SCHOOL DROPOUT:CAN THE STUDENT-TEACHER RELATIONSHIP WIN OUT OVER IQ?

被引：0
|
作者：
Bellei-Rodriguez, Carmen-Edith [1 ]
Larivee, Serge [2 ]
Morizot, Juuen [2 ]
机构：
[1] Univ Sherbrooke, Res Hlth Sci, Sherbrooke, PQ, Canada
[2] Univ Montreal, Sch Psychoeduc, Montreal, PQ, Canada
来源：
MCGILL JOURNAL OF EDUCATION | 2020年 / 55卷 / 02期
关键词：
EARLY ADULTHOOD; INTELLIGENCE; ADOLESCENCE; STABILITY; HISTORY; MODEL; RISK;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Quebec has the highest non graduation rate in Canada. The personal and social consequences are numerous, with long term repercussions. Even if a low intelligence quotient (IQ) is an important risk factor of school dropout, some factors may influence this association. The purpose of this study is to investigate the moderating effect of the student-teacher relationship on the association between the IQ and school dropout using the data of the SIAA (Strategic d'Intervention Agir Autrement) study. The logistic regression analyzes confirmed that the IQ score contributes in predicting school dropout. However, the results suggest that warm or conflicting student-teacher relationships have no contribution to the prediction model and do not moderate the link between IQ and school dropout.
引用
收藏
页码：439 / 462
页数：24
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