مشکلات یادگیری، دانشگاهی رفاه و ترک تحصیل آموزشی : رویکرد فرد محور

The aim of this study was to examine lower secondary students' (N = 1152) academic performance (reading and mathematics) and well-being (academic self-concept, perceived learning difficulties and school burnout) profiles, as well as the relations among these profiles and educational dropout. Latent profile analysis was used to identify four groups of students with distinct academic performance and well-being profiles. Students from two groups, namely the low-performance and negative academic well-being groups, were more prone to school dropout, whereas students from the high-performance and average-performance groups were less likely to abandon secondary education. Implications for research on learning difficulties are discussed, as the results demonstrate strong relations between mathematics, reading and spelling in this age group.

Low academic achievement has been identified as the single most important predictor of educational dropout (Battin-Pearson et al., 2000). However, it remains unclear if educational dropout is mainly connected to the level (severity) or type (reading, math or comorbid difficulties) of learning difficulties. Furthermore, the connection between mathematics and reading is not yet fully understood (Andersson, 2010 and Vukovic, 2012), and research concerning adolescent students is scarce (Korhonen, Linnanmäki, & Aunio, 2012). However, another important factor related to educational dropout is low academic well-being (Janosz, LeBlanc, Boulerice, & Tremblay, 2000). This study aims to investigate the relations between learning difficulties, academic well-being and educational dropout using a person-centred approach at the end of the comprehensive school.