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Article: Individual differences and course attendance: Why do students skip class?

TitleIndividual differences and course attendance: Why do students skip class?
Authors
Issue Date2018
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2018, v. 38 n. 4, p. 470-486 How to Cite?
AbstractIndividual differences are theorised as being key predictors of students’ lecture attendance. Understanding students’ (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students’ deficits in motivations (ability/effort/task value) for studying and their predictive relationship with course attendance, while controlling for prior competence and academic self-concept. Second-year students (n = 219; Female = 40) undertaking three semester-long courses in English as a foreign language participated in the year-long study. The structural model tested included prior achievement and self-concept (Time-1; 15 weeks prior), the motivational deficits for studying in the course (Time-2; ability, effort and task value), and class attendance across the two semesters of study. Self-concept negatively predicted all motivational deficits (moderate-large effects), and positively predicted attendance. Two of the motivational deficits (ability and effort) also had strongly contrasting effects (positive and negative respectively) on attendance. The implications and practical suggestions for intervention are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/249952
ISSN
2017 Impact Factor: 1.344
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorGinns, P-
dc.contributor.authorHowarth, M-
dc.contributor.authorAnderson, C-
dc.contributor.authorOzono, S-
dc.date.accessioned2017-12-20T09:18:32Z-
dc.date.available2017-12-20T09:18:32Z-
dc.date.issued2018-
dc.identifier.citationEducational Psychology, 2018, v. 38 n. 4, p. 470-486-
dc.identifier.issn0144-3410-
dc.identifier.urihttp://hdl.handle.net/10722/249952-
dc.description.abstractIndividual differences are theorised as being key predictors of students’ lecture attendance. Understanding students’ (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students’ deficits in motivations (ability/effort/task value) for studying and their predictive relationship with course attendance, while controlling for prior competence and academic self-concept. Second-year students (n = 219; Female = 40) undertaking three semester-long courses in English as a foreign language participated in the year-long study. The structural model tested included prior achievement and self-concept (Time-1; 15 weeks prior), the motivational deficits for studying in the course (Time-2; ability, effort and task value), and class attendance across the two semesters of study. Self-concept negatively predicted all motivational deficits (moderate-large effects), and positively predicted attendance. Two of the motivational deficits (ability and effort) also had strongly contrasting effects (positive and negative respectively) on attendance. The implications and practical suggestions for intervention are discussed.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp-
dc.relation.ispartofEducational Psychology-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Psychology on 17 Nov 2017, available online at: http://www.tandfonline.com/doi/abs/10.1080/01443410.2017.1403567-
dc.titleIndividual differences and course attendance: Why do students skip class?-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturepostprint-
dc.identifier.doi10.1080/01443410.2017.1403567-
dc.identifier.scopuseid_2-s2.0-85034223925-
dc.identifier.hkuros283724-
dc.identifier.volume38-
dc.identifier.issue4-
dc.identifier.spage470-
dc.identifier.epage486-
dc.identifier.isiWOS:000430499900005-
dc.publisher.placeUnited Kingdom-

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