Citations (22)
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Murat Balkis. (2018) Academic amotivation and intention to school dropout: the mediation role of academic achievement and absenteeism. Asia Pacific Journal of Education 38:2, pages 257-270.
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Oddny Judith Solheim & Kjersti Lundetræ. (2018) Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education: Principles, Policy & Practice 25:1, pages 107-126.
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Rannveig Grøm Sæle, Tore Sørlie, Trude Nergård-Nilssen, Karl-Ottar Ottosen, Charlotte Bjørnskov Goll & Oddgeir Friborg. (2016) Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems. Educational Psychology 36:10, pages 1886-1907.
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Per Frostad, Sip Jan Pijl & Per Egil Mjaavatn. (2015) Losing All Interest in School: Social Participation as a Predictor of the Intention to Leave Upper Secondary School Early. Scandinavian Journal of Educational Research 59:1, pages 110-122.
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Articles from other publishers (12)
Hena ALTUN, Gamze Nur YÜKSEL & Yurdagül GÜNAL. (2022) Ortaokul Öğrencilerinin Okul Etkililiği Algıları ile Okul Terki Düşüncelerinin İncelenmesi: Bir Karma Yöntem AraştırmasıExamination of Secondary School Students' Perceptions of School Effectiveness and Their Thoughts on Dropout: A Mixed Method Research. Türk Eğitim Bilimleri Dergisi 20:3, pages 1015-1043.
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Alfredo Guzmán, Sandra Barragán & Favio Cala-Vitery. (2022) Comparative Analysis of Dropout and Student Permanence in Rural Higher Education. Sustainability 14:14, pages 8871.
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David M Doyle, Marie Muldoon, Stephanie Thompson & Muiread Murphy. (2021) Economic Obstacles to Education in Ireland. Journal of Human Rights Practice 13:1, pages 124-135.
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Hildegunn Fandrem, Maren Stabel Tvedt, Tuomo Virtanen & Edvin Bru. (2021) Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization. Social Psychology of Education 24:2, pages 489-509.
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Ragnhild Lenes, Christopher R. Gonzales, Ingunn Størksen & Megan M. McClelland. (2020) Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts. Frontiers in Psychology 11.
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Joyce Hayek, Francine Schneider, Maya Tueni & Hein de Vries. (2020) Is Academic Achievement Related to Mediterranean Diet, Substance Use and Social-Cognitive Factors: Findings from Lebanese Adolescents. Nutrients 12:5, pages 1535.
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Jan Arvid Haugan, Per Frostad & Per-Egil Mjaavatn. (2019) A longitudinal study of factors predicting students’ intentions to leave upper secondary school in Norway. Social Psychology of Education 22:5, pages 1259-1279.
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Federico Batini & Giulia Toti. (2018) Una scuola per tutti? Riflessioni a margine di "Conversazioni sull'educazione". SICUREZZA E SCIENZE SOCIALI:1, pages 182-190.
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Kjersti Lundetræ & Egil Gabrielsen. 2017. Klar framgang!. Klar framgang!
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Airi M. Hakkarainen, Leena K. Holopainen & Hannu K. Savolainen. (2013) A Five-Year Follow-Up on the Role of Educational Support in Preventing Dropout From Upper Secondary Education in Finland. Journal of Learning Disabilities 48:4, pages 408-421.
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Gro Ramsdal, Rikke Gürgens Gjærum & Rolf Wynn. (2013) Dropout and early unemployment. International Journal of Educational Research 62, pages 75-86.
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