Intención de abandono y abandono durante el primer curso de Formación Profesional de Grado Medio: un análisis tomando como referencia el concepto de implicación del estudiante ("student engagement")

• Antoni Cerdà-Navarro ^[1] ; Inmaculada Sureda-García ^[1] ; Francesca Salvà-Mut ^[1]
  1. [1] Universitat de les Illes Balears

     Universitat de les Illes Balears

     Palma de Mallorca, España

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 39, 2020, págs. 33-57
• Idioma: español
• DOI: 10.15581/004.39.33-57
• Títulos paralelos:
  • Dropout Intention and Effective Dropout during the First Academic Year in Intermediate Vocational Education and Training: An Analysis Taking the Student Engagement Concept as a Reference
• Enlaces
  • Texto completo
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    Este artículo analiza la intención de abandono y el abandono durante el primer curso de Formación Profesional de Grado Medio (FPGM) en función de siete factores relacionados con el concepto de implicación del estudiante (IE) o student engagement (SE). Los datos analizados provienen de un cuestionario basado en el concepto de IE aplicado a una muestra de 1.030 estudiantes matriculados en el primer curso FPGM. Respecto a la intención de abandono, las perspectivas profesionales fueron el factor con mayor peso predictivo. Respecto al abandono durante el primer curso, los factores con mayor peso fueron las relaciones con el profesorado y la implicación en el trabajo escolar. Los resultados sugieren que las perspectivas profesionales son muy importantes para vincular al estudiante con la profesión estudiada, pero es necesario que éstas se complementen con implicación en las tareas escolares y buenas relaciones con el profesorado para reducir el riesgo de abandono. La importancia del artículo reside en la escasez de trabajos empíricos focalizados en el abandono que se produce en FPGM y en su utilidad para fundamentar intervenciones dirigidas a reducir el abandono.

  • English

    This article analyzes dropout intention and the effective dropout rate amongst fi rst year students enrolled in Intermediate Vocational Education & Training (IVET) using seven factors related to student engagement (SE). The data analyzed come from a questionnaire based in SE concept applied to a sample of 1,030 students enrolled in the fi rst year of IVET. Regarding dropout intention, professional perspectives were the factor with the greatest predictive weight. Regarding the dropout during the fi rst course, the factors with the greatest weight were involvement in the school/educational tasks and relationship with teachers. Results suggest that professional perspectives are very important to engage IVET students with the program in which they are enrolled, but these must later be complemented with student involvement in the school/educational tasks and good relationships with the teaching staff. The importance of this article lies in the scarcity of empirical works focusing on dropout from IVET programs and its applicability in interventions aimed at reducing the dropout rate.

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