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Numerous researchers have examined school and student variables that can prevent school failure, dropping out, and the development of delinquent behaviors. Such research suggests that students who establish a strong connection to school early in their academic career have higher academic achievement, better attendance, and more school participation (J. D. Finn, 1989, 1993; Finn & Rock, 1997; Sirin & Rogers-Sirin, 2005). However, there is little research that evaluates mechanisms that could be used to intervene when older students are on course for failure or delinquency. The current study, therefore, attempts to expand on the understanding of precipitating factors for school connection by investigating a possible link between school connection, extracurricular activity participation (EAP), and the relationships with teachers, parents, and peers promoted through activity participation. Latent variable structural equation modeling was used to investigate whether relationships with teachers, parents, and peers mediate the effects of EAP on school connection across time. Data from the base year (8th grade), first follow-up (10th grade), and second follow-up (12th grade) waves of the National Educational Longitudinal Study: 1988-2000 (NELS:88) were used. Three latent variable panel models were created and analyzed; one each for Relationships with Teachers, Relationships with Parents, and Relationships with Peers as the mediating variables. Results supported previous literature in that models reflecting a reciprocal relationship between EAP and school connection were found to have the best fit. Additionally, latent variable structural equation models were constructed to simultaneously compare the influence of EAP on the three types of relationships (i.e., with teachers, parents, and peers) and their subsequent influence on school connection. Finally, a latent variable structural equation model was constructed to explore possible differences in the type of activity in which a student participates on their relationships with others and school connection. / text

Cette étude visait principalement à examiner si le Contrôle (« Conscientiousness ») modère la relation prédictive entre différents facteurs de risque et le décrochage chez les adolescents. Les données de l’étude Stratégie d’Intervention Agir Autrement (SIAA) ont été employées. L’échantillon compte 1864 adolescents âgés de 15 ans provenant de 62 écoles secondaires québécoises. Des analyses de régression logistique ont confirmé le pouvoir prédictif de certains facteurs de risque connus du décrochage (indiscipline scolaire, statut socioéconomique faible, engagement scolaire faible, rendement scolaire faible, retard scolaire, désengagement scolaire des amis et des relations conflictuelles avec les enseignants). Les analyses ont aussi révélé que le Contrôle modère la relation entre les relations conflictuelles avec les enseignants et le décrochage et s’avère donc un facteur de vulnérabilité. En effet, un adolescent qui a un niveau élevé de Contrôle est plus à risque de décrocher lorsqu’il a des relations conflictuelles avec les enseignants. / This study’s main goal is to determine if Conscientiousness moderates the relation between risk factors and dropping out of high school. This project is a secondary analysis of the data from the “Stratégie d’Intervention Agir Autrement” (SIAA) study. The sample includes 1864 15 years old adolescents who go to 62 different high schools in Quebec. Logistic regression analyses confirmed the importance of different risk factors in high school dropping out such as disobedience in school, socioeconomic status, commitment to school, performance in school, grade retention, friends’ lack of school commitment, and conflicting relationships with teachers. Moreover, it was revealed that Conscientiousness moderated the relation between conflicting relationships with teachers and dropping out and was therefore a vulnerability factor. Indeed, an adolescent who has a high level of Conscientiousness is more at risk of dropping out when s/he has conflicting relationships with his or her teachers.

Cette étude visait principalement à examiner si le Contrôle (« Conscientiousness ») modère la relation prédictive entre différents facteurs de risque et le décrochage chez les adolescents. Les données de l’étude Stratégie d’Intervention Agir Autrement (SIAA) ont été employées. L’échantillon compte 1864 adolescents âgés de 15 ans provenant de 62 écoles secondaires québécoises. Des analyses de régression logistique ont confirmé le pouvoir prédictif de certains facteurs de risque connus du décrochage (indiscipline scolaire, statut socioéconomique faible, engagement scolaire faible, rendement scolaire faible, retard scolaire, désengagement scolaire des amis et des relations conflictuelles avec les enseignants). Les analyses ont aussi révélé que le Contrôle modère la relation entre les relations conflictuelles avec les enseignants et le décrochage et s’avère donc un facteur de vulnérabilité. En effet, un adolescent qui a un niveau élevé de Contrôle est plus à risque de décrocher lorsqu’il a des relations conflictuelles avec les enseignants. / This study’s main goal is to determine if Conscientiousness moderates the relation between risk factors and dropping out of high school. This project is a secondary analysis of the data from the “Stratégie d’Intervention Agir Autrement” (SIAA) study. The sample includes 1864 15 years old adolescents who go to 62 different high schools in Quebec. Logistic regression analyses confirmed the importance of different risk factors in high school dropping out such as disobedience in school, socioeconomic status, commitment to school, performance in school, grade retention, friends’ lack of school commitment, and conflicting relationships with teachers. Moreover, it was revealed that Conscientiousness moderated the relation between conflicting relationships with teachers and dropping out and was therefore a vulnerability factor. Indeed, an adolescent who has a high level of Conscientiousness is more at risk of dropping out when s/he has conflicting relationships with his or her teachers.