Abstract
The aim of the study was to investigate the relationships between certain educational strategies and students' personality traits, on the one hand, and students' academic performance, on the other, respectively between the latter and two types of outcomes (i.e. students' academic performance and intentions to drop out of high school). These relationships were examined in two educational settings: in the Diploma Programme (DP), a two-year college-preparatory curriculum offered by the International Baccalaureate (IB), an international private educational system, and the traditional Romanian schools. A sample of IB students in 3 Eastern and Central European countries, and a comparison sample of non-IB students in Romania participated in the research. Results reveal several educational strategies and personality traits among those suggested by previous investigations that significantly sustain IB DP students’ academic persistence. Also, IB students’ academic performance and dropout intentions are influenced by these traits and educational strategies, and these effects are fully or partially mediated by academic persistence. A different pattern of associations emerged in the non-IB sample, with independent work style as the most important determinant of academic persistence, suggesting that relative to the traditional Romanian schools, the IB programme promotes a climate that better supports students in completing their education.
Highlights
The aim of the study was to investigate the relationships between certain educational strategies and students' personality traits, on the one hand, and students' academic performance, on the other, respectively between the latter and two types of outcomes
These relationships were examined in two educational settings: in the Diploma Programme (DP), a two-year college-preparatory curriculum offered by the International Baccalaureate (IB), an international private educational system, and the traditional Romanian schools
The third aim of our research was to explore the differences between IB students and equivalent non-IB students from regular Romanian schools in what regards the relationships between the variables under scrutiny, examining whether the IB educational environment generates a distinctive set of influences in this area in comparison to the traditional Romanian school system
Summary
The aim of the study was to investigate the relationships between certain educational strategies and students' personality traits, on the one hand, and students' academic performance, on the other, respectively between the latter and two types of outcomes (i.e. students' academic performance and intentions to drop out of high school). These relationships were examined in two educational settings: in the Diploma Programme (DP), a two-year college-preparatory curriculum offered by the International Baccalaureate (IB), an international private educational system, and the traditional Romanian schools. Factors related to school and teaching practices have been diagnosed: low level of teacher commitment or attendance (Crain-Dorough, 2003), teaching staff turnover (Voicu, 2010), minimal support in transitional stages from one level to another (Blue & Cook, 2004), teasing and bullying victimization
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