School characteristics and pupils' thoughts of leaving upper secondary school: The INSchool project.

Autor:	Torland EA; Mestringsenheten (The Coping Unit), Department of Mental Health, Municipality of Sandnes, Sandnes, Norway., Karlstad C; School Health Services, Municipality of Sola, Sola, Norway., Thørrisen MM; Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.; Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway., Bonsaksen T; Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway.; Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway., Haslerud SI; Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway., Aas RW; Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.; Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.
Jazyk:	angličtina
Zdroj:	Frontiers in psychology [Front Psychol] 2024 Feb 15; Vol. 15, pp. 1270139. Date of Electronic Publication: 2024 Feb 15 (Print Publication: 2024).
DOI:	10.3389/fpsyg.2024.1270139
Abstrakt:	Introduction: Understanding pupils' thoughts about leaving school may contribute to better identify those at risk of dropping out. Thus, we explored the associations between perceived psychological demands, decision control, and social support from teacher and fellow pupils, and pupils' thoughts about leaving upper secondary school. Methods: Cross-sectional data from a convenience non-probability sample of 249 pupils from 12 Norwegian upper secondary schools were collected using a school-modified version of the work-focused Job Content Questionnaire (JCQ). Adjusted logistic regression was used to analyze the data. Results: Pupils who experienced higher psychological demands and lower social support from fellow pupils were more likely to experience thoughts of leaving school compared to those who experienced lower demands and high levels of social support. Decision control was not significantly associated with thoughts about leaving school. Conclusion: High psychological demands may increase the likelihood of considering leaving school. Peer support can lessen such thoughts. Implication : Identifying whether pupils are thinking about leaving school can help identify those who are at risk of dropping out of upper secondary school. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2024 Torland, Karlstad, Thørrisen, Bonsaksen, Haslerud and Aas.)
Databáze:	MEDLINE
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