Developing Academic Persistence in the International Baccalaureate Diploma Programme: Educational Strategies, Associated Personality Traits and Outcomes
https://doi.org/10.17583/ijep.2019.3913
Keywords:
Downloads
Abstract
The aim of the study was to investigate the relationships between certain educational strategies and students' personality traits, on the one hand, and students' academic performance, on the other, respectively between the latter and two types of outcomes (i.e. students' academic performance and intentions to drop out of high school). These relationships were examined in two educational settings: in the Diploma Programme (DP), a two-year college-preparatory curriculum offered by the International Baccalaureate (IB), an international private educational system, and the traditional Romanian schools. A sample of IB students in 3 Eastern and Central European countries, and a comparison sample of non-IB students in Romania participated in the research. Results reveal several educational strategies and personality traits among those suggested by previous investigations that significantly sustain IB DP students’ academic persistence. Also, IB students’ academic performance and dropout intentions are influenced by these traits and educational strategies, and these effects are fully or partially mediated by academic persistence. A different pattern of associations emerged in the non-IB sample, with independent work style as the most important determinant of academic persistence, suggesting that relative to the traditional Romanian schools, the IB programme promotes a climate that better supports students in completing their education.Downloads
References
AlKandari, N. (2012). Students’ communication and positive outcomes in college classrooms.Education, 133 (1), 19-30.
Google Scholar CrossrefAllen, J. K. (2011). Teaching for civic engagement: lesson learned from integrating positive psychology and future studies, Journal of University Teaching & Learning Practice, 8 (3), 1-15.
Google Scholar CrossrefAlva, S. A. (1991). Academic invulnerability among Mexican-American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Sciences, 13 (1), 18-34.
Google Scholar CrossrefAndrei, T., Profiroiu, A., Profiroiu, M. & Iacob, A. I. (2011). School dropout in Romania at the level of disadvantaged groups. Procedia-Social and Behavioral Sciences, 28, 337-341.
Google Scholar CrossrefAngus, D. L., &Mirel, J. (1999). The failed promise of the American high school, 1890-1995. New York: Teachers College Press
Google Scholar CrossrefAppleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45 (5), 369-386.
Google Scholar CrossrefAstin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
Google Scholar CrossrefBlackwell, L., Trzesniewski, K., &Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.
Google Scholar CrossrefBlue, D., & Cook, J. E. (2004). High school dropouts: Can we reverse the stagnation in school graduation? High School Dropouts. 1 (1), 1-11.
Google Scholar CrossrefBraxton, J. M., Bray, N. J., & Berger, J. B. (2000).Faculty teaching skills and their influences on the college student departure process.Journal of College Student Development, 41 (2), 215-227.
Google Scholar CrossrefBrown, S. D., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R. W. (2008). Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis. Journal of Vocational Behavior, 72, 298–308.
Google Scholar CrossrefBrunold-Conesa, C. (2010). International education: The International Baccalaureate, Montessori and global citizenship. Journal of Research in International Education, 9(3), 259–272.
Google Scholar CrossrefChen, R. (2012). Institutional characteristics and college student dropout risks: A multilevel event history analysis. Research in Higher Education, 53, 487-505.
Google Scholar CrossrefCornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of bullying and teasing predicts high school dropout rates. Journal of Educational Psychology, 105, 138-149.
Google Scholar CrossrefCrain-Dorough, M. L. (2003). A study of dropout characteristics and school-level effects on dropout prevention.LSU Graduate School, Electronic Thesis and Dissertation.Retrieved fromhttp://etd.lsu.edu/docs/available/etd-0710103-021510/unrestricted/Crain-Dorough_dis.pdf.Accessed 15.03.2015.
Google Scholar CrossrefDaniels, L. M., Stupnisky, R. H., Pekrun, R. H., Haynes, T. L., Newall, N. E., & Perry, R. P. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101 (4), 948-963.
Google Scholar CrossrefDavidson, W. B., Beck, H. P., & Milligan, M. (2009). The college persistence questionnaire: development and validation of an instrument that predicts student attrition. Journal of College Student Development, 50 (4): 373-390.
Google Scholar CrossrefDeci, E. & Ryan, R. (1987).The support of autonomy and the control of behavior.Journal of Personality and Social Psychology, 53, 1024-1037.
Google Scholar CrossrefDuckworth, A.L., Peterson, C., Matthews, M. D., & Kelly, D.R., , (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92 (6), 1087-1101.
Google Scholar CrossrefEccles J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J.L., and Midgley, C. (1983).Expectancies, values, and academic behaviors.In J.T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: W.H. Freeman.
Google Scholar CrossrefFinn, J. D. (1989). Withdrawing from school.Review of Educational Research, 59 (2), 117-142.
Google Scholar CrossrefFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59–109.
Google Scholar CrossrefFreudenberg, N., &Ruglis, J. (2007).Reframing school dropout as a public health issue.Preventing Chronic Disease, 4(4).Retrieved from http://www.cdc.gov/pcd/issues/2007/oct/07_0063.htm.
Google Scholar CrossrefGovindaraju, R., &Venkatesan, S. (2010). A study on school drop-outs in rural settings.Journal of Psychology, 1 (1), 47-53.
Google Scholar CrossrefHardre, P.L., & Reeve, J. (2003).A motivational model of rural students’ intentions to persist versus dropout of high school.Journal of Educational Psychology, 95(2), 347–356.
Google Scholar CrossrefHarter, S. (1978). Effective motivation reconsidered: Toward a developmental model. Human Development, 21, 36-64.
Google Scholar CrossrefHarvey, S., Blouin, C., & Stout, D. (2006).Proactive personality as a moderator of outcomes for young workers experiencing conflict at work. Personality and individual differences, 40 (5), 1063-1074.
Google Scholar CrossrefHattie, J. (2013). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Google Scholar CrossrefHolman, A. C., Pascal, E. A., Bostan, C., Hojbota, A. M., & Constantin, T. (2015). Developing academic persistence in the International Baccalaureate Diploma Program: educational strategies and associated personality traits. Annals of AI.I. Cuza University. Psychology Series, 24(2), 53.
Google Scholar CrossrefHu, S., & Ma, Y. (2010). Mentoring and student persistence in college: A study of the Washington State Achievers Program. Innovative Higher Education, 35, 329-341.
Google Scholar CrossrefHulleman, C. S., &Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes.Science, 326, 1410–1412.
Google Scholar CrossrefInternational Baccalaureate Organisation (2012). Handbook of procedures for the Diploma Programme 2014. Cardiff: Peterson House.
Google Scholar CrossrefInternational Baccalaureate Organisation (2013).What is an IB education? Cardiff: Peterson House.
Google Scholar CrossrefKohn, A. (2011). Feel-bad education: And other contrarian essays on children and schooling. Beacon Press.
Google Scholar CrossrefLanRong, X., &Preissle, J. (2009).Educating Immigrant Students in the 21st Century: What Educators Need to Know.Thousand Oaks, California: Corwin.
Google Scholar CrossrefMartin, A. (2007). Examining a multi-dimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440.
Google Scholar CrossrefMartin, A. J., Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Google Scholar CrossrefMischel, W. (2014).The Marshmallow test: Mastering self-control. New York: Little, Brown.
Google Scholar CrossrefNita, A. M. (2013). The Romanian educational system between endogenous degradation and exogenous support.Political sciences specialization, 39, 18-24
Google Scholar CrossrefNoftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big Five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93,116 –130.
Google Scholar CrossrefPintrich, P. R., Smith, D. A., Garcia, T., &McKeachie, W. J. (1993).Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ).Educational and Psychological Measurement, 53, 801–813.
Google Scholar CrossrefReason, R. D. (2003). Student variables that predict retention: Recent research and new developments. NASPA Journal, 40, 172–191.
Google Scholar CrossrefReason, R. D. (2009).An examination of persistence research through the lens of a comprehensive conceptual framework.Journal of College Student Development, 50 (6), 659–692.
Google Scholar CrossrefRumberger, R. (2000). Who Drops Out of School and Why? Paper presented at the School Completion in Standards-Based Reform: Facts and Strategies Workshop, National Research Council, Washington, DC (July 17). California: University of California, Santa Barbara.
Google Scholar CrossrefRumberger, R.W. (2006). Why students drop out of school. In G. Orfield (Ed.), Dropouts in America: Confronting the graduation rate crisis (pp. 131-155). Cambridge, Massachusetts: Harvard Education Press.
Google Scholar CrossrefRumberger, R.W., & Lamb, S.P. (2003). The early employment and further education experiences of high school dropouts: a comparative study of the United States and Australia. Economics of Education Review, 22, 353–366.
Google Scholar CrossrefSchmitz, G. S., &Schwarzer, R. (1999). Teachers' proactive attitude: Construct description and psychometric analyses. Zeitschrift fur EmpirischePadagogik, 13, 3-27.
Google Scholar CrossrefSchwarzer, R., & Jerusalem, M. (1995).Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35- 37). Windsor, England: NFER-NELSON.
Google Scholar CrossrefShannon, S. G., &Bylsma, P. (2005).Promising programs and practices for dropout prevention. Washington: Office of Superintendent of Public Instruction.
Google Scholar CrossrefShaunessy, E., Suldo, S. M., Hardesty, R. B., & Shaffer, E. S. (2006). School functioning and psychological well-being of International Baccalaureate and general education students: A preliminary examination. Journal of Secondary Gifted Education, 17, 76 – 89.
Google Scholar CrossrefTangney, J.P., Baumeister, R.F., Boone, A.L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72 (2), 271-324.
Google Scholar CrossrefTinto, V. (1993).Leaving College: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University of Chicago Press.
Google Scholar CrossrefTrautwein, U., Ludtke, O., Roberts, B. W., Schnyder, I., &Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97, 1115-1128.
Google Scholar CrossrefVanTassel-Baska, J. (2003). Curriculum planning and instruction design for gifted learners. Denver, CO: LovePublishing.
Google Scholar CrossrefVoicu, B. (2010). Impactulvalorilor sociale asuprarezultateloreducaţionale. Implicaţiipentrupoliticileeducaţionale, in Emilian M. Dobrescu&NicolaieIancu, eds.,Politicieducaţionale. Relevanţăşieficienţă, pp. 386-406, Bucharest: Eurolobby.
Google Scholar CrossrefWright, E., & Lee, M. (2014).Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China. International Review of Education, 60(2), 199-216.
Google Scholar CrossrefWright, K. (2014). International Baccalaureate Programmes: Longer Term Outcomes.Research report. Retrieved from http://www.ibo.org/globalassets/publications/ib-research/continuum/longer-term-outcomes-final-en.pdf
Google Scholar CrossrefZajacova, A., Lynch, S. M., &Espenshade, T. J. (2005).Self-efficacy, stress and academic success in college.Research in Higher Education, 46 (6), 677-706.
Google Scholar CrossrefZimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.