Análisis de los factores determinantes del abandono escolar temprano en La Rioja

Abstract

Early School Leaving is a worry issue in European and world structural reforms. To understand it, it is necessary to make a broad and global analysis, because it combines social, economic, educational, personal and family aspects. The main objective of this study is to identify the principal dimensions that explain Early School Leaving in the Autonomous Community of La Rioja. So to as, an exhaustive analysis of the literature about early school leaving factors and its consequences is made. Numbers and details from European and Spanish educational institutions are also examined. Based on the basic structure of the UTAUT model, a highly contrasted explanatory model of human behavior, an adaptation is made by uniting the aspects found in the literature, creating a global and multidimensional explanatory model of Early School Leaving with an integrating sense. Then, the ad hoc CAET questionnaire (Early School Leaving Questionnaire) was developed and reliability and validity analysis was carried out. The obtained sample was a total of 1,157 students from the Community of La Rioja, enrolled in levels/programs; 4th of ESO, PMAR2, 1st of Middle Grade Training Cycle, 1st and 2nd of Basic Professional Training, therapeutic-educational classrooms and socio-educational Inclusion classrooms. The main results found indicate that the principal protective factors against abandonment: The students' perspective about the usefulness of the educational system for their personal and professional utility; A favorable climate at home with families involved in the educational process of their children; The students' appreciation about the value of human resources of the educational system, in their training process and the motivation towards the goal. Consequently, it is extremely important that the educational comunity know of the principal factors for a student to make the decision to abandon studies prematurely, since from the paradigm of an inclusive education, preventive actions must be adopted that minimize the effect produced by risk factors, avoiding a future early abandonment.