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Abundant research has shown the influence of social background on university dropout. However, there is little research that considers the different progression options for analysing the structure of the decisions that students make. This article explores the possible alternative decisions of: (1) continuing the initial degree course chosen; (2) persisting but transferring to other degrees or institutions; (3) dropping out of university. To this effect, we seek whether the decision structure follows a compensatory advantage pattern, according to which poor performance during the first year at university unequally affects students from low and high social backgrounds. The latter compensates for poor results by using alternative strategies to minimise the negative consequences. We analyse longitudinal data from a cohort of students entering any on-site university in the Catalan system in 2012–13 (n = 36909). The results show the importance of performance in predicting university progression decisions. No differences by social origin are perceived in the decisions to continue the same course of study, while differences are observed in dropout and transfer decisions which, for their part, follow a compensatory advantage structure. The results show the need to consider the interaction between performance and social background, and to broaden our view of students' trajectories. [ABSTRACT FROM AUTHOR]

Despite the substantial efforts made by higher education institutions to reduce dropout rates, a considerable proportion of students still discontinues their initial study program. In view of this situation, the present study aims to investigate whether participation in first-year courses for personal and academic support goes along with a decreased risk of student dropout, and to elucidate the underlying mechanisms. We draw on data from the German National Educational Panel Study (NEPS, student cohort) and apply mediation analysis based on event history models and linear regression models for students in the fields of mathematics/natural sciences and humanities. Our findings reveal that participation in social events for students in both subject groups and academic skills trainings for students in mathematics/ natural sciences is associated with a lower risk of student dropout, which is, partially, mediated by increased social integration. Attendants of bridging courses (often also referred to as summer bridge programs) do not have a lower risk of higher education dropout than students who did not participate. The results highlight the need for comprehensive evaluations of course effectiveness and a more frequently offering of academic skills trainings in STEM subjects. [ABSTRACT FROM AUTHOR]

New roads bring new opportunities including access to employment. However, new employment opportunities might encourage early school dropout and school absenteeism. We investigate the link between rural roads, children's labor allocation, and educational outcomes by focusing on the recent Ethiopian road construction program. In the analysis, we combine household panel data with novel road network data. To address endogeneity concerns, we combine a difference-in-difference estimation model with a matching technique. Our findings consistently show that road access does not encourage school absenteeism or school dropouts to join the labor force. The findings remain consistent across gender and age groups. [ABSTRACT FROM AUTHOR]

Dropping out of college is often linked to insufficient academic or psychosocial readiness. Therefore, assessing students' readiness, preferably before they begin their first year of college, may help identify those at risk of dropping out. The present study aimed to develop and test a multidimensional measure that assesses psychosocial factors promoting student persistence. The Psychosocial Readiness for College questionnaire (PRCq) aims to assess the readiness of students who have deferred entering college to their twenties and comprises six dimensions: Academic Self-Efficacy, Educational Commitment, Social Comfort, Campus Engagement, Self-Discipline, and Resilience. The PRCq was administered to five cohorts of first-year college students in Israel (N = 7,382). The PRCq demonstrated good psychometric properties, and exploratory and confirmatory factor analyses supported its six dimensions. The PRCq demonstrated measurement invariance across age, gender, SES, first vs. non-first-generation students, and institution type. The PRCq's construct validity was supported by the negligible associations between the scale scores and high-school GPA and pre-college scholastic aptitude test, and the pattern of associations with the Big-5 personality factors. The PRCq's predictive validity was supported by the student dropout rate after one year. Implications for students at risk of dropping out and interventions to decrease this risk are discussed. [ABSTRACT FROM AUTHOR]

The importance of close social contacts in the educational process has been widely documented, but mainly for the school sector. The present article examines the importance of close relationships on university students' dropout tendencies. Using longitudinal panel data collected at a medium-sized German university, students (N = 7,169) were surveyed in four waves. The authors investigate how the family situation, partnerships and relations to peers correspond with students' dropout intentions. Data analyses revealed three main findings: First, parental educational aspirations negatively influence the tendency to dropout. Second, students living in partnerships display lower dropout intentions; however, a new partnership favors the tendency to drop out. Third, while close friends decrease students' dropout intentions, having a high proportion of friends from non-university life domains increases them. [ABSTRACT FROM AUTHOR]

Many existing student persistence and retention studies overlooked the different types of departure (e.g., dropout, transfer) and aggregate them into a single departure variable, as a result, the estimates from these studies are spurious when one is interested in what student characteristics prompt dropout but not transfer. This can be especially relevant when studying the departure behavior of specific student subgroups, such as first-generation students. In response to this shortcoming in previous studies, this study longitudinally analyzed first-generation students' dropout and transfer behaviors. Paired with nationally represented data, this study uncovered how various student characteristics impact dropout and transfer behaviors differently over time. First-generation students were more likely than students with college-educated parents to leave the system than to transfer. A higher sense of belonging was found to reduce the likelihood of students transferring to other institutions academic years one through four. [ABSTRACT FROM AUTHOR]

This paper focuses on the module "Fundamentals of Electrical Engineering," in which students from different engineering disciplines often face difficulties. Despite efforts to enhance the course through digital media, the formation of study groups, and adjusted lecture and exercise materials, there is still a high failure rate in the subject, leading to potential student dropouts. The primary goal is to analyze students' challenges in solving electrical engineering problems to evaluate their grasp of the fundamentals of electrical engineering and identify varying levels of competence. The findings are based on a cross-sectional study conducted at the conclusion of a university course in Germany, involving 196 students. Through item response theory (IRT) analyses, it was determined that the assessment items demonstrated satisfactory fit values. The proficiency model delineates four levels, with only 8.2% of students achieving the highest level. At this stage, students can tackle more intricate problems using circuit analysis techniques. However, a notable portion of students (40.3%) lack a basic understanding of electrical circuits, placing them at the lowest level. [ABSTRACT FROM AUTHOR]

University dropout is a social issue that directly impacts both families and the state, characterized by disparities in enrollment and graduation based on various factors. The primary objective of this study was to analyze the determinants of university dropout supported by multifactorial analysis at a private university in Ecuador. This research was conducted within a post-positivist paradigm with a quantitative approach, utilizing digitized statistical records of students and results from a personalized survey sent to dropouts via email. Out of a total of 1,078 students admitted and/or enrolled over 5 years, a sample was analyzed from the 484 who dropped out. Student dropout is associated with personal, familial, economic, academic, and institutional factors, contributing to school abandonment with an estimated probability of 44.90%. In conclusion, a higher dropout rate was observed among male students from public institutions who did not complete the first cycle, despite having a higher number of enrollments at the university. Finally, the Multilevel Logistic Regression model can predict with 76.44% accuracy the behavior of the independent variables affecting school dropout. [ABSTRACT FROM AUTHOR]

The full implementation of MOOCs in online education offers new opportunities for integrating multidisciplinary and comprehensive STEM education. It facilitates the alignment between online learning content and learning behaviors. However, it also presents new challenges, such as a high rate of STEM dropouts. Many learners struggle to establish effective learning behaviors and fail to complete the entire learning process. This study focuses on analyzing a vast amount of MOOCs learning behavior instances and proposes a knowledge graph-based analysis and prediction model that is centered around associated STEM concepts. The objective is to provide key insights for fostering sustainable and efficient learning behaviors. By constructing a heterogeneous information network, analyzing and learning from key concepts and their relationships by the improved graph convolution neural networks, and employing adaptive recommendations based on the course-concept matrix, it is possible to generate knowledge graphs from extensive learning behavior instances, both within single course and across multiple courses. This approach accurately captures learning behavior patterns and provides guidance for effective learning paths. The data analysis process and predictive results demonstrate that the knowledge graph can effectively guide learning behaviors and enhance learning outcomes. This research offers technical support and a decision-making foundation for optimizing interdisciplinary learning process within MOOCs for STEM education. It showcases strong innovation and practicality. [ABSTRACT FROM AUTHOR]

Introduction: Socio-emotional security and particularly secure attachment relationships with parents and peers have been associated with positive developmental outcomes, including school-related variables. This systematic literature review aims to provide a comprehensive analysis of the literature, exploring the relationship between socio-emotional security (attachment, support, and secure relations with parents and peers) and academic achievement, school engagement, and early school dropout. ASA-thods: The inclusion criteria were studies with socio-emotional security as the independent variable and academic achievement and/or school engagement as the dependent variable, using a quantitative methodology, written in English. The exclusion criteria were articles presenting literature review or meta-analysis, interventions or instrument validation studies, studies with a qualitative approach, studies developed in an e-learning context, studies with university students, and/or focused on schooling in extreme conditions (e.g., COVID-19). PRISMA guidelines were followed, through a search that resulted in the identification of 38 empirical quantitative studies, published between 2018 and 2022, in English. Results and discussion: The results revealed that parent and peer relationships impact students' academic achievement and school engagement, as expected, and highlighted the relevance of parental and peer relationships for school-related outcomes. Future research should consider the role of potential mediators and moderators in the relationship between socio-emotional security and school outcomes. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between school socioeconomic composition and academic outcomes, particularly in Australia, through large-scale assessments. It addresses the debate on whether academic composition mediates the effects of socioeconomic composition on student achievement. The author responds to a critique of their study, arguing that the critique did not engage with the theoretical basis of their research and made erroneous statements about their findings. The study suggests that school socioeconomic compositional effects are substantial and warrant policy reforms, emphasizing the importance of considering academic composition in understanding these effects. [Extracted from the article]

Background: The absence of guidelines for the nursing management of individuals living with epilepsy, who are students in Ghana, has resulted in the high dropout rates of such students. It is our hope, that in the near future, these individuals living with epilepsy will receive the needed attention, experience less stigmatization and discrimination. This, we expect, will result in better retention of such students in schools, improved academic performance and successful graduation. To achieve this, there is the need to develop appropriate guidelines and implement same for their benefit. In line with this, the study aims to develop guidelines for nurses to manage individuals living with epilepsy in Ghanaian schools. Methodology: Qualitative approach will be adopted to conduct this study in two phases. In the first phase, a case study design will be deployed in the Twifo Atti-Morkwa District of the Central Region of Ghana. The case is the nursing management of individuals living with epilepsy within the school context, and the sources of information will be the general nurses, psychiatric, or community psychiatric nurses working at the schools. Within the context of the case, parents or guardians of individuals living with epilepsy in the schools as well as their teachers will be included in the study. Data will be collected through individual interviews for nurses and parents while focus group discussions will be used for the teachers. Thematic analysis will be used to analyze the data. In the second phase, guidelines will be developed using the modified e-Delphi Technique. The study will be piloted in the Komenda-Edina-Eguafo-Abrem Municipality of the Central Region of Ghana. Ethics approval for this study has been obtained from the Ethical Review Committee of the University of Pretoria in South Africa. Additionally, Administrative approvals have been obtained from the Ghana Education Service. Discussion: The guidelines developed will form the basis for nursing management of individuals living with epilepsy in Ghanaian schools. This will help to improve educational outcomes for the individuals living with epilepsy. [ABSTRACT FROM AUTHOR]

Dropout refers to the phenomenon of students leaving school before completing their degree or program of study. Dropout is a major concern for educational institutions, as it affects not only the students themselves but also the institutions' reputation and funding. Dropout can occur for a variety of reasons, including academic, financial, personal, and social factors. Therefore, understanding the factors that contribute to dropout and developing effective strategies to prevent it is a critical challenge for educational institutions. In this study, we propose a hybrid deep learning model based on Long Short-Term Memory and Deep Neural Network algorithms for school dropout prediction. The proposed model was compared with previous works and several other machine learning algorithms, including Deep Neural Network (DNN), K-Nearest Neighbors (KNN), Naive Bayes (NB), Multi-Layer Perceptron (MLP), Decision Trees (DT), Support Vector Machine (SVM), and Random Forest (RF). The results showed that the proposed DNN-LSTM model outperforms the other models in terms of accuracy and efficiency. [ABSTRACT FROM AUTHOR]

Aim: To explore the distributed impact of severe mental health conditions (SMHCs) among people with lived experience of SMHCs, their family members, and community members. Methods: We conducted in-depth interviews with family key informants of people with SMHCs (n = 32), people with SMHCs (schizophrenia, bipolar disorder, and major depression) (n = 10), and community members (n = 6) in rural Ethiopia. The study was nested within a long-standing population-based cohort of people with SMHCs. Interviews were conducted in Amharic and were audiotaped. We conducted a thematic analysis. Results: We identified four themes: stress and physical tolls, lost expectations, social disruption, and economic threat. Family members reported stress and hopelessness; some also tried to harm themselves. Family members reported that their relationships with each other and with the wider community were disrupted significantly. Spouses and children did not get the support they needed, leading to unmet expectations: being left alone to care for children, unable to go to school or dropping out early. The study participants with SMHCs also spoke about the impacts of their illness on other family members and the community which appeared to be a source of shame and self-isolation. Both the family and the community respondents reported the economic effect of the illness which sometimes led to selling assets, debt, unemployment, forced migration, and food insecurity. Community members emphasised the economic burden and danger related to the aggressive behavior of the person with SMHCs, while the person with the illness and their family members blamed the community for the stigma and discrimination they experienced. Conclusion: SMHCs have profound consequences for the person with the illness, their family members, and the community. Future interventions for SMHCs should consider household-level interventions to address economic and care needs and mitigate the intergenerational impact. The community should be considered as a resource as well as a target for intervention. [ABSTRACT FROM AUTHOR]

Background: Reduced quality of life is associated with shorter survival in chronic illnesses. However, the health-related quality of life (HRQOL) and social reinsertion of patients on maintenance haemodialysis is much more underappreciated in resource-limited countries such as Cameroon. Method: A hospital-based cross-sectional study was carried out from February 22nd to May 20th, 2022, in 4 government-funded haemodialysis centres in three randomly selected regions of Cameroon. Patients received twice-weekly dialysis sessions. Social reinsertion and HRQOL were assessed using a structured questionnaire and the kidney disease quality of life instrument (KDQOL-36™). HRQOL scores < 50 were categorized as low, while scores > 50 reflected better HRQOL. Data were analysed using the software statistical package for Social Sciences version 25.0. Statistical significance was set at a p value < 0.05. Results: The study included 434 patients. The mean age was 48.33 (13.55) years, 65.7% (285/434) were male, 62.3% (269/434) had no monthly income, and the mean dialysis vintage was 3.74 (3.83) years. The mean HRQOL score was 44.34 (9.77), and 76.2% (325/434) had HRQOL scores < 50). Overall HRQOL was associated with older age (aOR: 2.344, CI 1.089–5.04). After the initiation of maintenance haemodialysis, 67.1% (49/73) of students dropped out of school. The main reason for school absenteeism and unemployment was physical insufficiency, with 82.4% (19/24) and 52.4% (75/144), respectively. There were no promotions or marriages after initiation; 51% (221/434) of relationships with relatives and friends were affected negatively, while 83.3% (66/79) of those of marriageable ages could not find suitors. The social participation score was poor in 61.5% (267/434) of participants. There was an association between low QOL and social participation (p = 0.009). Conclusion: The HRQOL of patients on maintenance haemodialysis is greatly reduced, especially their physical health status. Older age was a determinant of low QOL. Additionally, social reinsertion remains poor due to adverse changes that occur to these patients and their families after dialysis initiation. Clinical trial number: Not applicable. [ABSTRACT FROM AUTHOR]

To date, student issues with Massive Open Online Courses (MOOCs) have only been explored in context‐specific environments. Mainstream problems such as declining student motivation during a course, massive student dropout rates, accountability, user experience, etc., persist due to the permutations and combinations of these issues. Literature is replete with a deep understanding of such problems, but the causal relationships among these issues are less focused upon. We delve into these problems by studying the interrelations among student issues that cause such problems. Garnering insights from students (N = 149) and using Total Interpretive Structural Modelling with Polarity (TISM‐P), the study has established direct and transitive relations among nine detrimental MOOC‐related student issues. The results of the study depict clear positive, negative and transitive relationships between the student issues. Matrice d'Impacts croises‐multipication applique' an classment (MICMAC) analysis was also used to assess the driving and dependence power of all issues that further allowed the model to trace out negative and positive pathways of influence. The model constructed in the study will provide a platform for future research to test these interconnections as independent factors affecting problems such as dropout rates, motivation, etc. Therefore, the TISM‐P model could further be explored to understand the behaviour of such issues, which might have far‐reaching consequences on major existing problems with MOOCs. [ABSTRACT FROM AUTHOR]

Introduction. Early school leaving has negative consequences for the individual and society. Aim. To accurately define the concept and the procedures through which the phenomenon can be measured. Method. Narrative bibliographical review of the main international data bases. Results. Profound differences have been found in the measurement criteria along with a severe terminological confusion. Conclusions and discussion. The study involves a fundamental clarification of the terminological conceptualization and early school leaving phenomenon measurement. This is of great importance for the correct interpretation of studies on the subject and international comparisons between measurement indexes. [ABSTRACT FROM AUTHOR]

Most education systems have set a minimum age until which students must stay at school. In the case of Spain, students can drop out the same day they reach that age, even without finishing that academic year. In the present research work, we intend to analyse the influence of early dropout on later life outcomes for the Spanish population, i.e. literacy and numerical skills and earnings. In order to do this, we employ PIAAC 2012 data and a fuzzy regression discontinuity design, focusing on a transition period between education laws: a first period without minimum dropout age and a second period (law approved in 1970) which obligated students to be at least 14 years-old to dropout. Our results show, for this particular cohort of the Spanish population, that dropping out is substantially negatively associated with literacy and numerical skills in around 1.5 standard deviations, while it did not influence future earnings. [ABSTRACT FROM AUTHOR]

Research highlights the importance of expectancy-value interactions in predicting secondary-school students' academic achievement. But as students transition to higher education, their expectancies and values undergo significant changes – highlighting the need to broaden the application of expectancy-value interactions to this context. To address this, we investigate the interactions between higher education students' expectancies and their values in relation to students' dropout intention. Data of N = 1140 students were analysed using latent moderated structural equation modelling. Similar to prior research, we find that expectancy-value interactions are related to students' dropout intention. But rather than the synergistic interactions commonly found in the secondary-school context, we find that higher education students exhibit compensatory interactions: High study values and low costs could, to a certain degree, compensate for low expectancies. Furthermore, special attention should be paid to students who see little value in their studies and have a low success expectation, as they showed dropout intentions that far exceed effects indicated in prior research. [ABSTRACT FROM AUTHOR]

Active labour market policies for young people, backed by the EU Youth Guarantee programme, led governments to trying new measures, amongst them internships for graduates of different education levels. This youth, despite being better prepared than early school leavers, still face problems during their professional insertion processes. Faulty progressions can become 'lost in transition' situations (Brinton [2010]. Lost in Transition: Youth, Work, and Instability in Postindustrial Japan. Cambridge: Cambridge University Press.). This paper analyzes the effects in terms of employment outcomes of a programme with two types of internships: in private firms and in public administration offices. A counterfactual analysis is carried out by matching intern groups of either type with a control group formed from candidates who ended up without an internship. The results from a first analysis with registered data were enhanced by implementing a second analysis based upon survey data, which permitted the inclusion of family legacy variables in a medium-term analysis. Estimated effects are positive and significant for participants in firms' internships, and negative and significant for interns who worked in public organisations. Additionally, the survey uncovers that work contracts offered by firms after the programme play a positive role. The results should be very useful for decision making in terms of active measures addressing these issues for young people. [ABSTRACT FROM AUTHOR]

Deep neural networks are extremely vulnerable to externalities from intentionally generated adversarial examples which are achieved by overlaying tiny noise on the clean images. However, most existing transfer-based attack methods are chosen to add perturbations on each pixel of the original image with the same weight, resulting in redundant noise in the adversarial examples, which makes them easier to be detected. Given this deliberation, a novel attentionguided sparse adversarial attack strategy with gradient dropout that can be readily incorporated with existing gradient-based methods is introduced to minimize the intensity and the scale of perturbations and ensure the effectiveness of adversarial examples at the same time. Specifically, in the gradient dropout phase, some relatively unimportant gradient information is randomly discarded to limit the intensity of the perturbation. In the attentionguided phase, the influence of each pixel on the model output is evaluated by using a soft mask-refined attention mechanism, and the perturbation of those pixels with smaller influence is limited to restrict the scale of the perturbation. After conducting thorough experiments on the NeurIPS 2017 adversarial dataset and the ILSVRC 2012 validation dataset, the proposed strategy holds the potential to significantly diminish the superfluous noise present in adversarial examples, all while keeping their attack efficacy intact. For instance, in attacks on adversarially trained models, upon the integration of the strategy, the average level of noise injected into images experiences a decline of 8. 32%. However, the average attack success rate decreases by only 0. 34%. Furthermore, the competence is possessed to substantially elevate the attack success rate by merely introducing a slight degree of perturbation. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to examine research on school dropout in open and distance education in the Web of Science (WoS) database using bibliometric analysis and to reveal trends in this area. In line with this goal, a total of 1,615 studies published between 1980 and 2022 were identified in the Web of Science (WoS) indexes. Descriptive and evaluative bibliometric methods were employed in the analysis of these publications, and the results were visualized using VOSviewer software. According to the research findings, studies on school dropout in open and distance education intensified in 2019. The analysis revealed that E.T. Pascarella is the most cited author, and F.D. Pereira has the highest co-authorship network. An examination based on institutions showed that the Universitat Autònoma de Barcelona has the highest number of publications, while the University of Michigan ranks first in terms of citation numbers. Furthermore, in terms of publication productivity and citation numbers, the United States is ranked first, followed by Spain. Looking at the keywords used in articles on the topic, early studies emphasized concepts such as "distance education", "student retention", "attrition", "student success", "social integration", "academic integration", "survival analysis", "education policy", "graduation", and "financial aids". In subsequent years, these were replaced by terms such as "learning analytics", "educational data mining", "systematic review", "engagement", "drop prediction", "decision tree", "student performance", "gamification", "massive open online course-MOOC", and "artificial intelligence". In this context, discussions were conducted within the framework of the literature, and various recommendations were provided based on the obtained findings. [ABSTRACT FROM AUTHOR]

School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school. [ABSTRACT FROM AUTHOR]

Dropout from Higher Education (HE), that is, the number of students that totally leave a given HE institution is concerningly high, especially in times of crisis. Institutions struggle to minimize dropout, but limited data is available likely because gathering data from learners who dropped out is sensitive, likely involving private information. This paper presents a case study research on student dropout from a very large Portuguese engineering faculty. The main objectives of this research include to gain a better understanding about the reasons for dropout, from the former student's point of view, and to build a profile for the dropout-at-risk student. The collected data was retrieved from institutional records and from 134 telephonic interviews with former students. The resulting data is analysed in both quantitative and qualitative ways. Results of all gathered dropout data are clustered into three profiles of students who dropout: those that "pull out", those who were "pushed out" and those who "fall out". Findings include that students do not decide to dropout by a simple single reason but rather a set of reasons. This research article includes 5 concrete improvement suggestions that are likely to reduce dropout. The two main suggestions are to better prepare the transition to HE and to make policies more flexible in times of crisis, example more flexible schedule. [ABSTRACT FROM AUTHOR]

This article discusses the issue of suicidal ideation among college students in Mexico and its relationship to mental health. It highlights the increase in suicidal ideation during the COVID-19 pandemic and the prevalence of mental disorders on college campuses. The article emphasizes the need for readily accessible mental health services and the importance of normalizing the expression of suicidal thoughts and seeking help. It also addresses the negative stigma surrounding suicide and the importance of raising awareness and providing resources for suicide prevention. The text discusses the issue of suicidal ideation among university students in Mexico and the importance of implementing interventions and support programs to address this problem. It highlights the barriers to help-seeking and the preference of young people to seek help from informal sources such as friends and family. The text also emphasizes the role of compassion-based therapy in treating post-traumatic stress disorder and reducing shame and self-criticism. It mentions various psychological support programs and resources available in Mexican universities, including counseling services, workshops, and online resources. The text concludes by emphasizing the need for more research on the effectiveness of compassion-based therapy and the importance of prioritizing students' subjective well-being in educational institutions. This document is a list of references and citations from various research articles related to suicide and mental health. The articles cover topics such as the impact of the COVID-19 pandemic on mental health, risk factors for suicidal thoughts and behaviors, interventions for reducing occupational stress, and disparities in depressive symptoms and suicidal ideation among different racial and ethnic groups. The document provides a wide range [Extracted from the article]

Using data from 11 institutions, the authors investigate enrollments in intermediate microeconomics to determine characteristics of successful and unsuccessful students and follow the retake behavior of unsuccessful students. Successful students are significantly different from unsuccessful ones, and unsuccessful students differ by type (unsuccessful completers vs. withdrawers). Aptitude is a strong predictor of success but not of retake. Having taken or concurrently taking intermediate macro reduces the likelihood of withdrawal and increases that of retake. Proficiency in calculus reduces the likelihood of unsuccessful completion but is uncorrelated with withdrawal and retake. Predictors of unsuccessful completion, withdrawal, and retake are similar in direction and significance for males and females, although magnitudes differ. URM students are more likely than white and Asian students to earn less than a C−. [ABSTRACT FROM AUTHOR]

The expectations within higher education to improve online STEM courses have continued to increase. The pressure to do so particularly pertains to the lower-level introductory courses that act as gatekeeping courses to various STEM-related majors. Rather than working alone to improve their courses, more instructors for these courses pair with the respective instructional designers at their institutions to refresh or revise, their online courses. This study examines the revisions of a two-part introduction-to-biology series of online courses with their respective online labs over the span of three years, and from a sampling of 905 students, compares the final scores from the courses and the labs between each iteration. Findings indicate that multiple iterations of a course have the potential to increase student outcomes and to decrease the student dropout rate over time. Additionally, purely online students can perform differently in response to course revisions in comparison to the online students who also enroll in non-online courses, implying that the needs of online-only students may differ from those who have a blended learning experience. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This document is a response to comments on the book "Slouching Towards Utopia: The Economic History of the 20th Century." The author, Bradford DeLong, addresses both praise and criticism received and engages with specific points made by commenters. The author discusses the balance of the book, the absence of demographic history, the lack of discussion on oil and global warming, and the role of labor and capital in the 20th century. DeLong defends their grand narrative of human progress and wealth, while acknowledging the ongoing challenges of equitable distribution and technological progress. The document provides information about DeLong's background as an economics professor and former Deputy Assistant Secretary of the Treasury for Economic Policy. It is published online by Cambridge University Press. [Extracted from the article]

In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth's development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students' identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed. [ABSTRACT FROM AUTHOR]

The middle-school years (Year 7 to Year 9) is a particular challenge for socially disadvantaged populations, with high proportions of children either repeating school years or dropping out of school. In Australia, a group of particular concern is First Nations children for whom there is a collective effort by all governments to improve education outcomes, although there have been few studies of their transition through the middle-school years. This retrospective study, using individual-level linked data, followed a cohort of 7881 First Nations students for 2 years after enrolment in Year 7 (Y7) in any Northern Territory (NT) government school in the years from 2008 to 2014 to quantify the transitional pathways through middle school and identify the factors associated with faltering progress. We used multinomial multilevel logistic regression to identify the factors associated with school dropout and repeating Y7 or Y8 (Y7/8). Two years after Y7 enrolment, eight in ten First Nations students progressed to Y9 (78.8%), more than one in ten students had dropped out of school (13.3%) before reaching Y9, and one in 12 (7.9%) repeated Y7/8. The likelihood of either dropping out of school or repeating years was higher among students who were enrolled in Y7 when aged less than 11.5 years, had a low Y7 school attendance rate, moved to either interstate or non-government schools and who lived in a remote area. Students who were not born in the NT and those with a record of substantiated child maltreatment during Y7 were more likely to repeat Y7/8. Planning interventions to improve school retention through the middle-school years should consider these factors. [ABSTRACT FROM AUTHOR]

The academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education. [ABSTRACT FROM AUTHOR]

This article provides a review of three biographies that examine the lives of women in different historical contexts. The first biography, "The Perfect Fascist" by Victoria de Grazia, delves into the life of Attilio Teruzzi, a devoted follower of Mussolini, and the significant roles that women played in his life. The second biography, "Empire's Mistress" by Vernadette Vicuña Gonzalez, tells the story of Isabel Rosario Cooper, an actress in the Philippines who was often overshadowed by her relationship with General Douglas MacArthur. The third biography, "Woman between Two Kingdoms" by Leslie Castro-Woodhouse, explores the life of Dara Rasami and her experiences as an outsider in Siam's royal court. These biographies offer valuable insights into the complex lives of these women and their interactions with larger historical events. Additionally, the article discusses two related books that further explore the lives of Isabel Rosario Cooper and Dara Rasani, providing intimate details through personal documents and photographs. These books will be of interest to scholars and students studying gender studies, Asian studies, and Thai history, as they shed light on the struggles for agency and independence faced by women in patriarchal societies. [Extracted from the article]

The high number of child marriage dispensation applications is still a social problem in Indonesia, especially in the context of reproductive health and child welfare. This study aims to analyze the factors influencing the submission and decision of marriage dispensation and its implications for children's health and social life. The method used in this research is the Normative Juridical method, with analytical descriptive research specifications. Data were collected through literature studies and interviews using secondary data. Of the 190 dispensation applications, 147 were granted, 18 were rejected, 14 were revoked, 2 were annulled, and 6 are still in the trial process. The main reasons for dispensation applications included pregnancy before marriage, dropping out of school, parental concerns, and sexual relations outside marriage. The results showed that in deciding dispensations, judges considered aspects of mental health, social life, Islamic law, and reproductive health. Although the reproductive health aspect is considered important, in cases of pregnancy outside marriage, this consideration is often not a top priority because the child's reproductive organs are already functioning despite the health risks. The implication of this research is the importance of strategic steps from the government to handle child marriage dispensation through education, strengthening regulations, and cooperation between ministries and community organizations in protecting children's reproductive health rights. In addition, religious courts are expected to consider health, mental, social, and economic aspects thoroughly and provide guidance related to reproductive health risks. Courts are also expected to improve documentation of decision publications to support further research. [ABSTRACT FROM AUTHOR]

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The Committee on the Application of Standards of the International Labor Organization discussed Uganda's implementation of the Minimum Age Convention, noting a significant increase in child labor, especially in hazardous work, since the COVID-19 pandemic. The government was urged to take various measures, including public awareness campaigns, access to education, and strengthening labor inspection. Recommendations included strengthening efforts to eliminate child labor, improving labor inspection, and addressing root causes of child labor. The Committee emphasized the need for collaboration with social partners and continued technical cooperation. [Extracted from the article]

High student dropout rates are a critical issue in Somaliland, significantly impeding educational progress and socioeconomic development. This study leveraged data from the 2022 National Education Accessibility Survey (NEAS) to predict student dropout rates using supervised machine learning techniques. Various algorithms, including logistic regression (LR), probit regression (PR), naïve Bayes (NB), decision tree (DT), random forest (RF), support vector machine (SVM), and K-nearest neighbors (KNN), were employed to analyze the survey data. The analysis revealed school dropout rate of 12.67%. Key predictors of dropout included student's grade, age, school type, household income, and type of housing. Logistic regression and probit regression models highlighted age and student's grade as critical predictors, while naïve Bayes and random forest models underscored the significance of household income and housing type. Among the models, random forest demonstrated the highest accuracy at 95.00%, indicating its effectiveness in predicting dropout rates. The findings from this study provide valuable insights for educational policymakers and stakeholders in Somaliland. By identifying and understanding the key factors influencing dropout rates, targeted interventions can be designed to enhance student retention and improve educational outcomes. The dominant role of demographic and educational factors, particularly age and student's grade, underscores the necessity for focused strategies to reduce dropout rates and promote inclusive education in Somaliland. [ABSTRACT FROM AUTHOR]

Teenage pregnancy remains a prevalent concern, particularly among young females facing educational and economic disadvantages. This can be attributed to factors such as illiteracy, societal practices, and poverty encouraging girls to enter into sexual relationships at an early age. In Nigeria, more than 23% of females aged between 15-19 years are bearing children. In Nigeria, as in numerous other countries, there is a noticeable increase in teenage sexual activity. The case of underage girls, usually between the ages of thirteen to nineteen years, becoming pregnant is a serious problem that has eaten deep into the fabric of our societies, inhibiting growth in this contemporary period. This study focused on the menace of this act among the teenagers in our society, using a descriptive method to identify basic factors and their effects using primary data. Some of the root causes identified are poverty, peer pressure and media influence while the effects include school drop-out, inadequate care for the child born by teenage mother, health problems and a host of other vices. The study suggested adequate parental care, eradication of street hawking, and inculcation of moral values through religious bodies as ways of reducing teenage pregnancy in Nigeria. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)