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An Investigation of School Dropout Among Adolescents from the Perspective of Reality Therapy: A Theoretical Review

Ergenlerde Okul Terkinin Gerçeklik Terapisi Perspektifinden İncelenmesi: Kuramsal Bir Derleme

Fatma Nur İspenoğlu(Milli Eğitim Bakanlığı)0000-0002-8217-8042
Kader Karageyik(Milli Eğitim Bakanlığı)0000-0003-0424-7927
Halil Özkaraca(Milli Eğitim Bakanlığı)0000-0002-8536-3999
Özgür Osman Demir(HASAN KALYONCU ÜNİVERSİTESİ)0000-0002-5073-151X
Pages
123–145
Publication Date
2026-06-30
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This perspective highlights the critical need for needs-based interventions that prioritize positive teacher-student interactions and comprehensive social support programs over punitive policies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This theoretical review aims to explain adolescent school dropout within the framework of William Glasser’s Choice Theory, focusing on the five basic psychological needs: survival, love and belonging, power, freedom, and fun.
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Key Findings & Data:A narrative synthesis was conducted by integrating existing school dropout theories and models with individual, familial, school-level, and societal factors, placing particular emphasis on Glasser’s concept of the “quality world.” The synthesis suggests that the non-fulfillment of students’ basic psychological needs within the school context significantly weakens their academic and social engagement.
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Conclusion & Impact:This perspective highlights the critical need for needs-based interventions that prioritize positive teacher-student interactions and comprehensive social support programs over punitive policies.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Ergenlik · Okul Bağlılığı · Okul Terki

Abstract

This theoretical review aims to explain adolescent school dropout within the framework of William Glasser’s Choice Theory, focusing on the five basic psychological needs: survival, love and belonging, power, freedom, and fun. Theoretical and empirical studies drawn from both national and international literature were examined. A narrative synthesis was conducted by integrating existing school dropout theories and models with individual, familial, school-level, and societal factors, placing particular emphasis on Glasser’s concept of the “quality world.” The synthesis suggests that the non-fulfillment of students’ basic psychological needs within the school context significantly weakens their academic and social engagement. Specifically, deficits in love and belonging reduce school connectedness; unmet power needs undermine self-efficacy and motivation; constraints on freedom diminish the sense of autonomy; and a lack of fun lowers learners’ willingness to engage in the educational process. Furthermore, inadequacies related to the survival need—such as insufficient safety, nutrition, and shelter—directly compromise foundational learning conditions. A misalignment between adolescents’ quality worlds and the school climate increases their pursuit of need satisfaction outside of school, thereby elevating the risk of dropout. Ultimately, to prevent school dropout, this study recommends fostering a school climate that is relationship- and belonging-oriented, while actively supporting autonomy and competence. This perspective highlights the critical need for needs-based interventions that prioritize positive teacher-student interactions and comprehensive social support programs over punitive policies.

Özet

Bu derleme, ergenlerde okul terkini William Glasser’ın Seçim Teorisi ve beş temel ihtiyaç (hayatta kalma, sevme ve ait olma, güç, özgürlük, eğlence) çerçevesinde açıklamayı amaçlamaktadır. Ulusal ve uluslararası literatürden erişilen kuramsal ve ampirik çalışmalar incelenmiştir. Okul terki kuramları ve modelleri; bireysel, ailesel, okul ve toplumsal etmenler ile Glasser’ın kalite dünyası kavramı ekseninde anlatı temelli bir sentez yapılmıştır. Bulgular, öğrencilerin temel psikolojik ihtiyaçlarının okul ortamında karşılanmamasının akademik ve sosyal bağlılığı zayıflattığını göstermektedir. Sevme ve ait olma eksikliği okul bağlılığını, güç ihtiyacının karşılanmaması öz yeterlik ve motivasyonu, özgürlük kısıtlanmaları özerklik duygusunu, eğlence eksikliği öğrenmeye yönelik isteği azaltmaktadır. Hayatta kalma ihtiyacına ilişkin güvenlik, beslenme ve barınma yetersizlikleri ise öğrenme koşullarını doğrudan zedelemektedir. Kalite dünyası ile okul iklimi arasındaki uyumsuzluk, ergenlerin okul dışı doyum arayışlarını artırarak terk riskini yükseltmektedir. Sonuç olarak, okul terkini önlemede ilişki ve aidiyet odaklı, özerklik ve yeterliği destekleyen bir okul iklimi önerilmektedir. Bu yaklaşım, cezalandırıcı politikalar yerine öğretmen etkileşimi ve sosyal destek programlarını birlikte ele alan ihtiyaç temelli müdahalelerin gerekliliğini vurgulamaktadır.

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Cite This Article

İspenoğlu, F. N., Karageyik, K., Özkaraca, H., Demir, Ö. O. (2026). An Investigation of School Dropout Among Adolescents from the Perspective of Reality Therapy: A Theoretical Review. GAB Akademi, Cilt: 6 Sayı: 1, 123–145. https://ajindex.com/articles/1615180

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