DECOMPOSING THE ACADEMIC FAILURE-DROPOUT RELATIONSHIP - A LONGITUDINAL ANALYSIS

Data from a 4-wave panel (N = 1,195), tested in the 7th, 8th, and 9th grades and as young adults, were used to estimate a causal model, The model was used to decompose a previously observed relationship between 7th-grade academic failure and later dropout behavior in terms of 5 t heoretically informed mediating variables, The academic failure-dropou t relationship was partially decomposed by the mediating effects of lo w motivation, association with deviant peers, and perception of reject ion by the students at school. Although perception of rejection by tea chers and resistance toward school were, as hypothesized, influenced b y earlier negative academic experiences, they had no independent effec ts on dropping out net of their relationship to association with devia nt peers or low motivation. Implications for current practice and futu re research are also discussed.