Predicting Dropout In Adult Basic Education Using Interaction Effects Among School and Nonschool Variables

Abstract

Against a background of theoretical considerations this research explored the effect of course relevancy and goal clarity, in concert with psychosocial variables, upon persistence/dropout. It was found that dropouts thought their courses were more relevant and were more certain of their goals. Due to this seemingly anomalous finding a second analysis was performed using interaction variables. The interaction of scholastic ability and course relevancy added to the discrimination of persisters and dropouts. A self-confidence and ideal self discrepancy variable was also shown to be a good discriminator of persistence and dropout. An explanation of the anomalous finding was that many ABE learners appear to set unrealistic occupational goals considering their scholastic ability and socioeconomic status.

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