Perceived support from parents, teachers and peers as a factor of early leaving from upper secondary schools in Poland
Perceived support from parents, teachers and peers as a factor of early leaving from upper secondary schools in Poland
Author(s): Anna Wrona , Agnieszka Małkowska-Szkutnik, Hanna Tomaszewska-PękałaSubject(s): School education, State/Government and Education, Family and social welfare, Sociology of the arts, business, education, Welfare services
Published by: Łódzkie Towarzystwo Naukowe
Keywords: early school leaving; social support; peers; parents; teachers;
Summary/Abstract: The aim of the article was to investigate the early school leaving phenomenon on the basis of the survey sample of 3157 students of basic vocational and upper secondary schools in Poland (located in urban areas in Warsaw, Lublin and Chełm), surveyed in 2014. The main focus has been on the correlation between students’ social support – as an indicator of social capital – and their plans for the future, in particular the respondents’ desire to continue formal, full-time education. The multivariate regression analyses conducted confirm the existence of a correlation between the respondents’ desire to leave formal education before completing upper secondary school and the perceived level of social support. However, in the case of perceived parental and teachers’ support, the correlation appears to be weak. The most important category of significant others is constituted by friends/peers.
Journal: Przegląd Socjologiczny
- Issue Year: 64/2015
- Issue No: 1
- Page Range: 61-80
- Page Count: 20
- Language: English
