Predicting different types of school dropouts: A typological approach with two longitudinal samples.

Abstract

Despite evidence of the psychosocial heterogeneity of school dropouts, empirical studies have rarely directly addressed this issue. The general goal of this research was to explore the heuristic value of a typological approach for preventing and studying school dropout. The specific objectives were to build empirically a typology of dropouts based on individual school experience, to test the typology's reliability by replicating the classification with two different longitudinal samples, and to examine the typology's predictive and discriminant validity. The results led to a 4-type solution: Quiet, Disengaged, Low-Achiever, and Maladjusted dropouts. The results support the internal and external validity of the typology and highlight important different profiles with regard to personal and social risk factors. The discussion underscores the theoretical and clinical utility of a typological approach by assisting the study of the different paths in the etiology of school dropout and the adoption of a differential prevention strategy.