Perceived Social Support and Hidden Drop-out in Junior Vocational High School: the Role of Students' Ethnicity

This thesis focused on investigating the relationship between perceived social support by students and hidden school drop-out. The main research question was whether perceived social support by students predicts hidden drop-out and if the relationship between perceived social support by students and hidden drop-out is moderated by students’ ethnicity. Differences in the perceptions of Dutch and immigrant students about the availability of social support (instructional or emotional) from various agents (teacher/classmate/parent) were also investigated using the SPASSQ questionnaire. Participants were 356 Dutch and 68 immigrant students of which 58% were male and 42% female aged between 14 and 16 years old (M = 14.21, SD = 0.88) from junior vocational high schools in the Netherland. Perceived emotional support from parents was a predictor of hidden drop-out for Dutch students, however for immigrant students perceived emotional support from teachers was a predictor of hidden drop-out....Show moreThis thesis focused on investigating the relationship between perceived social support by students and hidden school drop-out. The main research question was whether perceived social support by students predicts hidden drop-out and if the relationship between perceived social support by students and hidden drop-out is moderated by students’ ethnicity. Differences in the perceptions of Dutch and immigrant students about the availability of social support (instructional or emotional) from various agents (teacher/classmate/parent) were also investigated using the SPASSQ questionnaire. Participants were 356 Dutch and 68 immigrant students of which 58% were male and 42% female aged between 14 and 16 years old (M = 14.21, SD = 0.88) from junior vocational high schools in the Netherland. Perceived emotional support from parents was a predictor of hidden drop-out for Dutch students, however for immigrant students perceived emotional support from teachers was a predictor of hidden drop-out. Students’ ethnicity is a moderator when predicting hidden drop-out with perceived emotional support from teachers and perceived instructional support from parents. No significant differences were found between the perceptions of Dutch and immigrant students about perceived social support from all agents, however different types of perceived social support are predictors of hidden drop-out for Dutch and for immigrant students.Show less

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Perceived Social Support and Hidden Drop-out in Junior Vocational High School: the Role of Students' Ethnicity