A Meta-Analysis on the Relation Between Student Engagement and High School Dropout

• In Event: Diverse Methodological Approaches to Exploring Cognitive and Motivational Processes

Abstract

The purpose of this meta-analysis is to examine the relation between student engagement and high school dropout and potential moderators of this relation. A meta-analysis of 33,911 participants from 14 studies found that engagement was negatively associated with dropout (g = -.61). This relation was stronger for behavioral (g = -.76) than emotional (g = -.46) and cognitive (g = -.16) engagement. Self-report of engagement (g = -.57) was less strongly correlated with dropout than teacher-rating (g = -1.36) or school record (g = -.40). As engagement was assessed at nearer time points to when students dropped out, the stronger relation (b = .11) was found. Results suggest behavioral engagement plays a critical role in predicting high school dropout.

Authors

• Eun Ha Kim, Michigan State University

• Eunsoo Cho, Michigan State University