A comparative study of the adaptive abilities of drop out students who return to school and those who never left

• Main Authors: Mei-Jen Jang, 張梅禎
• Other Authors: Miaw-Sheue Guo
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/57249997711501124247

碩士 === 中國文化大學 === 生活應用科學研究所 === 89 === This research studies the following four subjects: 1.the differences in self-esteem, parenting, social status and adaptive abilities between drop out students who return to school and students who never left. 2.the differences of the adaptive abilities among drop out students who return to school as regards to self-esteem, parenting and social status. 3.the differences of the adaptive abilities among drop out students who return to school as regards to gender, duration of dropping out and frequency of dropping out. 4.the differences of self-esteem, parenting and social status among drop out students who return to school as regards to gender, duration of dropping out and frequency of dropping out. The sample in this study has been taken from 35 junior high schools in Taoyuan County. There are 338 valid samples. Statistical techniques include frequency distribution, percentage, mean, standard deviation, T -test, chi-square and analysis variance. The results of the study show that the self-esteem and overall adaptive abilities of drop out students who return to school are evidently lower than those of the non-drop out students. The parents of drop out students who return to school display more indifference and negligence. The parents of non-drop out students are more communicative and structured. There are also significant differences between drop out students who return to school and non-drop out students in relation to high social status. More non-drop out students are from higher social status families than those of drop out students who return to school. In this research, the difference in adaptive abilities to the environment of drop out students who return to school in relation to self-esteem, parenting, social status, gender, duration of dropping out and frequency of dropping out has been studied. This study has found that a significant difference in adaptive abilities to the environment exists in relation to the rest of the variables except for self-esteem. There was no significant difference in self-esteem between drop out students in relation to gender, duration of dropping out and frequency of dropping out. There was a difference between drop out students who return to school in relation to parenting received and social status. The parents of drop out girls who return to school within three months displayed more broad-minded attitudes than those of girls who return to school after three months. There was no significant difference in the parenting of drop out boys who return to school in relation to duration of dropping out. The social status of students who drop out once has been higher than that of students who dropped out from school more than once. The discussion of this study is based on the results of the study mentioned above, and can be used as a reference for people who want to study further in this field.