The DOI matches its Crossref record; 85 of the 86 references it cites were found in a registry or an index.
Withdrawing from School
Abstract
Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all are measured at one point in time, late in the youngster’s school career. This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades. The frustration-self-esteem model has been used for years in the study of juvenile delinquency; it identifies school failure as the starting point in a cycle that may culminate in the student’s rejecting, or being rejected by, the school. The participation-identification model focuses on students’ “involvement in schooling,” with both behavioral and emotional components. According to this formulation, the likelihood that a youngster will successfully complete 12 years of schooling is maximized if he or she maintains multiple, expanding forms of participation in school-relevant activities. The failure of a youngster to participate in school and class activities, or to develop a sense of identification with school, may have significant deleterious consequences. The ability to manipulate modes of participation poses promising avenues for further research as well as for intervention efforts.
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In the citing paper
“The participation-identification model posits that only the students who identify with their school develop a perception of school belonging.This perception of belonging then facilitates the students' engagement and their commitment to schooling.”
From The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2020) · cites this paper as Finn 1989
In the citing paper
“Developing a stronger sense of school belonging may prevent students from dropping out of school, as was already suggested by Finn (1989) in his participation-identification model.”
From The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2020) · cites this paper as Finn 1989
In the citing paper
“Also, students with higher SOBAS generally have fewer psychological health and social problems, specifically lower rates of delinquency, reduced social rejection from peers, lower depression, fewer incidences of dropping out of school, and less use of illicit drugs (E. M. Anderman, 2002; Finn, 1989).”
From Students’ Sense of Belonging at School in 41 Countries: Cross-Cultural Variability (2016) · cites this paper as Finn, 1989
In the citing paper
“Engaged and motivated students are interested in learning and experience a sense of security and connectedness with teachers. They are more likely to exhibit achievement-oriented behaviors (i.e., effort, persistence, attention, participation) and less likely to behave in ways that compromise their school success (i.e., aggression, rule breaking).22, 23”
From Health and School Outcomes During Children's Transition Into Adolescence (2013) · cites this paper as [22]
Citations
Cites
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The antecedents of self-esteem.
Goodman, N., & Coopersmith, S. (1969) · American Sociological Review · doi:10.2307/2092806 · Cited by 4,823
The antecedents of self-esteem
Coopersmith, S. (1965) · Medical Entomology and Zoology · Cited by 4,649
Hirschi, T. (2017) · Routledge eBooks · doi:10.4324/9781315081649 · Cited by 4,510
Journal on Educational Psychology
Winston, J., Mandernach, J., Winsor, D. L., Sinnott, J. D., & Gujjar, A. A. (2014) · Cited by 2,947
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The definition and measurement of job involvement.
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Cited by
Sorted by citations
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
Students' Need for Belonging in the School Community
Osterman, K. F. (2000) · Review of Educational Research · doi:10.3102/00346543070003323 · Cited by 2,498
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008) · Journal of Educational Psychology · doi:10.1037/a0012840 · Cited by 2,037
Relationships matter: linking teacher support to student engagement and achievement.
Klem, A. M., & Connell, J. P. (2004) · Journal of School Health · doi:10.1111/j.1746-1561.2004.tb08283.x · Cited by 2,082
Goodenow, C. S. (1993) · Psychology in the Schools · doi:10.1002/1520-6807(199301)30:1 · Cited by 2,029
Metadata
- Authors
- Finn, J. D.
- Affiliations
- University at Buffalo, State University of New York (US)
- Corresponding author
- Finn, Jeremy D.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1989
- Volume
- 59
- Issue
- 2
- Pages
- 117
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2133166606
- Cited by
- 2,702
- References
- 86
- Citations by year
- 2026: 73 · 2025: 85 · 2024: 80 · 2023: 113 · 2022: 124 · 2021: 105 · 2020: 138 · 2019: 148 · 2018: 120 · 2017: 117 · 2016: 137 · 2015: 133 · 2014: 169 · 2013: 131 · 2012: 161
- FWCI
- 87.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- school dropout, school failure, student participation in school activities, school identification
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