Exploring the Persistence of Adults on Secondary Education Courses: Occupational Status, Satisfaction and Self-Efficacy as Key Factors
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| Title: | Exploring the Persistence of Adults on Secondary Education Courses: Occupational Status, Satisfaction and Self-Efficacy as Key Factors |
|---|---|
| Language: | English |
| Authors: | Lidia Daza-Pérez (ORCID |
| Source: | Journal of New Approaches in Educational Research. 2024 13(1). |
| Availability: | University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education High Schools High School Equivalency Programs Secondary Education |
| Descriptors: | Academic Persistence, High School Equivalency Programs, Adult Students, Adult Education, Well Being, Student Satisfaction, Self Efficacy, Student Empowerment, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.1007/s44322-023-00005-2 |
| ISSN: | 2254-7339 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1419353 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 2254-7339 |
| DOI: | 10.1007/s44322-023-00005-2 |
