{'fraction_non_alphanumeric': 0.026523297491039426, 'fraction_numerical': 0.00931899641577061, 'mean_word_length': 5.8431372549019605, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Prediction of various degrees of vocational secondary school absenteeism: Importance of the organization of the educational system

The aim of this research was to study different types of absenteeism in vocational secondary school taking into account the specificity of the school context. Participants were 523 students. First, three school absenteeism groups were established: Students with no absenteeism (nearly 64% of the sample), students with absenteeism (26%), and students with problematic absenteeism (10%). These groups were then compared according to four dimensions directly linked to the school context in order to identify the characteristics most associated with each type of absenteeism. Dimensions considered in this study were: 1) students’ characteristics and their status in vocational secondary school; 2) personal variables of school involvement; 3) relational variables (with parents, teachers, and school climate); and 4) belief variable in school system (belief in school justice). Multinomial logistic regression analyses showed that beyond the impact of the personal variables, the organization of the educational system seems to be a major predictor in the explanation of various forms of absenteeism. Implications from the research for psychological providers practice were suggested in order to encourage school attendance by vocational secondary school students.