OKUL TERK RİSKİ BULUNAN ÖĞRENCİLERİN OKULA KATILIM MOTİVASYONU

Abstract

School dropout is a process shaped by the accumulation of academic, psychological, and socioeconomic factors. This study aimed to explore the school attendance motivations of students at risk of dropping out using an explanatory sequential mixed methods design. In the quantitative phase, the School Dropout Risk Checklist was developed and administered to 463 secondary school students during the spring semester of the 2024–2025 academic year. Data were analyzed using the FactoMineR and factoextra packages in RStudio. Since every checklist item represented a documented school dropout risk factor, Hierarchical Clustering on Principal Components was preferred over traditional factor analysis to retain all items. The number of dimensions was determined by jointly considering the VSS, Velicer MAP, BIC, and parallel analysis criteria. Based on explained variance, interpretability, and theoretical consistency, a two-component solution was selected. HCPC identified a three-cluster structure. In the qualitative phase, semi-structured interviews were conducted with 14 students classified as high risk. The interview data were analyzed using thematic analysis in MAXQDA 2020. Five themes emerged: academic and psychological factors, school environment, teacher relationships, peer relationships and family and socioeconomic conditions. The findings indicated that school dropout risk was primarily associated with the accumulation of school-based push experiences rather than external pull factors. However, protective factors such as future aspirations and family support appeared to buffer these negative experiences and contributed to students' continued engagement with school.