Dropout Prediction Within a Broad Psychosocial Context: An Analysis of Boshier's Congruence Model

Abstract

One of the best known conceptualizations of dropout in adult education is Boshier's congruence model. This model, however, based largely on self concept incongruency variables, has been criticized for its psychological reductionism. In addition, the model's generalizability has been questioned because it was based upon a single study using a sample of university continuing education students. To test the validity of these criticisms and determine the relative power of the incongruency variables in predicting dropout behavior, this study analyzed Boshier's constructs in concert with a variety of other socioeconomic and psychological variables using a population of adult high school completion students. The results revealed that not only were the incongruency variables poor predictors of dropout for this sample of adult learners, but that dropouts had less self/other incongruence. This finding brought into question the adequacy and generalizability of the congruence model in explaining adult dropout behavior. It was suggested that dropout studies be approached from a holistic psychosocial perspective and that generalization be limited to situationally specific populations.

Get full access to this article

View all access options for this article.

References

Anderson, R. , & Darkenwald, G. (1979). Participation and persistence in American adult education. New York: College Entrance Examination Board.

Bennett, G. , Seashore, H. , & Wesman, A. (1972). Differential Aptitude Tests: Verbal Reasoning (Form T). New York: The Psychological Corporation.

Boshier, R. W. (1971). An instrument and conceptual model for the prediction and diagnosis of dropout from educational institutions. Wellington, New Zealand: Victoria University of Wellington, Monographs in Adult Education.

Boshier, R. W. (1973). Educational participation and dropout: A theoretical model. Adult Education, 23, 255-282.

Boshier, R. W. (1980). A perspective on theory and model development in adult education. Yearbook of adult and continuing education. Chicago: Marquis Academic Media, pp. 20-31.

Darkenwald, G. (1981). Retaining adult students. (ERIC Document Reproduction Service No. ED 205 773).

Garrison, D. R. (1983). Prediction of adult learner dropout using a psychosocial system model (Doctoral dissertation, University of British Columbia, 1983). Dissertation Abstracts International, 44, 1293A.

Garrison, D. R. (1985). Predicting dropout in adult basic education using interaction effects among school and nonschool variables. Adult Education Quarterly, 36, 25-38.

Gough, H. , & Heilbrun, A. (1980). The adjective check list. Palo Alto: Consulting Psychologists Press, Inc.

10.

Holmes, T. , & Masuda, M. (1974). Life change and illness susceptibility. In B. S. Dohrenwend & B. P. Dohrenwend (Eds.), Stressful life events: Their nature and effects (pp. 45-71). New York: John Wiley & Son.

11.

Holmes, T. , & Rahe, R. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11, 213-218.

12.

Jackson, P. , & Getzel, J. (1959). Psychological health and classroom functioning: A study of dissatisfaction with school among adolescents. Journal of Educational Psychology, 50, 295-300.

13.

Mezirow, J. (1971). Toward a theory of practice. Adult Education, 21, 135-147.

14.

Nie, N. H. , Hull, C. H. , Jenkins, J. G. , Steinbrenner, K. , & Bent, D. H. (1975). Statistical package for the social sciences (2nd ed.). New York: McGraw-Hill.

15.

Rahe, R. (1974). The pathway between subject's recent life changes and their near-future illness reports: Representative results and methodological issues. In B. S. Dohrenwend & B. P. Dohrenwend (Eds.), Stressful 1ife events: Their nature and effects (pp. 73-86). New York: John Wiley & Sons.

16.

Richman, J. , & Stern, G. G. (1975). Stern personality and environment indexes: A user's technical manual. Syracuse, N.Y.: Evaluation Research Associates.

17.

Rubenson, K. (1982). Adult education research: In quest of a map of the territory. Adult Education, 32, 57-74.

18.

Stern, G. G. (1970). People in context. New York: John Wiley and Sons.

19.

Verner, C. , & Davis, G. (1964). Completions and dropouts: A review of research. Adult Education, 14, 157-176.