Learning difficulties, academic well-being and educational dropout - a person-centred approach

A1 Journal article (refereed)


Internal Authors/Editors


Publication Details

List of Authors: Johan Korhonen, Karin Linnanmäki, Pirjo Aunio
Publisher: Elsevier
Publication year: 2014
Journal: Learning and Individual Differences
Journal acronym: LEAIND
Volume number: 31
Start page: 1
End page: 10


Abstract


The aim of this study was to examine lower secondary students' (N = 1152) academic performance (reading and mathematics) and well-being (academic self-concept, perceived learning difficulties and school burnout) profiles, as well as the relations among these profiles and educational dropout. Latent profile analysis was used to identify four groups of students with distinct academic performance and well-being profiles. Students from two groups, namely the low-performance and negative academic well-being groups, were more prone to school dropout, whereas students from the high-performance and average-performance groups were less likely to abandon secondary education. Implications for research on learning difficulties are discussed, as the results dem- onstrate strong relations between mathematics, reading and spelling in this age group.


Keywords

educational dropout, learning difficulties, mathematical difficulties, reading difficulties, well-being

Last updated on 2019-17-10 at 01:12