Nationalekonomisk litteratur har visat att utsatthet för skolmobbning kan ha negativa konsekvenser på lång sikt såsom lägre utbildningsnivå och löner. I denna uppsats undersöks huruvida olovlig frånvaro kan vara en mekanism som ligger till grund för de långsiktiga följderna genom att studeraorsakssambandet mellan mobbning och skolkning. Därtill undersöks ifall elevernas kön har en påverkan i denna fråga. OLS samt paneldatametoden fixed effects används i studien med hjälp av data på kommunnivå från finska enkätundersökningen Hälsa i skola för åren 2017 och 2019. I studien hittas inget starkt bevis för att mobbning skulle orsaka olovlig frånvaro hos offren eftersom den mest pålitliga modellen inte finner något signifikant samband. Dock tyder övriga resultat på att det kan finnas ett i verkligheten. Andra modeller estimerar att en procentenhets ökning i andelen mobbade elever orsakar ungefär 0,2 procentenheters ökning i andelen skolkande elever. Resultaten indikerar att det kan finnas könsskillnader i denna fråga. / It has been shown in the economical literature that being bullied at school may have negative consequences in the long run, such as lower educational levels and wages. This paper examines whether school absenteeism could possibly be one mechanism behind the long-run consequences by studying the causality between bullying and truancy. Gender’s role in the question has also been examined. OLS and panel data method fixed effects along with Finnish survey data for 2017 and 2019 are applied. No strong evidence that bullying would lead the victims to truant was found as the most reliable model couldn't find any significant association. Other results, though, suggest that such causality might exist. Alternative models estimate that a one percentage point increase in the share of students bullied causes an increase of approximately 0,2 percentage points in the share of truants. The results indicate that there might be gender differences regarding the topic.

School attendance problems experienced by children are a concern across Canadian educational systems. Higher rates of attendance issues exist among children who experience emotional and behavioural difficulties, which places them at heightened risk for poor educational outcomes. Frequently explored in educational research are variables related to school attendance problems among the general child population, however, a shortage of literature exists that explores these elements among children with emotional and behavioral difficulties. To address this void, this mixed-methods study explored child and educational elements that surrounded the school attendance problems of a sample of children receiving mental health services at a community clinic. Together, analyses of data gathered from the CANS, SDQ, and client files indicated that dynamic and reciprocal relationships existed among children’s emotional, behavioural, social, and academic difficulties which contributed to their attendance and overall educational experiences. These results corroborate existing research related to school attendance problems, however, provide unique insights into the profiles of this particular population and how their needs can be better met to promote more positive school experiences.

Indiana University-Purdue University Indianapolis (IUPUI) / No longer is the family the only unit of care for children and their education; schools are now the primary unit of education and are responsible for at least 6-8 hours of student connectedness. Yet, one in every 100 US students is truant. Among students ages 14-17, the number of truants is one in 10. In one township in Indiana, one in every three students is a chronic truant. Understanding why children disengage from school before reaching the compulsory attendance age of 16 is essential. This study explored the relationship of schools’ social bonding opportunities and principals’ perceptions of students’ social bond on rates of chronic truancy in middle schools. Chronic truancy was defined as 10 or more absences reported to the Indiana Department of Education during the 2006-2007 school year. Methods. A cross-sectional online survey consisting of 81 items was administered using Survey Monkey™. The list of participants was generated from the Indiana Department of Education’s online database of middle and junior high schools in Indiana. Of the 429 principals invited to participate, 144 responded. The final sample consisted of 99 public schools. Secondary data was used to compare school demographic characteristics. Results. Using multiple regression analyses, the results showed that schools’ social bonding opportunities and principals’ perceptions of students’ social bonding in middle school were positively but not significantly related to rates of chronic truancy. The variables in the model of best fit accounted for 16% of the change in rates of chronic truancy. Principals reported doing well at creating opportunities for students to attach and be involved in school but that they needed to improve on building relationships to effectively increase social bonding in their middle schools. Conclusions. Student success is dependent on not only what the student brings to the school environment but what the school environment provides to the student. Creating an environment for students to thrive and succeed relies on the opportunities for social bonding in the middle school. Truancy prevention and school engagement is a shared responsibility.

Students who are truant from school may result in their becoming academically and socially unprepared to enter the work force. In an age in which higher paying jobs require technical skills from workers, employees with minimal skills and academic preparation have a negative social and fiscal impact upon the school community and the larger social order of the country. The purpose of this study examines the problem through personal, in-depth interviews of students identified as truants in order to provide a deeper understanding of the phenomena and the critical effects upon their academic and social development. Eight individual students are interviewed, examining their lived experiences as it relates to their education through a collective case study methodology. The reconstruction of these students' reflections on life events provides a subjective analysis of their school attendance, with implications for educators to begin prevention and intervention strategies prior the onset of the middle school experience.

Truancy is one of the problems that exist in schools and affect learners' performance. The aim of the current study was to determine how truancy manifests and also to explore the life world of truants in secondary schools. From the literature review, the two types of truancy, namely blanket truancy and post-registration truancy were described. Various programmes and approaches used in truancy intervention were explored. An empirical investigation was undertaken with a sample of 758 Grade 10 learners from three secondary schools. The results indicated that significantly more males than females engaged in truancy. There is also a significant dependency between learning problems and truancy. The results of the study were analysed and recommendations for intervention and for further study were made. / Educational Studies / M.Ed. (Guidance and Counseling)

Truancy is one of the problems that exist in schools and affect learners' performance. The aim of the current study was to determine how truancy manifests and also to explore the life world of truants in secondary schools. From the literature review, the two types of truancy, namely blanket truancy and post-registration truancy were described. Various programmes and approaches used in truancy intervention were explored. An empirical investigation was undertaken with a sample of 758 Grade 10 learners from three secondary schools. The results indicated that significantly more males than females engaged in truancy. There is also a significant dependency between learning problems and truancy. The results of the study were analysed and recommendations for intervention and for further study were made. / Educational Studies / M.Ed. (Guidance and Counseling)

Studiens syfte är att undersöka gymnasieelever i årskurs tre och deras motivation till att prioritera sina studier och prestera väl i skolan, samt undersöka vad som kan bidra till problematiken kring att vissa gymnasieelever inte är motiverade till att prioritera sina studier och prestera väl i skolan. Ett visst fokus riktas mot gymnasieelevers alkohol- och narkotikaanvändning, med syftet att undersöka huruvida detta samspelar med bristande studiemotivation. Studien utgår från tidigare forskning på området, vilken fastslår att det existerar ett samband mellan studierelaterad problematik och alkohol- och narkotikaanvändning, samt att andra omkringliggande aspekter i elevers liv kan vara avgörande för studierelaterad problematik och ungas användning av alkohol och narkotika. Tidigare forskning har, tillsammans med vårt teoretiska ramverk hjälpt oss att analysera och diskutera studiens resultat. Det teoretiska ramverket består av ett helhetsperspektiv och andra teoretiska begrepp som KASAM (känsla av sammanhang), gruppkultur, subkultur och avvikande beteende. För att uppnå studiens syfte har vi antagit en kvantitativ ansats och inhämtat vårt empiriska material via en webbaserad enkätundersökning. Vår data har genomgått sambandsanalyser med hjälp av Chi2-test, t-test och variansanalys (ANOVA). Studiens resultat visar att de flesta gymnasieelever sällan är motiverade att gå till skolan på morgonen och spenderar under 30 minuter om dagen på studier utöver skoltid. Samtidigt är det övervägande många som anser att det är av vikt att prestera väl i skolan. De flesta elever skolkar minst någon gång per termin och då på grund av en allmän skoltrötthet. Resultatet visar även att det finns ett samband mellan elevers omgivning och deras studiesituation. Vänners vanor kring skolk återspeglas exempelvis i hur ofta eleven själv skolkar. Detsamma gäller för elevens användning av alkohol och narkotika. Avslutningsvis visar också studiens resultat att det finns samband mellan alkoholanvändning (i vissa fall), cannabisanvändning (i de flesta fallen) och studierelaterad problematik.

Made available in DSpace on 2017-07-21T20:31:50Z (GMT). No. of bitstreams: 1 Rosemeri Terezinha Ferreir da Rocha Rodrigues.pdf: 1549426 bytes, checksum: 3f4c443847107d19161ab86d223665ee (MD5) Previous issue date: 2010-04-07 / This research aimed to make them about the physical space as a school area lived in the past for teens (boys) in the inner center of Ponta Grossa Socioeducation who had the experience of dropping out of school, in the same city. And from the experiences reported to identify which elements work together to break with the academic institution; experience the strengths and weaknesses (as perceived by the subjects) experienced within the school. The methodological instruments used were: an open-ended questionnaire and interviews from the photographic images of the last schools in which the research subjects studied. The phenomena dropout / involved with the infraction was treated as a metaphor "route margin and spaces classroom / cell were used in the real and symbolic dimension to the discussion of Public Policy Education and socioeducation. To characterize the route classroom - cell analysis was performed in documentary productions scientific reports and investigations of national and international agencies as the Getúlio Vargas Foundation (FGV), UNESCO and UNICEF also worked the space-time history of policies for children and adolescents in Brazil (in the national, state and municipal) to the current situation which exists in the Statute for Children and Adolescents (1990). The research methodology chosen was orientated towards the articulation of different levels categorized as methodological poles and the theoretical constructed from two epistemological: phenomenology (as support for the interviews in the field) and the dialectic in the construction and analysis of the research object. The results of this investigation followed three parallel paths: a survey of socioeconomic characteristics and school history of the research subjects, comparing the results of this investigation with other listed throughout the study and classification of accounts from the interviews in groups based on thematic similarities that indicate relevant the discussion. These themes were not defined a priori but emerged from the speech of the research subjects. The main results presented from the analysis showed that the factors that influence the disruption of school life of adolescents were strong geographical mobility (lack of housing), households with only one charge (most headed by women) for the provision of income play functions that offer low pay or no income, low parental education, lack of opportunities for cultural enrichment and little variation in the opportunities to develop physical skills (lack of incentive programs to sports, culture and leisure) lack of inclusion of non-formal education, easy access to drugs in the school environment, low self-esteem, teen pregnancy (early parenthood), and use of coercive measures in school (expulsion). The themes discussed from the reports submitted were fighting in front of schools, attendance at bars and other places of commerce, easy access to drugs in the school environment, violent games and fights within the school and vulnerabilities positive evidence of autonomy and role the experiences within the school. / Esta investigação teve como objetivo realizar escuta sobre o espaço físico escolar enquanto espaço vivido no passado por adolescentes (meninos) internos no Centro de Socioeducação de Ponta Grossa que tiveram a experiência da evasão escolar, neste mesmo município. E a partir das vivências relatadas, identificar quais elementos colaboraram para a ruptura com a instituição escolar; detectar os aspectos positivos e negativos (segundo a percepção dos próprios sujeitos) vivenciados dentro da escola. Os instrumentos metodológicos utilizados foram: um questionário com questões abertas e entrevistas a partir de imagens fotográficas das últimas escolas nas quais os sujeitos de pesquisa estudaram. Os fenômenos evasão escolar / envolvimento com ato infracional foram tratados como metáfora de uma “rota a margem” e os espaços sala de aula / cela foram utilizados a partir da dimensão real e simbólica para discussão das Políticas Publicas de Educação e Socioeducação. Para caracterização da rota sala de aula – cela foi realizada análise documental em produções científicas, relatórios e investigações de agências nacionais e internacionais como Fundação Getúlio Vargas (FGV), UNESCO e UNICEF. Foi trabalhado também o espaço-tempo histórico das políticas de atendimento à criança e adolescente brasileiros (nos cenários nacional, estadual e municipal) até a conjuntura atual em que vigora o Estatuto da Criança e do Adolescente (1990). A metodologia de pesquisa escolhida foi orientada na articulação de diferentes instâncias categorizadas como polos metodológicos, sendo o polo teórico construído a partir de duas correntes epistemológicas: a fenomenologia (enquanto suporte para as entrevistas no campo) e a dialética na construção e análise do objeto de pesquisa. A análise dos resultados desta investigação seguiu três caminhos paralelos: levantamento do perfil socioeconômico e trajetórias escolares dos sujeitos de pesquisa; confrontamento dos resultados desta investigação com outras elencadas no corpo do trabalho e a classificação dos relatos das entrevistas em conjuntos baseados em analogias que indicam temáticas pertinentes à discussão. Estas temáticas não foram definidas a priori, pois emergiram da fala dos sujeitos entrevistados. Os principais resultados apontados a partir das análises mostraram que os fatores que influenciaram na interrupção da vida escolar dos adolescentes foram: forte mobilidade geográfica (falta de moradia própria), famílias com apenas um responsável (a maioria comandadas por mulheres) pela provisão da renda desempenhando funções que oferecem baixa remuneração ou sem renda, baixa escolaridade dos pais, falta de oportunidades de enriquecimento cultural e pouca variação nas oportunidades de desenvolvimento de habilidades físicas (falta de programas de incentivo ao esporte, cultura e lazer) falta de Projetos Educacionais em contextos diversos ao da escola, fácil acesso à droga no entorno escolar, baixa auto-estima, gravidez precoce (paternidade precoce), e uso de medidas coercitivas na escola (expulsões). As temáticas discutidas a partir dos relatos apresentados foram: brigas nas frentes das escolas; freqüência a bares e outros pontos de comercio; fácil acesso às drogas no entorno escolar; brincadeiras violentas, brigas no interior da escola e vulnerabilidades positivas, indícios de autonomia e protagonismo nas vivências dentro da escola.

The aim for the study is to identify high school students’ perceptions of absenteeism. More specific the aim is to investigate their perceptions of the situations before, during and after the time they were absent. The chosen method for the study is phenomenography which includes qualitative semi-structured interviews. Six students currently in secondary school with a background of absenteeism have been interviewed. The interviews have been analyzed with an eight-step approach. The result of the study presents young students perceptions of circumstances that lead to and sustain their school absence and their return to school attendance. The findings in the analysis show that the informants perceive mental illness as a circumstance with major impact on leading to and sustaining school absence among the students. The mental illness is related to the students’ perceptions of social circumstances in and/or outside school and unmet needs in relation to school success. The perceptions of the circumstances that lead to and sustain attendance were related to a better mental health. Mental health was affected positively mainly by the circumstances related to social relationships and by the adaptations in the learning environment. However, the informants did not perceive better mental health as a key circumstance as explicitly as mental illness.

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-12-02T13:24:49Z No. of bitstreams: 1 Dissertação - Oziel Coelho Antunes.pdf: 4062453 bytes, checksum: 4637053a55a016edeb581e4fd55d2a67 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-12-02T13:25:41Z (GMT) No. of bitstreams: 1 Dissertação - Oziel Coelho Antunes.pdf: 4062453 bytes, checksum: 4637053a55a016edeb581e4fd55d2a67 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-12-02T13:26:21Z (GMT) No. of bitstreams: 1 Dissertação - Oziel Coelho Antunes.pdf: 4062453 bytes, checksum: 4637053a55a016edeb581e4fd55d2a67 (MD5) / Made available in DSpace on 2016-12-02T13:26:21Z (GMT). No. of bitstreams: 1 Dissertação - Oziel Coelho Antunes.pdf: 4062453 bytes, checksum: 4637053a55a016edeb581e4fd55d2a67 (MD5) Previous issue date: 2016-08-12 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This research provides a mechanism to support the analysis and comparison of the interaction and the performance of students in the Moodle virtual learning environment through mobile devices and desktop computers. The proposed mechanism is based on a plugin provided to validation of teachers and tutors in classes and distance education. The methodology used in this survey was exploratory and was conducted through a case study where a comparison of two classes were made, one using conventional Moodle and the other using Moodle application for mobile devices. The goal was to identify relevant elements in the data records and access logs of VLE Moodle that could provide some information regarding student interaction and performance, and so determine the correlation that exists between these elements by statistical analysis. The motivation for this study began from the observation of distance education courses taught by the UFAM CED where a significant rate of withdrawal was detected. It is hoped that this research makes it possible to find elements that support using preventive measures and thus contribute to combating the disapproval, withdrawal and school evasion / Este trabalho teve como propósito fornecer um mecanismo de apoio à análise e comparação da interação e do desempenho de alunos no Ambiente Virtual de Aprendizagem Moodle por meio do uso de dispositivos móveis e de computadores desktops. O mecanismo proposto foi baseado em um plugin disponibilizado e submetido à validação de professores e tutores em turmas de ensino semipresencial e a distância. A metodologia utilizada na pesquisa foi de caráter exploratório e conduziu-se por intermédio de um estudo de caso em que se buscou fazer um comparativo de duas turmas: uma utilizando o Moodle convencional e outra usando, além do Moodle convencional, também um aplicativo Moodle para dispositivos móveis. O objetivo foi identificar elementos relevantes nos registros de dados e logs de acesso do AVA Moodle que pudessem fornecer alguma informação referente à interação e ao desempenho dos alunos e assim determinar a correlação existente entre esses elementos, por meio de análises estatísticas. A motivação para este estudo surgiu da observação de cursos de Educação a Distância ministrados pelo CED da UFAM em que foi verificado um índice significativo de evasão. Espera-se que esta pesquisa possibilite encontrar elementos que auxiliem a tomada de medidas preventivas e assim contribuir para o combate à reprovação, à desistência e à evasão escolar.