Dropout in adult education as a phenomenon of fit – an integrative model proposal for the genesis of dropout in adult education based on dropout experiences

Authors

  • Veronika Thalhammer Ludwig-Maximilians-Universität München
  • Stefanie Hoffmann Humboldt-Universität zu Berlin
  • Aiga von Hippel Humboldt-Universität zu Berlin
  • Bernhard Schmidt-Hertha Ludwig-Maximilians-Universität München

DOI:

https://doi.org/10.3384/rela.2000-7426.3351

Abstract

In adult training practice, dropout marks the transition from participation to non-participation. There are only a few theoretical models, especially from the second half of the 20th century, that address this phenomenon. With special consideration to the congruence model of Boshier (1973) and the integration model of Tinto (1975, 1993) the study focuses first on the theoretical discussion of empirically grounded models for the explanation of dropout in the field of adult education. Against the background of analyses of 40 problem-centered interviews with dropouts from adult education, the two models are examined as to their explanatory contributions. Based on these empirical and theoretical explorations, a newly developed typology of as well as a model for dropout are proposed which topicalize dropout in adult education as a phenomenon of fit.

Metrics

Metrics Loading ...

Author Biographies

Stefanie Hoffmann, Humboldt-Universität zu Berlin

Kultur-, Sozial- und Bildungswissenschaftliche Fakultät

Institut für Erziehungswissenschaften

Abteilung Erwachsenenbildung/Weiterbildung

Aiga von Hippel, Humboldt-Universität zu Berlin

Kultur-, Sozial- und Bildungswissenschaftliche Fakultät

Institut für Erziehungswissenschaften

Abteilung Erwachsenenbildung/Weiterbildung

Bernhard Schmidt-Hertha, Ludwig-Maximilians-Universität München

Fakultät für Psychologie und Pädagogik

Department Pädagogik und Rehabilitation

Abteilung: Institut für Pädagogik, Bildungs- und Sozialisationsforschung

Lehrstuhl für Allgemeine Pädagogik und Bildungsforschung

References

Bariso, E. U. (2008). Factors affecting participation in adult education: a case study of participation in Hackney and Waltham Forest, London. Studies in the Education of Adults, 40(1), 110-124. DOI: https://doi.org/10.1080/02660830.2008.11661559

Blossfeld, H.-P., Rossbach, H.-G., & von Maurice, J. (Eds.). (2011). Education as a lifelong process: The German National Educational Panel Study (NEPS). Wiesbaden: VS Verlag für Sozialwissenschaften.

Boshier, R. (1971a). An Instrument and Conceptual Model for the Prediction and Diagnosis of Dropout from Educational Institutions. Department of University Extension, Victoria University of Wellington: Wellington, New Zealand.

Boshier, R. (1971b). Motivational Orientations of Adult Education Participants: A Factor Analytic Exploration of Houle’s Typology. Adult Education, 21(2), 3. DOI: https://doi.org/10.1177/074171367102100201

Boshier, R. (1972a). The Effect of Academic Failure on Self-Concept and Maladjustment Indices. Journal of Educational Research, 65(8), 347. DOI: https://doi.org/10.1080/00220671.1972.10884342

Boshier, R. (1972b). The Development and Use of a Dropout Prediction Scale. Adult Education, 22(2), 87. DOI: https://doi.org/10.1177/074171367202200201

Boshier, R. (1973). Educational Participation and Dropout: A Theoretical Model. Adult Education, 23(4), 255. DOI: https://doi.org/10.1177/074171367302300401

Boshier, R. (1977). Motivational Orientations Re-Visited: Life-Space Motives and the Education Participation Scale. Adult Education, 27(2), 89. DOI: https://doi.org/10.1177/074171367702700202

Carmo Nicoletti, M. (2019). Revisiting the Tinto’s Theoretical Dropout Model. Higher Education Studies, 9(3), 52-64. DOI: https://doi.org/10.5539/hes.v9n3p52

Chrysikos, A, Ahmed, E. & Ward, R. (2017). Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution. International Journal of Comparative Education and Development, 19(2), 97-121. DOI: https://doi.org/10.1108/IJCED-10-2016-0019

Darkenwald, G. G., & Gavin, W. J. (1987). Dropout as a function of discrepancies between expectations and actual experiences of the classroom social environment. Adult Education Quarterly, 37(3), 152-163. DOI: https://doi.org/10.1177/0001848187037003003

Durkheim, E. (1951). Suicide: a study in sociology. The Free Press.

Emirbayer, M. (1997). Manifesto for a Relational Sociology. The American Journal of Sociology, 103(2), 281-317. DOI: https://doi.org/10.1086/231209

Evans, M., & Tragant, E. (2020). Demotivation and Dropout in Adult EFL Learners. The Electronic Journal for English as a Second Language, 23(4), 1-20.

Garrison, D. R. (1987). Researching dropout in distance education. Distance Education, 8(1), 95-101. DOI: https://doi.org/10.1080/0158791870080107

Garrison, D. R. (1988). A deductively derived and empirically confirmed structure of factors associated with dropout in adult education. Adult Education Quarterly, 38(4), 199-210. DOI: https://doi.org/10.1177/0001848188038004002

Gary A. T. (2010). Ruth C. Cohn (1912 - 2010), American Psychologist, 65(9), 926. DOI: https://doi.org/10.1037/a0021633

German Education Council / Deutscher Bildungsrat (1970). Strukturplan für das Bildungswesen. Dt. Bildungsrat.

Hippel, A. von, & Tippelt, R. (2010). The role of adult educators towards (potential) participants and their contribution to increasing participation in adult education - insights into existing research. European Journal for Research on the Education and Learning of Adults, 1(1-2), 33-51. DOI: https://doi.org/10.3384/rela.2000-7426.rela0012

Hoffmann, S., Thalhammer, V., Hippel, A. von, & Schmidt-Hertha, B. (2020). Drop-out in der Weiterbildung – eine Verschränkung von Perspektiven zur (Re-)Konstruktion des Phänomens Drop-out. Zeitschrift für Weiterbildung, 43(3), 31-46. DOI: https://doi.org/10.1007/s40955-019-00143-1

Hoffmann, S., Thalhammer, V., Hippel, A. von, & Schmidt-Hertha, B. (2021). Situative (Nicht-)Passung als Erklärungsansatz von Drop-out in der Weiterbildung. Zeitschrift für Weiterbildung, 44, 241–262 DOI: https://doi.org/10.1007/s40955-021-00191-6

Houle, C. O. (1961). The inquiring mind. Madison. University of Wisconsin Press.

Jacot, A., Frenay, M., & Cazan, A.-M. (2010). Dropout of adult learners returning to university: Interactions of motivational and environmental factors. Bulletin of the Transilvania University of Bra?ov, 52(3), 83-90.

Kambouri, M., & Francis, H. (1994). Time to Leave? Progression and Drop Out in Basic Skills Programmes. Report. London: Adult Literacy and Basic Skills Unit.

Kerby, M. B. (2015). Predictive Model of Student Retention in Higher Education: An Application of Classical Sociological Theory. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1-24. DOI: https://doi.org/10.1177/1521025115578229

Klein, D. (2019). The interplay between academic and social integration in explaining higher education dropout intentions: An empirical application of Tinto's integration model in the German context. Zeitschrift für Erziehungswissenschaft, 22(2), 301-323. DOI: https://doi.org/10.1007/s11618-018-0852-9

Kluge, S. (2000). Empirically Grounded Construction of Types and Typologies in Qualitative Social Research [14 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(1), Art. 14, URL: http://nbn-resolving.de/urn:nbn:de:0114-fqs0001145. [15.05.2020]

Kuwan, H., & Larsson, A.-C. (2008). Final Report of the Development of an International Adult Learning Module (OECD AL Module): Recommendations on Methods, Concepts and Questions in International Adult Learning Surveys. OECD Education Working Papers, No. 21. URL: https://doi.org/10.1787/19939019 [15.05.2020]. DOI: https://doi.org/10.1787/19939019

Li, H. (2017). Academic Integration of Mainland Chinese Students in Germany. Social Inclusion, 5(1), 80-92. DOI: https://doi.org/10.17645/si.v5i1.824

Maslow, A. H. (1967). A Theory of Metamotivation: the Biological Rooting of the Value-Life. Journal of Humanistic Psychology, VII(2), 93-127. DOI: https://doi.org/10.1177/002216786700700201

McGivney, V. (2004). Understanding persistence in adult Learning. Open Learning, 19(1), 33-46. DOI: https://doi.org/10.1080/0268051042000177836

Miles, M. B., & Hubermann, A. M. (1994). Qualitative Data Analysis. SAGE Publications.

Neugebauer, M., Heublein, U., & Daniel, A. (2019). Higher education dropout in Germany: extent, causes, consequences, prevention. Zeitschrift für Erziehungswissenschaft, 22(5), 1025-1046. DOI: https://doi.org/10.1007/s11618-019-00904-1

Park, J.-H., & Choi, H. J. (2009). Factors Influencing Adult Learners’ Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12(4), 207-217.

Perin, D., & Greenberg, D. (1994). Understanding dropout in an urban worker education program. Retention patterns, demographics, student perceptions, and reasons given for early departure. Urban Education, 29(2), 169-187. DOI: https://doi.org/10.1177/0042085994029002004

Pickard, A. (2013). Attrition happens: Towards an acknowledgement and accommodation perspective of adult literacy student dropout. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2(2), 114-126.

Reich-Claassen, J. (2010). Warum Erwachsene (nicht) an Weiterbildungsveranstaltungen partizipieren. Einstellungen und prägende Bildungserfahrungen als Regulative des Weiterbildungsverhaltens. Münster: LIT Verlag.

Rogers, C. R. (1963). The Concept of the Fully Functioning Person. Psychotherapy: Theory, Research, and Practice, 1(1), 17-26. DOI: https://doi.org/10.1037/h0088567

Schmidt, B. (2011). Dropout in der Erwachsenenbildung. Zeitschrift für Pädagogik, 57(2), 203-213.

Schmidt-Hertha, B., & Tippelt, R. (2011). Typologien. Report. Zeitschrift für Weiterbildungsforschung, 34(1), 23-35.

Shank, J. A., & McCracken, J. D. (1993). Dropout and completion in adult vocational job training programs: a prediction model for the adult vocational student. Paper presented at 1993 American Vocational Association.

Spady, W. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1(1), 64-85. DOI: https://doi.org/10.1007/BF02214313

Spady, W. (1971). Dropouts from higher education: Toward an empirical model. Interchange, 2(3), 38-62. DOI: https://doi.org/10.1007/BF02282469

Stamm, M. (2012). Schulabbrecher in unserem Bildungssystem. VS Verlag für Sozialwissenschaften. DOI: https://doi.org/10.1007/978-3-531-94287-2

Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research. Techniques and procedures for developing Grounded Theory. Sage.

Tietgens, H. (1992). Reflexionen zur Erwachsenendidaktik. Klinkhardt.

Ten Dam, G. T. (1995). Drop-out from adult education: social environment, school culture and perceptions. International Journal of Lifelong Education, 14(1), 51-63. DOI: https://doi.org/10.1080/0260137950140105

Tinto, V., & Cullen, J. (1973). Dropout in Higher Education: A Review and Theoretical Synthesis of Recent Research. Columbia University. URL: https://files.eric.ed.gov/fulltext/ED078802.pdf [15.05.2020]

Tinto, V. (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125. DOI: https://doi.org/10.3102/00346543045001089

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226922461.001.0001

Witzel, A. (2000). The problem-centered interview [26 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(1), Art. 22, URL: http://nbn-resolving.de/urn:nbn:de:0114-fqs0001228 [12.05.2020]

Ziegler, M. F., Bain, S.K., Bell, S.M., McCallum, R. S., & Brian, D. J. G. (2006). Predicting women’s persistence in adult literacy classes with dispositional variables. Reading Psychology 27, 59-85. DOI: https://doi.org/10.1080/02702710500542668

Downloads

Published

2022-05-09

How to Cite

Thalhammer, V., Hoffmann, S., von Hippel, A., & Schmidt-Hertha, B. (2022). Dropout in adult education as a phenomenon of fit – an integrative model proposal for the genesis of dropout in adult education based on dropout experiences. European Journal for Research on the Education and Learning of Adults. https://doi.org/10.3384/rela.2000-7426.3351

Issue

Section

Open Paper

Funding data