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Cited by 2,702Educational Outcomes and InfluencesYouth Substance Use and School AttendanceHigher Education Research Studies

The DOI matches its Crossref record; 85 of the 86 references it cites were found in a registry or an index.

Withdrawing from School

Finn, Jeremy D.·1989·Review of Educational Research
DOI 10.2307/1170412
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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.

Overview

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Registry

Crossref · 10.2307/1170412

Cites

85 of 85 references verified0 citation errors · 0 not checkable

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Claims other papers make about this one

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  • The participation-identification model posits that only students who identify with their school develop a perception of school belonging, and this perception facilitates students' engagement and commitment to schooling.

    “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

  • Developing a stronger sense of school belonging may prevent students from dropping out of school.

    “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

  • 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.

    “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

  • 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 and less likely to behave in ways that compromise their school success.

    “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]

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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)
DOI
10.2307/1170412
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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