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2022-10-15
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info:eu-repo/semantics/openAccess
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Eurasian Society of Educational Research
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Resumen
Academic failure and school dropout, or early school leaving, are two of the situations that most concern countries and
educational institutions worldwide, because of their prevalence and also their economic and social implications. Despite this
prominent role that academic failure and school dropout have in societies, there seems to be no consensus on the literature on their conceptualization, definition, and relationship. Moreover, it is frequent to observe how both concepts are confused or overlap in the scientific literature and how many authors avoid defining these constructs, using them indistinctly. Therefore, this work analyses whether educational research considers them as two different concepts or if they are used indistinctly. For this purpose, 2,051 keywords from 450 articles were subjected to a systematic review and classified into the Education Resources Information Center (ERIC) thesaurus´ descriptors. The results reveal statistically significant differences in the descriptors according to the type of paper to which they correspond (academic failure or dropout). Thus, academic failure is associated with sociocultural, personal, and academic factors, while dropout is linked to employment and educational trajectories. These differences evidence that, although academic failure and school dropout refer to closely related educational problems, there are remarkable differences between them and between the treatment given to each of them in the scientific literature. Therefore, they should be considered as two different concepts. For all this, keyword analysis has proved to be a relevant element for the study of the structure of knowledge, allowing to clearly establish the differences between the two closely related concepts.
Descripción
The registered version of this article, first published in European Journal of Educational Research, is available online at the publisher's website: Eurasian Society of Educational Research, https://doi.org/10.12973/eu-jer.11.4.2275
La versión registrada de este artículo, publicado por primera vez en European Journal of Educational Research, está disponible en línea en el sitio web del editor: Eurasian Society of Educational Research, https://doi.org/10.12973/eu-jer.11.4.2275
This research has been conducted under the support of the Ayudas para la Formación de Profesorado Universitario [University Teacher Training Grants] (FPU).
La versión registrada de este artículo, publicado por primera vez en European Journal of Educational Research, está disponible en línea en el sitio web del editor: Eurasian Society of Educational Research, https://doi.org/10.12973/eu-jer.11.4.2275
This research has been conducted under the support of the Ayudas para la Formación de Profesorado Universitario [University Teacher Training Grants] (FPU).
Categorías UNESCO
Palabras clave
academic failure, bibliometric analysis, dropouts, keyword analysis, systematic review
Citación
Gutiérrez-de-Rozas, B., Carpintero Molina, E., & López-Martín, E. (2022). Academic failure and dropout:Untangling two realities. European Journal of Educational Research, 11(4), 2275-2289.
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación I