Etiology and intervention methodology in the processes of school failure and dropout. A systematic review and meta-analysis

DOI: https://doi.org/10.5209/rced.86047
Keywords: School failure, early school leaving, systematic review, meta-analysis, socio-educational intervention

Abstract

School failure and early educational abandonment are complex processes with important individual and social consequences, by significantly reducing the opportunities of adolescents in relation to their possibilities of labor and social integration and compromising their transition to adult life, becoming a problem research with great social impact. This paper presents a systematic review and meta-analysis aimed at identifying the variables that affect the processes of school failure and early school leaving, in order to view them holistically. The systematic review, carried out according to the PRISMA declaration, has allowed the identification of twenty-six quantitative, qualitative and mixed approach research in the field of Social Sciences linked to the topic addressed. The meta-analysis of these investigations, for its part, has made it possible to identify the differential characteristics of the studies according to random factors, thus explaining their heterogeneity and the so-called publication bias.

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Author Biographies

Francisco Antonio Rodríguez-Manteca, Escuela Internacional de Doctorado de la UNED

Francisco Antonio Rodríguez Manteca, docente, educador social y gestor del Gabinete Socioeducativo
“Centro Magistrum”. Institución especializada, en apoyo académico, orientación familiar e
intervenciones con adolescentes en riesgo social y Programas de Reenganche Educativo “Segunda
Oportunidad”. Graduado en Educación Social (Mención en Atención a Personas en Riesgo de
Exclusión Social) y Máster Universitario en Intervención Educativa en Contextos Sociales
(Especialidad en Intervención con Menores y Jóvenes en Dificultad Social), ambas titulaciones, por la
Universidad Nacional de Educación a Distancia (UNED). Actualmente estudiando Doctorado de
Educación, por la Escuela Internacional de Doctorado de la UNED, (EIDUNED).

Ana Eva Rodríguez-Bravo, Universidad Nacional de Educación a Distancia

Ana Eva Rodríguez Bravo profesora titular del Departamento de Teoría de la Educación y Pedagogía
Social de la UNED (España). Doctora en Ciencias de la Educación y Licenciada en Pedagogía por la
Universidad Complutense de Madrid. Miembro del grupo de investigación TABA, International
Research sobre Inclusión Social y Derechos Humanos. Su experiencia e intereses investigadores se
vinculan al ámbito de la infancia, adolescencia y juventud en dificultad social, habiendo participado
y liderado diversos proyectos competitivos internacionales y nacionales, contratos de trasferencia
de conocimiento con entidades sociales del Tercer Sector y siendo autora de artículos, libros y
capítulos de libro publicados en revistas y editoriales de impacto.

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Published
2024-07-01
How to Cite
Rodríguez-Manteca F. A. y Rodríguez-Bravo A. E. (2024). Etiology and intervention methodology in the processes of school failure and dropout. A systematic review and meta-analysis. Revista Complutense de Educación, 35(3), 609-622. https://doi.org/10.5209/rced.86047
Issue
Vol. 35 No. 3 (2024)
Section
Articles

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