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...

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Detalles Bibliográficos
Autores: Daza Pérez, Lidia, Llanes, Juan, Figuera Gazo, Pilar
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
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spelling Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factorsDaza Pérez, LidiaLlanes, JuanFiguera Gazo, PilarSociologia de l'educacióEducació d'adultsAbandó dels estudis (Educació superior)Educational sociologyAdult educationCollege dropoutsOne 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.Universitat d'Alacant2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/220430Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.1007/s44322-023-00005-2Journal of New Approaches in Educational Research, 2024, vol. 13, 6https://doi.org/10.1007/s44322-023-00005-2cc-by (c) Daza Pérez, Lidia et al., 2024https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2204302026-05-27T06:46:51Z
dc.title.none.fl_str_mv Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
title Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
spellingShingle Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
Daza Pérez, Lidia
Sociologia de l'educació
Educació d'adults
Abandó dels estudis (Educació superior)
Educational sociology
Adult education
College dropouts
title_short Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
title_full Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
title_fullStr Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
title_full_unstemmed Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
title_sort Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors
dc.creator.none.fl_str_mv Daza Pérez, Lidia
Llanes, Juan
Figuera Gazo, Pilar
author Daza Pérez, Lidia
author_facet Daza Pérez, Lidia
Llanes, Juan
Figuera Gazo, Pilar
author_role author
author2 Llanes, Juan
Figuera Gazo, Pilar
author2_role author
author
dc.subject.none.fl_str_mv Sociologia de l'educació
Educació d'adults
Abandó dels estudis (Educació superior)
Educational sociology
Adult education
College dropouts
topic Sociologia de l'educació
Educació d'adults
Abandó dels estudis (Educació superior)
Educational sociology
Adult education
College dropouts
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/220430
url https://hdl.handle.net/2445/220430
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1007/s44322-023-00005-2
Journal of New Approaches in Educational Research, 2024, vol. 13, 6
https://doi.org/10.1007/s44322-023-00005-2
dc.rights.none.fl_str_mv cc-by (c) Daza Pérez, Lidia et al., 2024
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Daza Pérez, Lidia et al., 2024
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universitat d'Alacant
publisher.none.fl_str_mv Universitat d'Alacant
dc.source.none.fl_str_mv Articles publicats en revistes (Mètodes d'Investigació i Diagnòstic en Educació)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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