One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualification required by the labour market (the Secondary Education Graduate Certificate, the equivalent of GCSE in UK education). Entry into and adaptation to the AECs was explored in a non-probabilistic sample of 234 individuals from a total population of 2033 enrolled in 14 Catalan AECs, and the roles of a range of factors in shaping successful trajectories were analysed. The aim was to contribute to the design of strategies boosting students’ well-being and raising the probability of their persisting in their studies. The results showed that when study was full-time or combined with a part-time job of half a day or fewer working hours, when there was high academic satisfaction with the centre, and when there was a feeling of empowerment and efficacy in studying, the bond to the centre and the will to continue studying there were enhanced. |
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