Supporting High School Graduation for At-Risk Students: A Longitudinal Examination of Pedagogical Care and Intentions

• In Event: AERA Poster Session 4
  In Poster Session: Assessing and Promoting Student Achievement in Schools

Abstract

Pedagogical care (PC) and intentions to graduate (IG) have been identified as unique determinants of high school graduation. Although PC is associated with more positive IG, research has yet to examine these factors as part of a longitudinal socio-motivational mechanism. The present investigation examines the extent to which this mechanism supports high school graduation, especially for at-risk students (viz., low-achieving, low-SES). N=4,691 Australian high school students were examined over four years via longitudinal probit regression and multi-class analyses. PC directly predicted IG and indirectly predicted graduation, and IG predicted graduation. This suggests PC and IG form a longitudinal mechanism. PC was found to play a stronger role for low-achieving students. This indicates PC may be an effective point for intervention.

Author

• Emma Conor Burns, Macquarie University