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dc.contributor.advisorNewton, Jocelyn H.
dc.contributor.authorTirabassi, Andrea R.
dc.date.accessioned2013-11-25T16:41:02Z
dc.date.available2013-11-25T16:41:02Z
dc.date.issued2013-08
dc.identifier.urihttp://digital.library.wisc.edu/1793/67284
dc.description.abstractSchool administrators across the country continue to search for new, effective interventions meant to alleviate the issue of student dropout. Researchers agree that such intervention practices should target unstable factors (i.e., changeable) related to risk for dropout versus stable factors (i.e., unchangeable) related to dropout. While past research has focused on examining the relationship between the unstable factors of GPA, attendance, retention, and school engagement, and risk for dropping out, specifically in high school students, the aim of the current study was to examine the general relationship between the protective factor of social competence and its relationship to previously identified risk factors for dropout: low academic achievement and low school engagement. Results of this study indicated that social competence has a predictive relationship with dropout (as measured by school engagement) above and beyond the well-known predictive factor of academic achievement.en
dc.language.isoen_USen
dc.subjectSocial skills--Study and teaching--United Statesen
dc.subjectHigh school students --Attitudes--United States.en
dc.subjectHigh school dropouts--United Statesen
dc.titleThe relationship between social competence and student dropouten
dc.typeThesisen
thesis.degree.levelMEen
thesis.degree.disciplineEducation Specialisten


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